Collegian最新文献

{"title":"In-service educational learning factors related to nursing competence among new nurses","authors":"Junko Hoshino ,&nbsp;Koji Tamakoshi ,&nbsp;Masashi Hotta ,&nbsp;Suguri Muto ,&nbsp;Naomi Furukawa","doi":"10.1016/j.colegn.2023.12.004","DOIUrl":"10.1016/j.colegn.2023.12.004","url":null,"abstract":"<div><h3>Background</h3><p>To provide quality patient care, nurses are required to actively learn and improve their nursing competence.</p></div><div><h3>Aim</h3><p>This study examined the impact of nurses’ learning factors related to in-service education on nursing competence, targeting nurses with up to five years of clinical experience working in hospitals.</p></div><div><h3>Methods</h3><p>Questionnaires were mailed to qualified nurses working in two areas of Japan. Data from 177 responses with no missing values for the dependent and independent variables were analysed. The survey items included the Clinical Nursing Competence Self-Assessment Scale (CNCSS), Learning Scale on In-service Education for Nurses, demographic factors such as age and career self-reliance, and institutional environmental factors such as number of beds in the hospital where they work.</p></div><div><h3>Findings</h3><p>Among the three concepts in the CNCSS, “fundamental in nursing practice” had the highest average score, and “personal and professional development” had the lowest average score. Of the nurses’ learning factors, “acquisition of basic nursing” and “self-growth as a person” had the highest and lowest mean scores, respectively. Nurses’ total learning scores were significantly associated with nursing competence — the higher the learning score, the higher the CNCSS score. Moreover, the scores for “acquisition of autonomy as a nursing professional” and “self-growth as a person” in nurses’ in-service education learning showed a significant positive relationship with nursing competence.</p></div><div><h3>Conclusion</h3><p>Hospitals need to devise educational programs and train educators to improve the autonomy of nurses and encourage their growth as a person.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 2","pages":"Pages 100-106"},"PeriodicalIF":1.5,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139509316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graduate entry nursing students’ well-being and transformation in becoming registered nurses: Phase three of a longitudinal case study","authors":"Kay Shannon ,&nbsp;Patricia McClunie-Trust ,&nbsp;Rachel Macdiarmid ,&nbsp;Rebecca Jarden ,&nbsp;Jan Dewar ,&nbsp;Rosemary Turner ,&nbsp;Rhona Winnington ,&nbsp;Rebecca Mowatt ,&nbsp;Virginia Jones","doi":"10.1016/j.colegn.2023.12.001","DOIUrl":"10.1016/j.colegn.2023.12.001","url":null,"abstract":"<div><h3>Background</h3><p>Graduate entry nursing (GEN) programmes offer an accelerated entry to practice pathway for people with a non-nursing degree. Characteristics and motivations of students enrolling in these programmes differ from those in nursing undergraduate programmes.</p></div><div><h3>Aim</h3><p>To explore the experiences of students on completion of a graduate entry Master of Nursing Science degree.</p></div><div><h3>Methods</h3><p>We report the findings of phase three of a longitudinal study conducted at the completion of a GEN program. Semi-structured interview recordings were transcribed and analysed using reflexive thematic analysis. Reporting of the study followed the Consolidated Criteria for Reporting Qualitative Studies.</p></div><div><h3>Findings</h3><p>We constructed three themes, sustaining well-being, perceptions and misconceptions, and transformation. Sustaining well-being encompassed students navigating challenges in maintaining work/study/life balance, physical health, and psychological well-being. Perceptions and misconceptions included students developing an awareness of the reality of nursing, programme intensity, and negative perceptions of nursing as a career. Transformation transpired through the students learning and recognising what it takes to succeed and develop their professional identity.</p></div><div><h3>Discussion</h3><p>Participants balanced supporting well-being with the sacrifices that were required to complete a demanding accelerated programme. Their life and previous study experience supported development of their growing self-identity as nurses. Understanding the experiences of GEN students during the later stages of their entry to practice education provides an opportunity to understand their transition to the profession and inform both programme development and graduate nursing programmes.</p></div><div><h3>Conclusion</h3><p>Ensuring GEN students are supported to transition to practice will contribute to addressing the global nursing workforce shortage.