Abstract: Emotional Intelligence is considered one of the main important skills in healthcare. Many higher institutions of nursing are interested in for improving nursingstudents’ academic results by demonstrating emotional intelligence competencies. The aim of the study is to assess the perception of emotional intelligence self-assessment among nursingstudents. Accordingly, a quantitative and descriptive cross-sectional design was used in this study in which data was collected by distributing a questionnaire among nursingstudents (N=326) in the Faculty of Nursing, Alexandria University. The findings of the study revealed that the highest mean of nursingstudents was for social-emotional management, while the lowest mean was for emotional awareness. Also, there was a significant statistical difference between the perception of nursingstudents’ emotional intelligence and their educational level. In conclusion, enhancing emotional intelligence skills among nursingstudents is essential for their academic performance as well as their profession. Hence, it should be introduced in the nursing curriculum to improve the quality of critical thinking to graduating in their fourth year including workshops to integrate the theoretical studies with clinical practice.
The data were collected by using an inventory for nursingstudents’ perception of instructor caring (NSPIC) that assessed clinical instructor caring behaviors. This instrument was developed by Wade and contains 31 statements in 5 sections, including instill confidence through caring (11 statements), supportive learning climate (10 statements), appreciation of life meanings (3 statements), control versus flexibility (4 statements), and respectful sharing (3 statements). The answers were assessed using a 6-point Likert scale with options of strongly disagree (1 point) to strongly agree (6 point). Moreover, a demographics questionnaire was developed and given to the participants. 5
Demographic data: Data like age, sex, state, year of study, father’s and mother’s education levels, father’s and mother’s occupation, monthly income of the family and average number of hours of sleep each day are collected. Perceived Stress Scale(PSS): Cohen PSS-10 Scale 5 was used to collect perception of stress among nursingstudents. This section consists of 10 questions. Each question has 4 responses in the form of Likert scale. The student marks any one of the response about their feelings they experienced during past one month. The responses in the scale are never, almost never, sometimes fairly often and often.
professionally socialized into the nursing career. Numerous factors, including curriculum, educators, practicing nurses, family, peers, school or other institutions, environment of a hospital and community settings form an important factor how students perceive nursing as a profession. This study established that both the First year and Final year B.Sc. Nursingstudents have a positive perception towards the Nursing Profession. Considering their positive attitude towards the Nursing Profession, it can be understood that the future of the Nursing Profession is bright. Though some of the students cited that it was stressful and hectic yet they would not change their profession after completing the programme and would continue in the profession. It was also found that the respondents would either pursue higher studies in nursing while others would pursue bedside nursing.
Background: Framing and development of clinical skills in nursingstudents during their clinical practice is critical because this can shape their future caring skills. Professional caring empowers patients and contributes to their well-being and health. Education may enhance the capacity of nurses to be effective caring practitioners. Their study program encourages caring behavior in nursingstudents, consequently affecting their professional self-perception. Methods: The present study investigated the effect of an educational program on caring behavior and professional self-perception in nursingstudents using a controlled pre/post test study design. The study sample consisted of 50 nursingstudents undertaking their final year in 2010–2011. Subjects were randomly assigned to either an experimental or a control group. The study was conducted in two critical care units affiliated to the Ma’an and Queen Rania hospitals in the south of Jordan. The instruments utilized were the Caring Dimensions Inventory, NursingStudents Attitude Observational Checklist, and Professional Self-Concept of Nurses Instrument. Results: The study findings favor the effect of the educational program because there was increased knowledge and understanding of caring theory and related concepts, a more holistic approach to care, enhanced caring practices, and improved self-perception in the study group compared with the control group during different periods of assessment. The study group showed significantly better caring perception in psychological, technical, and professional terms than the control group during different periods of assessment. There was a significant positive trend of overall professional self-perception for the study group compared with the control group. Conclusion: Nursing curricula should incorporate concepts and principles that guide students in developing caring, safe, competent, and professional behavior. Nursingstudents must seek educational opportunities to acquire knowledge for role preparation, to participate in knowledge generation, and for personal and professional development.
