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1.
Dimens Crit Care Nurs ; 42(1): 12-14, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36413640

RESUMO

BACKGROUND: During the course of a baccalaureate education, nursing students may encounter patient situations that are unexpected and emergent, including death. The use of simulation can offer students the opportunity to practice their communication skills with family centered-care and their teamwork in a safe environment with these emotionally charged patient situations. OBJECTIVES: The aim of this study was to provide students with a final summative simulation that could encompass as much of the curriculum as possible. METHODS: We developed a simulation experience involving a 32-week pregnant woman diagnosed with H1N1, who deteriorated and needed intubation and an emergency C-section. Students were required to care not only for the pregnant patient who was decompensating but also for the premature infant while working with two providers, a chaplain, and the "husband/father" in an intensive care environment. RESULTS: Around 94% of the students thought the simulation was beneficial and helped them improve clinical judgments, assessments, and interprofessional and patient/family communication. Students felt this simulation was challenging and recommended it to continue for other senior classes. Students found the debriefing and open discussion with all participants beneficial. DISCUSSION: The use of a summative simulation encompassing as much of the nursing curriculum as possible can be an effective tool to assess student learning and engagement.


Assuntos
Bacharelado em Enfermagem , Vírus da Influenza A Subtipo H1N1 , Estudantes de Enfermagem , Gravidez , Feminino , Humanos , Estudantes de Enfermagem/psicologia , Currículo
2.
Health Qual Life Outcomes ; 20(1): 150, 2022 Nov 10.
Artigo em Inglês | MEDLINE | ID: mdl-36357879

RESUMO

AIM: This study was conducted to examine the impact of sleep-wake problems on health-related quality of life of Japanese nursing college students.  METHODS: This cross-sectional study was conducted in 2019 on 150 third and fourth-year nursing college students from two locations in Japan. Insomnia severity was assessed using the Insomnia Severity Index (ISI) and health-related quality of life using the SF-8 questionnaire. The total sleep time (TST) was divided into 3 groups: < 6 h, 6-7 h (reference), and ≥ 7 h. The total ISI score was divided into 2 groups: ≥ 8 points and < 8 points (reference). Logistic regression analysis was performed to evaluate sleep-wake problems related to decline in mental health. RESULTS: The median mental health indicated in the SF-8 questionnaire was divided into two groups, and the factors causing decline in mental health were investigated. The odds ratios (95% confidence interval) for adjusted ISI ≥ 8 and TST on weekdays < 6 h was 6.51 (2.96-14.30) and 3.38 (1.40-8.17), respectively. Mental health status was significantly lower when ISI ≥ 8 and even lower when TST < 6 h. CONCLUSION: Insomnia and short sleep duration are associated with decreased mental health status in nursing college students. Many tended to lack sleep on weekdays. Sleep-wake problems identified while in university should be comprehensively dealt with.


Assuntos
Distúrbios do Início e da Manutenção do Sono , Estudantes de Enfermagem , Humanos , Estudos Transversais , Qualidade de Vida , Universidades , Distúrbios do Início e da Manutenção do Sono/epidemiologia , Japão/epidemiologia , Sono , Estudantes de Enfermagem/psicologia
3.
Artigo em Inglês | MEDLINE | ID: mdl-36437629

RESUMO

This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.


Assuntos
Estudantes de Medicina , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Aprendizagem , República da Coreia , Motivação
4.
Artigo em Inglês | MEDLINE | ID: mdl-36361032

RESUMO

BACKGROUND: The nursing perspectives on suicidal behaviors may influence the quality of assistance and suicidal prevention. This phenomenon is scarcely investigated among nursing students. AIMS: The aim of this study is to understand the meanings of suicidal behavior for Portuguese undergraduate students. METHODS: This qualitative study utilized Grounded Theory and Symbolic Interactionism. We collected data in Portugal in 2017-2018 with 13 undergraduate students. RESULTS: Students compared suicidal behavior to "A complex and close haze" and considered it "A neglected phenomenon". Suicidal behavior was predominantly perceived as an emotional distress that requires assistance. The students compared the person and society as "The car and the road: behavior influenced by communication and interaction" and valorized social dimensions and repercussions of suicidal behavior. LIMITATIONS: Lack of triangulation in the data and the sampling restricted to nursing students of a single institution are considered limitations of this study. CONCLUSIONS: This study can contribute to the development of academic education strategies and psychosocial support for nursing students.


