The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: a cross-sectional survey
- Rasmussen, Bodil, Hutchinson, Alison, Lowe, Grainne, Wynter, Karen, Redley, Bernice, Holton, Sara, Manias, Elizabeth, Phillips, Nikki, McDonall, Jo, McTier, Lauren, Kerr, Debra
- 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
- 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.
- Full Text:
- Reviewed:
- 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
- Haririan, Hamidreza, Rahmani, Azad, Porter, Joanne, Heidarzadeh, Mehdi, Azadi, Arman
- Authors: Haririan, Hamidreza , Rahmani, Azad , Porter, Joanne , Heidarzadeh, Mehdi , Azadi, Arman
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 54, no. (2021), p.
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- Description: Aim: The number of countries where nurses are allowed to prescribe has increased over the past two decades. Nursing students’ self-efficacy has the main impact on their clinical and cognitive skills. The aim of this study is to determine nursing students’ attitudes and preparedness for nurse prescribing and its relationship with their perceived self-efficacy. Design: The descriptive-correlational study Methods: This study was conducted at five Nursing and Midwifery schools of Tabriz, Ardebil, Ilam, Ramsar, and Mashhad, Iran from March to July 2018. Through random sampling 250 undergraduate nursing students from the different geographical areas of Iran were selected. The research tool consisted of three parts including demographic information, nurse prescribing questionnaire, and a questionnaire on self-efficacy in patient care. Results: Nursing students had a positive attitudes and relatively high levels of preparedness for nurse prescribing. However, near to half of the participants (48.4%) mentioned that they have not good knowledge of pharmacology. Also there was a significant positive correlation between the students’ self-efficacy and their attitudes and preparedness to nurse prescribing (p < 0.001, rs= 0.467;p = 0.00, rs= 0.633). Conclusions: Given the nursing students’ positive attitude to and their preparedness for nurse prescribing, it is possible to make them more prepared for this new role by increasing their pharmacological knowledge and improving their accountability, management, and leadership skills. © 2021 Elsevier Ltd. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Joanne Porter” is provided in this record**
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