Professional socialization of baccalaureate nursing students: can students in distance nursing programs become socialized?

Distance education programs may have difficulty socializing nursing students due to limited face-to-face student-faculty interaction. Socialized attitudes toward the nursing profession were assessed using two measures with three groups--senior BSN students enrolled at campus-based programs, senior BSN students enrolled in distance programs, and non-nursing students. The purpose of this analysis was to determine whether nursing students enrolled in distance programs had professional socialization outcomes comparable to nursing students enrolled in campus-based programs, and to examine the psychometric properties of two popular measures of professional socialization. Results indicated that students in the distance programs had higher scores than the campus-based nursing students, who, in turn, had higher scores than non-nursing students. A statistical interaction of RN status by program type indicated that health care experience was a critical factor in the socialization process. Of the two socialization measures examined, one had acceptable psychometric properties. These data suggest that health care and preceptorship experiences are important determinants of professional socialization and that students who opt for distance nursing programs graduate with socialization outcomes that are at least comparable to those of students who attend traditional programs.     

Patients’ involvement in nursing students’ clinical education: A scoping review

BackgroundActual contacts with patients are crucial in developing the skills that students need when working with patients. Patients are accustomed to the presence of students. The concept of learning from patients has emerged recently, shifting the focus from learning from professionals as role models to the relationship between the student and patient.AimWith focus on patients’ perspective in clinical practice placements, this scoping review aims to review and summarize the existing empirical literature regarding patients’ involvement in nursing students’ clinical education.Design and methodA broad search without time limitations was performed in the databases CINAHL, Medline, PsycINFO and ERIC. A manual search was also performed. Only empirical studies describing aspects of patient involvement in nursing education from the patient’s perspective were taken into account. Thirty-two studies published from 1985 to June 2016 met the selection criteria and were analysed using inductive content analysis.ResultsThe perspective of real patients focused on their role in students’ learning and assessment processes. In general, patients appreciated the opportunity to contribute to a student’s learning process and thus enhance the quality of patient care. However, the patients’ approaches varied from active to passive participants, comprising active participants contributing to students’ learning, followers of care and advice, and learning platforms with whom students practiced their skills. Some patients perceived themselves as active participants who facilitated students’ learning by sharing knowledge and experience about their own care and wellbeing as well as assessed students’ performance by providing encouraging feedback.ConclusionThe state and degrees of patient involvement in nursing students’ clinical education were made explicit by the literature reviewed. However, the number of studies examining the involvement of real patients in students’ education in clinical settings is very limited. To understand this untapped resource better and to promote its full realization, recommendations for nursing education and future research are made.     

Academic success of nursing students: Does motivation matter?

Schools of nursing around the world, including associate degree nursing (ADN) programs, continue to be challenged by retention and recruitment issues. Many efforts have been made to address the variety of complex issues that nurse educators face to increase student retention and recruitment in nursing programs. Fortunately, enrollment in many of the nursing programs is on the rise, as the economic challenges in the United States continue to be unwavering. According to the National League for Nursing Annual Nursing Data Review, ADN programs “account for majority of growth in admission and enrollment” (2009). However, with an increase in enrollment comes an increase for the potential of choosing a career in nursing not only for the desire to help others but also for the sake of having a career with job “security.” The motivating forces for choosing a career in nursing, the changing demographics of nursing students, and the students' motivation to learn can all provide challenges for nurse educators. The one challenge that educators will face with an increase in enrollment is how to increase retention among a very diverse student population. One avenue to consider is the students' motivation for learning and how that could impact his or her retention. A review of the literature suggests that locus of control (internal versus external motivation) can be one predicator of success in higher education (L. Perrot, L. Deloney, J. Hastings, S. Savell, & M. Savidge, 2001). Furthermore, motivation has been positively related to learning outcomes, and positive learning outcomes have been correlated with increased retention in higher education.     

Accelerated second-degree baccalaureate nursing programs: what is the significance of clinical instructors?

Accelerated second-degree nursing programs are a popular method of entry into nursing for many individuals beginning a second career in nursing. Using a hermeneutic phenomenological approach, this study analyzed the experiences of 19 accelerated second-degree baccalaureate nursing graduates to understand how their student experiences best prepared them for nursing practice after graduation. The significance of clinical instructors to students' development as nurses was revealed in the data analysis and identified in the theme, Blending Practice and Pedagogy. This article describes the implications of this theme for both accelerated second-degree nursing programs and faculty recruitment and retention.     

