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The impact of COVID-19 on stress and resilience in undergraduate nursing students : a scoping review

  • Authors: Smith, Graeme , Lam, Louisa , Poon, Sara , Griffiths, Semra , Cross, Wendy , Rahman, Muhammad Aziz , Watson, Roger
  • Date: 2023
  • Type: Text , Journal article , Review
  • Relation: Nurse Education in Practice Vol. 72, no. (2023), p.
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  • Description: Background: Being a nursing student can be a stressful experience, faced with considerable academic and clinical demands. It has been suggested that the Coronavirus Disease 2019 (COVID-19) may have further exacerbated the pressure nursing students face. It has been posited that resilience, a complex psychological concept, may help nursing students overcome stressful situations. Aims: The aim of this scoping review was to examine the relationship between resilience and stress in nursing students during the COVID-19 pandemic. Methods: Relevant publications were identified by a comprehensive search of the literature from January 2019 to September 2022 to capture relevant publications during the COVID-19 global pandemic period from the following databases: CINAHL, Medline Complete, APA PsycInfo, Ovid EmCare and Web of Science. Fifteen studies met our inclusion criteria and were included in the review using Arskey & O'Malley’s (2005) methodological framework for scoping reviews. Results: Our findings suggest that nursing students from all around the world have experienced high levels of stress during the COVID-19 pandemic. Almost unanimously, resilience was identified as a key protective factor against stress and the development of psychological morbidity. Those nursing students with higher levels of resilience were deemed more likely to stay on track with their studies, despite COVID-related challenges. Conclusion: In conclusion, this scoping review adds to the well-established argument to incorporate resilience-building activities in undergraduate nursing curricula. Developing levels of resilience has the potential to empower nursing students for academic and clinical success, whilst facing the challenges of an ever-changing world. © 2023 Elsevier Ltd

The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: a cross-sectional survey

  • Authors: Rasmussen, Bodil , Hutchinson, Alison , Lowe, Grainne , Wynter, Karen , Redley, Bernice , Holton, Sara , Manias, Elizabeth , Phillips, Nikki , McDonall, Jo , McTier, Lauren , Kerr, Debra
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Nurse Education in Practice Vol. 58, no. (2022), p.
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  • Description: Aim: To explore the impact of COVID-19 on psychosocial well-being and learning for nursing and midwifery undergraduate students in an Australian university. Background: The World Health Organization has reported a substantial psychological impact of COVID-19 on healthcare professionals to date. Evidence is lacking, however, regarding university nursing and midwifery students of the pandemic and its impact on their educational preparation and/or clinical placement during the COVID-19 pandemic. Design: Cross-sectional survey of nursing and midwifery undergraduate students enrolled in the Bachelor of Nursing suite of courses from the study institution in August- September 2020. Methods: A cross-sectional self-administered anonymous online survey was distributed to current nursing and midwifery undergraduate students. The survey included three open-ended questions; responses were thematically analysed. Results: Of 2907 students invited, 637 (22%) responded with 288 of the respondents (45%) providing a response to at least one of the three open-ended questions. Three major themes associated with the impact of the pandemic on psychosocial well-being and learning were identified: psychosocial impact of the pandemic, adjustment to new modes of teaching and learning, and concerns about course progression and career. These themes were underpinned by lack of motivation to study, feeling isolated, and experiencing stress and anxiety that impacted on students’ well-being and their ability to learn and study. Conclusions: Students were appreciative of different and flexible teaching modes that allowed them to balance their study, family, and employment responsibilities. Support from academic staff and clinical facilitators/mentors combined with clear and timely communication of risk management related to personal protective equipment (PPE) in a healthcare facility, were reported to reduce students’ stress and anxiety. Ways to support and maintain motivation among undergraduate nursing and midwifery students are needed. © 2021

