Nurse Education in Practice最新文献

{"title":"Digital professionalism in preregistration nursing and midwifery students: A scoping review to explore perceptions of professionalism when using social media","authors":"","doi":"10.1016/j.nepr.2024.104128","DOIUrl":"10.1016/j.nepr.2024.104128","url":null,"abstract":"<div><h3>Aim</h3><p>This review aimed to scope the literature by examining preregistration nursing and midwifery students’ perceptions regarding professional use of social media.</p></div><div><h3>Background</h3><p>Digital professionalism refers to the competence required when interacting online, such as social network platforms by maintaining the values and attitudes which align with professional codes of conduct. With increasing social media platforms being used by nursing and midwifery students, there are concerns about professional behaviour and the implications for those who may not be clear on its use in the professional context of their profession.</p></div><div><h3>Design</h3><p>Methodology included utilising best-practice guidelines for undertaking scoping reviews. The PCC framework (population, concept and context) was applied to this review; Population – preregistration nursing and/or midwifery students; Concept/s- professionalism when using social media platforms; and Context – preregistration (undergraduate) or entry level students studying either midwifery or nursing. The databases included in the review were MEDLINE, CINAHL, Embase (OVID) and Scopus due to their relevancy to health professional education, identifying 1087 articles up to May 2024, which were screened independently by two reviewers. Seventeen articles (17) met the inclusion criteria. Content analysis assisted with mapping of themes and subthemes.</p></div><div><h3>Results</h3><p>The year of publication of the 17 primary studies ranged from 2012 to 2023. Twelve studies were cross-sectional, one was a randomised controlled trial, one was a retrospective analysis and three were qualitative designs. A wide number of countries were represented. Social media platforms included Facebook, Instagram, Twitter, WhatsApp, Snapchat, YouTube, WeChat, Ozone, QQ, Sina Weibo, TikTok and LinkedIn. Two major themes represented nursing and/or midwifery student views and experiences with their professional engagement when using social media, with a focus on digital professionalism: <em>Professional Boundaries</em> and <em>Responsibility and Accountability</em>.</p></div><div><h3>Conclusions</h3><p>There is a need to ensure nursing and midwifery students are aware of social media policies and procedures which must have a strong presence within preregistration curricula. Further research is required to co-design and facilitate clear guidelines and further education on digital professionalism.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002579/pdfft?md5=c8bb4e684a28caa7c723700adb5905a5&pid=1-s2.0-S1471595324002579-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an instrument to measure nursing students’ attitudes towards nurses during clinical practice: A quantitative study","authors":"","doi":"10.1016/j.nepr.2024.104127","DOIUrl":"10.1016/j.nepr.2024.104127","url":null,"abstract":"<div><h3>Aim</h3><p>This study was conducted to develop a valid and reliable measurement tool to determine nursing students’ attitudes towards nurses during the clinical practice.</p></div><div><h3>Background</h3><p>Nurses affect the clinical practice process of nursing students and play an important role in the latter gaining experience. Evaluation of students’ attitudes towards nurses is a critical factor for the training of qualified nurses.</p></div><div><h3>Design</h3><p>This study used a quantitative cross-sectional design.</p></div><div><h3>Methods</h3><p>This study was conducted between February and March 2024 with 408 students studying in the nursing department of a university in Türkiye. The item pool of the scale was formed with 45 items through literature review and qualitative data analysis and presented to 21 experts. After the content validity, the draft scale consisting of 38 items was used as a data collection tool. Lawshe’s Content Validity Ratio, Kaiser-Mayer-Olkin Coefficient, Bartlett’s test, Exploratory Factor Analysis, Principal Component Analysis, Varimax Factor Rotation Method, Confirmatory Factor Analysis, Cronbach’s Alpha Internal Consistency Coefficient, Spearman Correlation Coefficient and Wilcoxon Signed Ranks tests were used to analyze the data.</p></div><div><h3>Results</h3><p>Exploratory factor analysis revealed 28 items and three sub-dimensions in the scale. Cronbach’s alpha internal consistency coefficient was 0.902 for the cooperation and understanding sub-dimension, 0.925 for the communication skills and guidance sub-dimension, 0.723 for the support for professional development sub-dimension and 0.946 for the total scale. According to the confirmatory factor analysis fit index results of the scale, RMSEA value was 0.054 and χ2/df value was 2.189. As a result of the analysis conducted to determine the test-retest reliability, it was determined that all items and factor scores showed significant relationships between the two applications (p&lt;0.001).