Volume 19, Issue 1

Student academic satisfaction is one of the most important factors affecting the success and quality of a higher education institute and is an indicator about teaching and learning. This study aims to summarize and critically evaluate the instruments assessing academic satisfaction in nursing education. A systematic review was undertaken, PRISMA were used for the screening of studies. MEDLINE, Cochrane, Scopus and CINAHL were searched using MeSH terms; seven eligible articles were identified referring to five assessment tools. COSMIN was used for evaluation of the methodological of the instruments. The systematic review identified five satisfaction measurement tools used in nursing education. The analysis of the instruments rarely considered a confirmative validity structure, measurement error or criterion validity. The best available instrument was the Nursing Students Satisfaction Scale (NSSS) for validation methodology; however, it needs further validation studies that consider CFA, reliability, criteria validity, hypothesis testing and measurement error.

Background Practicum Placements are the signature andragogy used in undergraduate nursing programs to bring about knowledge consolidation. Little is known, however, about the types of pediatric practicum placements utilized by nursing programs to provide practical learning opportunities in child health to their students. The purpose of this integrative review is to identify and appraise existing literature on practical pediatric practices in undergraduate nursing education. Method Searches were conducted using the main relevant databases and search engines. Of the numerous articles retrieved, screened, and reviewed, 15 met the inclusion and exclusion criteria. Results were then analyzed using thematic analysis. Results Two overarching themes were identified: (1) Adaptation, and (2) Learning. Conclusion Findings revealed that most nursing programs utilize alternative placement sites to meet the learning need of their students. These sites provided students with the opportunities to care for children and adolescents, and engage in a variety of health promotion and teaching activities.

Objectives Teacher cooperation can be described as the collaboration of teachers in the form of exchange, synchronisation, and co-construction. The aim of this study was to determine if attitudes towards teacher collaboration, teacher self-efficacy, and perceptions of a safe team climate were related to teacher collaboration activities, as well as if these collaboration activities fostered professional development. Methods An explorative study using an online questionnaire was conducted. A total of 202 (n=202) nursing educators participated. Scales measuring teacher collaboration, professional development, teacher self-efficacy, and safe team climate were used. Data analysis included explorative and confirmatory factor analysis, correlation analysis, and structural equation modelling. Results The results showed a positive relation between teacher self-efficacy, perceptions of a safe team climate, and attitudes towards teacher collaboration with collaboration activities. Conclusions The results underline the importance of offering collaborative settings and opportunities for educators to reflect on their experiences during teacher training.

Objectives The culture of the academic setting can be fraught with tension filled ethical situations challenging faculty relations with students and colleagues. Therefore, the purpose of this qualitative study was to identify the process that occurs when nursing faculty encounter tension filled situations affecting their ethical values and beliefs in the education setting. Methods A grounded theory approach was employed to achieve data saturation from interviews of thirteen faculty representing eight colleges/universities in three states of the MidAtlantic region of the United States. Results The Basic Social Psychological Process that emerged from the data demonstrated faculty efforts toward safeguarding profession, student, and self. Three concepts: experiencing, identifying, and resolving evolved. Conclusions Data evidenced that ethical tension negatively influences one’s work-life balance, and civility with faculty and students. Implications for balancing these influences and working toward a harmonious environment are provided.

Objectives This study aimed to determine if an e-learning module about understanding and communicating with older people can improve practicing nurses’ ageist perceptions about older people. Methods We used a quasi-experimental pre-post-test design. Participants completed a 13-item Ambivalent Ageism Scale before and after completing the Understanding and Communicating with Older People e-learning module as well as a Likert-style feedback survey with the option for written feedback on an open-ended question. Results Pre-post-test comparisons indicated a statistically significant decrease in ageist attitudes and self-reported increases in knowledge and confidence in working with older people. Qualitative analysis of written feedback revealed that most participants felt the module enhanced their understanding of older people. Conclusions The e-learning activity has the potential to improve practicing nurses’ knowledge and perceptions about working with older people and is likely to be associated with better patient-level outcomes.

Objectives An international Nursing Leadership Collaborative covened in Japan to hold a patient safety and quality workshop for nursing students from six countries. The purpose was to measure students’ self reported beliefs reflecting sensitivity and openness to cultural diversity before and after the international experience. Methods A pre-post-test design was used and the Beliefs, Events, and Values Inventory was administered to international undergraduate and graduate nursing students. Results The group aggregate data analysis indicate that prior to the start of the workshop, the group presented itself as quite introspective and after the workshop the group reported being more sophisticated in making causal explanations about why the world works in the way it does. Conclusions Nursing students experienced an expanded awareness of their beliefs and values that reflect a greater degree of intercultural sensitivity for acceptance of inclusivity and diversity after the experience.