Assuntos
Estudantes de Enfermagem , Suicídio , Humanos , Estudantes de Enfermagem/psicologia , Ideação Suicida , Portugal , Suicídio/prevenção & controle , Teoria Fundamentada
5.
Artigo em Inglês | MEDLINE | ID: mdl-36361119

RESUMO

INTRODUCTION: The COVID-19 pandemic has affected many areas of life, including the formation of nursing students. After the COVID-19 crisis, learning during clinical training created different challenges. Nursing schools are responsible for ensuring that structures are in place to facilitate coping in the changed clinical setting. This study aimed to analyze nursing students' perceptions during clinical training while caring for COVID-19 patients. MATERIAL AND METHODS: A qualitative phenomenological study that explored nursing students' perceptions of learning in clinical settings with COVID-19 patients was performed. A total of 15 semi-structured face-to-face interviews were conducted with nursing students who carried out their clinical practices in COVID-19 units during February and April 2022. RESULTS: Through content analysis, categorization, and the method of comparison constant, four categories emerged: feelings, challenges, coping methods, and clinical practices. The students had to learn to "work" with fear and uncertainty and self-manage the emotional burden using different coping techniques to deal with learning during their practices. Interacting with professors and clinical tutors during the clinical practice were positive experiences. CONCLUSIONS: This study constituted an opportunity to build new and adapted educational approaches for teachers to train nursing students to deal with their emotions and thoughts in future pandemic situations.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , COVID-19/epidemiologia , Pandemias , Bacharelado em Enfermagem/métodos , Aprendizagem
6.
Artigo em Inglês | MEDLINE | ID: mdl-36361451

RESUMO

The increased aging of populations and rises in immigration have prompted the design of new methodologies and instruments for fostering the invisible care of geriatric patients among health science students in accordance with the 2030 Agenda and the SDGs. A total of 656 psychology, nursing and dentistry students participated in this study, which had a pretest-posttest design and was implemented over the course of three academic years. The intervention groups received training using an active learning methodology based on a case study involving a geriatric patient; specifically, a Maghrebi woman. The control groups were not exposed to the case study. The CCI-U questionnaire was designed ad hoc to evaluate the acquisition of invisible competences for caring for geriatric patients in accordance with their age, sex, emotional situation and ethnic origin. The questionnaire had a reliability of α = 0.63 to 0.72 and its factor solution was found to have a good fit. Students in the intervention groups scored higher than those in the control groups, with the difference being statistically significant for ethnic origin in all three undergraduate courses and all three academic years. The proper application of this active learning methodology fosters the invisible care of geriatric patients among students in accordance with the 2030 Agenda.


Assuntos
Diversidade Cultural , Estudantes de Enfermagem , Feminino , Humanos , Idoso , Aprendizagem Baseada em Problemas , Reprodutibilidade dos Testes , Estudantes , Pacientes , Estudantes de Enfermagem/psicologia
7.
Arch Psychiatr Nurs ; 41: 144-152, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36428042

RESUMO

This quasi-experimental, nonequivalent control group pretest-posttest study developed a 10-session group poetry therapy program for nursing students and examined effects on clinical training, job-seeking stress, anxiety, ego-resilience, and psychological well-being. Forty-nine nursing students were conveniently recruited (experimental group n = 24, control group n = 25). Program construction used the Analysis, Design, Development, Implementation, and Evaluation model and Mazza's poetry therapy practice model. Compared to the control group, the experimental group showed significant decreases in stress and anxiety and significant improvements in ego-resilience and psychological well-being immediately after intervention, maintained at 5-week follow-up. The program can be a beneficial intervention for individuals experiencing various degrees of stress.