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 2","pages":"Pages 77-83"},"PeriodicalIF":1.5,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1322769623001129/pdfft?md5=eae2d942cf07cc74097cb43cf75008e9&pid=1-s2.0-S1322769623001129-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139498996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring nursing students’ perceptions on usefulness, ease of use, and acceptability of using a simulated Electronic Medical Record: A descriptive study","authors":"Linda Ng ,&nbsp;Sonya Osborne ,&nbsp;Rob Eley ,&nbsp;Anthony Tuckett ,&nbsp;Jan Walker","doi":"10.1016/j.colegn.2023.12.006","DOIUrl":"10.1016/j.colegn.2023.12.006","url":null,"abstract":"<div><h3>Background</h3><p>Modernisation in the healthcare landscape has seen the spread of the integration of health information technology to replace paper-based systems with Electronic Medical Record (EMR) systems. Although this technology has become accessible in most healthcare settings globally, its adoption into nursing school curricula as a teaching tool and learning strategy is slow. Universities are now faced with a number of challenges to ensure nursing and midwifery students are well-equipped to use this new technology upon graduation and to determine how best to integrate this new technology into undergraduate health education curricula.</p></div><div><h3>Objective</h3><p>The purpose of this study was to develop an Interactive Simulated Electronic Medical Record (ISEMR) as a learning tool and assess students’ acceptability and intention to use the tool in their nursing education.</p></div><div><h3>Methods</h3><p>A quantitative descriptive study was conducted in the cohort of second-year undergraduate nursing students enrolled in a clinical course in a Bachelor of Nursing program in Australia. This study was guided by the Technology Acceptance Model (TAM). Data were collected over one semester using a validated questionnaire to measure the students’ perceived ease of use, perceived usefulness (PU), intention to use, and acceptability.</p></div><div><h3>Results</h3><p>Of the 530 students enrolled in the course, 433 (82%) participated in the study. In accordance with the TAM, the findings showed that PU of the ISEMR in providing learning and experience for the future was significant in determining students’ intention to use it. Students who perceived the ISEMR easy to use were more likely to perceive usefulness.</p></div><div><h3>Conclusion</h3><p>Integrating the EMR into the nursing curriculum will be beneficial in providing undergraduate nursing students with the opportunity to enhance critical thinking, improve documentation, and enhance understanding and nursing skill. The findings from this study will drive learning and teaching approaches that will lead to growth in capability with health information technology.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 2","pages":"Pages 120-127"},"PeriodicalIF":1.5,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1322769623001178/pdfft?md5=ae7542815b1bc51882db0a4ca3d90aa5&pid=1-s2.0-S1322769623001178-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139468982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I changed my mind after my placement”: The influence of clinical placement environment on career choices of final-year pre-registration nurses","authors":"Edah Anyango ,&nbsp;Irene Ngune ,&nbsp;Janie Brown ,&nbsp;Esther Adama","doi":"10.1016/j.colegn.2023.11.004","DOIUrl":"10.1016/j.colegn.2023.11.004","url":null,"abstract":"<div><h3>Background</h3><p>Clinical placements (CPs) in the final year of nursing education largely impact nursing students’ professional development by exposing them to nursing realities. Nursing students also use placement exposure to identify suitable career opportunities for their upcoming professional life. However, there is limited evidence on how final-year CPs may attract pre-registration nursing students into different nursing specialties, including hospital and non-hospital settings.</p></div><div><h3>Aim</h3><p>To explore the influence of CPs in the final year of nursing education on pre-registration student nurses’ career decisions.</p></div><div><h3>Method</h3><p>A narrative inquiry approach was utilised. A purposeful sample of 12 final-year students from two Western Australian public universities participated in the study. Data were collected through semi-structured individual interviews. This article follows the Consolidated Criteria for Reporting Qualitative Research.</p></div><div><h3>Findings</h3><p>The final-year CPs mainly influenced nursing students’ career decisions in three ways: they helped them create new career paths, and some students refined their career plans while others reaffirmed their career choices. Four main themes were generated, including nature of the clinical environment, ward or unit culture, preceptorship, and career progression.</p></div><div><h3>Conclusion</h3><p>The final year of study is crucial for nursing students as they make career plans in preparation for the transition to their professional roles. The students make short- and long-term career plans at this stage, which may influence their commitment to nursing.