Nursing students’ relationships among meaning in life, well-being, and positive beliefs

Tsai, Fu Ju; Chen, Cheng-Yu; Yeh, Gwo Liang; Hu, Yih Jin; Tseng, Chie Chien; Chen, Si Chi

doi:10.1097/md.0000000000012914

Cited by 12 publications

(16 citation statements)

References 28 publications

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“…Nursing Students’ meaning of life and well-being can predict 79% of their positive beliefs. [57] Therefore, this study agrees with numerous other articles in using simulated-directed learning with a life education intervention to improve nursing students’ meaning of life, positive beliefs, and well-being in relation to physical, psychological, spiritual, and social health education and promotion.…”

Section: Discussionsupporting

confidence: 90%

Simulated directed-learning in life-education intervention on the meaning of life, positive beliefs, and well-being among nursing students

Tsai

Chen

et al. 2019

Medicine

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Nursing educators have the responsibility to equip nursing students with knowledge about the meaning of life, positive beliefs, and well-being in order to enhance their physical, psychological, spiritual, and social health education and promotion. The purpose of this study was to explore nursing students’ simulated directed-learning in a life-education intervention on the meaning of life, positive beliefs, and well-being in regard to immediate and delayed effects in improving physical, psychological, spiritual, and social health education and promotion. The method of this study was constituted a quasi-experimental design with experimental and control groups for pre-test, post-test, and post-post-test. Purposive sampling and non-random distribution were used in the study. Assigned to the experimental group, 54 participants were third-year nursing students enrolled in a health education course with simulated directed-learning in a life-education intervention. Assigned to the control group, 56 participants were third-year nursing students enrolled in a caring care course without simulated directed-learning in a life-education intervention. A 56-item questionnaire was utilized, and the content validity index (CVI) was 0.95, as determined by seven expert scholars. The reliability of the questionnaire (n = 45) on Cronbach's α were: meaning of life 0.96, positive beliefs 0.95, and well-being 0.96. The statistical package SPSS 23.0 was used to analyze all of the data in the study. Frequencies, percentages, pre-test mean and SD, post-test mean and SD, post-post-test mean and SD, chi-squared test, t test, and generalized estimating equation (GEE) were employed for data analysis. Nursing students in the experimental group compared with the control group exhibited significant differences in meaning of life on the pre-post-test (β = 16.40, P < .001) and pre-post post-test (β = 25.94, P < .001), positive beliefs on the pre-post-test (β = 5.64, P < .01) and pre-post post-test (β = 9.21, P < .001), and well-being on the pre-post-test (β = 14.33, P < .001) and pre-post post-test (β = 23.68, P < .001). Nursing students in the experimental group showed a significant improvement in the simulated directed-learning with a life-education intervention on meaning of life, positive beliefs, and well-being in the immediate and delayed effects that enhanced their physical, psychological, spiritual, and social health education and promotion.

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Section: Discussionsupporting

confidence: 90%

Simulated directed-learning in life-education intervention on the meaning of life, positive beliefs, and well-being among nursing students

Tsai

Chen

et al. 2019

Medicine

Self Cite

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“…Nursing educators contribute a lot in promoting meaning in life to nursing students through proper guidance and motivation, so in that way, it creates a positive outlook towards their profession itself. (Tsai et al, 2018). The experience of caring for a client with 'cognitive and physical limitations' resulted in a completely changed perspective of caring, compassion, and respect indicative of rewarding, and life-changing experience (Brown & Bright, 2017).…”

Section: Discussionmentioning

confidence: 99%

Lived Experiences of First Time Baccalaureate Nursing Students in the Clinical Practice

Natividad¹,

Qazanli²,

Aljohani³

2020

GJHS

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INTRODUCTION: Nursing students’ first clinical exposure may raise anxiety as they question their ability and experienced a lack of confidence as they adjust themselves in the clinical learning environment. AIM: To explore the lived experiences of first-time Baccalaureate nursing students in the clinical area. METHODS: A phenomenological qualitative research design was utilized where 18 Baccalaureate nursing students were individually interviewed. Data were analyzed using the seven steps of Collaizi’s method. RESULT: Three main themes that emerged were clinical practice on the first-hand look; uncertainties in a new learning environment; and nursing as a life-changing experience. Subthemes were recorded and explained in the research report. CONCLUSION: Nursing students who had their first-ever exposure to clinical practice had various experiences both positive and negative. The Nursing College must emphasize comprehensive orientation before students’ exposure to clinical practice.

