Comparison of first-year nursing students' GAD-7 scores: a pilot study focusing on Generation Z.

BACKGROUND: In a post-pandemic landscape, Generation Z (Gen Z) nursing students are increasingly facing mental health challenges, notably anxiety. This study investigated these challenges among first-year nursing students. AIMS: The primary objective was to assess self-reported anxiety levels in first-year undergraduate nursing students, focusing on Gen Z, before or at the onset of their initial clinical placement post-pandemic. METHODS: Employing a cross-sectional design, this study used the Generalized Anxiety Disorder-7 (GAD-7) questionnaire to evaluate anxiety levels. It encompassed first-year nursing students from various fields at a university in North East England, considering generational differences, field of nursing, and demographic variables. FINDINGS: Results indicated anxiety levels among generational groups, with Gen Z students exhibiting extreme variations. Notably, students in Mental Health Nursing reported less anxiety than their counterparts in other nursing fields. The study also sheds light on the ramifications of the COVID-19 pandemic on student mental health. CONCLUSIONS: The study underscores the necessity for bespoke support systems in educational and clinical environments, particularly for Gen Z students. It advocates for comprehensive strategies in universities and clinical settings to nurture nursing students' emotional health, thereby enhancing their resilience and long-term career prospects.

A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students.

Nursing programmes were flexible during the COVID-19 pandemic, offering simulation to replace clinical hours and adjusting supervision and assessment. However, second-year students in two modules had lower results despite no changes to the material, team or delivery. OBJECTIVES: A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. METHOD: Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. RESULTS: A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. DISCUSSION: Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.

Intermediate life support for the adult.

Stuart Barker, Graduate Tutor in Adult Nursing, Northumbria University (stuart.j.barker@northumbria.ac.uk), discusses more advanced skills to complement basic life support, including early recognition of deterioration, different types of airway support for an unconscious patient and automated defibrillation.

Basic life support for the adult.

Stuart Barker, Graduate Tutor in Adult Nursing, Northumbria University ( stuart.j.barker@northumbria.ac.uk ), discusses assessing the unresponsive patient and performing cardiopulmonary resuscitation as the crucial first steps in the chain of survival.