Hermeneutic constructivism : one ontology for authentic understanding

  • Authors: Peck, Blake , Mummery, Jane
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Nursing Inquiry Vol. 30, no. 2 (2023), p.
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  • Description: Nursing and nurses rely upon qualitative research to understand the intricacies of the human condition. Acknowledging the subjective nature of reality and commonly founded in a constructivist epistemology, qualitative approaches offer opportunities for uncovering insights from the perspective of the individual participants, the insider's view, and the construction of representations that maintain an intimacy with the subject's realities. Debate continues, however, about what is needed for a qualitative construction to be considered an authentic understanding of a subject's realities. Authenticity in the context of qualitative research has been described as entailing consideration of a number of well‐trodden dimensions: fairness, ontological, educative, catalytic and tactical. Taking these dimensional requirements as key, this paper argues that authenticity may not always be as well‐developed through some of the standard practices in qualitative research as perhaps expected. In particular, qualitative understandings of authenticity stress that participants should not be merely reported on but instead should be dynamically involved in and changed by the constructions and interpretations of data developed throughout the research process. As this paper illustrates, such engagements appear problematic for qualitative research approaches that are beholden to designative commitments in the context of language and meaning‐making and which tend to prioritise commonality and generality at the expense of individual authenticity. An alternative qualitative approach, Hermeneutic Constructivism, is proposed as better able to achieve the requirements of the dimensions of authenticity. As outlined, this approach is well‐placed to present an understanding of human experience through a genuinely expressivist approach and transcends the stress upon the common or the general that can be pervasive and problematic.

Midwives’ experiences of facilitating informed decision-making – a narrative literature review

  • Authors: Kloester, Joy , Willey, Suzanne , Hall, Helen , Brand, Gabrielle
  • Date: 2022
  • Type: Text , Journal article , Review
  • Relation: Midwifery Vol. 109, no. (2022), p.
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  • Description: Background: Informed decision-making is a vital component of midwifery philosophy and a core recommendation of the global respectful maternity care charter; however, women and midwives report a lack of informed decision-making in actual practice. Research reveals informed decision-making improves physical and mental health outcomes for women, regardless of childbearing experience, and is a protective factor for midwives’ job satisfaction. There is currently little known about midwives’ experiences of facilitating informed decision-making, and associated barriers. Objective: To critically appraise and synthesize the best qualitative evidence exploring midwives’ experiences of facilitating women's informed decision-making. Methods: A systematic search of key databases and grey literature for qualitative research in English language published between 2010-2019. Quality assessment followed CASP guidelines and this review is reported in accordance with PRISMA guidelines. Thirteen studies were included in the final review. Data were synthesised narratively. Results: Midwives were shown to have a strong desire to facilitate informed decision-making, yet reported a disparity between philosophy and practice due to multiple barriers. Barriers included; lack of specific knowledge and training, fear of blame and litigation, structural constraints including lack of time and fragmented models of midwifery care, and multidisciplinary philosophical disparities. Conclusion: Existing literature identifies informed decision-making is the gold-standard in providing safe and respectful maternity care, yet this review demonstrates that it is not well executed in actual practice. Midwives recognise this disparity and identify barriers which require urgent education, research, policy and practice solutions. © 2022

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.

The perceived effects of COVID-19 while living with a chronic illness

  • Authors: Ryder, Mary , Guerin, Suzanne , Forde, Rita , Lowe, Grainne , Jaarsma, Tiny , O'Neill, Madeline , Halley, Carmel , Connolly, Michael
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Journal of Nursing Scholarship Vol. 55, no. 1 (2023), p. 154-162
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  • Description: Introduction: A diagnosis of chronic illness posed a serious threat to people during the recent COVID-19 pandemic. People with chronic illnesses were faced with increased mortality and reduced access to healthcare. Self-care is the process of maintaining health and managing a chronic illness. Nurses working in specialist services provide healthcare education to people with chronic illnesses. Access to these nurses was decreased during periods of the COVID-19 virus escalation due to the reconfiguration of services and redeployment of nurses. The purpose of the research was to learn from the experiences of people with a chronic illnesses in self-care behaviors and accessing altered healthcare services to inform future practices. Design: A population survey design. Methods: A mixed methods survey was designed, combining validated questionnaires and scales with open-ended questions. A convenience sample was utilized via using social media platforms. Data analysis included descriptive and inferential statistics. Content analysis was used to analyze open-ended responses. Results: There were 147 responses, with approximately half reporting no changes in face-to-face healthcare contact, 41% reporting decreased contacts and 12% increased contacts. Non-face-to-face contacts were reduced by almost 9%, did not change by almost 60%, while 33% indicated an increase. Participants reported mixed perceptions in contact with healthcare providers during restrictions. In the Patient Assessment of Chronic Illness Care and the Self-Care of Chronic Illness scales, participants scored statistically lower scores than in previous studies. Participants indicated that public health restrictions negatively impacted their confidence, created challenges with re-engaging and that access to care was more difficult. Conclusion: This research highlights the importance of providing continued support to people with chronic illness irrespective of other challenges to healthcare services. A structured approach to virtual self-care education is required. Clinical relevance: This research concluded that the experience of access to one healthcare professional as opposed to diverse multidisciplinary input was similar for a number of chronic illnesses groups of people during the COVID-19 pandemic. There was an altered dynamic of virtual contacts with healthcare providers and a lack of confidence interpreting what monitoring was required by people with a chronic illnesses due to a lack of preparedness for virtual healthcare delivery. © 2022 The Authors. Journal of Nursing Scholarship published by Wiley Periodicals LLC on behalf of Sigma Theta Tau International.

