The mechanisms of student grit at the height of a major crisis : identifying key predictors when times get really tough
- Authors: Terry, Daniel , Peck, Blake , Biangone, Marianne
- Date: 2024
- Type: Text , Journal article
- Relation: Nursing Open Vol. 11, no. 1 (2024), p.
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- Description: Aim: The study aims to provide insights into the key predictors of grit both before, during and throughout a common crisis event, where other more individualised challenges may not provide these insights. Design: A repeated cross-sectional design. Methods: Data were collected via an anonymous questionnaire among n = 818 (20.8% response rate) nursing students who were undertaking a three-year baccalaureate degree. Data collection occurred in the mid-year break of 2019, 2020 and 2021. The online questionnaire, which examined student demographics, personality, locus of control-4, general self-efficacy, psychological capital and grit, took 15–25 min to complete. Data were prepared and analysed using Statistical Package for the Social Sciences to undertake Structural Equation Modelling. Reporting methods adhered to the STROBE guidelines. Results: The pathway models of grit prior to, at the time of, and after the global pandemic varied slightly as to their predictor variables, however, neuroticism was consistently present. Locus of control and psychological capital also varied over this period with hope having a positive impact, prior to and after the initial crisis, however, negatively impacted grit afterwards. Understanding the key drivers of grit, particularly those essential at or around the time of a crisis guides our understanding of how to better support nursing or healthcare students. These insights enable a greater focus of energies towards malleable attributes that can increase grit levels and better fortify nursing students for challenges they may encounter in practice. These insights also serve to further prepare healthcare, emergency, or other professionals who may encounter regular crises. Within months of a global pandemic occurring, the key predictors of grit were shown to fundamentally alter. Each pathway model varied slightly suggesting the timing of a crisis impacts students' capacity to manage new or novel situations, with hope as a key driver of grit throughout a crisis. © 2023 The Authors. Nursing Open published by John Wiley & Sons Ltd.
Patient safety elements taught to preregistration nurses using simulation designs : an integrative review
- Authors: Ryan, Colleen , Kurup, Chanchal , Cant, Robyn , Reid-Searl, Kerry , Johnson, Trish , Barlow, Melanie , Heaton, Leeanne
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
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- Description: This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth. © 2023
Continuity of care experiences : a national cross-sectional survey exploring the views and experiences of Australian students and academics
- Authors: Newton, Michelle , Faulks, Fiona , Bailey, Carolyn , Davis, Jenny , Vermeulen, Monique , Tremayne, Anne , Kruger, Gina
- Date: 2022
- Type: Text , Journal article
- Relation: Women and Birth Vol. 35, no. 3 (2022), p. e253-e262
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- Description: Background: Continuity of Care Experiences (CoCEs) are a component of all entry-to-practice midwifery programs in Australia and facilitate an understanding of the central midwifery philosophy of woman-centred care and continuity of the therapeutic relationship. The aim of this research was to explore how CoCEs are viewed and experienced by students and academics across Australia. Methods: Students enrolled in Australian midwifery programs and academics who teach into these programs were invited to participate in a cross sectional, web-based survey. Data were analysed using descriptive statistics and free text responses were analysed using content analysis. Findings: Four hundred and five students and 61 academics responded to the survey. The CoCE was viewed as a positive and unique learning experience, preparing students to work in midwifery-led continuity models and developing confidence in their midwifery role. Challenges in recruitment, participation in care, and balancing the workload with other course requirements were evident in reports from students, but less understood by academics. Significant personal impact on finances, health and wellbeing of students were also reported. Discussion: The value of CoCEs as an experiential learning opportunity is clear, however, many students report being challenged by elements of the CoCE within current models as they try to maintain study-work-life balance. Conclusion: Innovative course structure that considers and embeds the CoCE requirements within the curricula, in addition to a collective commitment from regulatory bodies, the maternity care sector and Universities to facilitate CoCEs for students may address some of the significant student impacts that are reported by this research. © 2021 Australian College of Midwives
Action research to implement an Indigenous health curriculum framework
- Authors: Wilson, Cath , Heinrich, Liesl , Heidari, Parvaneh , Adams, Karen
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse education today Vol. 91, no. (2020), p. 104464-104464
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- Description: In recent decades Indigenous health curriculum frameworks have been developed, however, few studies about their implementation exist. This study aimed to employ critical theory and action research to understand how an Indigenous health curriculum framework could be applied and associated learning and teaching iteratively improved. Three action research cycles where conducted from 2017 to 2019. Student reaction (satisfaction and engagement) was collected via survey 2017–2019. Student learning was collated 2018–2019 via self-perception survey (knowledge, attitude, confidence, commitment) multi-choice questions (knowledge) and content analysis of apply and analyse activities (skill). The teaching team met annually to reflect on findings and plan enhancements to learning and teaching. Over 2017–2019 there was a pattern of improved student reaction and learning. Connecting this research to Faculty level committees led to widening success and improved sustainability of the practice. The online unit and workshop delivery were scalable, overcame a barrier of educator skill and confidence to teach this area, allowed for quality content control and provided data for analysis. Interestingly, learning gained from this unit matched that described as occurring from student placements in health settings with high numbers of Indigenous people. Student learning occurred across the Framework three levels (novice, intermediate and entry to practice) suggesting that the taxonomy of the Framework does not necessarily align with the reality of learning and teaching. Vertical implementation of the five learning domains would benefit from alignment with training evaluation models and validated assessment to understand learning that has occurred rather than the teaching that has been taught. In this study health profession accreditation bodies had driven the imperative for an Indigenous health program and curriculum. Research on Indigenous health learning and teaching relating to behaviour and results in workplaces is needed.