which can be used for the nursingstudents and the assessment of care. The Form is a scale, containing 50 items and consisting of 6 categories that measures the frequency of the caring behaviours and shows the importance given to the perceptions about caring behaviours. The validity-reliability of the scale in Turkish was prepared by Eskimez and has 7 digit Likert-type scoring (1=Never, 2=Almost never, 3=Rarely, 4= Sometimes, 5=Usually, 6=Almost always, 7=Always). The sub-categories of the scale are; accessibility (Items 1-6), explanations and facilities (Items 7-12), comfort (Items 13- 21), anticipates (Items 22-26), trusting relationship (Items 27-42), monitors and follows through (Items 43-50). The lingual validity and confirmatory factor analysis of the scale has been performed in the validity study of the scale in Turkish. According to the confirmatory factor analysis, Root Mean Square Error of Approximation (RMSEA), Confirmatory Fit Index (CFI) and Goodness of Fit Index (GFI) have been calculated as 0.80, 0.98, 0.67 respectively. Therefore, the structure of the scale in six sub-categories is found to be valid in Turkish. The reliability of the test-retest, the Cronbach alpha level, and the cross-correlation of the items have been checked. There was no difference between the test- retest measurements; Cronbach alpha was found to be 0.97 for the total scale, cross-correlation of the items varied between 0.62-0.85 and the scale has been found to be reliable. The lowest score in the scale is 50 and the highest one is 350. The scores are divided by the number of the items and the total score between 1-7 is obtained. As the score from the scale increases, the frequency and perception performing the caring behaviours of students increase positively. 34,35 The data of the research was summarized as number,
Abstract: High-fidelity simulation (HFS) is an instructive/learning technique progressively utilized by nursing schools, where students experience mimicked clinical encounters creating specialized and non-specialized abilities. The goal of this trial is to understand the perceptions of students of the bachelor’s degree in Nursing with respect to their cooperation in reproduced clinical encounters with HFS. A qualitative investigation of phenomenological approach was undertaken as a design of this study. A convenient sample of 8 undergraduate nursingstudents involved in the investigation were interviewed. Later, a fundamental structure of the nurses’ perception was developed which reflected the real clinical situations and other scenarios on exposure to HFS. The result of the study founded that the students were able to develop confidence based on segments such as enjoying the HFS settings, association with peers in the simulation, and skill development. The students appear to be happy with their experience of HFS. Negative perception is poisonous in any learning process. It may result from a factor beyond the control of the student such as shortage of equipment and cost. Lack of opportunity will undermine the senses of reality, experience, and chance to put their skills in practice. Moreover, the effects of such negative perception would make students frustrated and unable to learn from their errors. The study recognized a distinctive impression of students after encountering reasonable situations in a controlled domain, its significance to the foundation of relations and common development and its importance for their future as students and future experts.
Part II show the attitude and perception of baccalaureate nursingstudents toward educational simulation was measured by using the 30 different questions. 5 point liker point questionnaire strongly disagree to strongly agree tool was used for to measure score. This study demonstrated that first, third, and fourth year students’ attitudes were not significantly different, but their attitudes were significantly higher than those in the second year. The difference between first and second year students’ attitudes can be primarily due to the fact that first year students participate in simulation while the second year is considered the simulation entry phase.
The findings of this study should be considered in view of the following limitations, which may affect the generalizability of its results. The study is based on data collected from a convenient sample of NF and NS drawn from one nursing institution and program in Oman. The cultural background of NS in Oman compared to that of NS in other regions of the world, may have an influence on their behaviors and perceptions. It is also important to acknowledge that the study used a self-report method of data collection and the INE survey used to measure NS incivility has not been previously used in Oman. In the current study, the INE survey was found to have an acceptable level of internal consistency. Until today there is scanty or no literature about NS incivility in Oman or the Middle East region that can be used to compare with the current findings. Despite its limitations, the study provides important insights into the common forms NS academic incivility and the differences in perception of some of these behaviors between NS and NF.
