Browsing by Subject "Students, Nursing"

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    A cross-sectional study of nursing students' eHealth literacy and COVID-19 preventive behaviours.
    (Nursing open, 2023-02) Kim, Kyoung-A; Hyun, Myung Sun; De Gagne, Jennie C; Ahn, Jeong-Ah

    Aim

    This study explored nursing students' eHealth literacy, lifestyle behaviours and COVID-19-related preventive behaviours and associated factors.

    Design

    A cross-sectional comparative correlational study.

    Methods

    Nursing students (n = 358) from a metropolitan area of South Korea were recruited for an online survey. The online questionnaire included: The eHealth Literacy Scale, the Health Promoting Lifestyle Profile-II and the COVID-19-related preventive behaviour scale.

    Results

    COVID-19-related preventive behaviours correlated positively with satisfaction with one's major, time spent seeking health information online, eHealth literacy and lifestyle behaviours. Significant factors affecting COVID-19-related preventive behaviours were the following: being female (β = 0.194, p < .001), time spent seeking health information online (β = 0.114, p = .002), eHealth literacy (β = 0.167, p = .001) and lifestyle behaviours (β = 0.266, p < .001).

    Conclusions

    Findings highlight the need to strengthen searching behaviours to access accurate health information online and reinforce eHealth literacy and health-promoting lifestyle behaviours to improve COVID-19 preventive behaviours among nursing students.
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    An innovative approach to collaborative simulation training on teamwork skills for pediatric residents and nursing students.
    (Journal of investigative medicine : the official publication of the American Federation for Clinical Research, 2017-10) Das, SU; Doolen, J; Guizado de Nathan, G; Rue, SM; Cross, CL
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    How Prepared Are Medical and Nursing Students to Identify Common Hazards in the Intensive Care Unit?
    (Annals of the American Thoracic Society, 2017-04) Clay, Alison S; Chudgar, Saumil M; Turner, Kathleen M; Vaughn, Jacqueline; Knudsen, Nancy W; Farnan, Jeanne M; Arora, Vineet M; Molloy, Margory A

    Rationale

    Care in the hospital is hazardous. Harm in the hospital may prolong hospitalization, increase suffering, result in death, and increase costs of care. Although the interprofessional team is critical to eliminating hazards that may result in adverse events to patients, professional students' formal education may not prepare them adequately for this role.

    Objectives

    To determine if medical and nursing students can identify hazards of hospitalization that could result in harm to patients and to detect differences between professions in the types of hazards identified.

    Methods

    Mixed-methods observational study of graduating nursing (n = 51) and medical (n = 93) students who completed two "Room of Horrors" simulations to identify patient safety hazards. Qualitative analysis was used to extract themes from students' written hazard descriptions. Fisher's exact test was used to determine differences in frequency of hazards identified between groups.

    Results

    Identification of hazards by students was low: 66% did not identify missing personal protective equipment for a patient on contact isolation, and 58% did not identify a medication administration error (medication hanging for a patient with similar name). Interprofessional differences existed in how hazards were identified: medical students noted that restraints were not indicated (73 vs. 2%, P < 0.001), whereas nursing students noted that there was no order for the restraints (58.5 vs. 0%, P < 0.0001). Nursing students discovered more issues with malfunctioning or incorrectly used equipment than medical students. Teams performed better than individuals, especially for hazards in the second simulation that were similar to those in the first: need to replace a central line with erythema (73% teams identified) versus need to replace a peripheral intravenous line (10% individuals, P < 0.0001). Nevertheless, teams of students missed many intensive care unit-specific hazards: 54% failed to identify the presence of pressure ulcers; 85% did not notice high tidal volumes on the ventilator; and 90% did not identify the absence of missing spontaneous awakening/breathing trials and absent stress ulcer prophylaxis.

    Conclusions

    Graduating nursing and medical students missed several hazards of hospitalization, especially those related to the intensive care unit. Orientation for residents and new nurses should include education on hospitalization hazards. Ideally, this orientation should be interprofessional to allow appreciation for each other's roles and responsibilities.
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    Impact of Nursing Clinical Elective Courses on New Graduate Nurses' Clinical Practice: A Mixed-Methods Descriptive Study.
    (Nurse educator, 2024-05) Lewis, Lisa S; Hartman, A Michelle; Leonard, Christina; Cadavero, Allen; Reynolds, Staci S

    Background

    Clinical elective courses provide additional specialty knowledge for prelicensure nursing students; however, it is unknown how these courses impact nurses' clinical practice after graduation.

