Professional nursing practice environment from students' perspective in COVID-19 / Ambiente de prática profissional em enfermagem na perspectiva de estudantes na COVID-19 / Ambiente de práctica profesional de enfermería por la perspectiva de estudiantes en el COVID-19

Resumo Objetivo Avaliar o ambiente da prática profissional em enfermagem na perspectiva de estudantes no contexto da pandemia da COVID-19. Métodos Estudo transversal, realizado com amostra por conveniência de 43 estudantes da última série do bacharelado em Enfermagem de uma universidade federal, localizada no município de São Paulo, SP, Brasil. Variáveis de caracterização: gênero, etnia, idade, local de estágio e um questionamento se já trabalharam e/ou realizam estágio extracurricular na área. Aplicou-se o Instrumento Practice Environment Scale - versão brasileira validada, composto de 24 itens e 5 subescalas. Os dados foram analisados com estatística descritiva e inferencial por meio dos testes: Kruskal Wallis, ANOVA, Tukey, t-student e Mann Whitney. Foi realizada a análise de regressão logística. Considerou-se como nível de significância de p<0,005. Resultados A Subescala 3 "adequação da equipe e de recursos" foi a única que apresentou média desfavorável (53,49%). A variável "ter trabalhado e/ou realizado estágio extracurricular" mostrou-se estatisticamente significante na Subescala 2 "habilidade, liderança e suporte dos coordenadores/supervisores de enfermagem aos enfermeiros/equipe de enfermagem" (p=0,003). Na média geral, os estudantes avaliaram o ambiente como favorável (p<0,001). Conclusão Apesar do contexto, a maioria dos estudantes avaliaram o ambiente como favorável. A variável "ter trabalhado e/ou realizado estágio extracurricular" foi estatisticamente significativa. A capacitação das lideranças, o fortalecimento de programas de educação continuada e o envolvimento dos enfermeiros nas atividades, resoluções de problemas e comissões internas da instituição, são considerados preâmbulos para ofertar uma assistência qualificada dentro de um ambiente de prática profissional próximo do favorável.

Resumen Objetivo Evaluar el ambiente de la práctica profesional de enfermería por la perspectiva de estudiantes en el contexto de la pandemia del COVID-19. Métodos Estudio transversal, realizado con muestra por conveniencia de 43 estudiantes del último año del grado de Enfermería de una universidad federal, ubicada en el municipio de São Paulo, São Paulo, Brasil. Variables de caracterización: género, etnia, edad, lugar de la pasantía y un interrogante sobre si ya trabajaron o realizan una pasantía extracurricular en el área. Se aplicó el Instrumento Practice Environment Scale - versión brasileña validada, compuesto por 24 ítems y 5 subescalas. Los datos fueron analizados con estadística descriptiva e inferencial por medio de las pruebas: Kruskal Wallis, ANOVA, Tukey, t-student y Mann Whitney. Se realizó el análisis de regresión logística. Se consideró un nivel de significación de p<0,005. Resultados La Subescala 3 "adecuación del equipo y de recursos" fue la única que presentó un promedio desfavorable (53,49 %). La variable "haber trabajado o realizado una pasantía extracurricular" se mostró estadísticamente significante en la Subescala 2 "habilidad, liderazgo y suporte de los coordinadores/supervisores de enfermería a los enfermeros/equipo de enfermería" (p=0,003). En el promedio general, los estudiantes evaluaron al ambiente como favorable (p<0,001). Conclusión Pese al contexto, la mayoría de los estudiantes evaluaron al ambiente como favorable. La variable "haber trabajado o realizado una pasantía extracurricular" fue estadísticamente significante. La capacitación de los liderazgos, el fortalecimiento de programas de educación continua y la participación de los enfermeros en las actividades, resoluciones de problemas y comisiones internas de la institución, son considerados preámbulos para brindar una asistencia calificada dentro de un ambiente de práctica profesional próxima a lo favorable.