Byrnes and West (2000) used the scale to evaluate the perceptions of nursingstudents in clinical decision making in Australia. The reliability and validity of CDMNS was not examined in their study. Girot (2000) found that Cronbach’s alpha reliability coefficient was .78 among the Canadian graduate nurses. The validity in this study was tested by a group of experienced practitioners who were considered to be 'expert decision- makers' in practice and they established content validity. On the other hand, Baumberger-Henry (2005) found that Cronbach's alpha coefficient was .81 among the nursingstudents in the USA and the validity in this study was not tested. Gorton (2010) used the CDMSN tool to investigate clinical judgment of the nurse practitioner students and the reliability of the instruments used in this study was evaluated. Cronbach’s alpha coefficient was .73 for the CDMNS tool and .67 for the CDMNS evaluation and reevaluation subscale. No study directly evaluating the clinical decision making of undergraduate students in Turkey was found. However, the evaluative studies on the problem solving processes and critical thinking skills of nursingstudents state that these skills would indirectly affect decision making. It is obvious that there is a need for a valid and reliable measurement tool that would evaluate the clinical decision making skills of nursingstudents to help them prepare for professional life. This study was conducted in order to examine the validity and the reliability of the Turkish version of the CDMNS as a tool for evaluating the perception of nursingstudents in clinical decision making.
It is important to ascertain how students perceive nursing and why they decide on nursing as a career. Reasons for becoming a nurse are a subject of interest for researchers, who apply both quantitative and qualitative approaches when studying them. The desire to help or care for others is reported by researchers in many countries [10–15]. Other reasons for becoming a nurse are the availability of training close to home, pure chance, recommendation from family and friends, and not being able to get into any other study program . A study by Mooney et al.  found that the main reason for the choice of nursing as a career was the job situation it offered, explained as job security, easy access to jobs, and diverse opportunities in the career. ‘Job situation’ came out on top, because stu- dents sought an occupation in which they would not likely become unemployed, as nursing was perceived as favo- rable for its ability to provide security of employment and a steady income. Other authors found reasons to pursue nursing, such as personal aspirations (e.g., enjoyment or love of nursing) and career aspirations (e.g., the ability to enter tertiary education) . Bahraini nursingstudents perceived nursing as providing care, helping people, and a humanitarian vocation; however, nursing in that country was considered not to have much social approval, with cultural issues impacting on the values attached to nursing as a career choice . Research outcomes in psychology show that the original job choice is related to subsequent job satisfaction and commitment .
The study finding reveals that Majority of the students (34.6%) was of age group 18 years and 94.6% of the respondents were unmarried. Maximum of the respondents were strongly agreed that suicide can be prevented; whereas minimum of the participants were strongly disagreed that suicide can be prevented. Likewise most of the respondents (66.9%) agreed that people who commit suicide are usually mentally ill; however (3.1%) of the respondents disagreed the statement. Majority of the participants were strongly agreed to the statement “People who attempt suicide should be required to go to therapy to understand why". Nearly 70% of the respondents strongly agreed that suicide attempters are more interested in getting attention whereas majority of the participants (72.3%) strongly disagreed that if someone wants to commit suicide, it is their business and we should not interfere; however (2.3%) of the participants strongly agreed the statement. Majority of the participants were strongly agreed that talking about wanting to die, looking for a way to kill oneself, acting anxious, agitated or recklessly, withdrawing or feeling isolated etc. are the warning signs of suicide. Most of the students were unknown about the actual meaning of suicide but however, they know the warning signs, its negative impacts in family and society, and the preventive measures and also most of the students were strongly disagreed with this statement” suicide is a normal behavior”.