The value of social media use in improving nursing students’ engagement: A systematic review

AimThis systematic review was undertaken to investigate the impact of social media use in relation to student engagement in nursing education.BackgroundThe availability of social media has transformed global connectivity within education systems. Social media has been used in various educational contexts. The widespread use of social media has prompted a demand for a better understanding of how it might be used in nursing education. While research has previously explored the positive effects of using social media on a range of learning outcomes in nursing education, studies have not specifically focused on how these positive features have an impact on students’ engagement as a vital component of successful learning.DesignThis review uses the Joanna Briggs Institute approach to conducting systematic reviews and follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting a systematic review.MethodsFollowing predefined inclusion criteria, a search of electronic databases was performed using a three-step strategy to identify relevant studies. The following databases were searched: Cumulative Index of Nursing and Allied Health Literature (CINAHL), Education Resources Information Centre (ERIC), MEDLINE and PubMed. A further manual search was performed to identify potentially relevant articles. The included studies were assessed for methodological quality by all reviewers using the Mixed Methods Appraisal Tool. NVivo software was used for organising data and developing themes.ResultsData from sixteen studies with different designs were extracted and thematically synthesised. The synthesised findings yielded five themes: 1) interaction and communication; 2) managing stress; 3) positive online community; 4) time spent; and 5) digital literacy and e-professionalism.ConclusionsThis review reveals that using social media to support nursing students’ learning has positive benefits in terms of promoting several aspects of their engagement, such as rapid interaction and communication. Further empirical studies, however, should aim to measure social media’s effects on nursing students’ engagement with their courses and their academic attainment.     

Investigating the effect of emotional intelligence education on baccalaureate nursing students’ emotional intelligence scores

Nursing students, particularly at the time of entering clinical education, experience a great deal of stress and emotion typically related to their educational and clinical competence. Emotional intelligence is known to be one of the required skills to effectively cope with such feelings. The aim of this study was to investigate the effect of training on first-year nursing students’ levels of emotional intelligence. This was a quasi-experiment study in which 69 first-year nursing students affiliated with Tehran University of Medical Sciences were assigned to either the control or the experimental groups. The study intervention included of an emotional intelligence educational program offered in eight two-hour sessions for eight subsequent weeks. In total, 66 students completed the study. The study groups did not differ significantly in terms of emotional intelligence scores before and after educational program. Although the educational program did not have an effect on students’ emotional intelligence scores, this study finding can be explained. Limited time for exercising the acquired knowledge and skills may explain the non-significant findings. Moreover, our participants were exclusively first-year students who had no clinical experience and hence, might have felt no real need to learn emotional intelligence skills.     

The “five senses of success” in nursing students: Assessing first-year support engagement

ObjectivesThis study aimed to identify School and University support services available and accessed by nursing students transitioning into a university environment as many struggle to adjust to competing demands of personal commitments and expectations at university.MethodsA mixed methods design was used, based on activity theory and Lizzio's Five Senses of Success frameworks as exploratory guides. This study was conducted amongst the first year cohort at one campus of the Bachelor of Nursing (BN) program in Queensland, Australia. An initial baseline assessment of what University and School-based support services were on offer for students, and how the students interacted with the support services was conducted. This was followed by a survey to identify awareness and access to support services. Focus groups were then conducted to clarify the previous results and to determine engagement with these support services.ResultsA randomly selected number of students (n = 150) in the first-year 2014 cohort of the BN program (n = 300) were included in this study. The survey was completed by 54 students and three semi-structured focus groups were conducted. The analysis indicated that the support services in place were successful in reaching the majority of students and contributed to their sense of success at university. Specifically students identified that a whole cohort approach to support enhanced their transition to university.ConclusionIdentifying lesser known services early in the first year will ensure that students are supported and encouraged to use all services, contributing to their sense of success at university.     