Abstract Objective To assess the professional nursing practice environment from the perspective of students in the context of the COVID-19 pandemic. Methods Cross-sectional study conducted with a convenience sample of 43 students attending the last grade of the Nursing Undergraduate course at a federal university located in the city of São Paulo, SP, Brazil. Characterization variables: sex, ethnicity, age, place of internship and a question on whether they have worked and/or did an extracurricular internship in the area. The Practice Environment Scale - Brazilian validated version, consisting of 24 items and five subscales, was applied. Data were analyzed using descriptive and inferential statistics with the following tests: Kruskal Wallis, ANOVA, Tukey, t-student and Mann Whitney. Logistic regression analysis was performed. A significance level of p<0.005 was considered. Results Subscale 3 "Staffing and resource adequacy" was the only one with an unfavorable mean (53.49%). The variable "having worked and/or done an extracurricular internship" was statistically significant in Subscale 2 "Nurse manager ability, leadership and support of nurses" (p=0.003). On overall mean, students rated the environment as favorable (p<0.001). Conclusion Despite the context, most students rated the environment as favorable. The variable "having worked and/or done an extracurricular internship" was statistically significant. The training of leaders, the strengthening of continuing education programs and involvement of nurses in activities, problem solving and internal committees of the institution are considered preambles to offer qualified care within a close to favorable environment of professional practice.

Technological variables predictors of academic stress in nursing students in times of COVID-19. / Variables tecnológicas predictoras del estrés académico en estudiantes de Enfermería en tiempos de COVID-19.

OBJECTIVE: to analyze which technological variables, derived from the use of electronic devices, predict academic stress and its dimensions in Nursing students. METHOD: analytical cross-sectional study carried out with a total of 796 students from six universities in Peru. The SISCO scale was used and four logistic regression models were estimated for the analysis, with selection of variables in stages. RESULTS: among the participants, 87.6% had a high level of academic stress; time using the electronic device, screen brightness, age and sex were associated with academic stress and its three dimensions; the position of using the electronic device was associated with the total scale and the stressors and reactions dimensions. Finally, the distance between the face and the electronic device was associated with the total scale and size of reactions. CONCLUSION: technological variables and sociodemographic characteristics predict academic stress in nursing students. It is suggested to optimize the time of use of computers, regulate the brightness of the screen, avoid sitting in inappropriate positions and pay attention to the distance, in order to reduce academic stress during distance learning.

analizar cuáles son las variables tecnológicas, derivadas del uso de dispositivo electrónico, predicen el estrés académico, y sus dimensiones en estudiantes de enfermería. estudio transversal de tipo analítico, realizado en 796 estudiantes de seis universidades de Perú. Se empleó la escala SISCO y para el análisis se estimaron cuatro modelos de regresión logística, con selección de variables por pasos. entre los participantes, 87,6% presentaron un nivel alto de estrés académico; el tiempo de uso del dispositivo electrónico, el brillo de la pantalla, la edad y el sexo, estuvieron asociados con el estrés académico y sus tres dimensiones; la posición de uso del dispositivo electrónico estuvo asociada con la escala total y con las dimensiones estresores y reacciones. Finalmente, la distancia entre el rostro y el dispositivo electrónico estuvo asociada con la escala total y la dimensión reacciones. las variables tecnológicas y las características sociodemográficas predicen el estrés académico en estudiantes de enfermería. Se sugiere optimizar el tiempo de uso de las computadoras, regular el brillo de la pantalla, evitar sentarse en posiciones inadecuadas y vigilar la distancia, con la finalidad de reducir el estrés académico durante la enseñanza a distancia.

(1) Los estudiantes de enfermería presentan un nivel alto de estrés académico. (2) El tiempo de uso de la computadora es un predictor del estrés académico. (3) El brillo de la pantalla de la computadora es un predictor del estrés académico. (4) Tener entre 30 a 39 años y ser hombre es un factor protector del estrés académico. (5) Estudio realizado en seis universidades peruanas.

analisar quais variáveis tecnológicas, derivadas do uso de dispositivos eletrônicos, predizem o estresse acadêmico e suas dimensões em estudantes de enfermagem. estudo transversal do tipo analítico, realizado em 796 estudantes de seis universidades do Peru. Foi utilizada a escala SISCO e foram estimados quatro modelos de regressão logística para a análise, com seleção das variáveis por etapas. entre os participantes, 87,6% apresentaram alto nível de estresse acadêmico; o tempo de uso do aparelho eletrônico, o brilho da tela, a idade e o sexo foram associados ao estresse acadêmico e suas três dimensões; a posição de uso do aparelho eletrônico foi associada à escala total e às dimensões estressores e reações. Por fim, a distância entre o rosto e o dispositivo eletrônico foi associada à escala total e à dimensão das reações. variáveis tecnológicas e características sociodemográficas predizem estresse acadêmico em estudantes de Enfermagem. Sugere-se otimizar o tempo de uso dos computadores, regular o brilho da tela, evitar sentar-se em posições inadequadas e atentar-se à distância da tela, a fim de diminuir o estresse acadêmico durante o ensino a distância.

