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Descriptors:
Expertise; Nursing Students; Nursing Education; Nurses; Content Validity; Construct Validity; Clinical Teaching (Health Professions); Anxiety; Test Construction; Test Validity; Decision Making; Affective Measures; Psychometrics; Undergraduate Students; Rating Scales; Factor Analysis; Pilot Projects; Factor Structure; Correlation; Self Esteem; Self Concept Measures

Abstract:
Clinical decision making (CDM) is a cornerstone skill for nurses. Self-confidence and anxiety are two affective influences that impact the learning and adeptness of CDM. Currently, no instruments exist that measure perceived self-confidence and anxiety level of undergraduate nursing students related to CDM. The purpose of this research was to develop, test, and establish psychometric properties for a quantitative instrument that measures the levels of self-confidence and anxiety experienced by undergraduate nursing students while making clinical decisions. The new tool is entitled the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM) scale. The tool is a self-report, Likert-type instrument with two subscales measuring levels of self-confidence and anxiety. Bandura's social cognitive theory, regarding self-efficacy and anxiety arousal framed the study along with two embedded nursing models which explain the relationship between self-confidence, anxiety, and CDM. Content validity and face validity were established through critique by a panel of internationally known experts in the area of CDM and by a panel of undergraduate student nurses and registered nurses. Two samples of pre-licensure associate and baccalaureate nursing students participated in either the pilot- (fall 2010, n = 303) or main-testing (spring 2011, n = 242) phase of the study to test the scale. Exploratory factor analysis was used to examine the scale's construct validity. Items were reduced from the scale based on EFA results from each sample. Similar factor structures were found between the two samples, indicating a stable three dimensional scale. The self-confidence and anxiety subscales of the NASC-CDM scale were correlated with two psychometrically sound instruments to examine convergent validity. Pearson r correlation coefficients examined the relationship between the self-confidence subscale and the General Self-Efficacy (GSE) scale. Results were positive, moderate and significant at 0.54 and 0.62 for the fall and spring samples respectively. Pearson r correlation coefficients examined the relationship between the anxiety subscale and the Generalized Anxiety Disorder-7 (GAD-7) scale. Results were positive, low to moderate and significant at 0.52 and 0.38 for the fall and spring samples respectively. Internal consistency reliability was assessed using Cronbach's alpha reliability coefficient. Alpha coefficients for the final version were: self-confidence subscale, alpha = 0.97 and anxiety subscale, alpha = 0.96. Results of the study provided initial evidentiary support for the NASC-CDM scale as a content valid, construct valid, convergent valid and reliable measurement tool. Findings of the study have important implications for nursing education. Nurse educators may be able to utilize the NASC-CDM scale in numerous situations, around real-life or simulated clinical experiences. If nurse educators are aware of how affective states, such as levels of self-confidence and anxiety, influence nursing students while moving through the process of making clinical decisions, they can intervene more effectively and facilitate students learning the vital skill of CDM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Nursing Education; Career Planning; Job Satisfaction; Nurses; Graduation; Nursing; Geriatrics; Measures (Individuals); Educational Opportunities; Case Studies; Questionnaires; Student Characteristics; Psychiatry; Student Attitudes; Patients; Career Choice

Abstract:
This research was planned as a cross-sectional and descriptive study for the purpose of determining nursing students' expectations from a workplace and what department, area, and positions they want to work in after graduation. The research population was comprised of the four university-based schools of nursing in Ankara province. The sample was comprised of 447 nursing students. A questionnaire developed by the researchers in light of information in the literature was used for data collection and had three sections including the participants' demographic characteristics, questions asking about where they wanted to work and expectations from the workplace where they want to work. The overwhelming majority of the students wanted to work as an academician at the university or in management at a hospital. The highest percentage of students wanted to work in pediatrics and the operating room, and the lowest percentage wanted to work in psychiatric nursing, geriatrics and care for the handicapped. The primary expectations students had from the workplaces where they wanted to work after graduation been an orientation to the workplace and educational opportunities, opportunities for promotion and job satisfaction. Explaining to students that the most significant need in the nursing profession is the shortage of nurses responsible for direct patient care may prevent them from developing wrong expectations and goals in their career planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Recall (Psychology); Older Adults; Nursing Students; Qualitative Research; Nursing; Researchers; Nurses; Nursing Education; Therapy; Intervention; Interviews; Stereotypes; Educational Gerontology

