Graduating Student Nurses' Preparedness for Nursing Practice amid COVID-19

Student nurses must be prepared professionally to provide nursing care, especially during a critical time such as COVID-19. Regardless of undergraduate nursing programmes focusing on preparedness for practice, the concept of preparedness for nursing practice is not well understood. In this descriptive quantitative study, we determined the extent of the nursing practice preparedness of graduating student nurses amid COVID-19 as perceived by these nurses and nurse educators and the possible interventions to enhance the preparedness for practice of these nurses. In the study, we used an adapted Nursing Practice Readiness Tool, employed the complete enumeration survey method and analysed through frequency, percentages and weighted means. A total of 118 student nurses and 51 nurse educators from a selected university completed the questionnaire. The data were analysed through SPSS version 25. The findings revealed that the scales, which ranked from greatest to lowest preparedness for practice, were: professionalism (4.83), communication (4.65), management of responsibilities (4.61), critical thinking (4.36), clinical knowledge (4.26), and technical skills (4.02). We concluded that the students' performance in the nursing competency items under clinical knowledge, critical thinking, and especially technical skills, demand increased attention to be better equipped as they transition into nursing practice. Specifically, of the 36 competency items, they were least prepared in using clinical and information technologies, and performing clinical procedures. Finally, as the top intervention, we proposed the development of contingency plans for unusual situations such as a pandemic (75.74%) to enhance the student nurses' preparedness for practice.

Cultivating support during COVID-19 through clinical supervision: A discussion article.

AIM: This article aims to discuss how clinical supervision is an important approach in supporting frontline nurses and students during and post COVID-19 through the lens of the nursing metaparadigms. DESIGN: Discussion article. METHODS: Discourse of the literature considering the importance of working collaboratively with healthcare and educational organisations in operationalising clinical supervision. RESULTS: The evidence base supporting clinical supervision as an effective support strategy for nurses exists, however, its implementation and practice has become sporadic. A resurgence is required to support student's and nurse's during this pandemic. It is timely for nurse educators to creatively engage with clinical partners in supporting clinical supervision to enhance both nurses and students pandemic practice experiences. Clinical supervision is proposed as one strategy to support and guide both nurses and students to develop, strengthen and challenge the effectiveness of their care during COVID-19.

Student nurses, nursing curriculums and emergency responses to Covid-19: A scoping review

Background Emergency healthcare responses to COVID-19 substantially impacted on nursing curriculums and student nurses worldwide. Understanding the extent of this impact on their learning experiences could inform nursing curriculums going forward. Objective Identify the range and nature of literature related to emergency healthcare response to COVID-19 and its impact on student nurses and nursing curriculums. Explore and analyze the findings within the searched literature. Position findings within the broader context of the ongoing impact of COVID-19 on nursing curriculums. Identify gaps in the literature. Design Using the Johanna Briggs Institute (JBI) methodology, we conducted a scoping review of literature published in the English language from 2019 to 2021. Search strategy included specific search terms used to search five online databases: CINAHL, ProQuest, and PubMed and OVID, and Google Scholar. A narrative approach was used to synthesize the identified papers. Results 356 papers were retrieved through initial database and hand searches;260 once duplicates were removed. Close assessment by title, , and full paper using inclusion/exclusion criteria narrowed this to 16 relevant articles. Conclusions This review did not assess for quality, however selected studies were themselves emergency responses to COVID-19, conducted in haste, so reviewers deemed the quality of evidence to be impacted by this. They suggest healthcare responses to COVID-19 have been highly disruptive for many student nurses. Studies focused almost entirely on face-to-face traditional nurse learners, with distance learners only mentioned in passing in two papers.

Evaluation of a multischool collaborative COVID-19 vaccination project.

To describe experiences of student nurses and faculty who participated in COVID-19 vaccine delivery through a multischool collaboration. Cross-sectional survey. Student nurses and faculty members from five university schools and colleges of nursing who participated in one or more COVID-19 vaccination or education events in 2021. Surveys were designed for students and faculty to document process and outcome experiences associated with project participation. Surveys were administered through an online survey platform. Overall, 648 students and 68 faculty members participated in the project. The evaluation survey was completed by 115 students (18%) and 58 faculty members (85%). Students valued increasing their clinical skills and reported the experience influenced their perspectives on nursing, fueling their passion and informing future career choices. Students reported that it was personally important to contribute to the vaccination effort. Few students reported challenges in participating in the project. Faculty reported positive experiences including gaining knowledge about public health and their communities, fueling their passion for nursing education, feeling a deeper connection with students, and experiencing personal satisfaction from contributing to the pandemic response. This project resulted in meaningful student learning opportunities, enhanced capacity for the public health emergency response, and strengthened partnerships among nursing programs and between academia and public health community partners.