Objectives To determine the association between parenthood and academic performance and dropout among professional Nursing degree program students. Methods A prospective cohort was conducted. 310 students were included, 26 parents (exposed) and 284 nonparents (unexposed), who were followed up during 16 weeks. At the end of this follow-up, student records were reviewed. Results Academic performance in the exposed and unexposed groups was 3.51/5.0 and 3.64/5.0 respectively. Although it was higher in the latter group, i.e., with a difference of 0.13, the values were not statistically significant (p=0.058). After adjusting for confounding variables, a difference of −0.165 point was seen (p=0.037). The risk of students dropping out of college is 34 % less for exposed compared to those who are unexposed (RR: 0.66; CI: 0.075–5.78; p=0.708). Conclusion The results suggest that parenthood has a modest impact on the academic performance, and has no impact on the risk of dropping out.

Objectives Preceptors support nursing students when transitioning to the professional nursing role. This study explored student perceptions of preceptor characteristics that promoted or hindered learning. Methods A Likert-scale survey including two open-ended questions was sent to 571 nursing students completing a preceptorship experience. Descriptive statistics were used to analyze responses to the Likert-scale items. Qualitative analysis was completed on the two exploratory questions to extract themes. Results Students rated the preceptor between 4=Very Good and 5=Outstanding for all items. No significant differences in scores were found when comparing results between programs. Themes assisting in learning included: increasing independence gradually and pushing out of comfort zone. Themes identified that hindered learning included: doubting self and being pushed aside. Conclusions Future implications include communicating preceptorship objectives and providing ways to apply research to practice. These findings can guide collaboration between academic and practice partners to assist with transition to practice.

Objectives Relationships between perceived faculty support and prevalence of depression, anxiety, and stress among undergraduate nursing students were explored. Methods A mixed method design was used for this descriptive, cross-sectional pilot study. Depression, Anxiety and Stress Scale-21 (DASS-21), Perceived Faculty Support Scale (PFSS), a demographic questionnaire, and open-ended questions were used to collect data. Results Nursing students experienced moderate depression and stress, and severe anxiety. Perceived faculty support was moderate. An inverse correlation between select perceived faculty supportive behaviors and depression, anxiety, and stress was evident. Student stressors were related to faculty actions. The theme being attentive to student stress emerged from the qualitative data. Conclusions Symptoms of poor mental health among undergraduate nursing students are prevalent and represent a significant public health concern among nursing students. Nurse educators must develop psychological and functional supportive behaviors to promote mental health during nursing students’ transition throughout the nursing program and beyond.

Objectives To determine the intention and motivation of nurses and midwives to pursue their higher education considering several factors. Methods This is a cross-sectional study were a 16-item online survey was distributed using a convenience sampling method to approximately 12,000 nurses and midwives between May – July 2021. Results A total of 513 eligible nurses and midwives participated in the study. Most of the respondents were females (76.61%), with a bachelor’s degree (72.3%) and well experienced (11–15 years) (35.4%). Most nurses and midwives are highly motivated to pursue higher education (79.14%). The most motivating factor for the respondents is their professional goals (85.2%), While the most dissuading factor was the cost. Regarding COVID-19, about 28% of the respondents said that the COVID-19 pandemic has a negative effect on their desire to go for higher education. Conclusions The nurses and midwives were highly motivated to pursue higher education regardless of their demographic status, available resources, and barriers. Furthermore, the eagerness of the nurses and midwives to pursue higher education, which is rooted in their desire to grow in their profession.

Objectives Little is known about how Jordanian undergraduate medical and nursing students perceive Alzheimer’s disease (AD) care. This study aimed to investigate nursing and medical students’ AD knowledge, attitudes, and associated factors with their knowledge to inform reforms to multidisciplinary AD education undergraduate programs in Jordan. Methods Cross-sectional research was carried out using a self-administered questionnaire. Students’ knowledge was measured using the Alzheimer’s Disease Knowledge Scale (ADKS) and attitudes were measured using the Dementia Care Attitude Scale (DCAS). The survey was completed by 423 nursing and medical students. Results The overall mean score on the ADKS for students’ AD knowledge was 17.50 (SD=3.08) out of 30 and the DCAS for students’ attitudes toward AD was 26.76 (SD=6.19) out of 40. Conclusions Medical students had a higher level of AD knowledge and a lower level of positive attitude than nursing students (p<0.05).