Nursingstudents in the current study signified that formative assessment used in their clinical practice, these results supported by (Bartfay, 2004), Nxumalo and Manal who noted that Many of student nurses indicated skills demonstration on patients as the preferred strategies that used during formative assessment for clinical competencies (Manal, 2014), (Nxumalo, 2011). More than half of respondents were of the opinion that formative assessment re-enforced their learning while only 20% of them viewed it as providing feedback on their progress. These results almost similarity findings of Manal (Manal, 2014), whilst the results of current study disagreed by studies done by Quinn and Hughes and Nxumalo who viewed that the majority of the student nurses are of the opinion that formative assessments test their clinical and theoretical knowledge followed by provision of feedback on their progress (Nxumalo, 2011; Quinn, 2007). Regarding barriers encountered during formative assessments, the majority of respondents were of the opinion that they experienced a lot of stress during assessments while nearly half of them did not know what to expect, these findings in line with the study conducted by Manal (Manal 2014). On the other hand, the researches represented other barriers to formative assessments. While Nxumalo reported that many of the student nurses felt that, some assessors were stricter than the others were and that assessment done only periodically (Nxumalo 2011). Respecting summative assessment, more than two third of nursingstudents in this study noted that the summative assessment conducted at the end of the courses while more than half of them signified that it test their comprehension of the subject field. The results of this study nearly similarity the findings of Manal (Manal, 2014). Also, the current study results confirmed by Nxumalo as student nurses were of the opinion that summative assessments done at the end of the course to indicate whether they have passed or failed (Nxumalo, 2011). Concerning barriers of the summative assessment, nursing student were of the opinion that it did not assessed their level of competence and they were not prepared for the examination. The study by Manal supported these findings (Manal, 2014). While Nxumalo viewed that many of the student nurses revealed that not providing feedback after summative assessment as a major barrier (Nxumalo, 2011).
Failure to identify and address the perceived source of stress could lead to role confusion, decreased effort and productivity upon graduation of the nursingstudents . Until 2014, when the first private nursing college was opened at Reldri Academic for Health Sciences (RAHS), the Faculty of Nursing and Public Health (FNPH) the then Royal Institute of Health Sciences was the sole institute to produce professional nurses in Bhutan. Ever since the training of Auxiliary Nurse Midwife (ANM) in 1975 and training of General Nurse Midwife (GNM) in 1982, a total of 1185 nurses (including Assistant Nurses, General Nurse Midwives, and Bachelor of Science Nurses) are currently working at different health centers across the country . Although the perception of nursingstudents towards their profession and factors influencing perception is well studied both in the developed and developing countries, there is scarcity in the evidence on what influences Bhutanese nursingstudents’ perception on their profession and the experience of academic and work-related stress. Currently, the training and the implementation of nursing processes and procedures in Bhutan have heavily relied on the existing international literature. This study aims to explore the perception of Bhutanese nursingstudents toward the nursing profession and enhance understanding of the presence of stress related to academic and work during their study period. Finding from this study will assist in reducing the stressors and promote the formulation of an evidence-based strategy to attract potential students pursue nursing profession in Bhutan.
Interprofessional education (IPE) is defined by the UK Centre for the Advancement of Interprofessional Educa- tion (CAIPE) as the occasion when members or students of two or more professions learn from and about each other to improve collaboration and quality of care (Blue et al., 2010; Buring et al., 2009; Hammick et al., 2007; Levisohn, 2003; Oandasan et al., 2005; Olenick et al., 2010). IPE is also defined as a teaching and learning process that fosters collaborative work and improves quality of care between two or more professions. The Ca- nadian Interprofessional Health Collaboration (CIHC) adds that IPE occurs when health care professions learn collaboratively within and across disciplines to acquire knowledge, skills and values for working in teams (Ca- nadian Interprofessional Health Collaborative (CIHC), 2014). IPE is different from multi-professional education or shared and common learning (An RCN Literature Review, 2007).
it was found that 1st year nursingstudents attained the significant highest score in all aspects (p <0.05) while the least scores were received by 3rd year students in DREEM scale and sub-scale except in perception towards learning environment (PoL). Scores of ASP were not observed significantly different among students of all 4 years (p >0.05). Also, SSP of 1st and 3rd year student was significantly different (p <0.05). Nevertheless, 2nd and 4th year students' social self-perception was not significantly different to 1st and 3rd year students (p>0.05) (Table-3).