Assuntos
Estresse Ocupacional , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Adaptação Psicológica , Estresse Psicológico/psicologia , Ansiedade/psicologia , Ego
8.
Arch Psychiatr Nurs ; 41: 348-353, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36428070

RESUMO

This study was conducted to determine the level of beliefs toward mental illnesses in university students and to examine its relationship with empathic tendency and social distance level. This descriptive and relational study was conducted at the Faculty of Health Sciences and Faculty of Nursing of a state university in Turkey. The sample of the study consisted of 678 students studying in the 4th grade of these faculties. Personal Information Form, the Beliefs Toward Mental Illness Scale (BMI), the Empathic Tendency Scale (ETS), and the Social Distance Scale (SDI) were used to collect data. It was determined that there was a high level of negative relationship between the students' mean BMI score and the age variable and the empathic tendency and social distance mean scores. It was seen that the mean Empathic Tendecy Scale and Social Distance Scale scores accounted for 86.6 % of the change in the mean BMI score (Adjusted R2 = 0.826). The mean BMI score of the students was found to be below the medium level. On the other hand, it was found that empathic tendency and social distance mean scores were above the medium level and had an effect on the mean BMI score. Psychosocial factors that are effective in the emergence of negative beliefs about mental illnesses in students should be investigated and studies should be carried out to increase awareness about negative beliefs.


Assuntos
Transtornos Mentais , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Distanciamento Físico , Universidades , Empatia
9.
Nurse Educ Pract ; 65: 103488, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36334521

RESUMO

AIM/OBJECTIVE: The aim of this study was to identify the main patterns of errors that 4th year nursing students made in simulated clinical practice with scenarios of care for people with Autism Spectrum Disorder (ASD). BACKGROUND: Clinical simulation currently plays a major role in the training of nursing students and provides the participants with the opportunity to practice and develop their clinical sills with a pediatric patient diagnosed with ASD. DESIGN: A retrospective longitudinal qualitative study was performed. METHODS: Content analysis of the existing debriefing records from a period of 7 academic years (2016-2022) was carried out. The scenario was simulated by a standardized patient diagnosed with ASD, with 23 groups of nursing students. RESULTS: The results showed different patterns of errors. These patterns were grouped into 1 main category (weaknesses) and 5 major subcategories: clinical, communication, knowledge about ASD, emotions, and behavior towards parents. The most repeated errors were excessive use of verbal communication, abundant stimuli, low demand for information from primary caregivers, low demand for information about the child's emotions and interests, and a lack of knowledge of the profile of the child with ASD. CONCLUSION: From the findings of this study, we can highlight the lack of training that students received on the practical approach for providing care to these individuals. It has also been inferred in this study that clinical simulation is a tool that favors reflection and experiential learning for students when they are faced with caring for people with ASD.


Assuntos
Transtorno do Espectro Autista , Transtorno Autístico , Bacharelado em Enfermagem , Estudantes de Enfermagem , Criança , Humanos , Transtorno do Espectro Autista/psicologia , Transtorno Autístico/terapia , Estudos Retrospectivos , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem/métodos
10.
Nurse Educ Pract ; 65: 103496, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36335881

RESUMO

AIM: To adapt the 'Nursing Student Contributions to Clinical Settings' scale (CEEEC, Spanish acronym), designed for specialized care and to evaluate the validity and reliability of a measure in the primary health care setting. Additionally, a description of the contributions of nursing students to primary health care in Spain is presented, based on the perception of preceptor nurses. METHODS: A multicenter cross-sectional study was conducted in Spain, involving a committee of nursing experts who participated in a Delphi panel (n = 5) and cognitive interviews (n = 5) and a sample of nursing preceptors (n = 300) from 57 primary health care centers (2019-2020). The CEEEC was reviewed by experts for the conceptual semantic adequacy of the 24 items for its application in primary health care. Nurse preceptors' responses to the CEEEC scale were used to study the validity and reliability of the measure, including factor analysis, convergent validity with the Health Sciences-Evidence Based Practice scale and a matched test-retest over a three-week interval. RESULTS: According to the consensus of experts, the CEEEC scale is valid for primary health care with minimal modifications (change "patient" to "user"). Based on the analysis of responses to the scale, the corrected item-total correlations of the 24 items were ≥ 0.40 and were grouped into a single factor, explaining 46.3% of the variance. The Cronbach's alpha value was 0.95. Regarding convergent validity, there was a positive correlation between the CEEEC scale and the score of the Health Sciences-Evidence Based Practice scale (Pearson's coefficient= 0.33; p < 0.001). The overall intraclass correlation coefficient was 0.91. Finally, the mean CEEEC score was 61.9 points (range 0-96). The two most positive contributions were 'Nursing students enable nursing professionals to perform their teaching role' and 'Nursing students become future professionals who know the healthcare facility'. CONCLUSIONS: The CEEEC scale provides a valid and reliable measure of nursing students' contributions to primary health care. Nursing students' contributions to Spanish primary health care were positive, especially towards the nursing profession and healthcare organizations.