</p></div><div><h3>Conclusions</h3><p>The scale was found to be a valid and reliable measurement tool that can be used to determine nursing students’ attitudes towards nurses during the clinical practice.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring nursing students’ experiences of contemplating self-injury during their clinical practicums: A phenomenological study","authors":"","doi":"10.1016/j.nepr.2024.104137","DOIUrl":"10.1016/j.nepr.2024.104137","url":null,"abstract":"<div><h3>Aim</h3><p>To explore nursing students’ thoughts and feelings about self-injuring during their clinical practicums.</p></div><div><h3>Background</h3><p>Unfamiliar clinical environments pose challenges for nursing students, potentially leading to high levels of stress. When students find it difficult to cope with emotional triggers, some contemplate self-injury. Yet, it is rare to explore nursing students’ thoughts and feelings related to self-injury during their clinical practicums.</p></div><div><h3>Design</h3><p>A phenomenological approach was used.</p></div><div><h3>Methods</h3><p>Purposive sampling was used and the participants were drawn from nursing students who graduated from universities in Taiwan. In-depth, semi-structured interviews were conducted from August to November 2023. Data saturation was reached after interviewing 15 participants. Colaizzi's seven steps and NVivo software were used for data analysis.</p></div><div><h3>Results</h3><p>Four themes and 14 subthemes emerged. They were: (1) Sensing an emotional crescendo: participants experienced anxieties about clinical educators, assignments, homework and the clinical practicums and these intensified across time. (2) Physical and mental dysregulation: participants experienced physical discomfort, psychological distress and negative thoughts when subjected to overwhelming pressures during their clinical practicums. (3) Unwholesome self-protective behaviors: participants expressed thoughts of self-injury, engaged in self-injurious behaviors, experienced suicidal ideations and attempted suicide as measures of relieving stress. (4) Compassionate self-protective behaviors: participants coped with stress through emotional voicing, modifying situations to adjust stress, reaching out for help, self-compassion and self-care.</p></div><div><h3>Conclusions</h3><p>Findings raise awareness of the need for clinical educators to demonstrate empathy with nursing students who have thoughts of self-injury during their clinical practicums. Further, it is crucial for them to offer timely guidance on the healing process while simultaneously creating nurturing clinical environments wherein students could flourish and grow.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of education provided with the escape room game on nursing students' learning of parenteral drug administration","authors":"","doi":"10.1016/j.nepr.2024.104133","DOIUrl":"10.1016/j.nepr.2024.104133","url":null,"abstract":"<div><h3>Aim</h3><p>The present study was conducted to determine the effect of education provided to first-year nursing students with the escape room game on their learning of parenteral drug administration.</p></div><div><h3>Background</h3><p>The use of escape room games in education supports formal education in providing students with professional knowledge and skills.</p></div><div><h3>Design</h3><p>A randomized controlled study design was used in this study.</p></div><div><h3>Method</h3><p>The current study was conducted with 72 first-year nursing students. Data were collected with the Descriptive Characteristics Questionnaire (DCQ), Parenteral Drug Administration Information Test (PDAIT), Parenteral Drug Administration Sub-Checklists (PDASC) and Game Evaluation Form (GEF) between May and June 2022. The initial knowledge and skills of all students participating in the study were measured after completing the parenteral drug administration theoretical course and laboratory skills course. Students were assigned to the intervention (n=36) and control (n=36) groups by the stratified block randomization method according to their initial knowledge and skill measurements. Unlike the control group, the intervention group played the escape room game once in groups of four. The control group was allowed to work freely in the laboratory during this period. The final knowledge and skills of the intervention and control groups were measured immediately after the intervention. Students' skills were measured with an objective structured clinical examination.</p></div><div><h3>Results</h3><p>It was determined that the post-test knowledge level of the students in the intervention group and their post-test skill mean scores for drug withdrawal from an ampoule, subcutaneous injection administration, intradermal injection administration and intravenous push drug administration were higher than those of the students in the control group (p&lt;0.05). Additionally, Intervention group students evaluated the escape room game positively.</p></div><div><h3>Conclusion</h3><p>This study concluded that the escape room game supported formal education and could be used in teaching parenteral drug administration.