ABSTRACT
Background: Nursing is a noble profession that aims to care for individuals, families, and communities to achieve optimum health and quality of life. Nurses are the largest constituent of the healthcare team and nursing students’ motivation towards their field of inquiry affects their satisfaction and academic performance. Aim: To examine the academic motivation among nursing students in public universities in Jordan in the context of COVID-19. Materials and Methods: A descriptive cross-sectional study conducted in three public universities in Jordan. A total of 437 nursing students in their second, third, or fourth year of study answered a self-administered online questionnaire. Descriptive and multivariant analysis was conducted using SPSS 24. Results: Academic motivation among students from three public universities was below the averages reported in the international literature. Students’ mean scores on the academic motivation scale knowledge was 90.25 out of 196, and the average mean scores for all subscales were just above the midpoint, except for the extrinsic regulation scale, which was 14.57 out of 30. Students reported higher levels of extrinsic motivation. Conclusions: Educators must focus on nursing students’ need for support and consider the development of a curriculum that strengthens student learning and nurtures their internal and external motivation needs. © 2022 DSR Publishers ∕ The University of Jordan. All Rights Reserved.
ABSTRACT
Introduction: This study examined the factors that influence healthcare workers’ decisions regarding COVID-19 vaccines’ acceptability in Jordan. It also examined the impact of perceived risks of the vaccine on healthcare workers’ decisions toward accepting it. Methods: Jordanian healthcare workers in governmental and private hospitals completed a cross-sectional online questionnaire. Results: A total of 904 respondents (age, 35.04 ± 9.07 years) completed the survey. The results indicate that most participants (88.9%) were at risk of contracting COVID-19, and many (51.4%) were afraid of contracting it. Moreover, 48.3% of healthcare professionals stated they would get vaccinated against COVID-19. Furthermore, most of the healthcare workers in this study perceived the vaccine as neither safe nor effective and that it could have serious side effects. At last, in terms of afraid of contracting COVID-19, the gender of the healthcare worker and his/her profession was identified to be the most influential factors in the decision to accept the vaccine. Conclusion: Our findings emphasize the ongoing need for government agencies to provide accurate and consistent information that is essential in developing trust in the vaccination program. Nurses can lead campaigns to inform the healthcare workers about the efficacy, safety, and the impact of COVID-19 vaccine in limiting the spread of this pandemic among them. We recommend that nursing council lead these efforts to improve knowledge about the vaccine and its impact on the safety of the healthcare workers and the public. © 2022 UPM Press. All rights reserved.
ABSTRACT
BACKGROUND: The clinical teaching is the core component of the nursing curriculum, the alarming pandemic rates brought uncertainty to clinical teaching, weighing the safety of patients, students, and faculty, which demanded essential modification in clinical teaching and resulted in challenges in relation to effective response to clinical teaching requirements. This study aimed to assess the effective clinical teaching from the nurse educators' perspective during the remote teaching that followed the COVID-19 pandemic. METHODS: This study is a national Web-based descriptive study. Participants were recruited from five major Nursing Colleges in Oman. Descriptive and inferential as well as multiple linear regression analyses were conducted. RESULTS: A total of 127 nurse educators completed the survey with mean age of 43.9 (SD = 6.9) years. The overall effective clinical teaching score was 54.4 (SD = 10.9) which is considered acceptable, although the nurse educators in Oman reported the highest score on the safety dimension of the effective clinical teaching. Furthermore, females, doctoral prepared nurse educators, and those who acted as preceptors reported higher effective clinical teaching levels compared to their counterparts. The regression analysis showed that age, gender, and attending infection control training are significant predictors of effective clinical teaching. CONCLUSION: The paradigm shift in clinical teaching requires adequate measures including identification and appropriate training of clinical instructors and preceptors to meet clinical teaching demands in remote teaching. It is also important to take actions that promote and maintain the safety prioritization in bedside clinical teaching. These measures might positively impact on the nursing education process.