Assuntos
Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Reprodutibilidade dos Testes , Psicometria , Estudos Transversais , Inquéritos e Questionários , Atenção Primária à Saúde
11.
Artigo em Inglês | MEDLINE | ID: mdl-36429837

RESUMO

Evidence shows that university students, especially healthcare students, experienced considerable health impacts during COVID-19. This study examined Hong Kong general nursing students' mental health and quality of life during the COVID-19 pandemic. An online questionnaire composed of personal demographics, the Fear of COVID-19 scale (FCV-19S), the Depression Anxiety Stress Scale short version (DASS21), and the World Health Organization Quality of Life-BREF (WHOQOL-BREF) was used for data collection in early 2021. Among 380 respondents, 170 (45%) did not attend clinical practicum during the pandemic. Students who did not participate in clinical training scored lower in FCV-19S but higher in WHOQOL-BREF than those who participated (p = 0.001 or p < 0.001). FCV-19S and WHOQOL-BREF were negatively correlated (r = -0.623 to -0.446, p < 0.001). Slight negative correlations were found between the FCV-19S and DASS-21 scores. Although there were no significant differences in DASS21 (p = 0.294-0.931) between these two student groups, there was a considerably high prevalence rate of depression (57.1%), anxiety (47.6%), and stress (39.5%). Hong Kong nursing students, especially those who attended clinical practicum during the pandemic, experienced substantial emotional and quality of life implications. Local universities are recommended to organize appropriate interventions to prepare and support nursing students' wellbeing and health in coping with future disasters.


Assuntos
COVID-19 , Estudantes de Enfermagem , Humanos , Qualidade de Vida/psicologia , Saúde Mental , Estudantes de Enfermagem/psicologia , COVID-19/epidemiologia , Pandemias , Hong Kong/epidemiologia
12.
J Nurs Educ ; 61(11): 641-645, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36343194

RESUMO

BACKGROUND: Although mental health symptoms increased during the coronavirus disease 2019 (COVID-19) pandemic, little is known about the associations between nursing students' perceived risk of contracting COVID-19 and their academic and psychological well-being. This study examined associations between perceived COVID-19 risk, likelihood of completing nursing education, and mental health factors of nursing students. METHOD: A total of 979 nursing students completed self-report measures of perceived COVID-19 risk, anticipated academic completion, anxiety and depressive symptoms, stress, coping self-efficacy, hope, and social support. RESULTS: Students with higher perceived COVID-19 risk reported increased anxiety and depression as well as decreased likelihood of graduating, coping self-efficacy, and levels of social support. CONCLUSION: Findings indicate the need for increased mental health support for nursing students for successful completion of their programs. Educators should increase support and proactively strengthen positive psychology factors to mitigate the effects of COVID-19 and other crises on nursing students' well-being. [J Nurs Educ. 2022;61(11):641-645.].


