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Published: 10 December 2022
Last updated: 29 January 2023

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1

Khalil, H., A. Leversha, and J. Walker. "Evaluation of pharmacy students' rural placement program: preparation for interprofessional practice." Australian Health Review 39, no. 1 (2015): 85. http://dx.doi.org/10.1071/ah14121.

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Objective To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation. The present study evaluated an innovative rural pharmacy placement program targeted at influencing students to work and live in rural areas after graduation. A secondary aim of the study was to explore the students’ intentions to come back and practice in rural areas as a result of their involvement in the rural pharmacy program. Methods A questionnaire was distributed, by hand, to a total of 58 third and fourth (final) year pharmacy students undertaking their rural placement in the Gippsland region, in rural Victoria in 2011 and 2012. Results Fifty-seven responses were returned (response rate = 98%). Students stated that understanding pharmacy practice from a rural perspective, visits to rural health professionals and sites and the attitude of their preceptors were essential to their satisfaction with their rural placements. A significant number of students (72%) intend to seek employment in rural areas if opportunities arise as a result of their increased rural awareness. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. Conclusion The evaluation of the rural placement program revealed that students valued their visits to rural sites and their interaction with other rural health professionals the most. What is known about the topic? Rural undergraduate student programs have been initiated as a result of several Australian government strategies to address shortages in rural health workforce. Subsequently, various rural placement programs have been integral parts of several disciplines, including medicine, dentistry, nursing, occupational therapy and pharmacy among others. To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation What does this paper add? The rural pharmacy program is important in influencing students’ perceptions and interest in a career in rural areas. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. What are the implications for practitioners? Interprofessional learning and collaboration are inevitable due to the shortage of health professionals and the move towards holistic management of patients in healthcare settings. The development of an interprofessional rural education that combines rural medical and pharmacy students together highlights the importance of an interprofessional approach to preparing students to work in rural areas.
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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.

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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
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Lester, Lula B., and Betty J. Beard. "Nursing Students' Attitudes Toward AIDS." Journal of Nursing Education 27, no. 9 (November 1988): 399–404. http://dx.doi.org/10.3928/0148-4834-19881101-06.

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Vliem, Sally. "Nursing Students’ Attitudes Toward Poverty." Nurse Educator 40, no. 6 (2015): 308–12. http://dx.doi.org/10.1097/nne.0000000000000168.

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Maag, Margaret M. "Nursing Students' Attitudes Toward Technology." Nurse Educator 31, no. 3 (May 2006): 112–18. http://dx.doi.org/10.1097/00006223-200605000-00007.

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Hunter, Lauren, Tayler Weber, Mona Shattell, and Barbara A. Harris. "Nursing Students’ Attitudes about Psychiatric Mental Health Nursing." Issues in Mental Health Nursing 36, no. 1 (November 14, 2014): 29–34. http://dx.doi.org/10.3109/01612840.2014.935901.

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Thongpriwan, Vipavee, Susan E. Leuck, Rhonda L. Powell, Staci Young, Suzanne G. Schuler, and Ronda G. Hughes. "Undergraduate nursing students’ attitudes toward mental health nursing." Nurse Education Today 35, no. 8 (August 2015): 948–53. http://dx.doi.org/10.1016/j.nedt.2015.03.011.

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Halabi, Jehad O., and Ayman Hamdan-Mansour. "Attitudes of Jordanian nursing students towards nursing research." Journal of Research in Nursing 17, no. 4 (September 3, 2010): 363–73. http://dx.doi.org/10.1177/1744987110379782.

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Attitudes towards research are significant indictors that connect practice to research and enhance nursing evidence-based practice. This correlational study was conducted to assess the attitudes of Jordanian nursing students towards nursing research. A self-administered questionnaire received from 612 senior nursing students at one of the largest universities in Amman, Jordan, was carried out. The results showed that nursing students had positive attitudes towards research. The majority of them believed that research has a role in developing the nursing profession, and that nurses must learn how to read and utilise research findings in practice. The majority also realised the value of research in improving quality of care, expressed the need to learn about nursing research, appreciated the necessity of research for the development of the nursing profession and had a willingness to conduct nursing research in clinical settings. Four attitude domains were identified, including research abilities, usefulness of research, personal interest in research and using research in clinical practice. The highest scores were observed on items related to ‘usefulness of research’ and the lowest were related to ‘research abilities’. Providing students with information and strengthening their research abilities might enhance their positive feelings and increase their involvement in research activities after graduation.
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Halabi, JehadO. "Attitudes of Saudi nursing students toward nursing research." Saudi Journal for Health Sciences 5, no. 3 (2016): 118. http://dx.doi.org/10.4103/2278-0521.195813.