Innovative digital technology adapted in nursing education between Eastern and Western countries: a mini-review.

Advanced digital technologies have overcome the limitation of on-site teaching, especially after the COVID-19 epidemic. Various newly-developed digital technologies, such as e-learning, virtual reality, serious games, and podcasts, have gained renewed interest and come into the spotlight. Podcasts are becoming increasingly popular in nursing education as they provide a convenient and cost-effective way for students to access educational content. This mini-review article provides an overview of the development of podcasts in nursing education in Eastern and Western countries. It explores potential future trends in the use of this technology. The literature review demonstrates that nursing education in Western countries has already integrated podcasts into curriculum design, using the podcast to convey nursing education knowledge and skills and to improve students' learning outcomes. However, few articles address nursing education in Eastern countries. The benefits of integrating podcasts into nursing education appear far greater than the limitations. In the future, the application of podcasts can serve not only as a supplement to instructional methodologies but also as a tool for clinical practicing students in nursing education. In addition, with the aging population increasing in both Eastern and Western countries, podcasts have the potential to serve as an effective delivery modality for health education in the future, particularly for the older adult, whose eyesight declines with age, and those populations with visual impairments.

COVID-19 Vaccination and Community Management: A Qualitative Study.

BACKGROUND: Nurses play key roles as vaccination agents and frontline workers who deal with prejudice and misinformation. This study examined the attitudes and perceptions of nursing students regarding corona-virus disease 2019 (COVID-19) vaccination and its social and institutional management. METHOD: This qualitative study consisted of an exploratory phase involving first- and fourth-year nursing students and a second phase using the PhotoVoice tool SHOWED mnemonic method followed by discussion groups with second-year nursing students. RESULTS: Three themes emerged: (1) hope tinged with fear; (2) too much information generating fear, uncertainty, and mistrust; and (3) leaders without recognition or voice. CONCLUSION: The results inform the body of knowledge in nursing science and enhance changes in clinical practice by providing new insights regarding the perceptions of nursing students on vaccination and its management, highlighting the need to train future nurses in health literacy and new ways to interact with community members. [J Nurs Educ. 2023;62(6):343-350.].

Evolving Approaches to Meet Clinical Hours for Undergraduate Nursing Students during COVID-19.

BACKGROUND: The COVID-19 pandemic challenged all healthcare professionals to re-think how patient care is provided. Faculty in nursing schools faced similar challenges in offering adequate clinical hours to nursing students, because of the limited availability of clinical placements. METHODS: A faculty in one school of nursing introduced virtual simulation resources to supplement in-person clinical hours. The faculty developed a revised clinical curriculum for students that included weekly objectives and deliverables for virtual simulations. The Simulation Effectiveness Tool-Modified (SET-M) was utilized to evaluate the effectiveness of the virtual simulations. RESULTS: 130 students (88.4%) completed the post-implementation survey. After using the virtual simulations, 50% of the students reported feeling confident in providing interventions that foster patient safety. Furthermore, students reported a sound understanding of disease pathophysiology (60%) and medications (53.8%). The qualitative data indicated that students found the virtual simulations beneficial and a safe learning environment. CONCLUSION: Pre-pandemic virtual simulations were not used by this school of nursing to replace the traditional in-person clinical experiences. However, the pandemic demonstrated that the utilization of innovative virtual simulations are effective methods for student learning to augment traditional clinical experiences.

Value of Using a Structured Improvement Approach: A Dedicated Education Unit Exemplar.

ABSTRACT: Using a structured approach to improvement that integrates methodological frameworks and commonly used improvement tools and techniques allows an improvement team to systematically implement and evaluate an intervention. Authors from one academic medical center will describe our four-step structured improvement approach in the design of a dedicated education unit (DEU) pilot to potentially meet a critical post-COVID-19 workforce need. Using our structured improvement approach, we successfully piloted a DEU with a unit-based clinical educator and 16 nursing students over 26 clinical days and received 13 preintervention surveys from participants. Although the DEU pilot was small with limited data, the structured improvement approach resulted in an organized and systematic way of designing, implementing, and evaluating improvement.

The impact of the COVID-19 pandemic on enrollment in undergraduate health-related studies in Spain.