Assuntos
COVID-19 , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , COVID-19/epidemiologia , Estresse Psicológico/epidemiologia , Estresse Psicológico/psicologia , Pandemias , Adaptação Psicológica
13.
PLoS One ; 17(11): e0277195, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36327303

RESUMO

Entry-level health care professionals are socialized to accept the norms and values associated with institutions in which violence and suffering is considered an anticipated and even routine and normalized part of frontline care. The objective of the study was to illuminate the subjective experience of psychological trauma in graduates from a baccalaureate nursing and psychiatric nursing program using the McGill Illness Narrative Interview, an ethnographic interview guide. Participants included graduates from each program in a western Canadian province who reflected back on their experiences of trauma as students and newly-graduated nurses within their first year of practice as a regulated health professional. Results: Six key themes were identified. Witnessing sudden change in patient or client status and unexpected death; Emotional labour; Faculty incivility; Sabotage, bullying and verbal abuse from the health care team; Exposure to physical violence and sexual inappropriateness; and Mobilizing supports. All exposures were linked to the participants' definition of psychological trauma. Conclusions: The study findings highlight the power dynamic, abuses, and vulnerability between students, faculty, and their clinical counterparts without adequate recourse. There is a need to foster emotional intelligence, self-efficacy, and resilience when potentially traumatic and stressful experiences occur with student nurse and early-career nursing populations.


Assuntos
Bacharelado em Enfermagem , Enfermagem Psiquiátrica , Trauma Psicológico , Estudantes de Enfermagem , Humanos , Canadá , Estudantes de Enfermagem/psicologia , Pesquisa Qualitativa
14.
Medicine (Baltimore) ; 101(46): e31673, 2022 Nov 18.
Artigo em Inglês | MEDLINE | ID: mdl-36401377

RESUMO

Patient-centered nursing holistic care is of utmost important to the nursing profession, and humanistic care cultivation has become a global nursing education concern. This study aimed to examine the relationship among emotional intelligence, empathy and humanistic care ability in nursing students, and to determine whether positive emotional intelligence could mediate the relationship between empathy and humanistic care ability. This study used a cross-sectional, descriptive design. A total of 323 nursing students was enrolled from one medical university in Heilongjiang Province, China. The emotional intelligence questionnaires, empathy scale and humanistic care ability scale were used to quantify participants' responses. There was no significant difference in gender, residence, single-child family and leader experience of nursing students' humanistic care ability. However, the significant differences were found in grade (t = 4.55, P < .01) and major interests (t = 7.06, P < .01). Obviously, there was positive correlation between positive emotional intelligence and empathy (R = 0.37, P < .01), and positive correlation between humanistic care ability and emotional intelligence (R = 0.62, P < .01), and empathy (R = 0.57, P < .01). Furthermore, emotional intelligence (ß = 0.21, P < .01) had a significant mediating effect on the relationship between humanistic care ability and empathy. Nurse educators should improve the empathy of nursing students by developing and implementing emotional intelligence programs, in order to improve their humanistic care ability.


Assuntos
Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Empatia , Estudos Transversais , Inteligência Emocional , Humanismo
15.
Artigo em Inglês | MEDLINE | ID: mdl-36360798

RESUMO

(1) Background: Experiences involve feelings, which, in turn, produce meaning that can become a subjectively lived experience. Therefore, the study of experiences and feelings is essential. INTRODUCTION: We examined the role of narrative-based nursing (NBN) and the poetry of care (PC). OBJECTIVE: To reflect upon the emotions and feelings experienced by nursing students during confinement induced by COVID-19. (2) Methods: This is a qualitative study with a focus on reflexive anthropology, NBN, and PC. SETTING AND PARTICIPANTS: The non-probabilistic sample of incidental, casual, or accessibility type. It consists of 198 students completing their first degree in nursing (the academic year of 2019-2020) of the University of Alicante. (3) Results: Three main categories were considered in the research: For the 'first day', 21 subcategories were identified, and uncertainty was the most frequently noted feeling. For the 'most significant day', 22 subcategories were found, with the explosion of feelings being the most frequent. For the 'last day', 15 subcategories were recorded, with the feeling of relief being the most common. CONCLUSIONS: The NBN and PC are relevant therapeutic tools that facilitate reflection and promote awareness of feelings.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , COVID-19/epidemiologia , Narração , Pesquisa Qualitativa , Emoções
16.
Nurse Educ Pract ; 65: 103487, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36356321

