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Breastfeeding education in university nursing programs
Past goals, future goals, and current statistics regarding breastfeeding rates in the United States support the need for university programs to address the topic of breastfeeding education. Currently, exclusive breastfeeding ...
The influence of self-esteem and self-silencing on self-efficacy for negotiating safer sex behaviors in urban Bahamian women
The rapidly increasing rate of HIV/AIDS among Bahamian women is daunting for the future of Bahamian society. Despite many concerted efforts, scientists are unable to find a cure for HIV disease and are faced with the ...
Factors which influence adult African Americans' asthma self-management
(2018-05-07)
There are approximately 22.2 million Americans’ who are living with asthma and of those 18.4 million are adults. African Americans’ are more likely to be diagnosed with asthma compared to Caucasians, ...
The effects of high-stakes ATI remediation and testing practices including the ATI content mastery series and ATI PN comprehensive predictor
The purpose of this retrospective, descriptive study was to determine if any differences existed in students’ test scores on the Assessment Technologies Institute (ATI) PB tests: Fundamentals, Pharmacology, Medical ...
Shining a light: Compassion fatigue in psychiatric nursing and nursing students
Background: Low levels of compassion satisfaction (CS) and high levels of compassion fatigue (CF), comprised of burnout (BO) and secondary traumatic stress (STS), have been identified as a serious concern among students within health science disciplines.
Purpose: To conduct a cross-sectional survey to determine what factors are related to the development of BO and STS within a pre-licensure health studies student population of undergraduate nursing and psychiatric nursing disciplines, groups that have seldom been studied.
Methods: Data was collected through an anonymous online survey to determine the presence of compassion satisfaction and fatigue among participants. The survey was comprised of demographic questions and four validated measures that included the Professional Quality of Life Scale (version 5), the Core Self-Evaluations Scale, the Perceived Stress Scale, and the Life Events Checklist (version 5).
Results: Findings revealed 31% of students reported low levels of CS, 27% had high levels of BO, and 28% had high levels of STS. Students in long-term care/palliative care rotations reported significantly higher levels of BO in comparison to students placed on in-patient units such as medical-surgical areas and episodic care areas that include out-patient and emergency departments. Regression analysis revealed that students with low self-efficacy and high perceived stress were predictive of BO. Students with increased exposures to prior traumatizing life events were predictive of STS. Despite having less sleep, students with high levels of selfefficacy and commitment to their program with less intent-to-leave were predictive of having CS.
Significance: To date, this is the only study that has explored compassion fatigue within undergraduate nursing and psychiatric nursing students in Canada. Findings of the study assist educators, clinicians, and policy makers to better understand at-risk clinical settings and predictors of compassion satisfaction and fatigue in undergraduate nursing and psychiatric nursing students prior to entering the workforce as newly-licensed professionals....
Effect of the diverse standardized patient simulation (DSPS) cultural competence education strategy on nursing students' transcultural self-efficacy perceptions
Nursing students find it challenging to provide culture-specific care for patients representing diversity in ethnicity, race, language, socioeconomic status, religion, gender, sexual orientation, immigration history, and lifestyle and frequently lack confidence in their knowledge, skills, and abilities. Simulation has become a useful strategy for teaching nursing students assessment skills, technical skills, teamwork, delegation, self-efficacy, and professional communication. An alarming gap exists within the literature concerning innovative teaching and learning strategies that are carefully designed, implemented, and evaluated and follow a conceptual model, guidelines, and standards to enhance cultural competence development of diverse student groups, who must work with patients from various backgrounds.