The aim of this study was to determine whether the pandemic has reinforced the choice of pursuing health-related bachelor's degrees, and to identify underlying factors that could contribute to that impact. This is a cross-sectional study using an online survey of 2,344 students of nursing, physiotherapy, medicine, psychology and podiatry who started health-related bachelor's degrees after the COVID-19 outbreak in Spanish higher education institutions. The pandemic influenced the choice of these studies by increasing the desire to help others (33.2%), by increasing citizenship values (28.4%), and by increasing the desire to contribute to improving the situation of the country (27.5%). Women had a significantly greater influence on the increase in social values related to the practice of the profession produced by the pandemic, whereas men and the bachelor's degree in podiatry were more influenced by salary prospects. An increased desire to help others was significantly higher among women and nursing and medical students. Podiatry and psychology were the degrees were most influenced by the pandemic, as more students decided to pursue them, something they had previously doubted, while in nursing, psychology, and medicine the pandemic reinforced their interest in pursuing the degree the most. Students personally affected by COVID-19 reported being more influenced in reconsidering their professional path and in reinforcing their desire to pursue the health-related studies.

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency.

Background: The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. Methods: A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. Results: There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. Conclusion: This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.

Academic-Clinical Collaborations to Build Undergraduate Nursing Education in Hospice and Palliative Care.

With the current shortage of hospice/palliative care (HPC) workforce, there is an urgent need to train a generation of nurses with clinical competency in HPC to ensure equitable access and optimal care for patients living with serious illness or at the end of life. The recent demand for HPC teaching in nursing education calls for innovation in establishing clinical placements. Palliative care nursing experts in New York State were surveyed between June and August 2022 about facilitators of academic-clinical partnerships between nursing schools and clinical settings. Inductive content analysis of open-ended responses revealed six major interconnected themes: (a) Increase Awareness of HPC in the Nursing Program, (b) Build a Relationship With Administrators, (c) Look Beyond Acute Care Partnerships, (d) Offer Incentives, (e) Develop Direct Care Experiential Opportunities, and (f) Develop Non-Direct Care Experiential Opportunities. Findings provide rich insights into key considerations for successful collaboration between nursing schools and clinical sites. [Journal of Gerontological Nursing, 49(6), 13-18.].

Professional satisfaction in nursing during the COVID-19 pandemic. / Satisfacción profesional en enfermería durante la pandemia de COVID-19.

evaluar la satisfacción laboral de profesionales de enfermería actuantes en atención y gestión durante la pandemia de COVID-19. estudio epidemiológico de corte transversal. Participaron 334 profesionales de enfermería de un hospital de enseñanza. Fueron calculadas las frecuencias absolutas y relativas de las variables cualitativas y los promedios de las variables numéricas. Se compararon los promedios de resultados de los dominios de la escala de satisfacción profesional ( Job Satisfaction Survey) con variables sociodemográficaslaborales. Fueron aplicadas las pruebas t de Student, Mann-Whitney, Anova con posprueba de Tukey, Kruskal-Wallis o Dunn para verificar la significancia estadística de los resultados con nivel crítico de 0,05. noventa profesionales se mostraron satisfechos con su trabajo, tres profesionales se mostraron insatisfechos y doscientos cuarenta y un profesionales mostraron ambivalencia. Se evidenció ambivalencia en los trabajadores de enfermería en relación a su satisfacción laboral durante el período de la pandemia de COVID-19. Los hallazgos señalan un camino para que los gestores y formuladores de políticas de salud encaucen inversiones en planes de carrera y ambientes laborales que mejoren las condiciones de los trabajadores de enfermería.

(1) Se evidenció ambivalencia respecto a la satisfacción con el trabajo. (2) Se evidenció insatisfacción respecto a Remuneración, Beneficios, Promoción y Ambiente. (3) Se evidenció satisfacción respecto de Compañeros de Trabajo y Supervisión. (4) Importancia de: Planes de Carrera, Remuneración y Beneficios dignos.

avaliar a satisfação com o trabalho de profissionais de enfermagem que atuaram na assistência e na gestão, durante a pandemia de COVID-19. estudo epidemiológico de corte transversal. Participaram 334 profissionais de enfermagem de um hospital de ensino. Foram calculadas as frequências absolutas e relativas das variáveis qualitativas e as médias das variáveis numéricas. Foram comparadas as médias dos resultados dos domínios da escala de satisfação profissional (Job Satisfaction Survey) com variáveis sociodemográficas-laborais. Foram aplicados os testes t de Student, Mann-Whitney, Anova seguidos de pós-teste de Tukey, Kruskal-Wallis ou Dunn, para verificar a significância estatística dos resultados com nível crítico de 0,05. 90 profissionais demonstraram-se satisfeitos com o trabalho, três profissionais demonstraram-se insatisfeitos e 241 profissionais demonstraram-se ambivalentes. foi evidenciada uma ambivalência dos trabalhadores de enfermagem em relação à sua satisfação com o trabalho, durante o período da pandemia de COVID-19. Os achados indicam um caminho para que gerentes e formuladores de política em saúde façam investimentos em planos de carreira e ambiente de trabalho que melhorem as condições de trabalho dos trabalhadores de enfermagem.