Enhancing nursing and midwifery students' clinical placements : development of the National Placement Evaluation Centre

Reflections on an international nursing placement experience in Nepal : a thematic analysis

  • Authors: Peel, Rebecca , Missen, Karen , Florentine, Singarayer
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 106, no. (2021), p.
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  • Description: Background: Increasing patient diversity, as a result of growing global interaction, has necessitated that nursing academics better prepare nursing students to provide culturally appropriate and respectful care to their patients, particularly in culturally diverse countries such as Australia. One approach to improve cultural awareness of nursing students is a cultural immersion placement, and this paper describes such an experience which has been embraced by undergraduate participants. Purpose of this paper was to describe experiences, cultural awareness and challenges encountered by final year undergraduate nursing students undertaking a 22-day cultural immersion placement in Nepal. The researchers accompanied one group of students per year on this trip, which was repeated for three consecutive years. Describing and reflecting on the lived experience of nursing students engaged in this cultural immersion placement has helped to discern how this experience affects the cultural awareness of undergraduate nursing students and helps to decrease the challenges for similar placements in the future. Design and methods: To gain insight into the way this initiative impacted on the development of the participant's cultural competence, a qualitative descriptive design was chosen. Semi-structured interviews were carried out over three consecutive years with final year undergraduate nursing students upon their return from Nepal over three consecutive years. Data analysis followed standard suggestions for a systematic, unbiased approach to dealing with the condensed text, and was analysed using thematic analysis. Results: The findings suggested that this experience, albeit of limited duration, provided a significant contribution to students' understanding of cross-cultural awareness in the context of providing health care. Conclusions: There was a strong implication from the outcomes that this cultural immersion placement should be permanently integrated into the undergraduate nursing course. There was, however, indication that there is room for added reflection and advantages to be made from the experience. © 2021 Elsevier Ltd

Transformative learning theory applications in health professional and nursing education : an umbrella review

  • Authors: Ryan, Colleen , Cant, Robyn , McAllister, Margaret , Vanderburg, Robert , Batty, Craig
  • Date: 2022
  • Type: Text , Journal article , Review
  • Relation: Nurse education today Vol. 119, no. (2022), p. 105604
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  • Description: OBJECTIVES: This review intended to synthesise existing evidence on the application of transformative learning theory in nursing education. DESIGN: An umbrella review, or review of reviews. DATA SOURCES: Six databases were systematically searched: CINAHL, Cochrane Reviews, Ebscohost, OVID, ProQuest Central, and PubMed. The structured framework of PCC: Population/Concept/Context was employed to identify relevant literature, published in English between 2012 and March 1st, 2022. REVIEW METHODS: Elements of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided this review. A modified version of the Johanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Synthesis was applied to determine final inclusions. RESULTS: Sixteen (16) reviews were included. Most reviews were scoping reviews. Nursing featured in 10 of the 16, medicine in half (8/16) and various allied health disciplines were reported in seven reviews. Studies reported on differing scholarly approaches to transformative learning theory. Curricula design and evaluation, developing leadership skills and a professional identity were common applications. Critical reflection and learning experiences that challenge students' and professionals' existing ideologies also featured. Few reviews reported on studies of models and tools for educators to guide them in applying the theory in lesson design and teaching practice. CONCLUSION: Applying transformative learning theory in curriculum design, program evaluation and healthcare professional education can be beneficial. There were reported successes and some critiques. Researchers should design more rigorous studies to evaluate the theory in practice and to develop and test frameworks that guide educators in teaching with transformative learning theory. Copyright © 2022 Elsevier Ltd. All rights reserved.

