The effect of nurse education on the self-esteem and assertiveness of nursing students: A four-year longitudinal study

İlhan, Nesrin; Sükut, Özge; Akhan, Latife Utaş; Batmaz, Makbule

doi:10.1016/j.nedt.2015.12.026

Cited by 37 publications

(29 citation statements)

References 16 publications

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“…As the research shows, the level of self-esteem and satisfaction with life among nursing students (as well as among active nurses) varies and it is usually at a moderate level [ 10 , 11 , 12 , 13 ]. Many researchers have indicated that the variables in question reveal important relationships proving, among other things, the level of individual activity [ 14 , 15 , 16 , 17 , 18 ]. Farwa et al searched for a link between self-esteem and life satisfaction and socioeconomic status in a group of nursing students at the University of Lahore.…”

Section: Introductionmentioning

confidence: 99%

“…Other Turkish studies at the Foundation University in Istanbul attempted to determine the impact of four years of nursing studies on the self-esteem and assertiveness of academic youth. It was found that the level of self-esteem in the examined students increased in the fourth year of studies, while the level of assertiveness in the students varied depending on the year of studies, increasing in the second and third year of studies [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

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Role of Global Self-Esteem in Predicting Life Satisfaction of Nursing Students in Poland, Spain and Slovakia

Kupcewicz

Grochans

Mikla

et al. 2020

IJERPH

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Background: This study analyzed the role of global self-esteem and selected sociodemographic variables in predicting life satisfaction of nursing students in Poland, Spain and Slovakia. Methods: The study subjects were full-time nursing students from three European countries. A diagnostic survey was used as a research method, while the Rosenberg self-esteem scale (SES) and the satisfaction with life scale (SWLS) were used to collect data. Results: The research was performed on a group of 1002 students. The mean age of those surveyed was 21.6 (±3.4). The results showed significant differences both in the level of the global self-esteem index (F = 40.74; p < 0.0001) and in the level of general satisfaction with life (F = 12.71; p < 0.0001). A comparison of the structure of results demonstrated that there were significantly fewer students with high self-esteem in Spain (11.06%) than in Poland (48.27%) and in Slovakia (42.05%), while more students with a high sense of life satisfaction were recorded in Spain (64.90%) than in Poland (37.87%) or in Slovakia (47.44%). A positive, statistically significant correlation was found between global self-esteem and satisfaction with life in the group of Slovak students (r = 0.37; p < 0.0001), Polish students (r = 0.31; p < 0.0001) and Spanish students (r = 0.26; p < 0.0001). Furthermore, a regression analysis proved that three variables explaining a total of 12% output variation were the predictors of life satisfaction in Polish students. The regression factor was positive (ßeta = 0.31; R2 = 0.12), which indicates a positive correlation and the largest share was attributed to global self-esteem (9%). In the group of Spanish students, global self-esteem explained 7% (ßeta = 0.27; R2 = 0.07) of the output variation and 14% in the group of Slovak students (ßeta = 0.38; R2 = 0.14). Conclusions: The global self-esteem demonstrates the predictive power of life satisfaction of nursing students, most clearly marked in the group of Slovak students. The measurement of the variables under consideration may facilitate the planning and implementation of programs aimed at increasing self-esteem among young people and promoting the well-being of nursing students.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Role of Global Self-Esteem in Predicting Life Satisfaction of Nursing Students in Poland, Spain and Slovakia

Kupcewicz

Grochans

Mikla

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…On similar lines, poor quality and small amounts of sleep reduce an individual’s optimism as well as their self-esteem. Low levels of self-esteem indicate high levels of vulnerability [51,52] caused by poor management of the stress generated by shift work with inflexible rotations, work overload, increased health demand, workplace conflicts, and the emotional burden that may lead to depression [53,54,55]. Depression can begin during nursing studies, due to the stress and anxiety that labor incorporation can generate after the end of their studies.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Sociodemographic and Psychological Variables Involved in Sleep Quality in Nurses

Fuentes

Jurado

Márquez

et al. 2019

IJERPH

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Background: Sleep quality is related to health and quality of life and can lead to the development of related disorders. This study analyzed the sociodemographic and psychological factors related to sleep quality in nurses. Methods: The sample comprised 1094 nurses who were assessed according to the Pittsburgh Sleep Quality Index, the Rosenberg Self-esteem Questionnaire, the Goal Content for Exercise Questionnaire, the Brief Emotional Intelligence Inventory, and the Three-Factor Eating Questionnaire-R18. Results: The results confirm the impacts of diet, motivation for physical exercise, emotional intelligence, and overall self-esteem on sleep quality in nurses. Conclusions: Sleep quality in healthcare professionals is vitally important for performance at work; therefore, appropriate strategies should be applied to improve it.

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“…Critical thinking is characterized as higher-level thinking that involves knowledge, experiences, dispositions and intellectual abilities (Carbogim, Oliveira, & Püschel, 2016). It is a vital and effective skill for nurses in regard to planning and providing medical care to patients (Ilhan, Sukut, Akhan, & Batmaz, 2016;Kawashima & Petrini, 2004). As nurses face increasingly complex health-care situations, critical thinking can help them facilitate proper clinical decision-making and improve the quality of nursing care (Y. C. Huang, Chen, Yeh, & Chung, 2012;Rusch, Manz, Hercinger, Oertwich, & McCafferty, 2019).…”

Section: Discussionmentioning

confidence: 99%

Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

Liao¹,

Han²,

Wang³

et al. 2019

Preprint

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Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

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The effect of nurse education on the self-esteem and assertiveness of nursing students: A four-year longitudinal study

Cited by 37 publications

References 16 publications

Role of Global Self-Esteem in Predicting Life Satisfaction of Nursing Students in Poland, Spain and Slovakia

Role of Global Self-Esteem in Predicting Life Satisfaction of Nursing Students in Poland, Spain and Slovakia

Analysis of Sociodemographic and Psychological Variables Involved in Sleep Quality in Nurses

Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

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