Measuring academic satisfaction in nursing students: a systematic review of the instruments.

Student academic satisfaction is one of the most important factors affecting the success and quality of a higher education institute and is an indicator about teaching and learning. This study aims to summarize and critically evaluate the instruments assessing academic satisfaction in nursing education. A systematic review was undertaken, PRISMA were used for the screening of studies. MEDLINE, Cochrane, Scopus and CINAHL were searched using MeSH terms; seven eligible articles were identified referring to five assessment tools. COSMIN was used for evaluation of the methodological of the instruments. The systematic review identified five satisfaction measurement tools used in nursing education. The analysis of the instruments rarely considered a confirmative validity structure, measurement error or criterion validity. The best available instrument was the Nursing Students Satisfaction Scale (NSSS) for validation methodology; however, it needs further validation studies that consider CFA, reliability, criteria validity, hypothesis testing and measurement error.

Nursing students' satisfaction with the curriculum: An integrative review.

BACKGROUND: Student satisfaction is one indicator of quality in higher education, allowing access to funding and coming with repercussions on student performance. This theme is considered complex and highly studied; however, in the nursing literature, there are no studies that summarize and combine the variables and predictors of satisfaction, as well as the existing conceptual models. PURPOSE: The purpose of this study is to define the following: 1) nursing students' academic satisfaction, 2) the existing theoretical models, 3) the academic satisfaction trend during the course, 4) the differences in academic satisfaction level between nursing student characteristics, and 5) the variables involved in the satisfaction process. METHODS: An integrative review using Whittemore and Knafl's (2005) methodologies was conducted. The electronic databases CINAHL, PubMed, Cochrane, and Scopus were used. Two reviewers independently conducted the quality appraisal of the selected studies using the checklist proposed by Edwards (2015) and the Joanna Briggs Institute (JBI) tool. FINDINGS: Nineteen papers were included. The articles were published between 1990 and 2018. CONCLUSIONS: The review highlights the lack of a shared conceptual framework to guide the empirical research in the nursing degree field. Four dimensions that predict satisfaction with the curriculum have been identified: faculty, curriculum, social, and development.

[The effective educational interventions in the promotion of self-care in people with heart failure: a literature review]. / Gli interventi educativi efficaci nella promozione del self-care nelle persone con scompenso cardiaco: una revisione della letteratura.

INTRODUCTION: Self-care in people with heart failure is subject of recent middle-range and short-range nursing theories and its promotion is recognized as a sensitive nursing outcome, achievable through various strategies including education. PURPOSE: To identify educational interventions that are effective in the promotion of self-care in adults and elderly people with heart failure, evaluating educational methods and tools used and their effectiveness in the medium-long term period. METHOD: We conducted a literature review, beginning with a search of secondary studies consulting Cochrane Library and than searching for the most recent primary studies in these scientific databases: PubMed, CINAHL, Scopus, and PsycINFO. RESULTS: The information meeting, focused on cognitive learning method, is the most frequently used and it shows a good and heterogeneous effectiveness in the promotion of self- care. The best statically significant results were obtained from the integration of this method with patients' training and counseling, relating respectively to the psycho-motor and psycho- affective learning. In support of the hetero-directed interventions were useful informational tools, self-monitoring tools and facilitating tools. The education was effective in promoting self-care until 12 months in most of the studies. CONCLUSIONS: The selected literature shows that is difficult to identify the best method or educational tool and that a single intervention is often not enough to promote self-care. Heal- thcare providers need to think about education as a continuous and dynamic process that includes multiple sessions and encourages the participation of the patient, turning the meeting into a discussion time where any provided is useful to answer to specific situations through activities and relationships.

[The person inside the patient: a qualitative research on the dignity of people assisted in hospital]. / La persona dentro il paziente: una ricerca qualitativa sulla dignità delle persone assistite in ospedale.

