Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic.

Introduction: Emerging literature reports on the challenges faced by nursing students internationally during the pandemic as they continue their education. The aim of this mixed methods study was to examine stress, depression, and anxiety among undergraduate nursing students at a Canadian university during the pandemic.

Theoretical Frameworks: Stress and coping and trauma theories informed this study.

Interpersonal Transphobia Within Nursing: A Critical Concept Exploration.

Transphobic perceptions negatively impact health care access and outcomes among transgender and gender-diverse people and challenge nurses' capacity to maintain ethical practice standards. The concept of transphobia has not been well defined in the literature or nursing. Using a critical realist lens, this concept exploration sought to define interpersonal transphobia through a review of purposefully selected literature.

Clinical debriefing: A concept analysis.

Aims And Objectives: The purpose of this paper is to enhance nursing and collaborative practice by presenting a concept analysis of clinical debriefing and introducing an operational definition.

Background: Debriefing has taken many forms, using a variety of approaches. Variations and inconsistencies in clinical debriefing, and its related terms, still exist in the clinical setting.

Mindfulness-based arts interventions for cancer care: A systematic review of the effects on wellbeing and fatigue.

Objective: Upon receiving a cancer diagnosis, life irrevocably changes and complex experiences of emotional distress often occur. There is a growing interest in mindfulness-based arts interventions (MBAIs) to ameliorate the distress many patients experience. Our review objective was to synthesize the evidence on the effectiveness of MBAIs on psychological wellbeing and fatigue.

Families' Experiences Living with Acquired Brain Injury: "Thinking Family"-A Nursing Pathway for Family-Centered Care.

The objective of this study was to examine families' experiences living with acquired brain injury (ABI) using a research approach that included the affected individual family member and the family together as a family group. A narrative inquiry study, informed by the life-stage approach of Lieblich, Tuval-Mashiach, and Zilber, was used to obtain family stories. Families experiencing an ABI event were purposefully selected from different regions in a western Canadian province.

Nursing students' perceptions of and experiences coping with stress in clinical practice.

Objectives Clinical practice is a major component of nursing education wherein significant learning takes place. Nursing students experience stress in clinical practice which can have a negative impact on their learning. Guided by Lazarus and Folkman's theory of stress and coping, this study explored nursing students' perceptions of and experiences with coping with stress in clinical practice.

Navigating creativity within arts-based pedagogy: Implications of a constructivist grounded theory study.

Background: Educators implement arts-based pedagogy with the hope that it will foster meaningful learning for students. However, nursing students have varied reactions to artistic assignments, and there is a need to further understand students' learning processes with this novel approach and the factors influencing their learning. This understanding could promote the more effective implementation of arts-based pedagogy into nursing education.

Putting on the Same Shoes: Lived Experiences of Women Who Are Reincarcerated.

Background: Women are discharged daily from correctional institutions across the world. Many of these women cycle in and out of jail and experience the "revolving door syndrome," characterized by release, reimprisonment, and subsequent rerelease into the community. Although many factors contribute to this phenomenon, there is limited understanding of its impact on imprisoned women, including their perceptions of returning to community life.

Feasibility and efficacy of a hospital-based violence intervention program on reducing repeat violent injury in youth: a randomized control trial.

Objectives: To determine feasibility and efficacy of an Emergency Department Violence Intervention Program (EDVIP) to reduce violence related injuries in youth.

Methods: One hundred and thirty youth aged 14-24 presenting to an emergency with violence related injury were randomized in parallel to receive EDVIP for 1 year (n = 65) or a waitlist control (n = 65). The primary outcome was to determine feasibility.

The arts as a catalyst for learning with undergraduate nursing students: findings from a constructivist grounded theory study.

: There is a growing interest in arts-based pedagogy (ABP) to promote the wide range of competencies needed for professional nursing. The aim of this study was to develop a theoretical understanding of how students learn through ABP in undergraduate nursing education. : We used a constructivist grounded theory methodology which incorporated art-elicitation interviews.

Effectiveness of mindfulness-based arts interventions on psychological wellbeing and fatigue in adults with a physical illness: a systematic review protocol.

The objective of this review is to synthesize evidence on the effectiveness of mindfulness-based arts interventions on psychological wellbeing and fatigue in adults with a physical illness.

Young women's experiences of psychotic illness: a systematic review of qualitative research.

Background: The relationship between young adulthood, women and psychosis was the focus for this systematic review. Age and gender are factors that can influence responses to illness. Research indicates that there are differences in how young men and women are affected biologically and psychosocially, including the presentation of a constellation of symptoms, response to anti-psychotic medications and how they assess their life circumstances.

Effectiveness and experience of arts-based pedagogy among undergraduate nursing students: a mixed methods systematic review.

Background: To develop well rounded professional nurses, educators need diverse pedagogical approaches. There is growing interest in arts-based pedagogy (ABP) as the arts can facilitate reflection, create meaning and engage healthcare students. However, the emerging body of research about ABP needs to be systematically examined.

Examining Associations of Functional Deficits and Mood States With Empathic Responses of Stroke Family Caregivers.

Background: Stroke is one of the most prevalent chronic illnesses worldwide. Family caregivers can make a significant contribution toward patients' recovery. However, the patient's functional deficits and the caregiver's mood states can impact the caregiver's motivation to engage in empathic responses toward patients.

Failing Clinical Practice & the Unsafe Student: A New Perspective.

Students who fail clinical courses is a long standing issue in nursing education. Although faculty intuitively "know" a student is in clinical difficulty, the research literature is limited to delineating and describing characteristics of these students. A retrospective analysis of students' files in which there was at least one clinical failure was conducted to identify clinical failure indicators.

Development of an Emergency Department Violence Intervention Program for Youth: An Integrated Knowledge Translation Approach.

Background: Violent interpersonal injury is a common presentation to emergency departments (EDs) and is increasingly being treated as a preventable condition. Given the complexity of the issue, it is key to ensure interventions are feasible and acceptable within the communities that are affected by violence. Our team consists of ED staff, community members who work with youth affected by violence, people who were affected by violence in their youth, and researchers.

Examining the Relationship Between Family Caregivers' Emotional States and Ability to Empathize with Patients with Multiple Sclerosis: A Pilot Study.

Background: Multiple sclerosis (MS) is the most common nontraumatic cause of disability affecting young adults in Canada. Caregivers of patients with MS are highly psychologically burdened. Empathy and helping behaviors are hallmarks of quality care, but when they are challenged, suboptimal patient care can result.

Stress, depression, and anxiety among undergraduate nursing students.

Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance.

Nurses' perspectives on the care of adults with mental health problems and histories of childhood sexual abuse.

Despite growing awareness and evidence linking childhood sexual abuse (CSA) to numerous ongoing health problems in adulthood, the integration of this knowledge into nursing practice remains inconsistent. This article reports the results of a study that explored nurses' perspectives on, and experiences with, providing care for adults with mental health problems who may also have histories of CSA. Nurses' views underscore the challenges and complexities involved when providing care for this population.

Nurse educators' perspectives on student development of reflection for psychiatric mental health nursing practice.

Psychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses' therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators.

Arts-based learning: analysis of the concept for nursing education.

Teaching and learning strategies are needed to support learner-centered curricula, and prepare nurses who are capable of working in today's challenging health care environments. Although the traditional lecture is still widely used in nursing education, innovative approaches are needed to encourage discussion, debate, and critical reflection, activities that support lifelong learning. Arts-based learning [ABL] is a creative strategy with the potential to engage learners, foster understanding of multiple perspectives, and simultaneously connect cognitive and affective domains of learning.