Nursing Students’ Emotional State and Perceived Competence During the COVID-19 Pandemic: The Vital Role of Teacher and Peer Support

Utvær, Britt Karin Støen; Torbergsen, Hanne; Paulsby, Tove Engan; Haugan, Gørill

doi:10.3389/fpsyg.2021.793304

Cited by 17 publications

(19 citation statements)

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“…All the texts consulted agree on the importance of emotional competences in the personal and professional development of future nurses [ 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 ] ( Table 2 ). Some authors, such as Kim [ 33 ] or Chew [ 34 ], evaluated the influence of emotional intelligence (EI) on students’ academic performance and highlighted communication as the main element within EI.…”

Section: Resultsmentioning

confidence: 94%

“…Non-technical skills refer to the management of situations in relation to other people), however not with regard to soft skills. Other authors, such as Soto-Rubio [ 42 ], Barros [ 43 ], or Utvaer [ 44 ], found that EI was shown to be a protective factor against psychosocial risks in nursing professionals, especially work-related stress, and also in relation to mental health in the general population. Mental health was reported to have worsened in the population during the COVID-19 pandemic, especially among women and university students [ 45 ].…”

Section: Resultsmentioning

confidence: 99%

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Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review

Sancho-Cantus

Cubero-Plazas

Navas

et al. 2023

IJERPH

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Soft skills (SKs) are skills related to the interaction among people and their way of dealing with tasks. Increasingly valued in the workplace, they are especially relevant in health professionals due to the importance of the relationship among them and their patients and families. Given their importance, the university training of healthcare professionals must promote the development of SKs. The COVID-19 pandemic has been a turning point in many areas, changing the learning process and, even more, the use of these soft skills as a fundamental ingredient in human relationships. The aim of this study was to analyse the available evidence regarding SKs in health science students, specifically nursing students, and to describe whether there is a worsening in the development of such skills after the COVID-19 pandemic. According to the PRISMA-ScR methodology for systematic reviews, this study included articles on social skills and possible changes in these skills as a consequence of the pandemic in health sciences students The results highlight the importance of these emotional competences for future nurses, being particularly relevant for communication and emotional self-awareness and showing their influence on academic aspects, such as academic performance or mental health and coping skills. A major limitation of the present study was not considering aspects such as compassion or empathy. However, the novelty provided by this work is the analysis of the changes in SKs produced as a consequence of the pandemic. It is definitely clear that there is a need to enhance emotional intelligence, and thus soft skills, in future health professionals.

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Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 99%

Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review

Sancho-Cantus

Cubero-Plazas

Navas

et al. 2023

IJERPH

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“…Nursing students' stress and mental health partly explain academic burnout at this time, in addition to perceived support and educational level, since third-and fourth-year undergraduate students reported higher academic burnout (Sveinsd ottir et al 2021). Teacher and peer support were the main pedagogic resources to enhance nursing students' mental health and competence development (Utvaer et al 2022).…”

Section: Introductionmentioning

confidence: 92%

“…Teacher and peer support were the main pedagogic resources to enhance nursing students' mental health and competence development (Utvær et al . 2022 ).…”

Section: Introductionmentioning

confidence: 99%

The influence of emotional burnout and resilience on the psychological distress of nursing students during the COVID‐19 pandemic

Merino-Godoy

Jiménez

Martín³

et al. 2022

Int J Mental Health Nurs

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The aim of this study was to measure and analyse the association of emotional burnout and resilience with the psychological distress of students who finished their nursing studies after the peak of the COVID‐19 pandemic. The mental health of nursing students was affected during the pandemic, and resilience seems to counteract the negative effects. This is a cross‐sectional study. The data (quantitative) were gathered at the beginning of the second term of the academic year 2020/2021. The study was carried out in the Spanish university context. Self‐reported measures were gathered using three one‐dimensional, valid, and reliable scales: the Psychological Distress Scale (K‐10), the Emotional Burnout Scale (EBS), and the short version of the Connor‐Davidson Resilience Scale (CD‐RISC10). A total of 393 students of different Spanish universities participated in this study. A valid linear regression model was obtained, which allowed verifying that psychological distress is explained, with 37% variance, by emotional burnout and resilience. The total score in emotional burnout has more relevance than the total score in resilience, and the latter has a negative tendency. Facing the factors that generate emotional burnout in students in the academic scope and promoting resilience in them are fundamental aspects that contribute to their psychological well‐being. The reflection should be extended to clinical practices. Universities are urged to think about last‐year students, their experiences, perceptions, and feelings, to determine how their susceptibility to emotional burnout and psychological distress can be minimized in their future clinical practices. Strategies to promote their resilience should also be studied.

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“…In addition, learning institutions could assist RNS in seeking peer support to connect with other RNS. With the introduction of remote learning modes of delivery due to COVID, current RNS are more isolated and may feel less united with their peers than in previous cohorts, with ramifications for RNS resilience (Utvaer et al, 2022).…”

mentioning

confidence: 99%

Nursing students' experience of workplace violence in clinical practice: A qualitative systematic review

Dafny

McCloud

Pearson

et al. 2023

Journal of Clinical Nursing

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AimsTo systematically identify, appraise and synthesise qualitative studies investigating Registered Nurse students' (RNS) experiences of workplace violence (WPV) while on clinical placement. It is expected that the literature review findings will guide the development of targeted programs and policies to address WPV against RNS.BackgroundWPV affects RNS during clinical placements as they are vulnerable to violence due to their limited experience and skills to challenge abusive behaviour. In this review, RNS are students enrolled in a Bachelor of Nursing program to become registered nurses and exclude students who are enrolled in nursing program that does not lead to registration as a registered nurse. For example, enrolled in nursing programs and postgraduate nursing programs. RNS are chosen for their scope of practice and the training requirements. RNS reported experiencing WPV mainly from colleagues, staff, teachers, doctors and supervisors, which resulted in leaving nursing practice, impacting students' progression and healthcare systems. This review examines all types of violence RNS face irrespective of the abuser.MethodsA qualitative systematic review of existing literature was conducted through a comprehensive database search of eight databases MEDLINE, CINAHL, Web of Science, Scopus, Embase, Cochrane Central and ProQuest. Furthermore, reference lists of included studies were searched to identify further research. English language qualitative primary studies of any study design were searched from inception to 6th June 2022 and included if they met the inclusion criteria. Double review process utilised from screening until data synthesis reported according to PRISMA. JBI critical appraisal tools were used to assess the studies, and data extraction utilised JBI QARI tool and screened for credibility and confidence in findings.ResultsA total of 18 studies met the inclusion criteria, and the studies were conducted in nine countries. Five main themes relating to RNS experiences of WPV while on clinical placement were identified, including: ‘Types of workplace violence’, ‘Perpetrators’, ‘Causes’, ‘Consequences’ and ‘Management of workplace violence’.ConclusionsThis qualitative systematic review provides new and significant knowledge in understanding the phenomenon of WPV experienced by RNS while on clinical placement.Relative to clinical practiceThis review highlights the unwillingness of RNS to reach out to instructors or clinical placement leaders in many situations and identifies avenues of support and awareness that are crucial to empower and enabling students to seek support.

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Nursing Students’ Emotional State and Perceived Competence During the COVID-19 Pandemic: The Vital Role of Teacher and Peer Support

Cited by 17 publications

References 40 publications

Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review

Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review

The influence of emotional burnout and resilience on the psychological distress of nursing students during the COVID‐19 pandemic

Nursing students' experience of workplace violence in clinical practice: A qualitative systematic review

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