</p></div><div><h3>Implication for practice</h3><p>The outcome of this study may assist stakeholders in nursing education and health care in developing policies for CPs and students’ career guidance. These policies may encourage pre-registration nurses to develop career interests in the less-preferable nursing specialties such as community nursing and residential aged care.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 2","pages":"Pages 69-76"},"PeriodicalIF":1.5,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1322769623001099/pdfft?md5=06bbdba868615e8bcd004aec8100fd82&pid=1-s2.0-S1322769623001099-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139095490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balancing nursing and midwifery student equity and public safety: An Australian case study","authors":"Bridget Ferguson, Tanya Capper","doi":"10.1016/j.colegn.2023.11.006","DOIUrl":"https://doi.org/10.1016/j.colegn.2023.11.006","url":null,"abstract":"<h3>Background</h3><p>Nursing and midwifery academics have multiple responsibilities, including developing curricula that promote public safety and ethical practice. Effective governance processes are required to help academics manage students who pose a risk to public safety. However, the pressure to increase graduate numbers and prioritise student-centred approaches can pose challenges.</p><h3>Aim</h3><p>To discuss the challenges facing Australian nursing and midwifery academics who endeavour to optimise the number of successful graduates whilst fulfilling their legislative duty to identify and manage students who may pose a risk to public safety.</p><h3>Methods</h3><p>A case study approach is used to gain insight into implementing governance processes that maintain quality, safety, and public safety in nursing and midwifery education and training programs.</p><h3>Discussion and conclusions</h3><p>Academics must understand their responsibilities, including the need for transparency in accessibility and equity policies. Awareness of the definition of impairment and the provision of reasonable adjustments as defined by the Australian Health Practitioner Regulation Agency are vital to support students in making informed career choices.</p>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"66 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139022496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balancing nursing and midwifery student equity and public safety: An Australian case study","authors":"Bridget Ferguson ,&nbsp;Tanya Capper","doi":"10.1016/j.colegn.2023.11.006","DOIUrl":"10.1016/j.colegn.2023.11.006","url":null,"abstract":"<div><h3>Background</h3><p>Nursing and midwifery academics have multiple responsibilities, including developing curricula that promote public safety and ethical practice. Effective governance processes are required to help academics manage students who pose a risk to public safety. However, the pressure to increase graduate numbers and prioritise student-centred approaches can pose challenges.</p></div><div><h3>Aim</h3><p>To discuss the challenges facing Australian nursing and midwifery academics who endeavour to optimise the number of successful graduates whilst fulfilling their legislative duty to identify and manage students who may pose a risk to public safety.</p></div><div><h3>Methods</h3><p>A case study approach is used to gain insight into implementing governance processes that maintain quality, safety, and public safety in nursing and midwifery education and training programs.</p></div><div><h3>Discussion and conclusions</h3><p>Academics must understand their responsibilities, including the need for transparency in accessibility and equity policies. Awareness of the definition of impairment and the provision of reasonable adjustments as defined by the Australian Health Practitioner Regulation Agency are vital to support students in making informed career choices.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 1","pages":"Pages 63-68"},"PeriodicalIF":1.5,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139018767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contextualising an online mindfulness-based intervention for young people with cancer: A qualitative study","authors":"Sheeja Perumbil Pathrose ,&nbsp;Jonny Wells ,&nbsp;Pandora Patterson ,&nbsp;Fiona Mcdonald ,&nbsp;Bronwyn Everett ,&nbsp;Jane Ussher ,&nbsp;Yenna Salamonson ,&nbsp;Gina M. Biegel ,&nbsp;Tho Nguyen ,&nbsp;Lucie Ramjan","doi":"10.1016/j.colegn.2023.11.005","DOIUrl":"10.1016/j.colegn.2023.11.005","url":null,"abstract":"<div><h3>Background</h3><p>Despite improved prognosis, living with cancer can still negatively impact young people’s psychosocial well-being. Mindfulness-based interventions (MBI) have been shown to help manage cancer-related stress but tailored interventions for young people are warranted. In addition, attendance at intensive face-to-face MBI is often a barrier to access and adherence.</p></div><div><h3>Aim</h3><p>This study aims to contextualise an online MBI, for young people with cancer (YPWC).