Nurse educators' perceptions of factors related to the competence of graduating nursing students

Järvinen, Tiina; Virtanen, Heli; Kajander‐Unkuri, Satu; Salminen, Leena

doi:10.1016/j.nedt.2021.104884

Cited by 15 publications

(20 citation statements)

References 16 publications

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“…Thus, this result must be treated with caution. According to nurse teachers, SDL is one of the factors relating to graduating nursing students’ competence (Järvinen et al., 2021). Professional development after graduation requires equipping graduating nursing students with needed abilities to continue to learn after graduation (Al Moteri, 2019) and supporting nursing students’ continuous life‐long learning as professional nurses are one of the requirements for nurse teacher (World Health Organization, 2016).…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study

et al. 2022

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Aim: To describe nursing students' level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries. Design:A cross-sectional comparative design across the countries. Methods:The study was conducted from February 2018 to September 2019. Nursing students (N = 4,135) from the Czech Republic, Finland, Italy, Portugal, Slovakia and Spain were invited to respond to the research instruments (the Self-Rating Scale of Self-Directed Learning and the Nurse Competence Scale) at graduation. The data were analysed using the chi-square test, Pearson correlation coefficient and the linear model. Results:The nursing students' (N = 1,746) overall self-directed learning abilities were at high level in all countries. Statistically significant differences occurred between countries. Spanish nursing students reported the highest level of self-directed learning abilities while students from the Czech Republic reported the lowest. Higher level of self-directed learning abilities was related to several factors, particularly with the self-assessed level of competence and country.

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Section: Discussionmentioning

confidence: 99%

Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study

et al. 2022

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“…As nursing students are the reserve force of the nursing workforce, they are in the critical period of forming life values, so it is more important to think deeply about the meaning of life [10,11]. However, the research has shown that only 27.1% of medical students had a clear life goal and meaning [12].…”

Section: Introductionmentioning

confidence: 99%

Association between calling and meaning in life among nursing students:the mediation effect of moral identity

Wang

Zhang

Jiang

et al. 2023

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Background: Improving meaning in life is beneficial for nursing students to provide better service for patients in the future. As a result, it is important to explore factors affecting meaning in life in nursing students. Objective: To investigate the mediating role of moral identity in the relationship between calling and meaning in life in nursing students. Design: This study was a cross-sectional design. Methods: A total of 10756 nursing students were recruited from November16 to January 17, 2023. The General Demographic Information Questionnaire, the Chinese Calling scale (CCS), the Moral Identity Measure (MIM), and the China Meaning Life Questionnaire (C-MLQ）were used to assess their socio-demographics, calling, moral identity, and meaning in life. Correlation analysis was used to examine the relationship between the three variables. The PROCESS macro was used to conduct mediation analysis. The study was compliant with the STROBE checklist. Results: The valid questionnaires were 10583 (effective response rate: 98.39%). Most of the participants were female(85.47%),unmarried(98.74%) and rural students(79.09%). High moral identity and high calling were associated with better meaning in life (all P<0.05). Moral identity mediated the relationship between calling and meaning in life. The mediating effect was 65.14% of the total effect(0.454/0.697). Conclusion: This study contributes to a broader understanding of the factors that influence nursing students' meaning in life. Calling may influence meaning in life, partly through moral identity. Educators can consider enhancing nursing students' meaning in life by increasing their moral identity and calling.

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“…These conditions of the CLE place new demands on nursing education, particularly on NTs. Among students, NTs are valued as key persons in providing student learning evaluations, integrating theoretical and practical knowledge, helping students to understanding their roles as students, and providing emotional support during the clinical practicum [ 14 , 15 ]. Thus, a high frequency of NT cooperation is seen to be associated with students’ positive clinical practicum experiences [ 16 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

“…As already stated in the European Union directive in 2005 [5], NTs have the main responsibility of the student supervision in clinical practicum [5,15,17], albeit the clinical role of NTs has been ill-defined over the years and varies across European countries and clinical placements [8,19,20]. However, European nursing students commonly appreciate the cooperation they have with their NTs [14,17,[20][21][22][23], despite having reported a lack of support from NTs [14,19,21,22,24].…”

Section: Introductionmentioning

confidence: 99%

The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

et al. 2022

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Background A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students’ clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher’s cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries. Methods A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher’s pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018–2019. The data were analyzed using a Chi-Square test, Pearson’s correlation coefficients, and linear models. Results A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher’s pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher’s pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country. Conclusions This study reveals that nurse teachers play an essential role in supporting and guiding nursing students’ final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers’ pedagogical cooperation role within the clinical learning environment.

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Nurse educators' perceptions of factors related to the competence of graduating nursing students

Cited by 15 publications

References 16 publications

Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study

Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study

Association between calling and meaning in life among nursing students:the mediation effect of moral identity

The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

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