Identifying engagement and associated factors in nursing students: An exploratory study.

BACKGROUND: Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement. METHODS: An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used. RESULTS: The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05). CONCLUSIONS: The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety.

Online (versus face-to-face) augmented reality experience on nursing students' leg ulcer competency: Two quasi-experimental studies.

AIM: The aim of this study was two-fold. Firstly, to describe the influence of an augmented reality (AR)-based online educational experience on the academic performance and learning determinants of nursing students related to the study of leg ulcer care. We also set out to compare these online results with those obtained in the same experience developed a year before but in a face-to-face design. BACKGROUND: Undergraduate education in nursing aims to train students towards an acceptable level of competence for professional practice. Sometimes, some essential clinical areas of knowledge are particularly challenging for both students and nurse educators. One of these is the care of chronic wounds, particularly in leg ulcers where nurses play a key role. Currently face-to-face teaching methods are evolving to more active contexts and alternative means such as online learning and AR are becoming widely used, garnering encouraging results. DESIGN: A quasi-experimental design was used. Two experiments were carried out to meet the aims of the study, the first one was a pre-test post-test design in one group and the second one a post-test two experimental groups design. METHODS: Participants were undergraduate nursing students from the School of Nursing of the University of Santiago de Compostela (Spain). The two experimental groups received the same training but in different environments: online during 2019/2020 (n = 111) and onsite during 2018/2019 (n = 72). The instruments selected were a knowledge and skills test and two validated questionnaires. RESULTS: Regarding academic performance, the study demonstrated significant differences towards learning after the AR-based online experience (Z = -9.074; p ≤ 0.001). The participants also showed good results in relation to the learning determinants studied. Compared with students receiving AR-based face-to-face teaching, the students with the online learning approach scored better in the dimensions Autonomous Learning (U=3104.5; p = 0.020) and 3D Comprehension (U=3167.0; p = 0.035). However, the participants in the onsite experience scored higher in the Attention dimension (U=3163.0; p = 0.035). CONCLUSIONS: AR positively influences academic performance and diverse educational variables when this experience is carried out online. Since both the online and face-to-face experience show statistically significant benefits in different dimensions of the learning determinants, the need to improve the AR learning experience through blended-learning environments should be promoted.

Effectiveness of augmented reality in learning about leg ulcer care: A quasi-experimental study in nursing students.

BACKGROUND: Chronic wounds are a serious public health problem worldwide. Providing optimal treatment to patients suffering from leg ulcers is a priority for nursing. Therefore, nursing students need to acquire the necessary competencies to provide evidence-based care. Augmented Reality (AR) is an emerging technology in health science education which can help nursing students achieve these skills if it is promoted by both institutions and educationalists. OBJECTIVES: To test the effectiveness of an AR-based methodology for teaching-learning aspects of the nursing curriculum (leg ulcer care), as well as to describe how AR influences different learning determinants of nursing students. DESIGN: A quasi-experimental study was carried out. PARTICIPANTS/SETTINGS: The participants of the study were 137 s-year nursing students from the School of Nursing of the University of Santiago de Compostela (Spain) (average age = 21.59 years, 80.29 % females). Of them, 65 comprised the control group (Non-AR-based teaching) and 72 comprised the experimental group (AR-based teaching). METHODS: Pre-post tests were used to measure knowledge and skills about leg ulcer care in both groups. Additionally, two validated questionnaires were selected to identify the influence of AR on learning determinants in the experimental group. The study took place during the 2018/2019 academic year. RESULTS: Significantly higher scores (7.68 vs. 6.14) were found in the knowledge post-test in the experimental group (p ≤ 0.001), while the pre-test did not show differences between groups (4.43 vs. 4.32). Also, nursing students indicated high scores in attention, autonomous learning, understanding and motivation to carry out learning objectives using AR. CONCLUSIONS: AR is a tool that improves performance related to the specific aspects of the nursing academic curriculum (leg ulcer care), while encouraging positive attitudes towards the teaching-learning process. These findings reinforce the need to include innovative methodologies in nursing classrooms.

Blood donation attitudes and knowledge in Spanish undergraduates with roles in health-education.