</p></div><div><h3>Methods</h3><p>This study modified an online MBI using a qualitative research approach through several phases, including a discussion with experts, a workshop with YPWC (<em>n</em> = 6), followed by focus groups with health professionals (<em>n</em> = 5) and YPWC (<em>n</em> = 7).</p></div><div><h3>Findings</h3><p>The qualitative thematic analysis of data from the workshop discussion and focus groups identified two key themes, which were (i) developing mindfulness skill and adopting into daily living and appropriateness; and (ii) accessibility of design and delivery of an MBI eBook. The participants in the workshop and focus group provided various recommendations and as a result of these data, the modules were modified and further tailored both at the design level and the module contents.</p></div><div><h3>Discussion</h3><p>This study contextualised a self-directed, online MBI through the participation from YPWC and healthcare providers. This participatory approach enabled the development of a young people friendly intervention that incorporated cancer-focused case studies with mindful reflections, all of which were well-received by YPWC.</p></div><div><h3>Conclusion</h3><p>The involvement of end-users in the development phase significantly improved the acceptability of this intervention design. The tailored MBI potentially aids the psychosocial well-being of YPWC.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 1","pages":"Pages 56-62"},"PeriodicalIF":1.5,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1322769623001105/pdfft?md5=bd1093ce1e35cbf6c3537c33aa6101e8&pid=1-s2.0-S1322769623001105-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139016878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contextualising an online mindfulness-based intervention for young people with cancer: A qualitative study","authors":"Sheeja Perumbil Pathrose, Jonny Wells, Pandora Patterson, Fiona Mcdonald, Bronwyn Everett, Jane Ussher, Yenna Salamonson, Gina M. Biegel, Tho Nguyen, Lucie Ramjan","doi":"10.1016/j.colegn.2023.11.005","DOIUrl":"https://doi.org/10.1016/j.colegn.2023.11.005","url":null,"abstract":"<h3>Background</h3><p>Despite improved prognosis, living with cancer can still negatively impact young people’s psychosocial well-being. Mindfulness-based interventions (MBI) have been shown to help manage cancer-related stress but tailored interventions for young people are warranted. In addition, attendance at intensive face-to-face MBI is often a barrier to access and adherence.</p><h3>Aim</h3><p>This study aims to contextualise an online MBI, for young people with cancer (YPWC).</p><h3>Methods</h3><p>This study modified an online MBI using a qualitative research approach through several phases, including a discussion with experts, a workshop with YPWC (<em>n</em> = 6), followed by focus groups with health professionals (<em>n</em> = 5) and YPWC (<em>n</em> = 7).</p><h3>Findings</h3><p>The qualitative thematic analysis of data from the workshop discussion and focus groups identified two key themes, which were (i) developing mindfulness skill and adopting into daily living and appropriateness; and (ii) accessibility of design and delivery of an MBI eBook. The participants in the workshop and focus group provided various recommendations and as a result of these data, the modules were modified and further tailored both at the design level and the module contents.</p><h3>Discussion</h3><p>This study contextualised a self-directed, online MBI through the participation from YPWC and healthcare providers. This participatory approach enabled the development of a young people friendly intervention that incorporated cancer-focused case studies with mindful reflections, all of which were well-received by YPWC.</p><h3>Conclusion</h3><p>The involvement of end-users in the development phase significantly improved the acceptability of this intervention design. The tailored MBI potentially aids the psychosocial well-being of YPWC.</p>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"80 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139022533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mental health nurses’ caring efficacy towards consumers with dual diagnosis: A descriptive study","authors":"Roopalal Anandan ,&nbsp;Wendy M. Cross ,&nbsp;Michael Olasoji ,&nbsp;Huy Nguyen","doi":"10.1016/j.colegn.2023.11.002","DOIUrl":"10.1016/j.colegn.2023.11.002","url":null,"abstract":"<div><h3>Introduction</h3><p>Dual diagnosis is a common and complex problem in mental health settings. This study aimed to assess mental health nurses’ caring efficacy towards consumers with dual diagnosis in Australian mental health settings. The research question was: What is the caring efficacy of mental health nurses towards consumers with coexisting mental health and drug and alcohol problems?</p></div><div><h3>Materials and methods</h3><p>Eighty-four mental health nurses specialising in caring for consumers with dual diagnosis were recruited using convenience sampling from multiple mental health facilities. The Caring Efficacy Scale assessed mental health nurses’ caring efficacy. Descriptive data and multiple-regression analyses were conducted using SPSS© Version: 28.0.1.0 (142) (<span>IBM Corp. 2021</span>).