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van de mortel t.f., kermode s., progano t. & sansoni j. (2012) A comparison of the hand hygiene knowledge, beliefs and practices of Italian nursing and medical students. Journal of Advanced Nursing 68(3), 569-579. Abstract Aim. This paper reports a study examining the hand hygiene knowledge, beliefs and practices of Italian nursing and medical students with the aim of informing undergraduate curricula. Background. In comparison with registered nurses, physician status is a risk factor for non-compliance with hand hygiene guidelines. Little research has been conducted to determine if differences between the professions in relation to hand hygiene are apparent at the undergraduate level. Cross-disciplinary studies that may provide an insight into this topic are lacking. Methods. A questionnaire was administered to a convenience sample of 117 nursing and 119 medical students in a large university in Rome, Italy, to determine their hand hygiene knowledge, beliefs and practices. The data were collected in 2007-2008. Results. Nursing students' hand hygiene knowledge ( F = 9·03(1,230); P = 0·003), percentage compliance ( Z = 6·197; P < 0·001) and self-reported hand hygiene practices ( F = 34·54(1,230); P < 0·001) were significantly higher than that of medical students. There were no statistically significant differences between hand hygiene beliefs. Mean scores on the knowledge questions were low for both groups, reflecting primarily a knowledge deficit in relation to the use of alcohol-based hand rubs to decontaminate hands in the healthcare setting. Conclusion. Statistically significant disciplinary differences in hand hygiene knowledge and self-reported practices were apparent among undergraduate Italian healthcare students. Further research is needed to determine the causative factors. The overall low scores on the knowledge items indicate that these students require further education on hand hygiene, particularly in relation to the use of alcohol-based hand rubs. [ABSTRACT FROM AUTHOR]

salamonson y., bourgeois s., everett b., weaver r., peters k. & jackson d. (2011) Psychometric testing of the abbreviated Clinical Learning Environment Inventory (CLEI-19). Journal of Advanced Nursing 67(12), 2668-2676. Abstract Aim. This paper is a report of a test of the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory. Background. Although the clinical learning environment provides the 'real-life' context essential for preparing nursing students for their professional role, the quality of student learning is influenced by the quality of the clinical placement. Methods. Nursing students completed an abbreviated (19-item) form of the Clinical Learning Environment Inventory to rate their perception of the clinical learning environment. Descriptive statistics, principal component analysis, discriminant validity and Cronbach's alpha reliabilities were computed. Results. Between March and December 2009, 231 online surveys were submitted. The mean age of participants was 30·3 years ( sd: 10·4) and 87% were female. All 19 items loaded on two factors, 'Clinical Facilitator Support of Learning' and 'Satisfaction with Clinical Placement', with factor loadings above the 0·4 threshold. Cronbach's alpha coefficient was 0·93 for the total Clinical Learning Environment Inventory-19, with subscales ranging from 0·92 to 0·94. Multiple regression uncovered that participants who engaged in health-related paid work were independently and significantly more positive on the 'Clinical Facilitator Support of Learning' subscale, whereas those who worked >16 hours a week, or allocated the afternoon shift were independently and significantly more negative on the 'Satisfaction with Clinical Placement' subscale. Conclusion. Providing an effective and productive clinical experience is vital in preparing nursing students to become competent clinicians. The Clinical Learning Environment Inventory-19 offers a useful measure to explore nursing students' satisfaction with two aspects of this clinical experience - clinical facilitator support of learning and the clinical learning environment. [ABSTRACT FROM AUTHOR]

li-ling h. (2010) Metacognitive Inventory for nursing students in Taiwan: instrument development and testing. Journal of Advanced Nursing 66(11), 2573-2581. Aim. This paper is a report of the development and testing of an instrument that measures metacognitive abilities of nursing students. Background. Metacognition refers to an individual's knowledge, awareness and command of thinking and learning strategies. Nursing students are challenged to think and learn in ways that will prepare them for practical work in a complex healthcare environment. Nursing educators have the responsibility to produce graduates who possess and use metacognitive skills to facilitate the solving of ill-structured problems using a variety of mental processes, such as reasoning, judgment and creativity. Methods. In 2007, the Metacognitive Inventory for Nursing Students was developed, based on previous instruments, and administered to a sample of 802 senior nursing students in two nursing colleges and a university in Taiwan. Principal axis factor analysis and other statistical tests were performed to test the psychometric properties of the questionnaire. Results. Preliminary analysis reduced the original 40 items to 28. Five factors were retained, accounting for 53·09% of the variance, and these five factors were identified as self-monitoring, self-modification, self-awareness, effective learning and problem-solving. The resultant Metacognitive Inventory achieved good internal consistency reliability, with a Cronbach's alpha coefficient of 0·94 and the coefficient for the five factors ranged from 0·73 to 0·90. Conclusion. Nurse educators in Taiwan could use the Metacognitive Inventory for Nursing Students to assess students and facilitate metacognitive skill development in classrooms and in practice settings. [ABSTRACT FROM AUTHOR]

Aims To compare anger, anger expression, life stress and social support among female students at a nursing university and a general university and to examine factors affecting anger in each group. Background University students typically experience constant stress resulting from factors like academic requirements, personal relationships and career decisions; this tends to promote anger. Particularly, nursing students' anger can negatively affect the quality of care that they provide, and also their mental health. Therefore, anger management of nursing students is very important in the training and development of future nurses. Nursing education needs to confirm factors associated with anger of nursing students compared with general university students to develop specific intervention programs for decreasing their anger levels. Design A descriptive, cross-sectional design was used. Methods Participants were 286 female students (146 from a nursing university and 140 from a general university); they completed self-report surveys examining anger, anger expression, life stress and social support. A stepwise multiple regression analysis was done to identify factors affecting anger. Data were collected from 15 May-10 June 2016. Results/Findings In the stepwise multiple regression analysis, we entered three anger expression factors, eight life stress factors and social support as explanatory variables; factors affecting anger among nursing students were anger-out and same-sex peer relationship stress. In general university students, anger-out, anger-control and anger-in were identified as factors affecting anger. Conclusion Becoming proficient in beneficial anger expression techniques and reducing stress from same-sex peer relationships will reduce anger among female nursing students. [ABSTRACT FROM AUTHOR]

Aim Examine the influence of students' perception of faculty caring on academic performance and the moderating role of students' perceptions of campus racial climate. Background There is limited knowledge on how students' perceptions of faculty caring, campus racial climate and academic performance are linked. Understanding this nexus is crucial to improving nursing education. Design Secondary analysis of a cross-sectional data obtained from seven undergraduate nursing programs in Texas, USA. Method Data were from 385 students enrolled in Medical-Surgical 1 over three semesters (March 2010 - December 2010). Six sets of factor analytic scores derived from 31 original perceptions of faculty caring items served as predictors; one set of scores derived from seven original perceptions of campus racial climate items served as moderating variable in a regression model. Numeric grade was the outcome variable. Results/findings Perception of faculty having a positive outlook/compassion had an enhancing effect on performance. As students' perceptions of campus racial climate became increasingly discriminating, the positive association between perceptions of faculty's trust in students' judgment and academic performance became increasingly strong. Conclusion Results highlight ways by which students' perception of micro-level social reality (dyadic interaction) might interact with their perception of meso-level social reality (social environment) to influence their academic performance. [ABSTRACT FROM AUTHOR]

Aims. This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. Background. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. Methods. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. Results. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. Conclusions. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. [ABSTRACT FROM AUTHOR]