BACKGROUND: Recent investigations highlight how important it is to identify the key factors involved in the design of strategies to promote blood donation among undergraduates as a public health concern. The study aims to investigate attitudes and knowledge towards blood donation in university students with health education roles and examine the way sociodemographic and educational characteristics play a part in it. MATERIALS AND METHODS: A cross-sectional and multi-center design was used. A structured questionnaire was answered by 1128 Spanish university students (Schools of Health Sciences and Education Sciences). RESULTS: The knowledge test indicated a low score (M = 4.2 out of 10), being Me = 3.00 in the case of Education Sciences and Me = 5.00 in Health Sciences students. The greatest degree of importance is found in the "external incentives" dimension (M = 3.7 out of 5). Health science students and participants with relatives who needed a donation showed fewer "fears" (p ≤ 0.001) and "pretexts" (p ≤ 0.01). CONCLUSIONS: The low knowledge score stresses the need to develop valuable health education-related strategies in the curriculum of studies related with health education; showing room for improvement particularly in Education Science students. Health education interventions aimed at increasing donors in the university environment should be designed while considering differences among undergraduates. Based on their better attitudes, health science students might play a relevant role in promoting blood donation.

Attitudes and knowledge in blood donation among nursing students: A cross-sectional study in Spain and Portugal.

BACKGROUND: Blood donors are key in meeting the ever-increasing blood requirements worldwide. The Spanish and Portuguese donation systems are based on altruism and voluntariness. However, nursing students may not be fully aware of the importance of this social responsibility and their professional skills in this field. OBJECTIVES: This study aimed to identify differences regarding attitudes towards and knowledge about blood donation among Spanish and Portuguese undergraduate Nursing students (1st to 8th semester), as well as to analyse how different variables account for them. DESIGN: A multicentre cross-sectional study was carried out. PARTICIPANTS/SETTINGS: The participants of the study were 1038 nursing students from four Schools of Nursing in two countries, Spain and Portugal. METHODS: The web-based CADS-19 questionnaire to measure attitudes and knowledge was used during the academic years 2018-2019 and 2019-2020. Additionally, sociodemographic data were collected. RESULTS: The mean knowledge score was 3.079 out of 10 (SD = 1.429). The level of knowledge differed significantly by gender, where females scored higher, along with older students and previous donors. The highest mean attitude score corresponded to the "external incentives" dimension, significant differences were found between countries. In barriers and incentives, some differences were found depending on gender or sexual orientation, among others, with slightly better attitudes in Spanish participants. CONCLUSIONS: The level of knowledge was lower than expected, considering participants were nursing students. The attitude's comparative analysis between both countries showed significant differences, especially in the pretext dimension. As for greater donation rates found in Spanish students, nurse-led international partnerships could be designed to enhance health literacy and sensitivity among nursing undergraduates. Interventions should focus on specific theoretical and practical training programs and educative actions should contribute to a greater awareness, motivation, and sensitise students to blood donation.

A Systematic Review of Augmented Reality in Health Sciences: A Guide to Decision-Making in Higher Education.

The objective of this study was to investigate the usability of the augmented reality (AR) in higher education in the area of health sciences to describe what type of interventions have been developed, their impact on various psychopedagogical aspects of the students as well as the main advantages, disadvantages and challenges in incorporating AR in the teaching-learning process. A systematic review was carried out in the CINAHL, PsycINFO, MEDLINE, Web of Science databases and the Google Scholar search engine. The search was limited to original research articles written in English, Spanish or Portuguese since 2014. The quality of the selected articles (n = 19) was assessed using the Mixed Methods Appraisal Tool (MMAT). The applications and electronic devices used and the measurement instruments used were described. The use of AR made it easier for students to acquire skills, especially in courses with a high component of three-dimensional visualization, and positively influenced various aspects of the learning process such as motivation, satisfaction or autonomous learning. As an educational technological tool applied to higher education in health sciences, AR improves the teaching-learning process by influencing it in a multidimensional way.

A systematic review of the educational experiences and needs of children with cancer returning to school.

AIMS: To critically review and synthesize empirical studies on childhood cancer survivors' experiences and needs on returning to school after treatment. DESIGN: A mixed-method systematic review. DATA SOURCES: A search of CINAHL, PsycINFO, EMBASE, MEDLINE, ERIC and Web of Science was conducted for studies published in English, Spanish and Portuguese languages between January 2010 and May 2020. REVIEW METHODS: Twenty-one studies were eligible for inclusion (13 qualitative studies, 6 quantitative and 2 mixed-method studies). The quality of the studies was assessed using the Critical Appraisal Skills Programme and the Mixed Methods Appraisal Tool. Findings were synthesized using data-based convergent synthesis design. RESULTS: Findings were synthesized under four themes: academic continuity and school re-entry; physical and psychological well-being; school life and participation and stakeholders' responses to childhood cancer. Findings indicated that prolonged/recurring absences, physical and mental changes, personal/health factors impacted children's social participation, peer relationships and school re-integration. Factors which contributed to a more positive experience included maintaining contact with peers and teachers throughout treatment, peer relationships, understanding and support from school community. Sharing information about cancer was an ongoing challenging issue for children, that needed to be handled sensitively. CONCLUSION: It is evident that re-entry to school was very challenging for most children due to treatment side effects, prolonged absences, disrupted peer relationships, lack of preparation and lack of communication between schools, families and healthcare professionals. IMPACT: Despite the growing number of childhood cancer survivors worldwide, there is a deficit of studies about children's re-entry experiences and educational needs. This review illustrates the considerable challenges that children face on school re-entry and the critical importance of better care, support and collaboration from healthcare professionals, parents and school personnel. Nurses could help by raising awareness and leading on preparation for school re-entry.