Abstract:
Reminiscing is a therapeutic nursing intervention for older adults. Nursing students and elders who participated in reminiscing interviews were excited by this activity. Researchers across disciplines collaborated in this qualitative research project to clarify the meaning and experience of reminiscing for the student and the diverse elder. Following the student-elder interview, researchers conducted unstructured interviews with a purposive sample of students and elder participants. Four patterns emerged: discovery of the value of intergenerational interaction and relationships; rejection of stereotypes; a willingness to overcome painful aspects of reminiscence; and gerotranscendence wisdom and peace. These findings have implications for nursing education, nursing practice, and further research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Nursing Students; Nursing Education; Nurses; Lifelong Learning; Nursing; Associate Degrees; Information Literacy; Partnerships in Education; Librarians; Higher Education; Community Colleges; Two Year Colleges; Pretests Posttests; Scores

Abstract:
Nursing educators know that healthcare stakeholders expect nursing graduates to be able to manage information. Consequently, many nursing education programs are exploring ways of integrating information literacy across the curriculum not only to bolster evidence-based practice, but also to enhance professional development and encourage lifelong learning. By adding collaborative efforts between librarians and nursing educators, nursing students will be better prepared to meet workforce expectations, complete high stakes writing assignments, and will become active decision makers. This study describes a collaborative effort between nursing and library faculty in the quest to integrate information literacy in an Associate Degree nursing program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Nursing Education; Weekend Programs; Community Colleges; Graduation Rate; Nurses; Nursing; Labor Market; Trend Analysis; Supply and Demand; Student Recruitment; Scholarships; Public Opinion; Work Environment; Part Time Students; Enrollment Trends; Educational Policy; Evening Programs; Loan Repayment

Abstract:
This article examines national employment and program trends in the nursing profession, the nursing shortage in Iowa, and state policy and community college responses in Iowa. During the seven-year period 2001-2008, two Iowa governors convened special task forces to study the nursing shortage and to make recommendations. The policy responses dealt principally with the recruitment of nursing students, scholarships and forgivable loans for students, improvement of the public's image of the nursing profession, and improvement in the work place for nurses. Meanwhile, the community colleges increased their program capacity by adding sections, and implementing part-time, evening, and weekend programs. Nursing program enrollments increased 63% from fiscal year 2001-2006. During this same time period, nursing program graduation rates decreased almost eight percent; waiting lists of qualified applicants to the program continued to be long. The author poses questions regarding the success of proprietary institutions in establishing nursing programs in geographic areas where community college programs have long waiting lists, including if lessons from the proprietary institutions can inform community college practice. The author concludes that policy initiatives that are aimed principally at increasing public awareness about nursing careers and recruiting students are inadequate for they have failed to confront program capacity issues facing community colleges Suggestions for future research and study are provided. The author recommends that future policy discussions regarding the nursing shortage bring together representatives from all medical and educational providers, including the community colleges, to develop responses to all aspects of this complex and multifaceted issue. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Scoring Rubrics; Ethics; Decision Making; Foreign Countries; Expertise; Content Validity; Nursing Education; Reliability; Measures (Individuals); Evaluation Criteria; Interrater Reliability

Abstract:
The aim of this paper is to develop a reliable and valid tool to assess ethical decision-making ability of nursing students using rubrics. A proposed ethical decision making process, from reviewing related literature was used as a framework for developing the rubrics. Participants included purposive sample of 86 nursing students from the Royal Thai Army Nursing College, experts in measuring and evaluation, and experts in nursing ethics, in Thailand. The results from the study showed that the content validity of the rubrics was adequate, 47 out of 48 scoring rubrics criteria had satisfied IOC's indexes over 0.5. Internal consistency using Cronbach's alpha coefficients was 0.865. Inter-rater reliabilities were between 0.804 and 0.903, intra-rater reliability was 0.948. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Education; Nurses; Nursing; School Counselors; Counselor Attitudes; Hispanic Americans; Referral; Educational Counseling; High Schools; Career Guidance; Measures (Individuals); Rating Scales; Nursing Students; Comparative Analysis; Cultural Differences