Nursing educators’ professional identity : challenges and consequences when adopting the flipped approach

  • Authors: Garvey, Loretta , Hood, Kerry , Willetts, Georgina , Weller-Newton, Jennifer , Wheelahan, Jamie , Croy, Glen
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Teaching and Learning in Nursing Vol. 18, no. 2 (2023), p. 257-262
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  • Description: To discover how adopting the flipped approach impacts nursing educators’ professional identity we used an autoethnographic qualitative design, underpinned by appreciative inquiry. The flipped approach was first implemented in a second-year intensive clinical module with 154 pre-registration nursing students. Four nursing educators recorded their experiences (using journals), followed by an appreciative-inquiry-guided focus group drawing on their journal entries. Four themes associated with adopting the flipped approach were: (i) challenged existing and developed new professional identity; (ii) developing practice in the flipped approach; (iii) triumphs in students’ achievements and renewed motivations as educators; and (iv) challenges in developing new expertise, access to appropriate resources, and unaligned assessment program. Despite the direct challenge to their identity, participants welcomed the new approach. The challenges forced participants’ reflexive attention to core elements of the nursing academic educator prototype, from which participants felt more aligned with the newly adopted approach and subsequent outcomes. © 2022

Maternal mental health and partner-delivered massage : a pilot study

  • Authors: Hall, Helen , Munk, Niki , Carr, Bethany , Fogarty, Sarah , Cant, Robyn , Holton, Sara , Weller, Carolina , Lauche, Romy
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Women and Birth Vol. 34, no. 3 (2021), p. e237-e247
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  • Description: Background: Anxiety and depression affects many pregnant women. Massage may be beneficial for supporting mental wellbeing during this time. The aim of this study was to assess the feasibility and acceptability of a partner-delivered relaxation massage program for pregnant women, and its impact on symptoms of antenatal anxiety, stress and depression. Methods: A feasibility randomised controlled trial was conducted to compare partner-delivered relaxation massage (intervention) with self-directed stress management (control). Women attended an initial workshop at 28–32 weeks gestation followed by completion of a self-directed massage or stress management program. Qualitative data about the feasibility and acceptability (primary outcomes) were collected via online participant diaries and post-birth interviews. Anxiety, depression and stress symptoms (secondary outcomes) were assessed using the Depression and Anxiety Stress Scale (DASS-21). Birth outcomes were collected at the post- birth interview. Results: A total of 14 women/partner dyads in the massage group and 13 women in the self-directed stress management group, attended the initial workshops. When interviewed, participants from both groups reported that the programs were feasible and acceptable. Women's mean scores on all subscales of the DASS-21significantly decreased over time in both the intervention and the control group. Conclusion: Pregnant women found the partner-delivered massage program to be feasible and acceptable. Both programs decreased women's symptoms of anxiety, depression and stress with no significant differences identified between the two groups. An adequately powered experimental study with a large representative sample is needed to determine whether partner-delivered relaxation massage reduces pregnant women's symptoms of anxiety, depression and stress. © 2020 Australian College of Midwives

Perinatal maternal depression and cortisol function in pregnancy and the postpartum period: a systematic literature review

  • Authors: Seth, Sunaina , Lewis, Andrew , Galbally, Megan
  • Date: 2016
  • Type: Text , Journal article
  • Relation: BMC Pregnancy Childbirth Vol. 16, no. 1 (2016), p. 124-124
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  • Description: Perinatal depression has a significant impact on both mother and child. However, the influence of hormonal changes during pregnancy and the postpartum period remains unclear. This article provides a systematic review of studies examining the effects of maternal cortisol function on perinatal depression. A systematic search was conducted of six electronic databases for published research on the relationship between cortisol and perinatal depression. The databases included MEDLINE complete, PsychINFO, SCOPUS, Psychology and Behavioural Sciences, Science Direct and EBSCO, for the years 1960 to May 2015. Risk of bias was assessed and data extraction verified by two investigators. In total, 47 studies met criteria and studies showed considerable variation in terms of methodology including sample size, cortisol assays, cortisol substrates, sampling processes and outcome measures. Those studies identified as higher quality found that the cortisol awakening response is positively associated with momentary mood states but is blunted in cases of major maternal depression. Furthermore, results indicate that hypercortisolemia is linked to transient depressive states while hypocortisolemia is related to chronic postpartum depression. Future research should aim to improve the accuracy of cortisol measurement over time, obtain multiple cortisol samples in a day and utilise diagnostic measures of depression. Future studies should also consider both antenatal and postnatal depression and the differential impact of atypical versus melancholic depression on cortisol levels, as this can help to further clarify the relationship between perinatal depression and maternal cortisol function across pregnancy and the postpartum period.