Objectives Non-technical skills (NTS) are fundamental to the nursing profession to ensure safe, quality care. Purpose: The aim of this study was to develop a new instrument to assess NTS among nursing students: the Non-Technical Skills Student Evaluation (NTS-SE) tool. Methods A cross-sectional study was conducted to test the psychometric properties of the tool. A number of 1,087 nursing students were enrolled from five Bachelor Schools of Nursing. Results Exploratory and confirmatory factor analysis suggested the suitability of a two-factor model. The final version of the NTS-SE consisted of 23 items distributed in two domains: cognitive skills and interpersonal skills. For each domain, Cronbach’s alpha coefficients were above 0.94. There were significant differences in scores between second- and third-year students (p<0.001) and among the different nursing schools (p<0.001). Conclusions The NTS-SE can be useful when assessing the effect of educational strategies and/or clinical traineeship experiences on the acquisition of NTS.

Objectives The aim of this study was to explore nursing faculty experiences in integrating digital tools to support undergraduate students’ learning and development of nursing informatics competencies. Methods This focused ethnography study used a combination of semi-structured interviews, document reviews, and field visits. Convenience and snowball sampling were applied to recruit participants. Data were analyzed concurrently with data collection, using thematic analysis. Results Twenty-one faculty members from nine undergraduate nursing programs in Western Canada participated. Themes discussed include: 1) meaning of the term nursing informatics, 2) faculty perceived nursing informatics competence, 3) developing students’ nursing informatics competencies, 4) facilitators, and 5) challenges. Conclusions Nursing faculty are relatively engaged in developing students’ informatics competencies. However, challenges must be addressed and faculty need more support to improve their own informatics capacity. Implications for Practice and Research: This study has implications for faculty, nursing program administrators, and nursing organizations.

Anatomy and Physiology (A&P) courses in undergraduate nursing programs are often considered challenging for students. Typically, a wide variety of teaching strategies, including dissection, experiments, illustrations and photographs are used to engage students. This study aimed to explore and describe the learning experiences of an open creative assessment task on undergraduate nursing students of learning A&P. A total of eight students participated in semi-structured interviews. Two major themes emerged from the data, this included ‘Bringing A&P to life’ which included two sub-themes of ‘Learning through peer teaching’ and ‘An easy way to learn’, with the second major theme, ‘Custom made learning’ which included four sub-themes, ‘To grade or not to grade’, ‘Catering for different learning styles’, ‘Logistics of group work’, and ‘Effect of group dynamics’. This qualitative exploratory study contributes to further pedagogical insights into art and/or creative approaches to teaching.

Objectives Grit and resilience are related but separate concepts. Grit is a long-term commitment toward goals, and it impacts student success and academic achievement. Resilience is the ability of students to recover from stress. Both are important factors in nursing students. Methods This descriptive study included surveys measuring demographics, grit, and resilience among two cohorts of senior nursing students in their last semester and explored challenges and difficulties experienced during the COVID-19 pandemic. Results The mean grit score for all students was 4.0 (0.52) and the mean resilience score was 3.63 (0.73). Directed content analysis of the ten open-ended survey questions revealed three themes: Impact on Education, Personal Impact, and Coping Mechanisms. Conclusions Grit and resilience are important factors that can contribute to success in nursing programs and as graduate nurses in the healthcare settings.

Objectives To determine the effect of advocacy education on the attitude of nursing students towards persons with disabilities. Methods This study is a one-group pretest-posttest design: a quasi-experimental study. The study population consisted of 38 students who were enrolled in the advocacy course in the final year of nursing school in a public university. A ten-week Disability Advocacy Education Program was implemented. Data was collected using the Data Sheet and Multidimensional Attitudes Scale Toward Persons with Disabilities. Results Male students were found to have higher mean scores after the education; there was no statistically significant difference for other variables such as family structure, place of residence, and whether they have received education on disabilities. Conclusions Nursing students have a positive attitude towards people with disabilities, and that male students’ attitudes improved after education. Implications for International Audience Advocacy education provided to students help them develop a positive attitude towards people with disabilities.

Objectives Adverse childhood experiences (ACEs) impact health outcomes in adulthood. Positive childhood experiences (PCEs) are associated with resiliency and improved mental and physical health outcomes. There is often a lack of content on ACEs in nursing education. The purpose of this project was to determine the knowledge and perceptions of ACEs and PCEs among prelicensure nursing students. Methods A mixed-method pilot study was implanted. Prelicensure nursing students received didactic instruction on ACEs and PCEs and completed online, anonymous ten-item pre- and post-surveys about knowledge on ACEs and PCEs. Results A positive percent change was observed with all ten statements from pre- to post-surveys. Six themes emerged from qualitative analysis, revealing the importance and benefits of education on ACEs and PCEs. Conclusions This study shows that nursing students valued education regarding ACEs, were willing to incorporate their knowledge of ACEs into their practice, and discovered they might have been exposed to ACEs themselves. Implications for International Audience: All nursing programs must include content on ACEs and PCEs to prepare better nurses to care for patients.