Nursing students' learning commitment, self-efficacy and grit during the COVID 19 pandemic: Quantitative empirical research on adaptation to college life.

AIMS: To examine the learning commitment, self-efficacy, grit and adaptation to college life among Korean nursing students, under the prolonged COVID-19 situation, and identify the factors that affect their adaptation to college life. DESIGN: A cross-sectional study. METHODS: The participants were 247 nursing students. The instruments used in the study were the Learning Commitment Scale for Adults, Self-Efficacy Scale, Grit Scale and Campus Life Adaptation Scale (developed for Korean nursing students). A multiple linear regression analysis was conducted using SPSS 23.0. RESULTS: Adaptation to college life had significant positive correlations with learning commitment, self-efficacy and grit. Moreover, self-efficacy and learning commitment were key correlators for adapting to college life.

Exploring lemology teaching with "internet plus" flipped classroom pedagogy.

BACKGROUND: To investigate the use of flipped classroom pedagogy based on "Internet plus" in teaching viral hepatitis in the lemology course during the COVID-19 epidemic. METHODS: This study included students from the clinical medicine general practitioner class at Nanjing Medical University's Kangda College, with the observation group consisting of 67 students from the 2020-2021 school year and the control group consisting of 70 students from the 2019-2020 school year. The observation group used "Internet plus" flipped classroom pedagogy, while the control group used conventional offline instruction. The theory course and case analysis ability scores from the two groups were compared and analyzed, and questionnaire surveys were administered to the observation group. RESULT: After the flipped classroom, the observation group had significantly higher theoretical test scores (38.62 ± 4.52) and case analysis ability scores (21.08 ± 3.58) than the control group (37.37 ± 2.43) (t = 2.024, P = 0.045) and (19.16 ± 1.15) (t = 4.254, P < 0.001), respectively. The questionnaire survey in the observation group revealed that the "Internet plus" flipped classroom pedagogy approach can help enhance students' enthusiasm to learn, clinical thinking ability, practical application ability, and learning efficiency, with satisfaction rates of 81.7%, 85.0%, 83.3%, and 78.8%, respectively; 89.4% of students expressed hope that whenever physical classes resumed, the offline courses could be combined with this pedagogy approach. CONCLUSION: The use of the "Internet plus" flipped classroom pedagogy technique for teaching viral hepatitis in a lemology course boosted students' theory learning ability as well as their case analysis ability. The majority of students were pleased with this type of instruction and hoped that whenever physical classes resumed, the offline courses may be integrated with the "Internet plus" flipped classroom pedagogical approach.

Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study.

AIMS: To investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning. BACKGROUND: Academic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning. DESIGN: Cross-sectional study and mediation analysis. METHODS: Nursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson's r, bivariate analysis and multistage regression analyses were employed to analyze the data. RESULTS: Academic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students. CONCLUSION: Resilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance.

Factors Related to Clinical Competence among Graduating Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study.

PURPOSE: This study investigated clinical competency, COVID-19-related anxiety, coping strategies, self-efficacy, and perceived stress among graduating nursing students during the COVID-19 pandemic. METHODS: We conducted a cross-sectional survey. Participants were recruited from universities located in four major cities in South Korea. General demographic information, clinical competency, self-efficacy, perceived stress, COVID-19-related anxiety, and coping strategies were assessed using reliable questionnaires. Descriptive statistics, correlations, and multiple regression tests were used to analyze the data. RESULTS: The mean clinical competency, self-efficacy, perceived stress, adaptive coping, and maladaptive coping were 138.16 ± 18.34, 83.85 ±14.02, 21.37 ± 5.79, 53.15 ± 4.64, and 30.98 ± 6.73, respectively. COVID-19-related anxiety was reported by 4.3% of participants. Clinical competency was significantly positively correlated with self-efficacy (r = .44, p < .001) and adaptive coping (r = .20, p = .035) and was significantly negatively correlated with maladaptive coping (r = .20, p = .035). The predictors of clinical competency were self-efficacy (ß = .434, p < .001) and adaptive coping (ß = .173, p < .039), which explained 23% of the variance in clinical competency. CONCLUSION: Self-efficacy and adaptive coping strategies are significant predictors of clinical competence during the pandemic. Planning and implementing various curricular and non-curricular activities to increase senior students' self-efficacy and adaptive coping strategies will help prepare competent nursing graduates for the pandemic when they enter the nursing workforce.