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative insights into the effectiveness of a targeted nursing research support program: Understanding and experiences of support recipients and providers","authors":"","doi":"10.1016/j.nepr.2024.104136","DOIUrl":"10.1016/j.nepr.2024.104136","url":null,"abstract":"<div><h3>Aim</h3><p>The aims of this study were to examine the effectiveness of a targeted nursing research support program for clinical nurses.</p></div><div><h3>Background</h3><p>Nursing research capacity is increasingly essential to clinical nurses and currently relatively low. Therefore, effective and systematic nursing research training programs are urgently needed to improve the scientific research abilities of nurses.</p></div><div><h3>Methods</h3><p>Qualitative research was conducted to investigate the effectiveness of a targeted nursing research support program. The program was formulated by considering the research training requirements of nurses and standard nursing research procedures, through literature review and group deliberations. The program was implemented for 973 nurses using a “plan–action–observation–reflection” learning cycle. The research outcomes achieved by nurses were evaluated and thematic analysis conducted to assess the perspectives of nurses and teachers regarding the research support program.</p></div><div><h3>Results</h3><p>Nurses participating in the targeted nursing research support program collectively accomplished 195 research proposals and authored 332 original research articles. Nurses shared their rich experience as “understanding my needs and achieving my potential”, including: (1) systematic procedures and coherence; (2) easy to learn, easy to use; (3) a sense of belonging and mutual support; (4) self-confidence growth; and (5) high expectations. Further, the experiences of teachers were summarized as “helping others is helping myself”, including: (1) teaching is learning; (2) the happiness of being needed; and (3) the importance of scientific teaching.</p></div><div><h3>Conclusion</h3><p>This study evaluated the experiences of nurses and educators involved in a targeted nursing research support program and assessed its preliminary effectiveness. The findings revealed that the program, grounded in scientific and systematic research principles, was beneficial to both nurses and teachers. Based on our findings, we recommend that nursing educators should prioritize comprehensive, practice-integrated research training programs and create supportive environments, to effectively enhance the research capacity of nurses.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redressing discrimination in Canadian nursing programs: Student perspectives","authors":"","doi":"10.1016/j.nepr.2024.104134","DOIUrl":"10.1016/j.nepr.2024.104134","url":null,"abstract":"<div><h3>Aim /objective</h3><p>To identify strategies nursing students recommend for responding to discrimination in their program.</p></div><div><h3>Background</h3><p>The nursing discipline is rooted in social justice, which is increasingly positioned as practices that seek to enhance equity in health and healthcare. Yet, a growing body of knowledge indicates nursing students experience discrimination by virtue of race, sexual identity, gender identity, ability and mental health in nursing programs. There is a dearth of information that speaks to redressing discrimination in nursing schools, particularly from the perspectives of nursing students.</p></div><div><h3>Design</h3><p>This study reports on the findings of the qualitative portion of a mixed-methods project.</p></div><div><h3>Methods</h3><p>Data were collected via qualitative interviews (n=20) conducted on the Zoom platform. Inclusion criteria included any nursing graduate or undergraduate student enrolled in two institutions in Western Canada. Analysis was guided by a combination of thematic analysis with interpretive description to facilitate the identification of broader themes within the context of relevant disciplinary considerations.</p></div><div><h3>Results</h3><p>Three key themes that represent nursing student perspectives to redress discrimination in their programs were identified: (1) strategies to redress discrimination at the level of the educator/curriculum, (2) strategies to redress discrimination at the structural level and, (3) strategies to support students who have experienced discrimination.</p></div><div><h3>Conclusions</h3><p>Systematic curriculum updates and educator supports to ensure up-to date knowledge and appropriate educator approaches are needed in classroom and clinical settings. The integration of equity-seeking processes at higher levels, e.g. for example, nursing standards of practice, was identified as essential to redress discrimination in education as well in everyday nursing practice. Lastly, a clearly defined reporting pathway was suggested to support students who have been subject to discrimination. Given this is one of the first investigations into student perspectives on redressing discrimination in nursing schools, additional research is needed to evoke meaningful change.