Should nursing be considered a STEM profession?

Green, Cheryl; John, Lori

doi:10.1111/nuf.12417

Cited by 12 publications

(6 citation statements)

References 10 publications

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“…However, the course is considered challenging, and the failure rate is high. The APB subject is also found in the science, technology, engineering, and mathematics (STEM) professions; however, nursing is still not included among those [1]. The themes in APB provide nursing students with fundamental knowledge about the human body and how the body functions, and thus it is essential to understand diseases and treatments.…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Perceived Learning Outcomes, Motivation to Learn and Grade Achieved in a Digital Blended Learning Course: A Norwegian Cross-Sectional Study

et al. 2022

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The COVID-19 pandemic forced educational institutions to move online, and it is important to understand how students perceive learning in a digital learning environment. We aimed to investigate students’ perceived learning outcomes in a digital learning environment and associations between perceived learning outcomes and grades achieved. An anonymous electronic survey was used (n = 230, response rate 34%). A significant linear relationship between overall perceived learning outcome and grade achieved was found (B 0.644, 95% CI 0.52 to 0.77). Of the different learning activities, attending digital seminars were positively associated with grades (B 0.163, 95% CI 0.002 to 0.32). In particular, participating in voluntary colloquium group (B 0.144, 95% CI 0.03 to 0.26) and motivation to learn (B 0.265, 95% CI 0.13 to 0.41) predicted the students’ grades. Intrinsic motivation was positively associated with grades (B 0.285, 95% CI 0.12 to 0.45), and extrinsic motivation was negatively associated with grades (B-0.213, 95% CI-0.35 to -0.07). Nursing students’ perceived learning outcomes and grades were positively associated. Of the different learning activities, attending digital seminars predicted higher grades. Additionally, attending colloquium groups and being motivated to learn predicted higher grades, while high extrinsic motivation was associated with lower grades.

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Section: Introductionmentioning

confidence: 99%

Nursing Students’ Perceived Learning Outcomes, Motivation to Learn and Grade Achieved in a Digital Blended Learning Course: A Norwegian Cross-Sectional Study

et al. 2022

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“…Yet nurses still struggle for the profession to be accepted as a science‐based profession in its own right, see e.g. Green and John (2020). Representatives of the profession have argued that even seemingly simple tasks, such as washing and feeding, are parts of the interaction with the patient that gives the nurse important information when assessing the patient's state (Middleton, 2017).…”

Section: Discussionmentioning

confidence: 99%

“We have to be the link between everyone”: A discursive psychology approach to defining registered nurses’ professional identity

Norberg

Strand

2021

Nursing Open

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Background The occupational health and safety of registered nurses is unsatisfactory, often including high work demands in combination with insufficient acknowledgement. Implicit expectations influence their working conditions, many of which are set by the nurses themselves. Therefore, we aimed to explore how professional identity was discursively constructed by Swedish registered nurses in research interviews about night shift work. Design and Methods Ten semi‐structured interviews with registered nurses were analysed using a discursive psychology approach. The Standards for reporting qualitative research guided the reporting. Results The professional identity of registered nurses included a theoretical professional aspect as well as a unique experience‐based competence. With their overview and breadth of competence, registered nurses constitute the hub of healthcare activities, also mastering tasks in the fields of other health professions. This opacity of professional boundaries is associated with boundless expectations of the registered nurse. Additionally, the professional identity stipulates always putting the patient's best interests first, and one's own needs second.

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“…Content for these supportive text messages was adapted from three values-based interventions previously shown to improve performance, retention, and equity in science pathways (Diekman et al, 2017;. Although debate persists as to whether medicine, nursing, and allied health belong under the STEM (science, technology, engineering, and mathematics) umbrella, critics of their exclusion point to the array of STEM courses and skills necessary to graduate and succeed in these fields (Davidson, 2020;Green & John, 2020). Moreover, both STEM and nursing/allied health majors exhibit retention inequities based on gender, race, and ethnicity.…”

Section: Adapting Values-based Interventions For Pre-allied Healthmentioning

confidence: 99%

Values-Based Interventions Increase Reenrollment and Equity among Community College Pre-Allied Health Students

O’Hara¹,

Sparrow²,

Joy³

2022

JPSS

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Addressing labor shortages within nursing and allied health professions, which have been exacerbated by the COVID-19 pandemic, requires increasing persistence and equity among community college students pursuing these fields. In this study, we adapted and combined three values-based interventions (values affirmation, goal congruence, and utility values) into one treatment, delivered via interactive text messages, with the goal to support reenrollment among pre-allied health students during the pandemic. Using institutional data from a statewide community college system, we randomized pre-allied health students who were enrolled in Fall 2019 and/or Spring 2020, and who had a valid mobile number on file, into treatment (n = 1,649) or control (n = 1,650) groups. Fully treated students received an average of 17 text messages over 8 weeks of Summer 2020; control students received business as usual support from the college. After adjusting for baseline differences in prior enrollment, the treatment significantly increased reenrollment by 3 percentage points (74% vs. 71%). Examination of individual differences revealed that effects were concentrated among men (+11 percentage points), Black/African American students (+7 percentage points), and students who were not enrolled in Spring 2020 (+13 percentage points). Values-based interventions, therefore, can be an important tool for addressing shortages and inequities in healthcare education and the labor force, an important step toward improving public health. Moreover, community colleges seeking to engage students who withdrew before or during the COVID-19 pandemic should leverage evidence-based practices to boost reenrollment.

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Should nursing be considered a STEM profession?

Cited by 12 publications

References 10 publications

Nursing Students’ Perceived Learning Outcomes, Motivation to Learn and Grade Achieved in a Digital Blended Learning Course: A Norwegian Cross-Sectional Study

Nursing Students’ Perceived Learning Outcomes, Motivation to Learn and Grade Achieved in a Digital Blended Learning Course: A Norwegian Cross-Sectional Study

“We have to be the link between everyone”: A discursive psychology approach to defining registered nurses’ professional identity

Values-Based Interventions Increase Reenrollment and Equity among Community College Pre-Allied Health Students

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