RESUMO

AIM: This study assessed the role of intolerance of uncertainty and anxiety sensitivity on nursing students' depression, anxiety, and stress levels. BACKGROUND: Stress is widespread among nursing students who struggle with moderate mental health issues, such as depression and anxiety. A priori prediction of the factors affecting nursing students' mental health status should be considered. DESIGN: A descriptive study was carried out between 1 June and 15 July 2021. PARTICIPANTS: The sample consisted of 366 Turkish nursing students in a city located south of Turkey. METHODS: Data were collected with socio-demographic forms-the Anxiety Sensitivity Index-3, the Intolerance of Uncertainty Scale-12, and the Depression Anxiety and Stress Scale-21-through web-based records. Descriptive statistics and multiple linear regression analysis were performed with the obtained data. RESULTS: The students' mean age was 21.63 ± 2.41. The mean score of the depression sub-dimension of DASS-21 was 8.33 ± 4.29 and that of the anxiety sub-dimension and stress sub-dimension was 6.70 ± 3.98 and 8.73 ± 3.81, respectively. The multiple linear regression analysis showed that the Intolerance of unceratinity scale-12 prospective anxiety sub-dimension and Intolerance of unceratinity scale-12 inhibitory anxiety sub-dimension, and the Anxiety Sensitivity Index-3 physical symptoms, cognitive symptoms, and social symptoms sub-dimensions explained 31.6% of depression, 38.9% of Depression Anxiety and Stress Scale-21 anxiety, and 36.4% of Depression Anxiety and Stress Scale-21 stress sub-dimension. CONCLUSIONS: The nursing students' depression and anxiety levels were moderate, and their stress level was mild. The study results revealed that anxiety sensitivity and intolerance of uncertainty play an essential role in predicting students' mental health status.


Assuntos
Estudantes de Enfermagem , Humanos , Adulto Jovem , Adulto , Estudantes de Enfermagem/psicologia , Depressão/epidemiologia , Depressão/psicologia , Incerteza , Estudos Prospectivos , Ansiedade/psicologia , Estresse Psicológico/psicologia
17.
Nurs Educ Perspect ; 43(6): E47-E49, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36315883

RESUMO

ABSTRACT: This descriptive mixed-methods study was conducted to understand the impact of COVID-19 on undergraduate nursing students' education, perceptions of nursing, stress, and coping. A convenience sample (N = 150) reported high levels of stress with higher stress levels significantly associated with lower coping. The essence of nursing, emotions surrounding the transition to nursing, educational barriers, and faculty-student relationships emerged as themes. The findings can be used to revise curricula and better support nursing students in future disasters and transitions to practice during unpredictable times.


Assuntos
COVID-19 , Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem/métodos , COVID-19/epidemiologia , Adaptação Psicológica
18.
Nurs Educ Perspect ; 43(6): E97-E99, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36315890

RESUMO

ABSTRACT: Test anxiety and attrition are prevalent in nursing programs. Efforts should be made to assist nursing students in obtaining coping mechanisms to reduce anxiety. The aim of this quantitative, quasi-experimental, before and after study was to determine the impact of a cognitive-behavioral intervention on test anxiety during first-semester nursing courses. Thirty bachelor of science in nursing students in a rural university participated in a cognitive-behavioral intervention and completed the Cognitive Test Anxiety Scale. A two-tailed, dependent-samples t-test determined a statistically significant decrease in test anxiety scores (p < .001), supporting interventions aimed at reducing both the physical and mental effects of test anxiety.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Ansiedade aos Exames , Estudantes de Enfermagem/psicologia , Ansiedade/prevenção & controle , Cognição
19.
Nurse Educ Pract ; 64: 103457, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36182730