Objectives To assess health sciences students’ satisfaction with narrative photography with an expert patient as an empathy-fostering teaching method. Methods Nineteen students from a public medical sciences university in Barcelona (Spain) voluntarily completed six online training sessions using narrative photography and expert patient. Data were collected using an anonymous online satisfaction questionnaire verified by experts, including 29 quantitative and qualitative questions that were analyzed descriptively. Results Eighteen valid questionnaires were obtained (90% response rate). All students evaluated the teaching method as highly satisfactory. The main positive aspects of the teaching method were being able to express one’s emotions and reflections. Students felt the activity enhanced their empathy and helped them minimize their prejudices, specifically to patients living with HIV. Students also evaluated the online format as less optimal than if it were delivered in person. Conclusion The students found the teaching method to have a personal and professional impact, which facilitated the integration of empathy in their daily practice when caring for people living with HIV.

The aim of this study is to explore baccalaureate nursing students’ self-efficacy beliefs related to theoretical coursework. Self-efficacy, i.e., the perception of one’s ability to successfully complete a task, has been shown to correlate positively with academic performance and persistence. Nursing students from a large Norwegian university participated (n=132). Data were collected through a digital questionnaire and analyzed using SPSS statistics. Descriptive analysis was performed. Student groups were compared according to gender, age, and year of study using one-way analyses of variance and independent sample t-tests. The findings suggest that the students’ self-efficacy beliefs related to theoretical coursework are quite high, with few significant differences between the groups. While the students have confidence in their ability to reach academic goals, self-efficacy when facing stress and distraction is lower. The findings may be of interest to educators striving to optimize learning in baccalaureate nursing programs.

Objectives To develop a contemporary student placement model to address current placement challenges, impact student learning, and alleviate supervisor burden. Methods A modified Delphi technique was used to seek opinions, insights, and creative solutions. Results A draft Communities of Practice placement model, based on a systematic literature review, was introduced to a heterogenous expert panel (n=12). A contemporary placement model was developed and refined via video conference and email over three rounds. Conclusions Despite initial reluctance concerning a new model, participants became conversant with the concept of peer-to-peer learning, where incidental, albeit essential, learning and support occurs between students, which also supports supervising staff. Greater flexibly and student screening were also incorporated to enable greater learning, confidence building, and reflection. The model’s success is contingent upon students working within their scope of practice and provides a contemporary approach to best responds to student, education provider, and health service needs.

Objectives Negative clinical educational experiences for student nurses are predictors of negative attitudes and perceptions towards mental health. In clinical education, instructors take on this important role often with little to no formal training. This study explored nursing students’ perceptions of instructional best practices in mental health clinical education. Methods A qualitative descriptive design was used, and 10 Canadian baccalaureate nursing (BN) students were interviewed. These students had completed a six-week practicum on an acute inpatient psychiatric unit in either their second, third or fourth year of study. Results Through thematic analysis, three themes were identified: (1) Students valued feeling prepared at the beginning of the clinical placement. (2) Students felt empowered when instructors encouraged self-direction. (3) Students appreciated positive role modeling by their instructors. Conclusions Suggestions for clinical teaching strategies are made to mitigate student stress, increase confidence, and address the influence of mental health stigma on learning.

Objectives To understand the experience of novice nurse faculty members in Saudi Arabia and the influences on novice nurse graduates in their academic role. Methods A qualitative descriptive study grounded in naturalistic inquiry was used to better understand the experience of novice faculty in Saudi Arabia. Purposive sampling was used to recruit 10 novice nurse faculty from nursing schools in Saudi universities. Data were collected until saturation was achieved. The researcher interviewed participants using a video conferencing platform, and all interviews were digitally audio-recorded. Content and thematic analysis were used to analyze the data. Results There were four major themes: teaching on a peninsula, navigating in the dark, grappling with the faculty role, and working hard to create hope for a better tomorrow . Conclusions The findings add to the literature regarding the novice faculty experience, self-confidence, and the strategies needed to enhance their teaching performance.