Conhecimento de estudantes portugueses de enfermagem sobre doação de sangue / Conocimientos de estudiantes portugueses de Enfermería sobre donación de sangre / Knowledge of Portuguese nursing students about blood donation

Resumo Objetivo Avaliar o nível de conhecimento de estudantes de Enfermagem face à doação de sangue; identificar a importância atribuída às barreiras para a doação de sangue; e, identificar os meios de comunicação digital mais utilizados. Métodos Trata-se de uma pesquisa realizada numa Instituição de Ensino Superior da Região Centro de Portugal no ano letivo de 2018/2019. O estudo é descritivo, de natureza transversal, através de dois questionários ad hoc, preenchido on-line por 165 estudantes de Enfermagem. Resultados Os conhecimentos podem ser considerados de muito baixos (intervalo entre as doações; tempo de espera depois de fazer uma tatuagem ou um piercing; tempo de espera entre a ingestão de ferro; baixos (quantidade de sangue e alimentação prévia), médios (idade e peso mínimo, dador universal) e altos (casos em que o sangue é analisado). Os motivos para não doar sangue que assumiram bastante e muita importância foram "Porque tenho alguma condição física ou médica que me impede doar" e "Porque mantive práticas sexuais de risco". Conclusão A falta de conhecimentos sobre as condições de elegibilidade pode fazer com que uma pessoa considere, de forma errada, que não pode doar sangue. Tendo em conta os resultados obtidos e o acesso aos meios de comunicação digital, sugere-se que sejam implementados programas de e-saúde que promovam o aumento de conhecimentos e a redução de barreiras à doação de sangue.

Resumen Objetivo Evaluar el nivel de conocimiento de estudiantes de Enfermería sobre la donación de sangre, identificar la importancia atribuida a las barreras para la donación de sangre e identificar los medios de comunicación digital más utilizados. Métodos Se trata de un estudio realizado en una Institución de Enseñanza Superior de la región centro de Portugal en el año lectivo 2018/2019. El estudio es descriptivo, de naturaleza transversal, a través de dos cuestionarios ad hoc que fueron completados en línea por 165 estudiantes de Enfermería. Resultados Los conocimientos pueden considerarse muy bajos (intervalo entre las donaciones, tiempo de espera después de hacerse un tatuaje o piercing, tiempo de espera después de la ingesta de hierro); bajos (cantidad de sangre y alimentación previa); medios (edad y peso mínimo, donante universal) y altos (casos en que se analiza la sangre). Los motivos para no donar sangre que tuvieron bastante y mucha importancia fueron "Porque tengo alguna condición física o médica que me impide donar" y "Porque mantuve prácticas sexuales de riesgo". Conclusión La falta de conocimientos sobre las condiciones de elegibilidad puede provocar que una persona considere, de forma equivocada, que no puede donar sangre. Teniendo en cuenta los resultados obtenidos y el acceso a los medios de comunicación, se sugiere implementar programas de eSalud que promuevan el aumento de conocimientos y la reducción de barreras para la donación de sangre.

Abstract Objective To assess the level of knowledge of nursing students regarding blood donation, to identify the importance consider challenges for blood donation, and to determine the most used digital communication channels. Methods This research was performed at University of Central Portugal in 2018/2019. This was a descriptive cross-sectional study. A total of 165 nursing students completed online two ad hoc questionnaires. Results The level of knowledge can be classified as very low (interval between donations, waiting time after getting a tattoo or piercing, waiting time after taking iron supplements), low (amount of blood, eating before donation), medium (age and minimum weight, universal donor) and high (cases in which the blood was analyzed). The reasons for not donating blood that gained considerable and great importance were: "Because I have a physical or medical condition that makes me ineligible to donate" and "Because I had a risky sexual behavior". Conclusion The lack of knowledge about the eligibility requirements can make someone wrongly consider that he or she cannot donate blood. Considering the results obtained and the access to digital communication channels, the implementation of eHealth programs is recommended to promote more knowledge, and to reduce the barriers for blood donation.