Decision-making errors during recognizing and responding to clinical deterioration : gaze path-cued retrospective think-aloud

  • Authors: Al-Moteri, Modi , Plummer, Virginia , Cooper, Simon
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Clinical Simulation in Nursing Vol. 73, no. (2022), p. 29-36
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  • Description: Background: Using individuals. own eye gaze path and mouse click tracks has proven to be a valuable technique for identifying a broad range of underlying cognitive processes and lapses of decision-making. Aim: The study aims to investigate nurses. decision-making errors in clinical deterioration. Method: Tobii eye tracker(R) was used to collect eye movements and mouse clicks of eighteen participants followed by gaze path retrospective interview. Finding: Thematic analysis revealed several forms of cognitive bias including anchoring, availability and confirmation bias, commission error and Yin-yang out. A distraction effect was apparent in nurses' ability to perceive, process data and to intervene. © 2022

“Paramedics are only a driver,” the lived experience of Iranian paramedics from patient handover : a qualitative study

  • Authors: Hassankhani, Hadi , Haririan, Hamidreza , Porter, Joanne , Alvandi, Abraham
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Journal of Research Development in Nursing and Midwifery Vol. 20, no. 1 (2023), p. 40-44
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  • Description: Background: Patient handover in the emergency department (ED) is a 2-way communication process between the paramedics and in-hospital emergency personnel, which can result in miscommunication and delivery challenges. This study aimed to explore the lived experience of paramedics on patient handover to the ED. Methods: Over a period of 5 months, an interpretative phenomenological analysis (IPA) was used to explore the lived experiences of 15 paramedics in Tabriz, Iran. Semi-structured interviews were conducted in the emergency medical stations using the Smith approach for data collection and analysis. The researcher used 4 criteria to ensure rigor, including credibility, dependability, confirmability, and transferability, according to Lincoln and Guba. Results: Three main themes emerged from the data analysis, including “the hole of hope,” “the boring issues,” and “paramedics are only a driver.” A further 11 sub-themes emerged under the main themes. Conclusion: The highlighted issues that need to be considered during the process are the presence of staff in front of the ED's door to welcome the patient, removal of structural defects and defective hospital equipment, the presence of medical supplies in emergency triage to prevent the paramedics from stumbling, and listening to paramedics by physicians and nurses to obtain the patients’ history. © The author(s).

Predictors of nursing student satisfaction as a key quality indicator of tertiary students' education experience : an integrative review

  • Authors: Cant, Robyn , Gazula, Swapnali , Ryan, Colleen
  • Date: 2023
  • Type: Text , Journal article , Review
  • Relation: Nurse Education Today Vol. 126, no. (2023), p.
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  • Description: Introduction: Student satisfaction is an important quality indicator in higher education, impacting student retention and institutional rankings. Healthcare education literature lacks factors related to student satisfaction. Reporting these elements might assist educators in curriculum design that helps to retain students. This is imperative for nursing education with the current global need for graduates. Objectives: To explore, synthesize and report available evidence on conceptual elements underlying the formation of higher education students' satisfaction, with a focus on nursing education. Design: Integrative review. Data sources: Six databases were searched for learner experiences of satisfaction: MEDLINE, Academic Search Complete, CINAHL Complete, ERIC, APA PsychArticles, PsychInfo. Articles were screened, assessed for quality and 12 nursing student studies and 10 conceptual studies of mixed student cohorts were reviewed. Review methods: Peer-reviewed literature in English during the period 2012 to 2022 was reviewed using methods documented for an integrative review. Results: Twenty-two included studies were mostly quasi-experimental, based on statistical analysis of higher education student surveys. Antecedent elements affecting satisfaction in mixed student cohorts were Service Quality, Institutional Image and perceived Value. These studies identified up to seven dimensions underlying student satisfaction. Nursing studies were focused on the quality of service delivery related to teaching and confirmed five elements: Faculty, Learning environment, Curriculum, Social interaction and Development. Conceptual studies also reported ‘consequent’ elements, high satisfaction resulting in positive student behavioural intent, loyalty and positive word of mouth. The details of antecedent and consequent elements that underlie student satisfaction are described. Conclusion: Conceptual studies of mixed student cohorts identified nine elements that inform student satisfaction with learning experiences. Nursing student studies tested fewer variables and confirmed up to five elements forming student satisfaction. There is a need to investigate the impact of additional key elements in nursing students - perceptions of value, institutional image and administrative support. © 2023 The Authors