RESUMO

BACKGROUND: Stressors among nursing students arise from both academic activities and clinical placement. Understanding how nursing students perceive academic and clinical stressors and the clinical learning environment could help develop useful approaches to reducing levels of stress and contribute to the maintenance of a good learning environment. There is a paucity of studies that investigated associations between the clinical learning environment and the stress of nursing students. OBJECTIVES: To investigate the relationship between the perception of the clinical learning environment and stress in nursing students; to compare the perception of the clinical learning environment and stress in terms of the year and terms of the organization of supervision. DESIGN: Cross-sectional correlation study SETTINGS: University PARTICIPANTS: The sample consisted of 155 nursing students in the bachelor's degree program. During the four academic years, students of individual years of the bachelor's study program were included in the study after completing all clinical placements in a given academic year. METHODS: The following instruments were used for the data collection: Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, Perceived Stress Scale; Physio-Psycho-Social Response Scale and Coping Behaviour Inventory. Correlation analysis and multiple linear regression analysis using stepwise methods were used to determine the relationships between the variables. RESULTS: The clinical learning environment is a strong predictor of students' perceptions of stress related to teachers and nursing staff. Types and degrees of stressful events during clinical practice varied between years of study. The experience with supervision was related to the overall perception of the clinical learning environment, but not to the students' physio-psychosocial status, types of stressful events during clinical practice and coping behaviors. Also, the differences in the students' physio-psychosocial status were not significant in terms of individual years of study and method of supervision. CONCLUSIONS: There is a significant relationship between the clinical learning environment and the perception of academic stress. The attitude of the teacher and the medical staff can thus be important in influencing the level of stress in nursing students.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Estudos Transversais , Docentes de Enfermagem , Humanos , Estresse Psicológico , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários
20.
Rev Esp Salud Publica ; 962022 Oct 10.
Artigo em Espanhol | MEDLINE | ID: mdl-36213957

RESUMO

OBJECTIVE: Nursing students, with their inexperience and the frequent challenge of encountering new environments, are a potentially vulnerable group for bullying and harassment in the work setting. The aim of this study was to analyze the bullying and/or harassment experienced by Nursing students during their clinical practice. METHODS: A descriptive cross-sectional study was carried out at the University of León and the study population was fourth-year nursing students. The measurement instrument was a 24-item questionnaire approved by the University Ethics Committee. The chi-square test, Student's t-test and Mann Whitney U test were used for statistical analysis. RESULTS: A prevalence of 26.5% (22/83) of students who suffered episodes of bullying and/or harassment was observed; younger students suffered these events from physicians, patients and family members and/or companions to a greater extent. This produced an impact on the psychological well-being of the students, who felt depressed, humiliated and incapable, which negatively affected the level of care provided to patients. CONCLUSIONS: The overall problem studied presents a lower prevalence than that obtained in other work carried out in the rest of the world; as a consequence, there is an impact on the psychological well-being of the students that affects their level of attention to the tasks they are carrying out and their way of working with others.


OBJETIVO: Los estudiantes de Enfermería, con su inexperiencia y el desafío frecuente de encontrarse con nuevos entornos, son un grupo potencialmente vulnerable para sufrir intimidación y acoso en el ámbito del trabajo. El objetivo de este trabajo fue analizar la intimidación y/o acoso padecidos por los estudiantes de Enfermería durante sus prácticas clínicas. METODOS: Se realizó un estudio descriptivo transversal en la Universidad de León. La población a estudio fueron los estudiantes del Grado en Enfermería de cuarto curso. El instrumento de medida fue un cuestionario que constó de 24 items y que se aprobó por el Comité de Ética de la Universidad. Para el análisis estadístico se utilizó la prueba de chi-cuadrado, t de Student y la U de Mann Whitney. RESULTADOS: Se observó una prevalencia del 26,5% (n=83) de estudiantes que sufrieron episodios de intimidación y/o acoso; los estudiantes de menor edad padecieron estos hechos por parte de los médicos, pacientes y familiares y/o acompañantes en mayor medida. Esto produjo un impacto en su bienestar psicológico e hizo que se sintieran deprimidos, humillados e incapaces, lo que afectó negativamente al nivel de atención prestado a los pacientes. CONCLUSIONES: El problema global estudiado presenta una prevalencia inferior a la obtenida en otros trabajos llevados a cabo en el resto del mundo. Como consecuencia, existe un impacto en el bienestar psicológico de los estudiantes que afecta a su nivel de atención en las tareas que están llevando a cabo y a su forma de trabajar con los demás.


Assuntos
Bullying , Estudantes de Enfermagem , Bullying/psicologia , Estudos Transversais , Humanos , Espanha , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários , Local de Trabalho/psicologia
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