ABSTRACT
AIMS: This study aimed to investigate the levels of stress among French student nurses and the influence of different personal resources on their well-being and stress levels. BACKGROUND: Student nurses have to cope with strong emotional demands, leading them to experience academic stress. Recent studies have highlighted the influence of personal resources such as self-efficacy, conflict management styles and emotional intelligence on the ability to cope with stressful situations. However, the contributions of these different factors have so far been explored separately. DESIGN: A multicenter cross-sectional survey was performed from February to April 2022. The sample consisted of 1021 first-year student nurses from different nursing schools in France (including 890 women and 113 men), aged 18-55 years. METHODS: Students completed an online questionnaire containing measures of well-being, Perceived Stress Scale, Occupational Stress, Generalized Self-Efficacy Scale, Emotional Intelligence and Conflict Management Styles. RESULTS: Nearly half (40.4%) of participants reported experiencing symptoms of stress. However, they also reported a satisfactory well-being and high self-efficacy for coping with stressful situations. Multiple regression analyses revealed major contributions of self-efficacy to stress and well-being and additional mediation models showed that these contributions were partially mediated by awareness of one's own and others' emotions. CONCLUSIONS: These findings highlight the importance of continuing to work on the construction of appropriate educational activities that are consistent with the technical and, above all, nontechnical skills of student nurses.
Subject(s)
Psychological Tests , Self Efficacy , Self Report , Students, Nursing , Male , Humans , Female , Adaptation, Psychological , Cross-Sectional Studies , Emotional Intelligence , Students, Nursing/psychology , Surveys and QuestionnairesABSTRACT
Context: Some publications have suggested that students might have difficulties identifying the outlines of plagiarism, as well as a possible high frequency of such scientific misconduct. However, little data exists for health care students in France. Objectives: To describe the prevalence of professionals having experienced plagiarism over the past two years, and the practices associated with plagiarism within our institutes. Methods: Using an online self-questionnaire, we surveyed all professionals who had been on a dissertation defense panel in 2019 in at least one of the six training institutes of a French university hospital (n = 152). Results: 15 out of 62 participants reported at least one situation of plagiarism over the past two years. All parts of the dissertation have been plagiarized at least once. The reported sanctions varied from none to definitive exclusion from the training institute. The main strategy for detecting plagiarism reported by participants was the search for variations in the writing style (85%). Conclusion: Training institutes should set up effective prevention measures against plagiarism and help panelists by defining clear strategies for detection, orientation, and sanction in situations of plagiarism.
Contexte: Plusieurs travaux pointent la difficulté rencontrée par les étudiants pour discerner les contours du plagiat et la fréquence élevée de ce type de méconduite scientifique. Mais peu de données sont disponibles sur les étudiants en santé en France. Objectif: Décrire la proportion de professionnels ayant été confrontés à une situation de plagiat sur les deux dernières années et les pratiques associées au plagiat au sein de nos instituts. Méthode: Nous avons interrogé l'ensemble des professionnels participant aux jurys de mémoire de fin d'étude en 2019 sur au moins un des six instituts de formation d'un CHU français (n = 152), via un auto-questionnaire informatisé. Résultats: Un quart des participants (15 sur 62) ont rapporté au moins une situation de plagiat avérée sur les deux dernières années. L'ensemble des parties du mémoire a été rapporté comme plagié. Les sanctions rapportées allaient de l'absence de sanction à l'exclusion définitive. Les méthodes de repérage portaient principalement sur la recherche de rupture de style (85 %). Conclusion: Les instituts de formation doivent mettre en place des mesures de prévention efficaces, et accompagner les jurys en posant des stratégies d'établissement claires pour la détection, l'orientation et la prise de sanction dans le cadre du plagiat.
Subject(s)
Plagiarism , Scientific Misconduct , Humans , Surveys and Questionnaires , Students , Hospitals, UniversityABSTRACT
Numerous studies show the risk of a breakdown in the continuity of care when a patient leaves hospital. A study was carried out of hospital-based nurses, to find out their representations with regard to their role in the hospital-home transition. The results enable areas of improvement to be identified.
Subject(s)
Nursing Staff, Hospital , Patient Discharge , Humans , Nurse's Role/psychology , Nursing Staff, Hospital/psychology , Transitional Care/organization & administrationABSTRACT
Nurse training was profoundly remodelled following publication of the 2009 reference framework. Signalling the entry into the bachelor-master-doctorate system, and likewise the academisation process, this document modified training engineering, teaching approaches, partnerships and organisations. Interprofessional collaboration has become essential.