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors affecting academic motivation in undergraduate nursing students: A scoping review","authors":"","doi":"10.1016/j.nepr.2024.104135","DOIUrl":"10.1016/j.nepr.2024.104135","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this scoping review was to discover literature identifying factors influencing academic motivation in undergraduate nursing students.</p></div><div><h3>Background</h3><p>Nursing students have a heavy academic workload, so self-motivated learning is important for them to succeed in the nursing program. There is a plethora of factors that influence the degree and type of motivation in nursing students. Understanding these factors will assist faculty in providing an environment that fosters motivation.</p></div><div><h3>Design</h3><p>This study was conducted using a scoping review method.</p></div><div><h3>Method</h3><p>This review was completed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The following databases were searched: 1) CINAHL; 2) ERIC; 3) Education Full Text; 4) ProQuest; and 5) PUBMED. The date was restricted to articles published from 2019 to 2024. Article titles and abstracts were screened for eligibility.</p></div><div><h3>Results</h3><p>A total of 461 articles were screened and 10 studies were identified that met eligibility criteria. The articles consisted of descriptive, cross-sectional and correlational studies. The main themes identified were autonomy, competence, social support and coping. The research questions in this review were answered by explaining how autonomy and competence affect academic motivation, along with other contributing factors.</p></div><div><h3>Conclusion</h3><p>Academic motivation was positively correlated with coping behaviors, social support, competence and autonomy. It is recommended that faculty encourage autonomous activities in the classroom and provide positive feedback to increase student competence and academic motivation.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and psychometric evaluation of the catheter assessment, management and performance (CAMP) scale for nurses","authors":"","doi":"10.1016/j.nepr.2024.104122","DOIUrl":"10.1016/j.nepr.2024.104122","url":null,"abstract":"<div><h3>Aim</h3><p>To develop and test the psychometric properties of a self-administered scale to assess the knowledge, skills, attitudes and behaviour of nurses to support the self-management of patients living with indwelling urinary catheters.</p></div><div><h3>Background</h3><p>Nurses are pivotal in supporting patients with urinary catheter self-management to prevent potentially avoidable hospital presentations. However, no validated scale is available to assess nurses’ attitudes and readiness for this task.</p></div><div><h3>Design</h3><p>A quasi-experimental design was used to collect survey data both at baseline and after the completion of the intervention. A total of 128 participants were recruited from the Western Sydney region (New South Wales, Australia), who were working in community healthcare settings. Research Electronic Data Capture (REDCap™) database was used to manage the survey data collected for data analysis purposes. This study has been registered with the Australian New Zealand Clinical Trials Registry (ACTRN126210 0 0683831)</p></div><div><h3>Methods</h3><p>Using a three-stage process of concept identification, item construction and pilot testing to develop the Catheter Assessment, Management and Performance (CAMP) scale, followed by factorial and discriminant validity and reliability testing. This 23-item CAMP scale is theoretically informed by the COM-B (Capability, Opportunity, Motivation-Behaviour) model, recognised for its effectiveness in understanding and influencing behaviour change. The scale was distributed to nurses working in three community health care settings to assess their knowledge, attitude and behaviour regarding catheter management and performance.</p></div><div><h3>Results</h3><p>Four factors were identified using scree plot, accounting for 63.36 % of total explained variance, which reflected the four dimensions of the COM-B model. Cronbach's alpha of the overall CAMP scale (0.93) and subscales (0.92, 0.87, 0.85 and 0.86) indicate good internal consistencies. The CAMP scale was able to detect changes in nurses’ self-reported behaviour change following educational intervention (85.53 versus 95.98, <em>p</em> &lt; 0.001).</p></div><div><h3>Conclusion</h3><p>The CAMP scale is valid and reliable scale, capable of assessing nurses’ capability, opportunity and motivation to support patients, through delivery of catheter self-management education that can potentially prevent catheter-related complications and avoid hospital presentations. Future research could explore using CAMP scale among non-specialist nurses and in various clinical settings to enhance its effectiveness and generalisability.