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Dobie, Ann, and Gail Poirrier. "When Nursing Students Write: Changing Attitudes." Language and Learning Across the Disciplines 1, no. 3 (1996): 23–33. http://dx.doi.org/10.37514/lld-j.1996.1.3.03.

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Beck, Cheryl Tatano. "Research Attitudes in Baccalaureate Nursing Students." Nurse Educator 11, no. 1 (January 1986): 6. http://dx.doi.org/10.1097/00006223-198601000-00004.

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Tritak, Ann Bernadette. "Nursing Students' Attitudes: Cynical or Humanitarian." Nurse Educator 21, no. 1 (January 1996): 5–6. http://dx.doi.org/10.1097/00006223-199601000-00002.

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Yang, Ya Ki. "Influencing Factors on Breastfeeding Nursing Activities of Nursing Students." Journal of Korean Academic Society of Nursing Education 25, no. 1 (February 28, 2019): 83–92. http://dx.doi.org/10.5977/jkasne.2019.25.1.83.

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Purpose: This study was conducted to examine the relationships among knowledge, attitudes and nursing activities while breastfeeding among nursing students, and to identify factors influencing nursing activities in breastfeeding. Methods: The research participants were 172 nursing students in the nursing departments of 3 universities located in G city and J provinces. The students had successfully completed their obstetric and pediatric clinical practice courses. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and multiple regression. Results: Participants' scores for knowledge, attitudes and nursing activities while breastfeeding were $16.24{pm}2.73$, $3.74{pm}0.43$ and $3.49{pm}0.43$, respectively. Knowledge and attitudes toward breastfeeding had positive correlations with nursing activities while breastfeeding. Factors influencing nursing students' nursing activities while breastfeeding included knowledge, attitudes toward breastfeeding, grade, breastfeeding educational experience, and breastfeeding intentions. These variables explained 18% of the variance in nursing activities while breastfeeding. Conclusion: Based on the results of this study, it would be beneficial to enhance knowledge and attitudes toward breastfeeding by developing education programs for breastfeeding.
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M. Darweesh, Alaa El-Din, Ikram Ibraheem Mohamad, Manal Hassan Abo El-Magd, and Alzahraa Abd El-Aziz Omar. "Nursing students’ attitudes toward psychiatric nursing and psychiatric patients." Middle East Current Psychiatry 21, no. 3 (July 2014): 160–66. http://dx.doi.org/10.1097/01.xme.0000449838.31206.f2.

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Awad, Mohammad Salih, Mohanned Khalil Abdullah, Radhwan Hussein Ibrahim, and Razgar Khalil Abdulla. "Nursing Students’ Attitudes Toward Simulation Technology in Nursing Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 14 (July 24, 2019): 31. http://dx.doi.org/10.3991/ijet.v14i14.10571.

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This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training
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MacGuire, Jillian. "Review: Attitudes of Jordanian nursing students to nursing research." Journal of Research in Nursing 17, no. 4 (September 3, 2010): 374–75. http://dx.doi.org/10.1177/1744987110379784.

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Lee, Sook-Hee. "Attitudes of Nursing Students toward Elderly People." Journal of Korean Gerontological Nursing 16, no. 1 (April 30, 2014): 18–26. http://dx.doi.org/10.17079/jkgn.2014.16.1.18.

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aygin, dilek, özge yaman, hande açıl açıl, Ayşe ÇELİK yılmaz, and havva sert. "NURSING STUDENTS' ATTITUDES FOR FEMALE CHILD MARRIAGES." INTERNATIONAL REFEREED ACADEMIC JOURNAL OF SPORTS, no. 25 (December 17, 2017): 2. http://dx.doi.org/10.17363/sstb.2017.4.2.