Prelicensure Nursing Students' Reflections on Institutional Response to the 2020 COVID-19 Crisis.

The study aimed to describe how prelicensure student nurses perceive academic support and their institutions' response during the 2020 COVID-19 crisis. The shift to online learning caused by the COVID-19 pandemic disrupted every aspect of higher education, including pre-licensure nursing students. Prelicensure nursing education is one of the most stressful programs in higher education. In a period of great uncertainty, it becomes essential to explore how prelicensure nursing students perceive academic support from their institutions. A qualitative descriptive design was employed for the study. Thematic analysis was used to analyze data obtained from 16 semi-structured interviews. Six themes resulted from the data: Disorganization leading to chaos; technology and technical challenges; stress and frustration; am I prepared to be a nurse?; not having money; mental health matters. This study validates the experiences of nursing students. Students' obstacles during the pandemic should be identified and mitigated to promote learning and academic success.

Exploring the experiences of student mental health nurses from ethnic minority backgrounds working through the COVID-19 pandemic: a phenomenological approach

Background/aims The COVID-19 pandemic has impacted individuals from ethnic minority backgrounds more than any other group. The purpose of this study was to explore the experience of mental health students from ethnic minorities who worked during the COVID-19 pandemic in a mental health NHS trust. Methods This study used phenomenology as the theoretical framework and thematic analysis as a method for data analysis. Data were collected through semi-structured interviews with 12 student mental health nurses, which were held via Microsoft Teams. Results The four themes that emerged from this study were altruism, a sense of connectedness, support and learning opportunities, and role clarity. Students described a sense of altruism while deciding to opt-in to the extended placement. Some also found their faith to be a source of support and resilience, which provided a sense of connectedness. Support was an essential element that emerged in this study where students could rely on both the university and the mental health NHS trust. The learning opportunities that COVID-19 has presented have helped bridge the gap between the physical and mental wellbeing of patients;however, a lack of clarity in their roles was highlighted. Conclusions Adequate and appropriate policies and guidance to support student nurses are needed when working in crisis situations.

Development of a simulation placement in a pre-registration nursing programme.

BACKGROUND: A 4-week simulation placement for first-year student nurses using an innovative blended approach was developed and delivered in one university. This was the first tariff-funded simulation placement in the UK for student nurses. AIMS: To describe how this flexible simulation placement was developed, operated and adapted due to COVID-19 while exploring the student nurses' experiences and preparedness for practice. METHODS: An anonymous online survey was undertaken and a placement evaluation was completed and compared with traditional clinical placement evaluations by previous students at the same point in their studies. RESULTS: Students were as satisfied with the simulation placement as students who had attended real practice placements: 92% of students were satisfied with their simulated placement experience and 92% felt prepared for practice. CONCLUSION: This simulated placement has been an acceptable replacement for traditional practice placements, particularly during the COVID-19 pandemic.

Knowledge and attitudes toward COVID-19 vaccination among student nurses from Saudi Arabia

Introduction: Insights into the knowledge and attitudes of students can be achieved by analyzing their general understanding and prevention of the coronavirus. Therefore, it is imperative to identify attributes that influence the development of healthy behaviors among students. This study aimed to determine the dynamics of knowledge and attitudes of student nurses concerning the COVID-19 vaccine. Methods: This descriptive-cross sectional study involved 250 student nurses from the University of Hail, Nursing College, selected by convenience sampling. The data were collected between August and September 2021 using questionnaires. The data were analysed using a t-test, one-way ANOVA, and Pearson’s correlation test with a significance level of 0.05. Results: The study results showed that participants have good knowledge (mean = 3.09;SD = 0.88) and attitudes (mean = 8.62;SD = 1.83). Gender (except for knowledge), marital status, and age were not relevant as explanatory factors of knowledge and attitude. There was a significant difference in both knowledge (F = 2.233;p < 0.005) and attitude (F = 3.918;p < 0.004) associated with the course year. There was no significant relationship between knowledge and attitude (r =-0.013;p-value = 0.834). Conclusions: This information is critical for educators as they design techniques to help students put their knowledge into practice. In this way, educators may help health students develop skills and encourage students to become accountable health professionals who can support current societal healthcare demands. © 2022 Jurnal Ners.

Nursing students' experiences of mental wellness during the COVID-19 pandemic: A phenomenological study.