    Purpose

    To describe how clinical nursing electives impact graduates' clinical practice.

    Methods

    A mixed-methods descriptive design was used. Students who graduated from a prelicensure nursing program were sent an electronic survey and participated in qualitative interviews.

    Results

    Thirty-three graduates completed the survey, with 9 participating in interviews. Sixteen graduates worked in the clinical practice areas that were the same, or related to, the clinical elective they took. Many graduates felt that taking the elective course improved their confidence in the clinical setting and provided increased knowledge that put them at an advantage over their peers.

    Conclusion

    Clinical electives may offer a means to meet health care system needs by preparing a more confident, knowledgeable new graduate in specialty areas in which nurses are needed most.
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    Implementation science in nursing education research: An exemplar.
    (Nurse education today, 2022-12) Reynolds, Staci S; Granger, Bradi B; Oermann, Marilyn H

    Introduction

    Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how - or if - these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking.

    Objectives

    The purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition.

    Design

    A pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches.

    Setting

    A small, private university in the southeastern United States.

    Participants

    Students who enrolled in a DNP healthcare quality improvement course.

    Methods

    An implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read.

    Results

    After using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement.

    Conclusions

    Using a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions.
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    Nursing faculty experiences with student incivility in South Korea: a qualitative study.
    (BMC medical education, 2022-02) Hyun, Myung Sun; Kang, Hee Sun; De Gagne, Jennie C; Park, Jeonghwa

    Background

    Student academic incivility is a serious problem in nursing education because it negatively influences the learning process, wellbeing of faculty members, and faculty-student relationships. The aim of this study was to explore nursing faculty experiences related to student incivility in nursing education.

    Methods

    We used an exploratory qualitative methodology and conducted in-depth interviews with 14 nursing faculty members working at 11 nursing universities in South Korea. A qualitative content analysis was carried out.

    Results

    The six themes that emerged from the faculty experiences were nursing student indifference to teachers' expectations; ignoring behavioral standards in school life; differing responses to uncivil student behavior; self-reflection as a nursing educator; negative impact on faculty in a nursing education context; and awareness of civility in a nursing education context.

    Conclusion

    Dealing with student academic incivility in nursing education is one of the most challenging tasks for faculty members, and it should be managed to provide a comfortable learning environment. The present study delineated the uncivil behavior experienced by the faculty and their negative effects in the educational context and suggested alternatives to manage student incivility and foster a positive educational environment through the eyes of the faculty. The findings of this study suggest an evidence-based direction for fostering a culture of civility in nursing schools.
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    Student nurse perceptions of an innovative role to support clinical practices during a pandemic: A qualitative study.
    (Nurse education today, 2021-08) Howard, Valerie; Hartman, Ann Michelle; Allen, Deborah H; Reynolds, Staci S

    Introduction

    During the COVID-19 pandemic, healthcare systems needed to quickly identify personnel to provide symptom screening and PPE observations. Through an established academic-practice partnership, pre-licensure nursing students were able to fill this new Patient Services Aid role. The purpose of this paper is to evaluate the students' experiences in this mutually beneficial innovative role.

    Methods

    Electronic surveys and qualitative focus groups were used to evaluate the students' experiences.

    Results

    A total of 34 students were employed at the health system as PSAs. Focus groups (n = 16) analysis showed that, while the role was not a substitute for academic clinical experiences, they did improve the students' confidence in the clinical setting and helped teach necessary non-technical skills. Students appreciated the ability to network with multiple disciplines while working as PSAs.

    Conclusions

    This role was developed to assist with immediate COVID-19 needs; however, this model of using pre-licensure students in non-clinical roles can improve students' non-technical skills and confidence in the clinical setting. The success of the activity was due to the strong relationships between the School of Nursing and health system. Other schools of nursing could benefit from developing collaborative partnerships with local healthcare systems.