Self-Care Practices of Baccalaureate Nursing Students

Nevins, Colleen M.; Sherman, Jacqueline Blank

doi:10.1177/0898010115596432

Cited by 31 publications

(39 citation statements)

References 8 publications

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“…All of the included studies clearly outlined their research question, purpose, target population, sample, and its characteristics. Out of 11 studies, five studies used cross-sectional design (1,(9)(10)(11)(12), two studies used longitudinal design (13,14), two studies used experimental designs (8,15), and one study each used qualitative (16) and action research method (17). Out of 11 studies, five studies guided the research through the lens of theoretical framework (9,11,12,14,17).…”

Section: Overview and Critical Appraisal Of The Studiesmentioning

confidence: 99%

“…Furthermore, patients get encouragement from such nurses and nursing students and engage in self-care (8). Although both nurses and nursing students neglect self-care, nursing students being young and immature may lack the much-needed experience for self-care and health promotion practices (9). The purpose of this literature review was to explore self-care behaviors and practices of nursing students in general as well as across academic years of the study.…”

Section: Introductionmentioning

confidence: 99%

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Self-care behaviors and practices of nursing students: Review of literature

Younas

2017

JHSCI

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Self-care is a vital component of nursing practice and is essential for the well-being of human beings, that is, both patients and nurses. However, nurses and nursing students tend to focus more on self-care of their patients and often pay little or no attention to personal self-care. This literature review explored self-care behaviors and practices of nursing students in general as well as across academic years of the study. In total, 11 studies were reviewed and critically appraised to identify current trends regarding nursing students’ self-care practices and behaviors in nursing literature. Nursing students realized the importance of maintaining their diet, sleep, and activity level to improve physical and physiological health. However, they tend to neglect self-care practices which could improve their emotional and psychological health because of academic stress, workload, and inadequate knowledge about the strategies to improve self-care in this domain. There is limited evidence for drawing any conclusions regarding students’ use of complementary therapies for self-care, the difference between self-care practices of nursing and non-nursing students, the usefulness of different interventions for improving students’ self-care practices, and the differences between self-care practices and behaviors of students across academic years.

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Section: Overview and Critical Appraisal Of The Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-care behaviors and practices of nursing students: Review of literature

Younas

2017

JHSCI

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“…Nurse educators teach nursing students to take care of patients in community and inpatient settings. However, minimal emphasis is given to teaching nursing students how to provide self‐care to themselves (Nevins & Sherman, ).…”

Section: Introductionmentioning

confidence: 99%

“…Interestingly, Chow and Kalischuk () noted in an exploratory study that nursing students tend to engage in self‐care activities. However, it is the rigour of nursing academics, assignments and clinical that contribute to nursing students reported lack of self‐care activities; sleep, exercise, intake of healthy foods and adequate fluid hydration (Nevins & Sherman, ).…”

Section: Introductionmentioning

confidence: 99%

“…Self‐care studies with nursing students at the baccalaureate level (Nevins & Sherman, ) note that educational support addressing self‐care interventions of exercise, diet, increasing knowledge about complementary alternative therapies (CAT), general health, hydration and reduction of stress, can be of benefit. Nursing students in accelerated nursing programmes can experience a significant amount of stress given the intensity of academic rigour of accelerated programmes and the brevity of completion of course work averaging 11–18 months.…”

Section: Introductionmentioning

confidence: 99%

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Teaching accelerated nursing students’ self‐care: A pilot project

Green

2019

Nursing Open

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AimA benchmark of 4 has been determined for the reduction of self‐reported stress by nursing students’ status post 5 weeks of holistic educational activities and interventions provided by a nurse educator.DesignProvision 5 in the American Nurses Association Code of Ethics for Nurses with Interpretive Statements emphasizes the duty of the nurse to not only promote the health and safety of others, but to self as well (ANA, 2015, Code of ethics with interpretive statements, http://Nursebooks.org). A self‐care for nurses’ pilot project was trialled with 25 accelerated nursing students over the course of 5 weeks. Holistic education programmes were facilitated by a nurse educator uninvolved in providing clinical or classroom education to the students.MethodsThe Standards for Quality Improvement Reporting Excellence (SQUIRE) guidelines are used in this pilot project as a framework to explore standardization of education of nursing students about self‐care in nursing programmes and to promote positive health behaviours and student nurses’ insight into how nurses’ self‐care can have an impact on patient outcomes. The self‐care pilot project introduced the importance of self‐care for the pre‐licensure nursing student by teaching healthy eating, physical exercise, the value of sleep, use of positive affirmations and aromatherapy to a cohort of accelerated nursing students over the course of 5 weeks. The Star Model of Knowledge Transformation was the theoretical framework for the pilot study. Two questionnaires were used by the principal investigator to obtain participant data, the Project Participant Questionnaire and the Final‐Year Group Questionnaire.ResultsOn completion of the self‐care for nurses’ pilot, the nursing students reported a reduction in stress and an increased ability to cope with stress after exposure to different holistic stress reduction strategies. An average benchmark of 4.36 was achieved indicating that the nursing students’ self‐care had improved status post the interactive teaching intervention.Self‐care taught to pre‐licensure nursing students by nurse educators can enhance their self‐awareness of the importance of stress reduction and care of themselves while enduring the academic rigour and simultaneous clinical practicum experiences in nursing programmes.Applying self‐care behaviours to reduction of stress for nursing students may be of benefit to of students as they transition from the pre‐licensure to graduate nurse roles. Hence, teaching health behaviours that are self‐protective and contribute to maintaining safe clinical environments for nurses and the patients in their care.

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Practices of caring for nursing students: A clinical learning environment

Subke

Downing

Kearns

2020

International Journal of Nursing Sciences

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Objective The purpose of this study was to explore, describe and illuminate nursing students’ best encounters of caring in the clinical learning environment. Caring for nursing students was emphasized and recommendations provided to enhance caring for nursing students within their clinical learning environment. Methods Qualitative data was collected by the researcher using semi-structured individual interviews and an Appreciative Inquiry (AI) methodology. Ten second year nursing students undertaking the bridging course leading to registration as general nurses in terms of Regulation 683 of the South African Nursing Council (SANC) were purposively sampled from 3 private hospitals within the Western Cape. Data was analysed using Giorgi’s method. Results The main theme included the best and ‘least best’ caring practices embedded in the centrality of the heart. The subthemes comprised of the nursing students’ experiences of caring literacy and caring illiteracy. The second theme included the creation of best caring practices within a conducive clinical learning environment. Within this theme, the subthemes comprised of the caring attributes required in reflecting best caring practices, as well the creation of a clinical learning environment to optimise caring. Conclusions The significance and necessity of caring for the nursing student were clearly illustrated and confirmed by participants. Caring was equated to the heart as the core to the nursing students’ being. Recommendations for nursing education, management, practice and research were therefore specifically formulated to enhance caring towards nursing students.

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Self-Care Practices of Baccalaureate Nursing Students

Abstract: Although based on a relatively small sample size, the findings support education and interventions addressing areas of general health, diet and hydration, exercise, reduction of stress, and increased knowledge of CAM in baccalaureate nursing.

Cited by 31 publications

References 8 publications

Self-care behaviors and practices of nursing students: Review of literature

Self-care behaviors and practices of nursing students: Review of literature

Teaching accelerated nursing students’ self‐care: A pilot project

Practices of caring for nursing students: A clinical learning environment

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