Introduction: Acute psychological stress is commonly experienced by university students as they transition through a new learning environment; however, uncontrolled and long-term stress, such as that experienced due to the global respiratory pandemic, contributes to a severe decline in the physical and mental health of nursing students and decreases their academic success. The aim of this study was to investigate the experience of mental wellness as lived by nursing students and to understand how nursing students were coping with the impact of COVID-19. Methods: Individual interviews were used as a data collection method in this qualitative study, guided by descriptive phenomenology. Nursing students from two institutions in Western Canada were recruited in the fall of 2020. Interviews with six participants were recorded and transcribed verbatim. Meaning units from the data were transformed into a constituents table which resulted in a rich description of the essence of mental wellness as experienced by participants. Results: Key elements of the experience included: shifting support systems, disconnection, worry, sense of missing out, environmental stress and continual adaptation. The essence of the experience reflected on-going trauma. Discussion: This research highlighted the importance of acknowledging the persistent, collective trauma experienced by students and faculty alike due to the global pandemic. A trauma-informed approach to nursing education, where positive coping is modelled and a safe learning space is provided, will be required going forward.

Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study.

BACKGROUND: With the increased prevalence of online education due to the coronavirus 2019 pandemic and advancements in information technology, essential competencies, such as critical thinking, self-directed learning, and problem-solving ability, should be examined among student nurses taking online classes. OBJECTIVES: Based on the findings of several studies suggesting that critical thinking does not affect problem-solving, this study aimed to examine the relationship among critical thinking, self-directed learning, and problem-solving in student nurses attending online classes, and to determine whether self-directed learning could mediate the relationship between critical thinking and problem-solving. DESIGN: Cross-sectional, descriptive design. SETTING: K University in South Korea. PARTICIPANTS: In total, 138 junior and senior nursing students were enrolled. METHODS: The critical thinking disposition scale for nursing students, self-directed learning scale, and problem-solving scale for college students were used to quantify participants' responses. RESULTS: Our results revealed significant positive correlations among critical thinking, self-directed learning, and problem-solving. Furthermore, self-directed learning (ß = 0.78, p < 0.001) had a significant mediating effect on the relationship between critical thinking and problem-solving ability (Z = 5.10, p < 0.001). CONCLUSION: Developing and implementing appropriate self-directed learning programs are critical for improving problem-solving ability affected by critical thinking among student nurses engaged in online education.

When online learning becomes compulsory: Student nurses' adoption of information communication technology in a private nursing education institution.

BACKGROUND: Integrating the use of information communication technology (ICT) in nursing curricula when preparing student nurses for the digital health future such as the sudden online learning as a result of the coronavirus disease 2019 (COVID-19) pandemic is vital. However, when student nurses in a South African private nursing education institution, struggled to complete obligatory online learning courses, nurse educators had to search for solutions. OBJECTIVES: To explore the barriers and enablers for ICT adoption by a diverse group of student nurses in a private nursing education institution in the Free State Province. METHOD: Following a qualitative, explorative, interpretive-descriptive design, student nurses were invited to participate. Based on all-inclusive, purposive sampling with inclusion criteria enabled selecting, a total of 17 participants who took part in three focus groups and written narratives. Transcribed interviews underwent thematic analysis with co-coder consensus. The study adhered to strategies to enhance trustworthiness. RESULTS: Students shared their views related to ICT and online learning within their theory and practice training. Student nurses held positive, negative and contrasting views of ICT adoption and online learning. Actions to master ICT adoption and online learning are highlighted. Information communication technology brings a challenging interdependence between nurses and technology. CONCLUSION: Integration of ICT into nursing programmes is important. The enablers and barriers to ICT are described. Expose students to different technologies, especially using smart phones to search for (academic/non-academic) information. The adoption of ICT should enhance the learning process and facilitate deep learning. Students preferred online learning for self-assessment and described how they tried to master ICT and online learning. Information communication technologies in the clinical setting highlight the challenged interdependence between nurses and technology. Context-specific recommendations are proposed.

The experiences of student nurses in a pandemic: A qualitative study.

AIM/OBJECTIVE: To record and learn from the experiences of students working on clinical placement in a pandemic. BACKGROUND: In March of 2020, final and second year student nurses in England were given the option to join the Covid-19 pandemic work-force, paid as high-level health care assistants. METHODS/DESIGN: Using qualitative methods and rapid analysis techniques, this study gathered the unique experiences of 16 final year students, from all fields of nursing at a University in the East of England, who chose to complete their final extended placement in a diverse range of clinical placements at the height of the first wave of the pandemic. Data was collected between July and September 2020. RESULTS: Five key themes were identified across our data: rationale for undertaking the extended placement, role tensions, caring for patients and their families, the impact on teaching and learning, and personal health and wellbeing. CONCLUSIONS: While our participants reported largely positive experiences including a perceived heightened preparedness for qualification, their experiences provide important insights for nurse educators for the education and support of future students going into similar situations, in particular relating to welfare and support, preparation for placement, resilience, e-learning and learning on the front line.

Student Nurses Undertaking Acute Hospital Paid Placements during COVID-19: Rationale for Opting-In? A Qualitative Inquiry.

