Aim: Despite the harmful effects of burnout among many nursing students, academic burnout is poorly understood. This study was conducted to better explain the concept of burnout in nursing students.
Design: An explanatory sequential mixed-method design was used.
Methods: In the quantitative phase, the Maslach Burnout Inventory-Student Survey was completed by 91 nursing students in eastern Iran. In the qualitative phase, individual interviews were conducted with 13 undergraduate nursing students, one nurse and one instructor. Data were analysed using the directed content analysis method.
Results: Results from an ANOVA test showed differences in burnout scores in different semesters (p = .02) that were confirmed by the qualitative data. In addition to the three dimensions of the Maslach burnout model (exhaustion, cynicism and inadequacy feeling), qualitative data from the present study indicated the presence of a fourth dimension (incompatible learning style).
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http://dx.doi.org/10.1002/nop2.1319 | DOI Listing |
Background: Graduate nursing students often face challenges in team-based projects due to diverse backgrounds and learning styles. Team charter development is helpful for making expectations clear, but it misses a critical step of self-reflection and shared understanding that can further improve team functioning.
Method: This innovation integrated a communication needs reflection exercise, based on the Birkman Method, into team charter meetings in a graduate-level course.
Background: Objective structured clinical examinations (OSCEs) are an important part of the graduate nursing curriculum at The Ohio State University, including in the psychiatric mental health nurse practitioner (PMHNP) program. Despite positive feedback from the OSCE assignments, students often reported experiencing anxiety before the assignments. In 2023, the PMHNP faculty implemented a pre-OSCE practice assignment designed for students to review an initial psychiatric evaluation by interviewing a peer.
View Article and Find Full Text PDFBackground: Evidence indicates that many nursing students exhibit signs of burnout and consider leaving nursing during nursing school. However, there is scant literature on the extent of this problem or mitigating factors.
Method: Undergraduate nursing students ( = 129) participated in a correlational study examining patterns of burnout and Psychological Capital (PsyCap), a four-pronged construct that captures hope, efficacy, resilience, and optimism.
Background: The Professional Identity in Nursing Initiative began in 2018 to explore how concepts and language regarding professional identity formation could positively affect nursing education, practice, and regulation. In 2023, faculty from two nursing schools used the International Society for Professional Identity in Nursing (ISPIN) definitions and domains to incorporate professional identity in nursing language in a template for a nursing student handbook.
Method: Faculty evaluated the professional identity in nursing model and replaced the framework for professionalism in the school of nursing's handbook.
Background: Healthcare professionals face numerous challenges regarding the delivery of care. Creating solutions to these challenges is imperative to improve the quality and safety of care to positively impact patient outcomes. However, health professional students rarely receive formal training regarding systems thinking during didactic components of their professional training.
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