An Examination of Social Support and Mental Health in Nursing Students During COVID-19.

ABSTRACT: The COVID-19 pandemic limited social interactions and potential social support among residential nursing students. This study used a cross-sectional design to explore students' social living conditions and resources and their correlations with student mental health. Results demonstrated higher than expected levels of anxiety, depression, and loneliness. However, social living situation did not affect mental health. Both parental education and mental health therapy (used as a control) were significantly related to student-reported mental health.

Examining Nursing Students' Experiences During COVID-19 Through a Psychosocial Development Lens.

Background and Purpose: The purpose of this qualitative study was to evaluate experiences of the COVID-19 pandemic on freshman and sophomore residential nursing students in relation to personal development. Findings are examined through the lens of Chickering's seven vectors of psychosocial development to better understand the implications of nursing students' challenges during COVID-19. Methods: A convenience sample of residential nursing students completed surveys eliciting narrative descriptions of the consequences of the COVID-19 pandemic on their lives while in college. Results: Five main themes were identified as personal consequences of the pandemic: loss of connection with peers and instructors, loss of focus, loss of motivation, physical isolation, and emotional isolation. Findings were discussed through the lens of Chickering's seven vectors of psychosocial development to better understand the implications of students' COVID experiences. Implications for Practice: The results of the study suggest that students may have experienced obstacles from the effects of COVID-19, which may affect their psychosocial and identity development. An understanding of the personal consequences of COVID-19 on residential nursing students may assist faculty and administrators as they develop opportunities for social interactions that serve as a foundation for psychosocial development.

Emerging Telepresence Technologies in Hybrid Learning Environments.

The last several years have seen a strong growth of telerobotic technologies with promising implications for many areas of learning. HCI has contributed to these discussions, mainly with studies on user experiences and user interfaces of telepresence robots. However, only a few telerobot studies have addressed everyday use in real-world learning environments. In the post-COVID 19 world, sociotechnical uncertainties and unforeseen challenges to learning in hybrid learning environments constitute a unique frontier where robotic and immersive technologies can mediate learning experiences. The aim of this workshop is to set the stage for a new wave of HCI research that accounts for and begins to develop new insights, concepts, and methods for use of immersive and telerobotic technologies in real-world learning environments. Participants are invited to collaboratively define an HCI research agenda focused on robot-mediated learning in the wild, which will require examining end-user engagements and questioning underlying concepts regarding telerobots for learning.

Emotional Intelligence Relates to NCLEX and Standardized Readiness Test: A Pilot Study.

BACKGROUND: Understanding what factors contribute to NCLEX-RN success is critical to nursing programs. Emotional intelligence is one factor that warrants investigation. PURPOSE: The purpose of our study was to examine emotional intelligence, measured via the Mayer-Salovey-Caruso Emotional Intelligence Test 2.0, to 2 standardized measures of nursing student performance: the Kaplan Nursing Assessment Test (NAT) and NCLEX-RN success. METHODS: A descriptive, cohort design with 2 data collections times points (n = 53) evaluated the contribution of emotional intelligence to NAT and to NCLEX-RN success, while controlling for age. RESULTS: Emotional intelligence global scores were significantly related to both NAT and NCLEX-RN. Understanding emotions branch was a significant predictor of NAT. Perceiving emotions and understanding emotions branches were both significant predictors of NCLEX-RN. CONCLUSIONS: Results suggest that enhancing nursing curriculum to include training in perceiving and understanding emotions may be beneficial in augmenting student success.

Leadership Development Through Peer-Facilitated Simulation in Nursing Education.

BACKGROUND: Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. METHOD: With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. RESULTS: Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. CONCLUSION: Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.].

The Role of Emotional Intelligence in Predicting Postpartum Depression.

This study examines the direct and moderating effects of emotional intelligence on postpartum depression (PPD), while taking into account social support and stressful life events. Using a prospective cohort design, 165 women were surveyed in their third trimester and again at 9 weeks postpartum. Results support the direct effects of emotional intelligence (ß = -.20, p = .01), social support (ß = -.17, p = .04), and stressful life events (ß = .17, p = .04) on PPD. Moderating effects are also supported with significant effects on PPD: stressful life events × emotional intelligence (ß = -.17, p = .04) and stressful life events × social support (ß = -.21, p = .01).

The mediated effects of maternal depression and infant temperament on maternal role.

We examined prenatal depression, postpartum depression, and infant temperament, respectively, in a mediated process model to predict maternal role. Using a prospective, observational design, we surveyed 168 women during pregnancy and then in postpartum. Data analyses supported the contribution of each variable in an ascending fashion (ab = -0.01, SE = 0.004, 95 % CI [-0.021, -0.004]), such that infant temperament had the strongest effects (sr(2) = .124, p < .001). Further, postpartum depression was found to influence maternal role with both direct effects and indirect effects via infant temperament. These results highlighted the significant impact postpartum depression may have on maternal role. Future interventions targeting mothers experiencing or who are at risk for depression may consider tools to improve mother-baby interactions. The effects of such intervention may subsequently improve both infant temperament and maternal role evaluation.

Using action research to plan a violence prevention program for emergency departments.

INTRODUCTION: Although there are numerous studies that show that emergency department (ED) violence is a prevalent and serious problem for healthcare workers, there is a lack of published evaluations of interventions aimed at reducing this alarming trend. Using an action research model, the authors partnered with six hospitals to plan, implement and evaluate a violence prevention and management intervention. Phase one of this project involved gathering information from employees, managers and patients using focus groups. METHODS: Ninety-seven persons participated in one of twelve focus groups. The Haddon matrix was used to develop focus group questions aimed at gathering data about the pre-assault, during assault, and post-assault time frames and to compare these findings to planned strategies. Analysis consisted of identification of themes related to intervention strategies for patients/visitors, employees, managers, and the work environment. RESULTS: Thematic analysis results supported the relevance, feasibility, and saliency of the planned intervention strategies. With the exception of a few items, employees and managers from the different occupational groups agreed on the interventions needed to prevent and manage violence against ED workers. Patients focused on improved staff communication and comfort measures. DISCUSSION: Results support that violence in the emergency department is increasing, that violence is a major concern for those who work in and visit emergency departments, and that interventions are needed to reduce workplace violence. The Haddon matrix along with an action research method was useful to identify intervention strategies most likely to be successfully implemented and sustained by the emergency departments.