Constructing nurses' professional identity through group performance

  • Authors: Willetts, Georgina , Garvey, Loretta
  • Date: 2020
  • Type: Text , Journal article
  • Relation: International Journal of Nursing Practice Vol. 26, no. 6 (2020), p.
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  • Description: Aims: The aim of this study was to examine professional identity through the group performances of nurses within a specific work environment. Background: Professional identity and social identity are closely linked. Nurses undertake clinical practice usually within a social group environment. The literature is limited on the development of professional identity within the context of nurses' daily work. Design: An integrated ethnographic case context design was adopted, consisting of two clinical wards in one acute health-care facility in Australia. The application of the social identity theory (SIT) was used to study two specific professional activities to describe the group performance of nurses within this organizational cultural context and how this influenced nurses' professional identity. Method: The research was undertaken between 2012 and 2014. Data collection included observation, interviews and fieldnotes of a convenience sample of nurses and allied health-care professionals who undertook two professional activities in their normal work environment. Findings: The development of group efficacy contributed to the development of the professional identity in the homogenous handover activity. Self-efficacy was demonstrated in the heterogenous multidisciplinary activity. Conclusion: The results indicated the importance of recognizing core identity-building activities and understanding the value of these activities to professional identity development. © 2020 John Wiley & Sons Australia, Ltd

How people with autism access mental health services specifically suicide hotlines and crisis support services, and current approaches to mental health care : a scoping review

  • Authors: Cleary, Michelle , West, Sancia , Hunt, Glenn , McLean, Loyola , Hungerford, Catherine , Kornhaber, Rachel
  • Date: 2022
  • Type: Text , Journal article , Review
  • Relation: Issues in Mental Health Nursing Vol. 43, no. 12 (2022), p. 1093-1106
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  • Description: For people with autism spectrum disorder (ASD), the risk of mental illness, including suicidality, has a higher prevalence than the general population. This scoping review explored how people with ASD access suicide hotlines/crisis support services; and current approaches to delivering mental health services (MHS) to people with ASD. A search identified 28 studies meeting the selection criteria with analysis revealing four key findings. The support received by the person with ASD influenced how they accessed MHS; people often encounter barriers to accessing MHS; a separation exists between autism and MHS; and no studies on accessing or delivering MHS through crisis hotlines. The presence of such autism-specific crisis hotlines and the dearth of studies suggest a void in the existing research. © 2022 Taylor & Francis Group, LLC.

Baccalaureate occupational therapy students' development of social and emotional competencies

  • Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Licciardi, Lisa , Lyons, Carrisa
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 105, no. (2021), p.
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  • Description: Background: Academic life requiring students to meet academic and professional practice expectations can be stressful. Effective emotional and social competence can assist students in managing feelings, stressful situations and fostering relationships with educators, peers, and clients. Hence this is a helpful professional competence for health students to possess. Objective: To compare the emotional and social competence among the baccalaureate occupational therapy students across four academic year levels. Method: A quantitative cross-sectional design was used. A total of 360 baccalaureate occupational therapy students completed the Emotional and Social Competency Inventory– University Edition. Regression analysis followed by contrast analysis examined the differences among first-, second-, third- and fourth-year levels. Results: Students demonstrated “satisfactory” or above social and emotional competencies. For all students, the average Emotional and Social Competency Inventory subscale scores on teamwork, empathy and achievement orientation were the highest three competencies. The lowest average scores were systems thinking, inspirational leadership and coach and monitor skills. Fourth year students' emotional self-control (p = 0.03), positive outlook (p = 0.02), and influence (p = 0.02) were significantly lower than first-year students. No other significant differences were found between year levels on the other subscales. Conclusion: Overall, students demonstrated good social and emotional competencies, with strengths in teamwork, empathy and achievement orientation competencies, which are fundamental in health service practice. However, fourth-year students demonstrated lower scores in emotional self-control, positive outlook, and influence competencies compared to their first-year peers. This indicates that fourth-year students have developed better self-awareness, can be more reflective and have a better perception of reality. It is recommended that targeted learning opportunities to develop students' emotional and social competencies to nurture final-year students' abilities and confidence be incorporated into the curriculum. Academic and practice education staff working with final year occupational therapy students need to consider the associated stress during this time when providing learning opportunities. © 2021 Elsevier Ltd