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“…Research into the positive effect of life education in Taiwan, over the years, has focused on different aspects of developmentfor example: empirical establishment, application, theorization, and conceptualization (e.g., Tsai, 2008;Huang, 2014;Chen, 2017;Tsai et al, 2018Tsai et al, , 2019Tsai et al, , 2020. For example, recently, we conducted an empirical study that consisted of Taiwanese undergraduate students from 12 public and private universities, where our focus of inquiry delved into the empirical validation of a concept that we developed, termed as "appreciation and the valuing of life."…”

Section: Goals and Significance Of Life Education: In Briefmentioning

confidence: 99%

“…Research into the positive effect of life education in Taiwan, over the years, has focused on different aspects of development—for example: empirical establishment, application, theorization, and conceptualization (e.g., Tsai, 2008 ; Huang, 2014 ; Chen, 2017 ; Tsai et al, 2018 , 2019 , 2020 ). For example, recently, we conducted an empirical study that consisted of Taiwanese undergraduate students from 12 public and private universities, where our focus of inquiry delved into the empirical validation of a concept that we developed, termed as “appreciation and the valuing of life.” For us, appreciation and the valuing of life, as a psychosocial concept, is defined as a person’s gratitude, respect, and cherishing of life and/or toward others in society (e.g., “I appreciate Bau-Yi for who she is, regardless of her poor upbringing”).…”

Section: What Is Life Education?mentioning

confidence: 99%

Introducing the Study of Life and Death Education to Support the Importance of Positive Psychology: An Integrated Model of Philosophical Beliefs, Religious Faith, and Spirituality

et al. 2020

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Life education, also known as life and death education, is an important subject in Taiwan with institutions (e.g., high school) offering degree programs and courses that focus on quality learning and implementation of life education. What is interesting from the perspective of Taiwanese education is that the teaching of life education also incorporates a number of Eastern-derived and conceptualized tenets, for example, Buddhist teaching and the importance of spiritual wisdom. This premise contends then that life education in Taiwan, in general, is concerned with the promotion, fulfillment, and cherishing of quality life experiences (e.g., personal contentment, happiness). One example of life education, which resonates with other spiritual beliefs and religious faiths (e.g., Hinduism), is related to spiritual cultivation and the enlightenment of life wisdom. Our own teaching of the subject, likewise, places emphasis on the goal of teaching students to seek meaningful understanding of and appreciation for three major, interrelated components of life education: life wisdom, life practice, and life care. It has been acknowledged, to a certain degree, that life education has made meaningful contributions, such as the creation and facilitation of a civil, vibrant society, and that many Taiwanese individuals show dignity, respect for elders, and reverence for spiritual and religious faiths. For example, aside from high-quality hospice care, many Taiwanese engage in different types of benevolent acts (e.g., providing spiritual advice to someone who is dying), where possible. Life education is a beneficial subject for teaching and learning as its theoretical understanding may help individuals cope with pathologies and negative conditions and life experiences. One negative life experience, in this case, is the ultimate fate of humankind: death. Approaching death and/or the onset of grief is something that we all have to experience. How does one approach death? It is not easy feat, and of course, grief for a loved one is personal, and some of us struggle with this. We contend that spiritual cultivation and enlightenment, arising from life education, may assist us with the topic of death (e.g., the possibility of transcendence beyond the realm

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Nursing students’ relationships among meaning in life, well-being, and positive beliefs

Cited by 12 publications

References 28 publications

Simulated directed-learning in life-education intervention on the meaning of life, positive beliefs, and well-being among nursing students

Simulated directed-learning in life-education intervention on the meaning of life, positive beliefs, and well-being among nursing students

Lived Experiences of First Time Baccalaureate Nursing Students in the Clinical Practice

Introducing the Study of Life and Death Education to Support the Importance of Positive Psychology: An Integrated Model of Philosophical Beliefs, Religious Faith, and Spirituality

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