Objectives In the nursing education system, evolution is required to train qualified and professionally competent nurses who can face workplace challenges and evolving needs of societies. This study aimed to explore effective factors and challenges of the formation of transformational education in the nursing education system. Methods This was a qualitative study with a grounded theory approach. Twenty-four individuals participated through purposive and theoretical sampling. The authors collected data using semi-structured interviews and analyzed them by Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Los Angeles: Sage Publication grounded-theory method. Results Findings showed the process of formation of transformational education which encompasses four concepts including, “transformational leadership”, “effective learning”, “necessity of foresight in education”, and “inhibitors of educational transformation”. Transformational education is a complex and multidimensional education. Conclusions Implementation of this education requires preparing transformational leaders, planning to empower faculty members and students, and preparing for the challenges facing the education system.

Objectives The purpose of this study was to examine the relationships among demographics, doctoral teaching preparation, nurse faculty institutional support, faculty job satisfaction, and intent to leave current nursing academic position in PhD- and DNP-prepared faculty. Methods Using a survey research design, invitations to a Qualtrics survey were emailed to nursing program directors. Independent samples t-tests and logistic regression models were used to determine the nature of the relationships. Results In total, 149 participants completed the survey. Degree type, age, and job satisfaction were significant predictors related to intent to leave nursing academia. Doctoral program teaching preparation and institutional support were not statistically associated with intent to leave nursing academia. Conclusions Findings suggest older age, PhD-prepared faculty, and job dissatisfaction were significant factors influencing decisions to leave nursing academia among the doctoral prepared new nursing faculty. Efforts to retain or increase the number of nurse faculty must be prioritized.

Objectives The aim of this study was to investigate differences in academic achievement between two groups of students who were taught the same course online within the nursing program but through two different teaching strategies and to examine the students’ attitudes towards flipped classroom. Methods Online lectures using Zoom was given to teach a course regarding the immune system and another course was taught the same subject in flipped classroom approach using video lectures followed by seminars. Academic achievement were compared between the groups, and perspectives on flipped classroom were investigated using a questionnaire. Results The main findings were that participation in flipped classroom seminars had a positive effect on academic achievement (OR 2.3 (CI [1.001–5.1]), and that students preferred the flipped classroom approach over traditional lectures. Conclusions This study suggests that a student centered teaching strategy like flipped classroom is an effective way to increase the students’ engagement and academic achievements.

The objective of this study was to examine differences in principles from the cognitive load theory (CLT) combined with active learning strategies. To examine these differences, simple to complex activities were imbedded into two active learning instructional strategies: cooperative learning (CPL) and problem-based learning (PBL) and evaluated for its impact on mental effort for learning and intrinsic cognitive load. A two-within repeated-measures design was used in a nursing fundamentals classroom. The simple and complex activities were grounded in recommendations from the CLT and validated by nurse experts. The instructional strategies of CPL and PBL were chosen based on recommendations from the literature. Results revealed no statistically significant differences. A small interaction showed a decrease in mental effort and intrinsic load when problem-based learning was used. Progressing learning activities from simple to complex, informed by the CLT, offers an approach to designing instruction in nursing classrooms when using active learning strategies.

Objectives Finding appropriate community clinical placements has been challenging in recent years, most especially during the COVID-19 pandemic. During the 2020-2021 semesters, a university in the province of Alberta, Canada chose to use the community health virtual simulation program, Sentinel City®3.1 , to provide clinical placements for three groups of undergraduate students. This expository paper, co-authored by students and faculty, sought to further explore how virtual simulation can be used to best support student learning by identifying practices that students find most helpful. Method Jeffries’ (2005) simulation framework was used to guide a quality improvement analysis which explored feedback received from 16 students regarding the use of Sentinel City®3. 1 as a clinical placement, with additional contributions from the student co-authors. Results Students felt Sentinel City®3.1 was an effective tool to learn community and population health concepts, however, all students indicated that they would have preferred more opportunities to work with real communities. Conclusion Virtual simulation programs like Sentinel City®3.1 might be best as a learning supplement rather than as students’ sole clinical placement experience.

Background The objective is to introduce the creating a set of virtual patients (VPs) to support distance midwifery education as well as the impact of distance education by means of VPs on knowledge, skills, motivation, clinical practice, and student satisfaction. Methods VPs were created using OpenLabyrinth (OL). The impact of the distance education was assessed using a feedback questionnaire. Results When creating our own VPs, the design and development phase can be considered the most difficult. On a scale of 1 (agree) to 4 (disagree), the student feedback rates were mostly positive (1.04–2.13). A high degree of agreement was associated with the acquisition of theoretical knowledge (1.15–1.28) and skills (1.43). Conclusions The creation of our own VPs is challenging for teachers due to its unconventional character. The students expressed great satisfaction with distance learning, but lacked face-to-face contact with the patient.