Furthermore, Benner, Tanner and Chesla, (2009) in writing about expertise in nursing practice, caring and making ethical clinical judgment indicated a drive by traditional values of altruism, the desire to care for others, the ability to work closely with people, as well as being able to make a strong contribution to society. Similarly, Larsen, McGill and Palmer (2003) carried out a study on factors influencing career decisions from the perspectives of nursingstudents, in North Carolina to describe the effects of motivating factors and characteristics of the nursing profession on students selecting nursing as a career. Students from three types of programmes (N=495) were asked to complete a survey questionnaire during the first month of their nursing programme. Motivation factors influencing the decision to become a nurse were past experience with a loved one or self-being ill/or hospitalized, past health care work experience and having a family member or friend who was a nurse. Characteristics about the nursing profession influencing career decision were care and concern for others, job security and variety of work setting. Neither one of the motivating factors nor characteristics of the nursing profession differed among students from each programme type.
Attitudes toward working with the older adult among undergraduate nursingstudents heavily depend on the nursingstudents’ current perception of skilled nursing facilities and the geriatric population (Kydd et al., 2014, p. 34). The results of a questionnaire given to nurses and nursingstudents in USA, Sweden, and Scotland showed that participants agreed with the statement, “I feel that older people are cared for in inadequate and depressing settings” (Kydd et al., 2014, p. 36). More respondents in the United States than participants in other countries in the same questionnaire agreed with the statement, “Other healthcare professionals do not seem to appreciate that care of the older person is a highly skilled specialty” (Kydd et al., 2014, p. 36). The same study concluded that work conditions in skilled nursing facilities are undesirable, leading to lower retention rates of registered nurses (Kydd et al., 2014, p. 39).
scores were obtained by the summed scores of all items within a category. The overall Sum of all five category scores provided the overall perception of ECTB of the student and instructors. In order to see the significance of mean difference, the independent sample t-test was performed. Levene’s test and Shapiro-wilk were performed in order to check the assumptions of homogeneity of variance and normality with the result 0.023 and 0.128 respectively. In addition to this, in this study the dependent variable occurred at the interval level and the samples were independent of one another. P < 0.05 was used to identify the significance of mean differences.
In this regard, several studies have shown that the learning environment is a signifi- cant component with respect to clinical learning and learning outcomes (3). Throughout nursing history, clinical place- ments play an essential role in the learning process of nursingstudents (4). Additional- ly, nursingstudents may think that clinical environment is the most influential educa- tional component to acquire nursing knowledge and skills (5). The clinical envi- ronment consists of inpatient, hospital out- patient and community settings, which has its specific challenges. Pringle and Green believed that nursing clinical experience is a factor that affects nursing student attribu- tion (6). According to Farnia et al (2005), nursingstudents look for a favorable learn- ing environment and their perception of the clinical learning environment is different from their perception of the actual learning environment (7). Zuzelo (2001) claimed that the most important step to develop continuing nursing education is to study nursingstudents’ perception and to find the impacts of educational program on bache- lor degrees (8). In this regard, Pugnair, et al. (2004) also supposed that assessing stu- dents’ perception and satisfaction of clini- cal nursing experience would be essential for nursing faculty, because it gives feed- back to students, faculty and school and leads to enhanced educational performance (9). To increase the quality of nursing edu- cation programs along with evaluating nursing schools, students’ comments should be considered important. Nursingstudents’ perceptions about clinical educa- tion has been assessed in different countries (10-14), however, Iranian studies in this field are rare (15).