Creating walking tracks to success: A narrative analysis of Australian Aboriginal and Torres Strait Islander nursing students’ stories of success

Australian Aboriginal and Torres Strait Islander people have higher rates of morbidity and mortality than other Australians. One proposed strategy to improve this situation is to increase the participation of Aboriginal and Torres Strait Islander people, including Aboriginal and Torres Strait Islander nurses, in the health workforce. Although the numbers of Aboriginal and Torres Strait Islander students undertaking tertiary nursing courses have increased, completion rates have not kept pace. The study aimed to describe Aboriginal and Torres Strait Islander nursing students’ experiences of enablers for successful course completion and to develop a narrative of student experience. A qualitative study using a strengths-based approach with a narrative analysis of semi-structured interview data was conducted across four schools of Nursing in Queensland, Australia. Eight final-year Aboriginal and Torres Strait Islander nursing students volunteered to participate in the study. A collective story with the overarching plotline Creating walking tracks to success was developed. Six threads of experience emerged: Making a difference, Valuing Indigeneity, Healing strength of connections, Resisting racism, Embracing support, and persevering towards completion. Key success factors included resilient attributes, building supportive connections and having positive expectations of the future, along with sustained institutional support from Aboriginal and Torres Strait Islander nurse academics and clinicians. Development of tailored resilience-building training for Aboriginal and Torres Strait Islander nursing students and appointment of Aboriginal and Torres Strait Islander academics in Schools of Nursing that include such students may facilitate future successful completions in other programs.     

The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomised controlled study

BackgroundStudents who receive e-learning in nursing education state that they cannot learn the lessons effectively. This study aims to evaluate the effect of multimedia teaching materials on students' academic achievement and motivation in e-learning.MethodsThe quasi-experimental study was performed on 70 students. The experimental group students were presented with multimedia materials, and the control group students were taught the e-learning course.ResultsIn this study, regarding the effect of multimedia-based education on students’ Instructional Materials Motivation Survey, the mean score of the control group was 85.25 ± 11.95, and the mean score of the experimental group was 94.44 ± 11.82 after the intervention. A moderately significant positive correlation was found between the experimental group's average academic achievement and total scale scores.ConclusionThe study results show that the participants accepted the important role of multimedia as practical learning compared to traditional learning methods. Given the impact of multimedia-based education on academic achievement, this approach can be used to teach other core subjects to nursing students.     

A ‘rite of passage?’: Bullying experiences of nursing students in Australia

Background

Bullying in nursing remains an unacceptable international phenomenon and one that is widely reported in the literature. Recently, reports of bullying and harassment of nursing students have been increasing.

The impacts of faculty caring on nursing students’ intent to graduate: A systematic literature review

ObjectivesTo examine the current studies about the impacts of faculty caring on nursing students’ intent to graduate and provide recommendations. The nursing profession continues to face nursing shortages. One of the solutions recognized to alleviate the shortage is increasing the number of students graduating from nursing schools. It lacks a literature review synthesizing the current research about the impacts of faculty caring on nursing students’ intent to graduate and indicate areas for future research.MethodsThis is a systematic literature review. The search of the literature was guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). Databases searched included MEDLINE via PubMed, CINAHL, PsycINFO, and ProQuest Search. Search terms included ‘attrition,’ ‘dropouts,’ ‘graduation rate,’ ‘faculty,’ ‘instructor,’ ‘professor,’ ‘nursing,’ and ‘caring.’ResultsTen articles met the inclusion criteria. The articles were conducted in the Associate Degree of Nursing and the Bachelor of Science in Nursing programs. Nursing faculties played a significant role in students’ intent to graduate by building students’ confidence, creating a compassionate learning environment, and promoting students’ competence. Faculties’ caring behaviors, including respecting students, showing empathy, and using caring communication skills, were essential characteristics to affect students’ learning environments.ConclusionsThe findings indicate that students’ perceptions of faculty caring can affect their perceptions of the learning environment and sense of belonging, and therefore, impact their intent to graduate. Students’ perceptions of their instructors’ caring behaviors are instrumental in motivating them to continue learning. The capacity of faculty caring plays a significant role in students’ success.     