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002518/pdfft?md5=be8991867e1cd3769e389aab563fa5d0&pid=1-s2.0-S1471595324002518-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of psychodrama-based intervention on therapeutic communication skills and cognitive flexibility among nursing students: A 12-month follow-up study","authors":"","doi":"10.1016/j.nepr.2024.104118","DOIUrl":"10.1016/j.nepr.2024.104118","url":null,"abstract":"<div><h3>Aim</h3><p>This research aimed to evaluate the effect of the psychodrama-based intervention used in the communication course of 2nd year nursing students on their therapeutic communication skills and cognitive flexibility.</p></div><div><h3>Background</h3><p>Psychodrama has been defined as a way of practicing living without being punished for making mistakes. The psychodrama-based interventions can be used as a novel teaching method to improve therapeutic communication skills and cognitive flexibility in education by allowing students to learn from their trials and errors before going into clinical practice and communicating one-on-one with the patient.</p></div><div><h3>Design</h3><p>A single group, pretest-posttest with a follow-up quasi-experimental design was adopted.</p></div><div><h3>Method</h3><p>The participants were a convenience sample of 24 s-year undergraduate nursing students. Students attended a one-day in-a-week psychodrama-based communication course for 14 weeks. The data of the study were collected with the <em>Demographic Information Form, the Therapeutic Communication Skills Scale</em> and <em>the Cognitive Flexibility Inventory</em>. Outcomes were measured on the first day (baseline), at the end of the course and 6 and 12 months after completing the course. Outcomes were analyzed using descriptive and repeated measures analysis of variance, Friedman and Dunn tests.</p></div><div><h3>Results</h3><p>It was determined that the nontherapeutic communication scores were significantly lower at the post-test, 6 months and 12 months than at baseline in participants. Therapeutic-one scores were significantly increased at the post-test compared with baseline in participants. Therapeutic-two scores were significantly increased at 6 months compared with baseline. There was no statistical difference in any measure in the cognitive flexibility inventory.</p></div><div><h3>Conclusion</h3><p>The psychodrama-based intervention in communication course significantly improved nursing students' therapeutic communication skills. It is also recommended to conduct studies with larger samples of nursing students from different institutions and also randomized controlled studies with control groups and qualitative studies. It is recommended to conduct studies evaluating an intervention that includes subheadings more related to cognitive flexibility which is an important nursing competency, as well as new studies that evaluate cognitive flexibility with different measurement tools.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The association of senior nursing students' economic resources, work volition and career adaptability with their future decent work securement: A psychology of working perspective","authors":"","doi":"10.1016/j.nepr.2024.104116","DOIUrl":"10.1016/j.nepr.2024.104116","url":null,"abstract":"<div><h3>Aim</h3><p>To determine the relationship between economic resources (household income), work volition and career adaptability and the perception of future decent work securement of senior nursing students based on the Psychology of Working Theory.</p></div><div><h3>Background</h3><p>Future decent work securement is essential for young people to successfully enter to working life after graduation. Therefore, identifying factors that affect future decent work can help make nursing a desirable career option.</p></div><div><h3>Design</h3><p>Cross-sectional and correlational design.</p></div><div><h3>Methods</h3><p>This study was performed between May and June 2022 in three public universities in Turkey. The sample consisted of the senior students in the nursing undergraduate programs (n = 255). The data were collected using the Student Information Form, the Work Volition Scale-Student Version, the Career Adapt-Abilities Scale-Short Form and the Perceived Future Decent Work Securement Scale. Descriptive tests and Pearson's correlation analysis were used to analyze the data. The hypothesis model was tested using path analysis.</p></div><div><h3>Results</h3><p>This study found significant positive correlations between household income, work volition, career adaptability and future decent work securement. The direct effects of household income on work volition, work volition on career adaptability and future decent work securement were also significant. However, there was no significant effect of career adaptability on future decent work securement. In addition, work volition was found to have an indirect effect on the relationship between household income and career adaptability and future decent work securement.</p></div><div><h3>Conclusions</h3><p>This study, where the Psychology of Working Theory was tested on a sample of nursing students, drew attention to the importance of work volition in developing the perception of future decent work securement. Career adaptability and decent work perception can be improved through work volition of the students.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}