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Sep 21, 2021 · Abstract. Background. Teaching nursing students to become relational practitioners requires theoretical approaches and strategies that engender personal and aesthetic knowing. These qualities closely parallel those that define relational practice.
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- Setting and Participants
- Study Design and Procedures
- Measures
This study took place in southwest China, and 531 undergraduate nursing students 18–25 years of age (female: 71.8%, 2.9% freshmen, 3.5% sophomores, 6.6% juniors, and 86.8% seniors) from a medical in China (All full-time) took part.
This is a cross-sectional study conducted between May 1, 2021, and September 1, 2021. A non-probabilistic sample of undergraduate nursing students was recruited. To increase response rates, the majority of the surveys were conducted during class time. Further, snowball sampling and posters and social media posts on a university campus were used to ...
The Multidimensional Perceived Social Support Scale
Perceived social support was assessed using the 12-item Chinese version of the MSPSS . Participants rated each item on a scale from 1 (very strongly disagree) to 7 (very strongly agree). We used a sum score of the full scale as an indicator. Higher overall scores indicated greater perceived social support. The scale has strong internal reliability in the samples used in this study (Cronbach’s αTotal= 0.84).
The Cognitive and Affective Mindfulness Scale-Revised
Mindfulness was assessed using the 12-item Chinese version of the CAMS-R composed of four primary scales measuring attention, present focus, awareness, and acceptance [54, 55]. Participants rated each item on a scale from 1 (rarely/not at all) to 4 (almost always). Higher scores indicated greater mindfulness. Cronbach’s alpha for the present sample was adequate (Cronbach’s a = 0.79 ~ 0.88).
The Self-Integrity Scale
Self-Integrity was assessed using the 8-item Chinese version of the SIS composed of two primary scales measuring adaptive adequacy, and feelings of moral . Participants indicated their agreement with each item on a scale from 1 (strongly disagree) to 7 (strongly agree). Higher scores indicated greater self-integrity. Cronbach's alphas were 0.84 ~ 0.91.
- Lu Zhou
People also ask
How important are interpersonal relationships in Nursing Education?
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Do nursing students care for patients in a psychiatric education unit?
Promoting physical activities among nursing students, training problem-solving skills and activating the student counseling centers at universities are suggested. Nurse educators and clinical psychologist can provide opportunities for nursing students to express their own concerns and learn the strategies to cope with crises.
- Roghieh Sodeify, Fatemah Moghaddam Tabrizi
- 2020
May 1, 2019 · The aim of this study was to investigate the relationship between the mental health of nursing students and the stress experienced during their education, their ways of coping, self-esteem, social support and individual factors.
- A. Karaca, N. Yildirim, S. Cangur, F. Acikgoz, D. Akkus
- 2019
Jun 10, 2016 · Results. The following five main themes were identified and included: (1) teaching–learning environment, (2) educator–student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience.
- Kathleen Froneman, Emmerentia du Plessis, Magdelene P. Koen
- 10.4102/curationis.v39i1.1595
- 2016
- Curationis. 2016; 39(1): 1595.
Feb 17, 2020 · In this study, we investigated patient experiences of being cared for by nursing students in a psychiatric education unit. 4 This unit is a collaboration between psychiatric clinic and academia, with the main purpose being to strengthen both the patients’ care and the students’ learning.
Dec 3, 2021 · Developing trusting relationships is essential during education and training. Trust is developed through interaction between educators and students. When trusting relationships are evident, students will follow the educator. Cognitive and affective components are attached to trust in the nursing education environment (Liu 2020).