Enhancing cultural capabilities amongst health professions students : a pilot study of interprofessional tag team simulation

  • Authors: Garvey, Loretta , Mackelprang, Jessica , Bhowmik, Jahar , Cassar, Nicole , Delbridge, Robyn , El-Ansary, Doa , Willetts, Georgina , Williams, Anne
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Clinical Simulation in Nursing Vol. 62, no. (2022), p. 83-91
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  • Description: Background: To facilitate inclusive healthcare and increase cultural capabilities, health professions students require authentic interprofessional learning experiences that challenge their social, professional, and historical positioning. Tag Team Simulation (TTS) is an innovative approach to develop students’ interprofessional collaboration and cultural competency for working with Aboriginal people. Method: Co-designed and delivered by Aboriginal people and an interdisciplinary team of health professions academics, this pilot aimed to: (a) evaluate the effect of TTS on students’ self-rated cultural capabilities (Cultural Capabilities Measurement Tool) and interprofessional attitudes (Interprofessional Attitude Scale), and (b) explore students’ simulation learning experience. Results: Students’ respect, communication, and safety and quality scores on the Cultural Capabilities Measurement Tool were significantly higher post simulation, as were their Interprofessional Attitude Scale scores. Students experienced the simulation as authentic and effective in advancing their communication skills and cultural understanding. Conclusions: This co-designed interprofessional simulation improved health professions students’ self-rated cultural capabilities and interprofessional attitudes. Coupled with positive student feedback, results indicate that TTS is an innovative simulation method for building cultural competence in health professions students across disciplines. © 2021

Secular trends in HIV knowledge and attitudes among Vietnamese women based on the multiple indicator cluster surveys, 2000, 2006, and 2011 : what do we know and what should we do to protect them?

  • Authors: Van Huy, Nguyen , Lee, Hwa-Young , Nam, You-Seon , Van Tien, Nguyen , Huong, Tran Thi , Hoat, Luu Ngoc
  • Date: 2016
  • Type: Text , Journal article
  • Relation: Global Health Action Vol. 9, no. 1 (2016), p.
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  • Description: Background: In Vietnam, women are at risk of HIV infection due to many factors. However, there is limited evidence about what women know and how they behave to protect themselves from HIV. Objective: The objective of this study was to investigate the trends in comprehensive HIV/AIDS knowledge, attitude, and associated factors among Vietnamese women from 2000 to 2011. Design: Data from three waves of the Vietnam Multiple Indicator Cluster Surveys (years 2000, 2006, and 2011) were used. Logistic regression methods examined factors associated with each of two dependent variables, HIV/AIDS knowledge and attitude toward HIV/AIDS. Results: Although there was an increasing trend in basic HIV/AIDS knowledge and positive attitude toward the disease, in Vietnamese women in the general population over the survey years, the prevalence of women with basic HIV/AIDS knowledge and positive attitude toward HIV/AIDS was low. Multivariable models indicated that women who had higher levels of education, lived in urban areas, had higher economic status, and knew about places of HIV-related services were more likely to have good HIV/AIDS knowledge (e.g. in 2011, AOR's±3.01; 1.27; 1.88; 2.03, respectively). Women with higher educational attainment, knew about HIV services, and had better HIV knowledge were more likely to report positive attitude toward HIV/AIDS (e.g. in 2011, AOR's±2.50; 1.72; 2.23, respectively). Conclusions: This study recommends that public health programs for the control of HIV, such as behavioral change communication campaigns or social policies for women, should focus not only in improving the quality of existing HIV/AIDS counseling and testing services but also on expanding coverage to increase accessibility to these services for women in rural areas. In addition, efforts to raise the level of knowledge about HIV/AIDS and improve attitude toward the disease should be undertaken simultaneously. The results of this study can help inform HIV control policies and practices in other developing countries. © 2016 Nguyen Van Huy et al.