AIM: the dignity of the patient and the respect shown toward him are essential aspects of the nursing profession. Developing a qualified competence is possible only if healthcare professionals feel thoughtfully involved in their role. The purpose of this study is to understand, through actual patients' experiences of hospitalization, which are the key factors affecting patients dignity in order to recognize how to provide sensitive care. METHOD: The survey was conducted in Valcamonica's hospital, on a sample of 20 patients hospitalized here in August 2015, all corresponding to predefined inclusion criteria. The survey was carried out through semi-structured interviews including key questions, fundamental to survey purposes. RESULTS: dignity is regarded by everyone as an intrinsic value of every human being. Main survey's result is that the majority of interviewees feel their dignity maintained during hospitalization. Factors that may affect patients dignity can be summarized in three main categories: factors related to healthcare professionals behavior, hospital environment and patients personal condition. CONCLUSIONS: dignity is today an undefined and ambiguous concept; nevertheless it is something that every human being is aware of and the importance to safeguard it is recognized by all of us. However, hospital itself and the conditions of weakness and dependence that often come along with the disease, can easily harm patient's dignity. Polite and accommodating behavior of healthcare providers is the best way to respect patients' dignity. In conclusion, the clinical approach which takes into account only the disease and not the individuality of the person is inadmissible for every category of patient.

Suppression of both ELIP1 and ELIP2 in Arabidopsis does not affect tolerance to photoinhibition and photooxidative stress.

ELIPs (early light-induced proteins) are thylakoid proteins transiently induced during greening of etiolated seedlings and during exposure to high light stress conditions. This expression pattern suggests that these proteins may be involved in the protection of the photosynthetic apparatus against photooxidative damage. To test this hypothesis, we have generated Arabidopsis (Arabidopsis thaliana) mutant plants null for both elip genes (Elip1 and Elip2) and have analyzed their sensitivity to light during greening of seedlings and to high light and cold in mature plants. In particular, we have evaluated the extent of damage to photosystem II, the level of lipid peroxidation, the presence of uncoupled chlorophyll molecules, and the nonphotochemical quenching of excitation energy. The absence of ELIPs during greening at moderate light intensities slightly reduced the rate of chlorophyll accumulation but did not modify the extent of photoinhibition. In mature plants, the absence of ELIP1 and ELIP2 did not modify the sensitivity to photoinhibition and photooxidation or the ability to recover from light stress. This raises questions about the photoprotective function of these proteins. Moreover, no compensatory accumulation of other ELIP-like proteins (SEPs, OHPs) was found in the elip1/elip2 double mutant during high light stress. elip1/elip2 mutant plants show only a slight reduction in the chlorophyll content in mature leaves and greening seedlings and a lower zeaxanthin accumulation in high light conditions, suggesting that ELIPs could somehow affect the stability or synthesis of these pigments. On the basis of these results, we make a number of suggestions concerning the biological function of ELIPs.

Mutational and expression analysis of ELIP1 and ELIP2 in Arabidopsis thaliana.

Plants exposed to photoinhibitory conditions respond by accumulation of the early light-induced proteins (ELIPs) with a potential photoprotective function. In Arabidopsis thaliana two genes (Elip1 and Elip2) encode for two ELIP proteins: evidence exists that the two genes are differentially regulated but their precise function is unclear. Mutants null for one or the other Elip gene can help in elucidating ELIPs role and here we describe the expression profile of ELIP1 and ELIP2, and the phenotype of such null mutants. Both ELIPs accumulate during greening of etiolated seedlings and in mature plants the transcripts fluctuate diurnally without protein accumulation. Steady-state transcript level of both genes increases in response to high light with transcription of Elip1 much more sensitive than that of Elip2 to increasing irradiation at 22 degrees C. At 4 degrees C instead Elip2 is strongly transcribed even at growing light. Furthermore, only ELIP1 accumulates under high light at 22 degrees C while both proteins accumulate at 4 degrees C. These results indicate the existence of a differential regulation of ELIPs expression in response to light or chilling stress with mechanisms active either at transcriptional and post-transcriptional level. Phenotypically, the mutants behave as the wild type as far as sensitivity to light- or light and cold-induced short-term photoinhibition, while both ELIPs are necessary to ensure a high rate of chlorophyll accumulation during deetiolation in continuous high light.