An integrative literature review of pre-registration nursing students’ attitudes and perceptions towards primary healthcare

BackgroundThere is a renewed focus on the role of primary healthcare within the health system due to an ageing population, increasing cost of acute healthcare services, and an emphasis on developing healthier communities. Associated with this focus is the need for an increase in primary healthcare workforce capacity. Despite this, primary healthcare is rarely prioritised within the pre-registration nursing curricula. By understanding the perspectives and experiences of student nurses regarding clinical placement in primary healthcare, educators and industry will be better informed to support the student nurse within this setting.AimThe aim of this integrative literature review was to identify the established knowledge regarding the attitudes, perceptions and experiences of student nurses attending clinical placement within primary healthcare.MethodsA search of electronic databases including Cumulative Index to Nursing and Allied Health Literature (CINAHL), Pubmed, Proquest, Informit, Scopus, Clinical Key and Google Scholar was undertaken. The review included papers over a 10 year period; January 2007 to December 2017. Quality evaluation was undertaken using a Mixed Methods Appraisal Tool and the selected papers were then analysed thematically.FindingsAnalysis identified two interrelated themes. The first theme primary healthcare clinical experience is comprised of three sub themes; learning on placement, context of care, and support on placement. This theme discusses students understanding of primary healthcare practice and learning. The second theme attitudes towards primary healthcare also comprises three sub themes including focus on acute care, usefulness of placement, and autonomy in practice. This theme highlights the varied perspectives and attitudes pre-registration student nurses hold towards nursing within primary healthcare and their clinical placement experience.ConclusionStudent nurses are reported to have both positive and negative attitudes towards primary healthcare nursing. Despite this, clinical placement within primary healthcare is generally well received by the student nurse. To support student nurses in their learning within primary healthcare, it is essential to offer both theoretical content and clinical experiences which address preconceptions and attitudes towards the setting.     

Preceptors’ perceptions of supporting nursing students in prison health services: A qualitative study

BackgroundOur university commenced clinical placements for third-year nursing students in Prison Health Services (PHS) in 2014. Registered nurse preceptors employed in these services facilitated students’ experiential workplace learning, assessed their competence and assisted them to meet course objectives in this challenging environment. To date, no studies have examined preceptors’ experiences of supporting students in the prison health setting.AimThe study aim was to investigate preceptors’ perceptions of supporting nursing students undertaking clinical placements in PHS, in order to inform development of resources and processes.MethodsQualitative data were collected via a focus group and interviews with preceptors (n = 6) working in metropolitan PHS. Data underwent thematic analysis.FindingsParticipants valued the opportunity to support student learning, finding students contributed to the workplace by bringing in new ideas, and conducting beneficial projects. However, preceptors requested better rostering and workload management by their employer. They also wished for more detailed information from the university regarding student orientation and preparation to support student learning. They felt that the employer-provided preceptorship training did not fulfil their needs.DiscussionPreceptors in PHS settings shared many of the support needs of those in other settings, although some challenges were more specific to the setting.ConclusionThis paper makes recommendations on how preceptors in PHS can be better supported to fulfil the role.     

Undergraduate nursing students’ experiences of online education: A cross-sectional survey

During the coronavirus pandemic, UK Academics were required to adjust their learning and teaching environment and pedagogical approaches, with little guidance or time. Feelings of frustration and uncertainty around student engagement were commonplace across Higher Education Institutions. This was heightened in professionally regulated courses, such as nursing. The shift to online learning created a situation where academics were frequently faced with a ‘sea of black screens’ and unable to ascertain student engagement.This study investigated undergraduate nursing students’ experience of online education during the COVID-19 pandemic. An anonymous survey was distributed to each year of the undergraduate nursing programme and data subsequently analysed. Responses from 54 students revealed that engagement varied between different year groups. There were significant differences between those with pre-COVID (traditional face-to-face) teaching experience (years 2 and 3) and those without (year 1) in regard to self-reported engagement with online learning. The findings from this study revealed some powerful and emotional insights into the experience of online learning amongst UK students undertaking an undergraduate nursing programme during the COVID-19 pandemic.     

Cognitive and ethical maturity in baccalaureate nursing students: did a class using Narrative Pedagogy make a difference?

The purpose of this project was to examine the effect of Narrative Pedagogy in nursing education on students' ability to move toward cognitive and ethical maturity and thereby increase their autonomy in nursing practice. Students taking a class using Narrative Pedagogy demonstrated "entry" and "exit" mean scores that showed marginal and statistically significant (p < 0.05) improvement on the Measure of Intellectual Development and the California Critical Thinking Disposition Inventory. Using nonparametric and parametric analyses of variance, there was minor improvement on both scales in cognitive and ethical maturity and the disposition to think critically in the intervention group. For all variables, there were no significant differences between the control group and the intervention group, with or without adjustment for age, the only significant covariate. The cognitive and ethical growth documented by either instrument is probably not large enough to be considered practically significant in terms of movement toward autonomous practice.