</p></div><div><h3>Results</h3><p>The mean caring efficacy score was 145.70, with a standard deviation of 19.92. Caring efficacy values varied from 92 to 178. Mental health nurses’ age, position, clinical settings, and work experience were associated with their caring efficacy. Work experience, experience in current job, caring efficacy, confidence to care, and doubts and concerns correlated with each other (all <em>r</em> &gt; .24, <em>p</em> ≤ .001). The predictors' confidence to care (<em>β</em> = 1.06, <em>p</em> &lt; .001) and doubts and concerns (<em>β</em> = 58.63, <em>p</em> &lt; .001) explained mental health nurses’ caring efficacy. The predictors' age (<em>β</em> = 8.96, <em>p</em> = .033) and self-doubt (<em>β</em> = .39, <em>p</em> = .001) explained mental health nurses’ confidence to care. The predictors' age (<em>β</em> = 10.11, <em>p</em> = .032) and professional experience (<em>β</em> = 8.82, <em>p</em> = .042) explained mental health nurses’ doubts and concerns.</p></div><div><h3>Conclusions</h3><p>Mental health nurses’ caring efficacy towards consumers with dual diagnosis was above average. The confidence and concerns of mental health nurses play a role in their ability to provide adequate care. Further interventional research is needed to explore how mental health nurses’ age, clinical experience, and self-efficacy impact their ability to care for consumers with dual diagnosis. The findings may be helpful for further health-related studies of mental health nurses’ caring efficacy and for making therapeutic decisions regarding consumer care.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 1","pages":"Pages 40-47"},"PeriodicalIF":1.5,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1322769623001087/pdfft?md5=9bfabac367d66a15b405edf71f52c64e&pid=1-s2.0-S1322769623001087-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138821319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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 hospital volunteering on empathy in nursing and medical students","authors":"Mary-Ellen Barker ,&nbsp;Jennie King ,&nbsp;Brett Mitchell ,&nbsp;Amanda Dawson ,&nbsp;Gary Crowfoot","doi":"10.1016/j.colegn.2023.11.001","DOIUrl":"10.1016/j.colegn.2023.11.001","url":null,"abstract":"<div><h3>Background</h3><p>Empathic care benefits patients and healthcare providers. There is evidence of self-reported empathy decline among students in healthcare education. Hospital volunteering could assist undergraduate healthcare students to develop empathetic relationships with patients.</p></div><div><h3>Aim</h3><p>The study aimed to investigate the feasibility and effect of a hospital volunteering intervention on the empathy levels of undergraduate nursing and medical students<span>. It further aimed to explore their experience of the intervention and determine student-identified areas for patient safety improvements.</span></p></div><div><h3>Design</h3><p>Pre–post-intervention study</p></div><div><h3>Setting</h3><p>A large outer metropolitan hospital in New South Wales, Australia.</p></div><div><h3>Participants</h3><p>Twenty-nine (n = 29) undergraduate nursing and medical students from an Australian university.</p></div><div><h3>Methods</h3><p>Students had an introductory experience of volunteering at their local district hospital through participation in the ‘Volunteer Taster Program’. The Jefferson Scale of Empathy-Health Professions Student questionnaire was used to measure student empathy scores pre and post program. Responses to open-ended questions were thematically analysed to evaluate student experiences and identify student-reported areas for patient safety improvements.</p></div><div><h3>Results</h3><p>Twenty-nine students (18 nursing, 11 medical) completed the program. Students had statistically significant improvements in post-intervention mean empathy scores 112.03 (95% CI 107.56, 116.5) to 117.38 (95% CI 113.76, 121.00) p &lt; 0.001. Subgroup analysis identified a larger increase in empathy scores among medical students than nursing students. The thematic analysis revealed potential program benefits, including <span><em>new perspectives of the patient experience, improved confidence </em><em>in patient</em><em> communication</em></span>, a <em>stronger professional identity,</em> and <em>a rewarding experience</em>. Identified patient safety issues included concerns for patients’ emotional and physical well-being, and patient communication.</p></div><div><h3>Conclusions</h3><p>The Volunteer Taster Program is feasible and enabled nursing and medical students to connect with patients outside the sphere of clinical education. It appears to increase empathy levels in undergraduate students and could assist them to deliver empathetic, person-centred healthcare.</p></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"31 1","pages":"Pages 34-39"},"PeriodicalIF":1.5,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138743708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}