Search Results (4)

Background: During the recent COVID-19 pandemic, nursing students faced heightened infection risks during clinical practicum while managing significant psychological demands. However, factors predicting the preventive practices of future healthcare professionals remain poorly understood. Methods: This cross-sectional study examined 261 nursing students on COVID-19 knowledge, attitudes, practices, psychological distress, self-efficacy, and resilience during the fourth wave of the COVID-19 pandemic in South Korea. Grounded in the Knowledge–Attitudes–Practice (KAP) framework, hierarchical multiple regression analysis was conducted to identify predictors of preventive practice behaviors. Results: Depressive symptoms (β = 0.27, p = 0.023) and resilience (β = 0.29, p < 0.001) were significantly positive predictors of COVID-19 preventive practice. Conclusions: Resilience emerged as the strongest predictor of COVID-19 preventive practice among nursing students, highlighting the importance of psychological resources in sustaining infection prevention behaviors. Nursing education programs should incorporate resilience-building strategies to strengthen pandemic preparedness and clinical readiness among future healthcare professionals. Full article

Background: Nursing students’ readiness for clinical practicums is critical to nursing education. Concerns about students’ preparedness for clinical courses have emerged due to increased student-to-educator ratios and limited hands-on practice time. Moreover, feedback from clinical instructors reveals that many student nurses lack the necessary knowledge and skills for patient care, thereby raising questions about their readiness for clinical practicum. Purpose: This study investigates undergraduate nursing students’ readiness for clinical practicum in the UAE by examining their perspectives, the variation in clinical study plans across different contexts, and the evidence gathered from clinical evaluations. Methodology: A case study design was adopted, utilizing semi-structured interviews with 13 nursing students from a UAE nursing college. Additionally, two types of document analysis were conducted. First, 11 nursing curricula from high-ranking universities were analyzed to compare whether students received adequate laboratory courses for their clinical practicum. Second, 217 clinical evaluation reports from third- and fourth-year nursing students across 4 campuses of the UAE nursing college were reviewed. Findings: The study identified two key themes from the interviews: incomplete readiness for clinical practicum and the factors contributing to this incomplete readiness. Document analysis revealed that, unlike many American and Australian institutions, most universities lacked co-requisite laboratory courses. Clinical evaluation reports highlighted that some students, particularly in their fourth year, were inadequately prepared for clinical practice due to deficiencies in both clinical skills and theoretical knowledge. Conclusions: The findings indicate that many nursing students felt only partially prepared for their practicum, negatively impacting their confidence and competency. Moreover, adopting the American and Australian approach of pairing practicum courses with laboratory courses may better prepare students for clinical practicum. Recommendations for future research have been outlined. Full article

Introduction. It is of utmost importance to understand how we can better prepare students to value humanistic spirits and provide humanistic care, a core element of quality care for patients/family characterized by empathy and holistic care, from school to clinical settings (practicum) in low-resourced healthcare environments with seriously low nursing staffing levels. The current study explored participants’ experiences of learning and delivering humanistic care for patients. Methodology. This is a participatory qualitative study. Eligible participants are undergraduate students who completed all the core curricula and are ready to start their one-year clinical practicum/internships. A total of 120 eligible undergraduate students were included in the study. Participants were encouraged to share their own thoughts, questions, and perspectives on learning and providing humanistic care in clinical settings during their one-year practicum from 2020 to 2021. Results. Three major themes emerged: 1. From Textbook to Providing Humanistic Care in low-resourced work contexts; 2. Ethical Considerations; and 3. Implications for Humanistic Nursing Care Education. Discussion. Systematic reforms are needed to make clinical settings more humanistic care-friendly for nurses and nursing students. It is significant to help students internalize the essence of humanistic care in low-resource settings. Full article

This study aimed to evaluate the effects of a flipped learning contact model and a flipped learning “untact” model with Korean nursing students undergoing a clinical practicum, and to examine the factors of self-directed learning readiness and self-esteem considering these learning models. The participants included 85 students. Participants were randomly allocated to two models. This study measured self-directed learning readiness, self-esteem, learner motivation, professor–student and clinical instructor–student interactions, confidence in performing core skills, participating in online activities, clinical practice stress, and the friendliness of the two models. Participants’ characteristics were analyzed using frequencies and percentages, and between-group differences regarding characteristics were analyzed using the χ² test, independent t-test, and one-way ANOVA with a Scheffe test. This study conducted independent t-tests for comparison of the between-group adjusted mean difference of the pretest and posttest scores. The influence of the dependent variables on self-directed learning readiness and self-esteem was measured using a stepwise multiple regression method. Among the two models in the practicum, the flipped-mastery contact model (FMCM) showed higher self-directed learning (SDL) readiness and professor–student interaction than those of the flipped-mastery untact model (FMUM) after the clinical practicum was completed. The three influencing factors of SDL readiness were FMCM, learner motivation, and ward friendliness, with an explanatory power of 31.6% (F = 13.96, p < 0.001). Learner motivation, professor–student interaction, and ward friendliness influenced self-esteem, with an explanatory power of 54.7% (F = 34.86, p < 0.001). Full article