Nursing students' learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study.

BACKGROUND: In response to the emergency brought about by the Covid-19 pandemic, many universities around the world had to change their teaching methods from in-person classes to e-learning. The purpose of this study was to identify the learning strategies of nursing students in e-learning during the pandemic. METHODS: This study had a qualitative design and used content analysis approach to collect and analyze the data. Sixteen semi-structured interviews were conducted with 12 Iranian undergraduate nursing students who were selected using purposive sampling method. RESULTS: Most nursing students in this study generally used two different strategies for e-learning, namely self-centered learning strategies and collaborative learning strategies. Some students, on the other hand, adopted a passive approach in which they did not take any effective action to contribute to their learning. CONCLUSION: In e-learning during the pandemic, students adopted different learning strategies. Therefore, designing teaching strategies tailored to the students' strategies can promote their learning and academic achievement. Also, knowledge of these strategies helps policy makers and nursing educators to take necessary measures in order to optimize and facilitate student learning in an e-learning environment.

Undoing Institutional and Racial Trauma Through Interprofessional, Trauma-Informed Education.

Trauma-informed care is a transdisciplinary framework that existed well before 2020, but it is now more imperative to teach it and incorporate it into medical education. This paper describes a novel interprofessional curriculum and its focus on trauma-informed care-notably, including institutional and racial trauma-that was implemented by Yale University for medical, physician associate, and advanced practice registered nursing students.

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students.

BACKGROUND: The text-assisted problem-based, methods traditionally used to teach nursing students cannot adequately simulate holistic clinical situations and patient symptoms. Although video-assisted, problem-based learning methods combined with text have shown positive results in terms of improving comprehension and cognitive abilities, some studies have shown these methods to be inferior to text-assisted methods in terms of promoting deep critical thinking in medical students. PURPOSE: This study was designed to assess the benefits in nursing education of video-assisted, problem-based learning using online multimedia technologies compared with text-assisted, problem-based learning using traditional face-to-face classes. METHODS: A quasi-experimental, nonequivalent control group, preintervention-and-postintervention design was used. The experimental group ( n = 31) received video-assisted, problem-based learning materials with multimedia technologies (video scenarios, Google Docs worksheets, Google slides, Zoom cloud meetings, and e-learning management system) and weekly online lectures (100 minutes) for 4 weeks. The control group ( n = 35) received text-assisted, problem-based learning materials with traditional face-to-face classes and weekly lectures (100 minutes) for 4 weeks. The study data were analyzed using chi-square, Fisher's exact, and independent t tests as well as analysis of variance. RESULTS: At posttest, learning motivation ( t = 3.25, p = .002), academic self-efficacy ( t = 2.41, p = .019), and self-directed learning ( t = 3.08, p = .003) were significantly higher in the experimental group than in the control group. CONCLUSIONS/IMPLICATIONS FOR PRACTICE: Video-assisted, problem-based learning using multimedia technologies was shown to be effective in increasing learning motivation, academic self-efficacy, and self-directed learning in nursing students. These findings have implications for the development and planning of contactless classes in response to the coronavirus pandemic. Notably, no intergroup differences were found in terms of problem-solving skills. Future studies should include in-depth reviews and assessments of the difficulties faced in producing problem scenarios as well as the methods of instruction.

Implementation of a virtual student placement to improve the application of theory to practice.

BACKGROUND: The primary aim of undergraduate, pre-registration nursing education is to prepare students to be nurses who can apply theory to practice, with clinical placements to support the practice element of the clinical programme. However, the theory-practice gap is a longstanding problem within nurse education, as nurses continue to practise with incomplete knowledge to support their actions. PROBLEM: In April 2020, the COVID-19 pandemic caused a reduction in clinical placement capacity that affected student learning opportunities. APPROACH: Based on Miller's pyramid of learning, a virtual placement was created using evidence-based learning theories and an array of multimedia technologies with the intention of replicating real-life experiences and promoting problem-based learning. Scenarios and case studies were collated from clinical experiences and mapped against student proficiencies to produce an authentic and immersive learning environment. CONCLUSION: This innovative pedagogy provides an alternative to the placement experience while enhancing the application of theory to practice.