This longitudinal, one-group, pretest and post-test educational intervention study involved two research questions to understand changes instudents’ (n = 53) transcultural selfefficacy (TSE) following the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy. Jeffreys’ (2016a) Cultural Competence and Confidence (CCC) theoretical model guided the development of the DSPS strategy. The National League for Nursing (NLN) Jeffries Simulation Theory (JST) (2015), the International Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: SimulationSM (2013; 2016), and guidelines for coaching standardized patients from Wallace (2007) were followed closely in simulation scenario design, evaluation, implementation, and training processes. As a multidimensional strategy, the DSPS strategy carefully weaves together cognitive, practical, and affective transcultural nursing skills; encompasses assessment, planning, implementation, and evaluation; and involves the TSE appraisal process in addition to other considerations from the educational and self-efficacy literature and the CCC model. Two DSPS scenarios designed by the researcher and validated by five doctorally prepared transcultural nursing experts were implemented with 53 ADN students enrolled in a second-semester, nine-credit, 15-week medical-surgical nursing course. DSPS scenario #1 targeted culturally competent care for a Turkish Muslim patient in the preoperative setting; DSPS scenario #2 targeted culturally competent care for chronic disease management (diabetes) for a patient self-identifying with the lesbian, gay, bisexual, and/or transgender population. The Jeffreys’ Transcultural Self-Efficacy Tool (TSET) (Jeffreys, 2016b, Toolkit Item 1) was administered as a pretest and post-test to assess students’ changes in cognitive, practical, and affective dimensions of TSE. To obtain data specific to each scenario, two researcher-developed measuresthat corresponded with each TSET subscale (Cognitive, Practical, and Affective) and the total TSET were administered: The Simulation Survey and Simulation Participation Survey.
For research question 1, the students’ self-efficacy strength (SEST) scores and self-efficacy level (SEL) groups (low, medium, high) changed significantly from pretest to post-test (p < .05) in the Cognitive and Practical subscales and total TSET. Although changes occurred in the expected direction (increase), the Affective subscale missed statistical significance on both SEST (p = .054) and SEL (p = .058) analyses. Bivariate analyses on the Simulation Survey and the Simulation Participation Survey indicated that the mean scores for cognitive, practical, affective dimensions and overall confidence questions were similar regardless of answering immediately after the scenario or post-test TSET for both DSPS #1 and DSPS #2. A statistically significant positive correlation was observed between the specific scenario (DSPS #1 or DSPS #2) and the post-test TSET responses. For research question 2, results supported that all students, regardless of background, benefit (and require) formalized cultural competence education.
This study supports the adaptation and utilization of the DSPS cultural competence education strategy for various populations and settings to develop cultural competence and TSE. The utilization of the CCC model and its corresponding TSET, along with recommended guidelines and standards, can assist to direct future research and focus educational strategies to support students’ confidence in providing cultural competent care. Consequently, this study fills a gap in the literature by providing a carefully orchestrated cultural competence educational intervention specifically utilizing the SP pedagogy that: was guided by a theoretical framework; followed international guidelines and standards for the design, implementation, evaluation, and SP training; and had content validity review. Implications and recommendations for theory, education, research, policy, and administration are presented....
Effectiveness of simulation-based case studies in undergraduate nursing students
An ever-changing healthcare landscape requires today’s nurses to have a solid foundation in knowledge and clinical judgment to provide safe care to patients. Nurse educators must implement teaching strategies that ...
Self efficacy, self reliance, adherence to self care, and glycemic control among Cherokee with type 2 diabetes
Background: Type 2 diabetes is responsible for disability and shortened life span among Native Americans. Adherence to recommendations for diet, exercise and medication is essential to optimizing outcomes. Few studies of ...
Older African Americans perceptions of living with asthma and satisfaction with care
African Americans are disproportionately affected by asthma in the U.S. with a mortality rate that is three to five times that of Caucasians. Asthma-related mortality rates have soared in the older adult and elderly African ...
The lived experience of transitioning to a new graduate registered nurse following a nurse residency program: A phenomenological inquiry
Background: In the past decade, nurse vacancy rates due to turnover increased the pressure for hospitals to orient and train new graduate registered nurses as quickly as possible so they can work independently at the ...