Abstract:
Perceptions of counselors from Hispanic serving high schools regarding professional nursing as a career have received limited study. A cross-sectional descriptive study of a convenience sample of 55 guidance counselors from Hispanic serving institutions identified the number of requests/referrals to nursing programs and perceptions of prospective nursing student and registered nurse attributes. Hispanic counselors rated caring and professional leadership skills higher than did White non-Hispanic counselors. Recommendations for academic nursing and counselor partnerships are provided. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Student Attitudes; Cooperation; Nursing Students; Psychometrics; Factor Structure; Patients; Health Services; Teamwork; Nurses; Nursing Education; Higher Education; State Universities; Undergraduate Students; Medical Education; Professional Continuing Education; Health Education; Interprofessional Relationship

Abstract:
Despite the widespread endorsement of interprofessional education (IPE), healthcare education has not implemented the strategy to the extent expected. Decisions to adopt and implement IPE must be based on evidence indicating that the approach is superior in promoting collaboration as compared to the traditional, uniprofessional educational approach. Evidence supports that incorporating IPE into the curricula generally improves students' attitudes, perceptions, and knowledge of teamwork skills on a short-term basis. Whether IPE produces graduates who are prepared to collaborate more effectively on the healthcare team in practice has not been determined because valid instruments have not been developed to measure the collaborative competencies expected for healthcare students. This dissertation examined the psychometric properties of an instrument designed by the researcher to measure collaborative competencies in healthcare students. In addition, this study examined the impact of IPE on undergraduate nursing students' ability to collaborate with other members of the healthcare team. Using an electronic version of the instrument, data were collected during the spring semester of 2011. The convenience sample (n = 293) included baccalaureate nursing students enrolled at two midwest state universities that incorporated IPE into the curriculum and six midwest state universities that did not incorporate IPE into the curriculum. Factor analysis was conducted using two, four, five, and six factor rotations with varimax and promax rotations. The four-factor model with promax rotation provided the best defined factor structure, demonstrating a combination of empirical findings and theoretical constructs. Results indicated that patient-centered care, role clarification, interprofessional communication, and teamwork are constructs that can be used to design competencies for collaboration. The construct of conflict resolution did not emerge as a separate factor. The independent-samples t-test revealed significant differences between the mean scores for interprofessional communication (p = 0.010) and healthcare teamwork (p = 0.044) between non-IPE and IPE groups. One-way ANOVA analysis revealed no significant differences for gender, previous experience, or GPA. Students in the older age group (greater than 31) rated themselves significantly higher in the factors of role clarification (p = 0.002), interprofessional teamwork (p less than 0.001), and patient-centered care (p = 0.003). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Needs; Health Education; Health Promotion; Health Programs; Primary Health Care; Adolescents; Grade 6; School Health Services; Partnerships in Education; Nursing; Nurses; Early Adolescents; Preadolescents; Rural Areas; Grade 5; Elementary School Students; Evaluation; Nursing Education; Nursing Students; Questionnaires; School Nurses

Abstract:
Young adolescents, age 10-15 years, have increasing psychosocial and biomedical health care needs, yet are some of the lowest users of conventional health services. In eastern North Carolina, school-based health centers (SBHCs) provide primary health care to thousands of school-age children in the most rural, medically underserved areas. SBHCs receive reimbursement from local, state, and private funding sources and their viability depends on the demonstration of outcomes. Using the Guidelines for Adolescent Preventive Services (GAPS) assessment tool, an SBHC-university nursing partnership evaluated the use of preventive health services by fifth and sixth grade students (n = 690). Findings suggest that the vast majority of early adolescents needed a referral for a physical exam, nutrition, mental health, or health education services. This article describes key components for a successful SBHC-university nursing partnership that can evaluate and improve existing school health programs. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Control Groups; Family Violence; Patients; Nurses; Nursing Education; Listening Skills; Hospitals; Victims; Identification

Abstract:
The current study applies the Listening Styles Profile (LSP16) to nurses and nursing students. Compared to a control group (n = 102), nurses (n = 188) and nursing students (n = 206) show marked differences in listening styles. The majority of participants were people-oriented listeners. People-oriented nurses tend to be more knowledgeable about domestic abuse, as well as hospital policies and procedures. They are also the most confident about their ability to identify and assist victims of domestic abuse. Content-oriented listening is also conducive to effective screening, but time-oriented and action-oriented listening may be detrimental to patients. Implications for nursing education and effective screening are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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