The research aim was to evaluate the rationale of undergraduate final-year student nurses to undertake paid clinical placements during COVID-19 (Wave 1). The nursing profession reacted innovatively to meet demands placed on the National Health Service during COVID-19. Temporary changes to professional regulation enabled final-year United Kingdom nursing students to voluntarily undertake paid placements in the National Health Service. Neither full-time employees nor full-time students, volunteers undertook a unique hybrid role bolstering the front-line health workforce. Using reflective qualitative inquiry, 17 volunteers evaluated reasoning for entering practice in acute hospitals. Online surveys based around the UK Nursing and Midwifery Council Competency Framework (NMC 2012) were completed weekly for 6 weeks. Data were thematically analysed. Six themes were identified, including sense of duty, and opting-in or out. These highlighted the importance of collaboration and the tripartite relationship between University, host and student during placement, and the influence of these on the learning experience. Several significant insights emerged for nurse education and curricula during pandemics related to patient safety, safety climate and governance. The insights were used to develop a "Student Nurses Placement Framework" with recommendations for Pre-During-Post placement, offering a guide for future nursing workforce recruitment and retention.

COVID-19 vaccination readiness among nurse faculty and student nurses.

BACKGROUND: Unprecedented efforts are underway to develop COVID-19 vaccines, widely seen as critical to controlling the pandemic. Academic nursing leaders must be proactive in assuring widespread faculty and student vaccination uptake. PURPOSE: The purpose of this study was to describe nursing faculty and student nurse factors associated with COVID-19 vaccine readiness. METHODS: Cross-sectional online survey of nursing faculty and student nurses at a university affiliated with an academic medical center was conducted. FINDINGS: Most full-time faculty (60%) intended to receive the vaccine; but only 45% of adjunct faculty and students reported intending to get vaccinated. The major reasons for not getting vaccinated were vaccine safety and side effects. Collectively, participants reported a low level of knowledge related to vaccine development. DISCUSSION: As the most trusted profession, nurses will play a decisive role in counseling patients about COVID-19 risks and benefits. Findings suggest that academic nursing leaders need to consider faculty and student vaccine concerns and provide vaccine development education.

COVID-19: Knowledge, anxiety, academic concerns and preventative behaviours among Australian and Indian undergraduate nursing students: A cross-sectional study.

AIMS AND OBJECTIVES: To compare knowledge, anxiety, academic concerns and preventative behaviours between undergraduate nursing students in Australia and India during the COVID-19 pandemic. BACKGROUND: Based on the World Health Organization's direction for containment of the novel coronavirus (COVID-19), countries implemented varying levels of restrictions including closure of university campuses and providing on line undergraduate education. METHODS: Students in NSW, Australia and Kerala, India completed an online survey assessing their (a) knowledge and source of information about COVID-19; (b) anxiety; and coping strategies; (c) academic concerns; and (d) preventative behaviours. Descriptive and inferential statistics were used to summarise the data. RESULTS: Data from 99 Australian and 113 Indian undergraduate nurses were analysed. Greater number of Indian students indicated having sufficient knowledge of COVID-19 (OR 0.22; 95% CI 0.08, 0.63), getting information about COVID-19 from social media (OR 0.03; 95% CI 0.01, 0.07) and being concerned about 'attending clinical placement' (MD-1.08; 95% CI -1.94, -0.23). Australian students reported significantly higher levels of anxiety (MD 1.99 95% CI 1.21, 2.78), difficulty sleeping (OR 18.00; 95% CI 6.76, 47.96), concentrating (OR 33.22; 95% CI 13.85, 79.67) and eating (OR 14.05; 95% CI 3.19, 61.84). Greater number of Australian students indicated that they would go to the University if they needed to meet with other students (OR 9.21; 95% CI 3.08, 27.55), had to access the library (OR 7.20; 95% CI 3.26, 15.90) or had a group assignment (OR 2.93; 95% CI 1.26, 6.77). CONCLUSIONS: Wide variations were present in knowledge, anxiety, academic concerns and preventative behaviours among undergraduate nursing students in two countries. RELEVANCE TO CLINICAL PRACTICE: Undergraduate students may benefit from additional support from the University and staff in the clinical setting with online learning and resources in order to adjust to the 'new normal' and enable them to achieve academic success.

A guide to the NMC emergency standards for nurse education during the current deployment of student nurses.

The Nursing and Midwifery Council (NMC) recognises the important contribution that nursing students are making to the national response to the COVID-19 pandemic. This article reports on the Greater Manchester Supervision and Delegation Framework, providing practical guidance for students and practice staff (practice supervisor/practice assessor and registered nurse) on how to support student nurses who have opted into a paid (deployed) healthcare role. The framework operationalises NMC emergency standards for Nursing and Midwifery education, enabling students to complete their pre-registration undergraduate or postgraduate nursing programme while also supporting the healthcare workforce (NMC, 2020).