Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

Hansen, Mette Tindvik; Olsen, Richard; Brynhildsen, Siri; Leonardsen, Ann‐Chatrin Linqvist

doi:10.1002/nop2.1368

Cited by 5 publications

(2 citation statements)

References 56 publications

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“…This has clinical relevance because ANs are the ones that in Swedish healthcare spend most time bed-side with the patient. The increased level of self-confidence resonates with findings from Hansen et al [ 30 ], who in their evaluation of proACT training in nurse education found increased competence and feelings of security when assessing and managing acutely ill patients. The results also support findings from other interprofessional simulation-based initiatives in different hospital settings [ 31 – 34 ] and programs for healthcare students [ 35 ].…”

Section: Discussionsupporting

confidence: 75%

Capability to identify and manage critical conditions: effects of an interprofessional training intervention

Santesson,

Schell,

Bjurling-Sjöberg

2024

BMC Med Educ

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Background The burden of critical illness is a global issue. Healthcare systems often fail to provide essential emergency and critical care for deteriorating patients, and the optimal strategy for ensuring safe care is not fully known. This study aimed to explore the capability to identify and manage critical conditions and to evaluate how an interprofessional training intervention that included theory as well as high-fidelity simulation (proACT) in the short and long term affected the capability. Methods A questionnaire study was performed. A cross-sectional survey of all in-hospital nurses and physicians in a Swedish region (n538) and a longitudinal cohort of participants entering the proACT course during a six-month period (n99) were included. Descriptive and comparative statistics were generated. Additionally, qualitative content analysis was performed for free text answers. Results The findings demonstrated that the intervention improved the individual healthcare professionals’ competence with a sustained effect over time. The coverage of proACT trained staff increased from 13.2% to 26.5%, but no correlation was observed with workplace conditions that support safe care. Collaboration and workplace climate were perceived to be mainly positive, but for safer care, an overall need for improved competence and staffing was emphasized. Conclusions The present study confirms previously identified issues and the need for improvements in the care of critically ill patients in general hospital wards. It supports the notion that a training intervention, such as proACT, can increase the capability to identify and manage patients with critical conditions. All healthcare professions increased the competence. Hence, more effort is needed to enable staff of all professions to participate in such training. Studies of interventions cover higher number of trained staff in the setting are warranted to clarify whether the training can also improve workplace conditions that support safe care of deteriorating and critically ill patients.

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Section: Discussionsupporting

confidence: 75%

Capability to identify and manage critical conditions: effects of an interprofessional training intervention

Santesson,

Schell,

Bjurling-Sjöberg

2024

BMC Med Educ

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“…A questionnaire was developed based on studies focusing on nursing students and nurses’ technical skills and self-assessed competence [ 26 , 27 , 28 , 29 ], as well as supervisors of nurse anesthetist students’ perspectives on clinical nursing experience as a prerequisite to the APN education [ 18 ]. Based on this, statements regarding the impact of clinical nursing experience on various aspects of nursing practice ( n = 15), perceived associations between APN students’ clinical nursing experience and the ability to achieve the learning outcomes in the APN education ( n = 3), and about the necessity of clinical nursing experience before entry to an APN education program ( n = 6) were developed.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Clinical Experience in Advanced Practice Nursing Education—A Cross-Sectional Study of Norwegian Advanced Practice Nurses’ Perspectives

Leonardsen

2023

Nursing Reports

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Background: An Advanced Practice Nurse (APN) is a specialized nurse who has acquired context specific knowledge, complex decision-making skills, and clinical competencies. Previously in Norway, APN education programs had a prerequisite of a minimum of two years of clinical nursing experience. Recently, the government decided to abandon this prerequisite. Objectives: The objectives of this study were to assess APN’s and APN students’ (1) perspectives on the impact of clinical nursing experience on various aspects of nursing practice, (2) perspectives on the association between APN students’ previous clinical experience and the ability to achieve the learning outcomes in the education program, and (3) attitudes towards clinical nursing practice as a prerequisite before entry to APN education programs. Design: An observational, cross-sectional design. Methods: APN and APN students were invited to respond to a researcher-developed questionnaire. A snowballing sampling method was used. The questionnaire included 24 questions scored on a five-point Likert scale, and two questions with text responses. Quantitative data were analyzed using descriptive statistics, and text responses with thematic analysis. Results: In total, 1767 APNs (92.9%) and APN students (7.1%) responded. Between 93.6 and 98.2% of the respondents (n = 1767) agreed that clinical nursing experience leads to experience with communication, collaboration, basic procedures, medical equipment and documentation, and to the development of situation awareness, increased awareness on own role in teams, the ability to provide person-centered nursing, an independent nursing identity, and feeling of security. Over 90% of the respondents agreed that students’ previous clinical experience was associated with the ability to achieve the learning outcomes in the APN program. In addition, 93.7% of the respondents agreed that clinical nursing experience should be a prerequisite before entry to APN programs. Advantages of clinical experience were reported as ‘Professional identity’, ‘Intuitive grasp’, ‘Integration of technical skills’, and ‘See the whole picture’. Disadvantages were reported as ‘Prejudice and bad habits’, ‘The importance of relevant experience’, and ‘Recruitment issues’. Conclusion: This study adds insights into the impact of clinical nursing experience as a prerequisite to APN education programs. The results indicate that clinical nursing experience is an essential contributor to the development of nursing competence and a nursing identity. This study was not registered.

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Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

et al. 2022

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Aim Simulation‐based nursing education interventions have a strong educational effect on psychomotoric skills, but students may experience physiological stress and anxiety during simulation. The aims of this study were to explore (1) nursing students' perceived stress, self‐efficacy, control and evaluation before and after simulation as part a structured course in physical assessment, (2) whether factors such as gender, age or previous work experience were associated with perceived stress during simulation and (3) nursing students evaluation of the course. Design An observational, cross‐sectional study before and after simulation and a course in physical assessment. Methods We utilized “the Self‐Assessment Manikin for measuring emotion” before and after simulation, a questionnaire to identify symptoms of stress after simulation, and a questionnaire to evaluate the physical assessment course. Results A total of 59 students participated. Students perceived stress before simulation but reported a lower degree of activation, a more positive mood, increased feeling of control and self‐efficacy after the simulation. They also felt more secure about their assessments. Even though students reported of several symptoms of stress before simluation, the course increased students' self‐reported competence and feeling of security.

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Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

Cited by 5 publications

References 56 publications

Capability to identify and manage critical conditions: effects of an interprofessional training intervention

Capability to identify and manage critical conditions: effects of an interprofessional training intervention

The Impact of Clinical Experience in Advanced Practice Nursing Education—A Cross-Sectional Study of Norwegian Advanced Practice Nurses’ Perspectives

Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

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