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Showalter, Darlene A. "Formation of Breastfeeding Attitudes Among Nursing Students." Clinical Lactation 3, no. 2 (June 2012): 69–74. http://dx.doi.org/10.1891/215805312807009351.

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Nurses’ attitudes about breastfeeding may play a role in their ability to support and promote it. Orientation for labor and delivery (L&D) nurses includes the initial placement of neonate to breast. However, formation of nurses’ attitudes begins in their academic and clinical experiences. Educational interventions that target nursing students’ attitudes about breastfeeding provide an opportunity to not only teach lactation-specific information, but to also diffuse biases and misconceptions prior to delivering patient care as students and more importantly, registered nurses. Senior nursing students in a baccalaureate program were surveyed for attitudes about breastfeeding and perceived readiness to support breastfeeding practices. An educational intervention was implemented and a post-intervention survey was administered. Students’ attitudes toward breastfeeding and perceived readiness to support breastfeeding practices were positively impacted by the educational intervention. Nurses’ ability to promote and support breastfeeding may be dependent upon their attitude toward this healthy behavior.
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Mueller, Charles W., Jo Ellen Cerny, Mary Jane Amundson, and Jane A. Waldron. "Nursing Faculty and Students' Attitudes Regarding HIV." Journal of Nursing Education 31, no. 6 (June 1992): 273–79. http://dx.doi.org/10.3928/0148-4834-19920601-09.

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Sánchez-Ojeda, María Angustias, Silvia Navarro-Prado, Adelina Martín-Salvador, Trinidad Luque-Vara, Elisabet Fernández-Gómez, and Fernando Jesús Plaza del Pino. "Nursing Students’ Attitudes towards Immigrants’ Social Rights." International Journal of Environmental Research and Public Health 17, no. 23 (November 29, 2020): 8875. http://dx.doi.org/10.3390/ijerph17238875.

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The migrant population has increased in recent years and, as a result, so has cultural diversity. Universities are incorporating specific modules addressing cultural diversity. However, the native population has negative attitudes towards immigrants, as they believe that immigrants receive more social benefits and abuse healthcare services. Nurses may have these attitudes too, which may affect the way they treat patients. The objective of this study was to determine nursing students’ attitudes towards the rights of the migrant population. This is a descriptive ex post facto study using a cross-sectional design, with 821 nursing students in Melilla, Ceuta, and Almeria, Spain. An anonymous questionnaire was used for data collection. Students recognize the same rights for both the immigrant and native populations. More than 80% of the sample upholds the right of undocumented immigrants and their families to access publicly funded healthcare. Attitudes were more positive among students with a Berber background and first-year students. Students approved of the right of immigrants and their families to healthcare and education. The students’ negative attitudes towards the social rights of immigrants need to be addressed with intercultural training to reduce their prejudices as future professionals in a multicultural society.
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Al-Modhefer, Abdul-Kadhum, and Sean Roe. "Nursing students’ attitudes to biomedical science lectures." Nursing Standard 24, no. 14 (December 9, 2009): 42–48. http://dx.doi.org/10.7748/ns.24.14.42.s47.

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Al-Modhefer, Abdul-Kadhum, and Sean Roe. "Nursing students’ attitudes to biomedical science lectures." Nursing Standard 24, no. 14 (December 9, 2009): 42–48. http://dx.doi.org/10.7748/ns2009.12.24.14.42.c7435.

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Davidhizar, Ruth, Nano Farabaugh, and Joyce Newman Giger. "Changing Nursing Students' Attitudes: An Exploratory Study." Hospital Topics 72, no. 3 (July 1994): 32–36. http://dx.doi.org/10.1080/00185868.1994.9948492.

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Kim, Boon Han, and Yoon Sook Kim. "Personality-based Career Attitudes of Nursing Students." Journal of Korean Academy of Nursing 35, no. 3 (2005): 503. http://dx.doi.org/10.4040/jkan.2005.35.3.503.

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Galbraith, Michael W., and Sandra M. Suttie. "ATTITUDES OF NURSING STUDENTS TOWARD THE ELDERLY." Educational Gerontology 13, no. 3 (January 1987): 213–23. http://dx.doi.org/10.1080/0380127870130302.

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Abreu, Margarida, and Nilza Caldevilla. "Attitudes toward Aging in Portuguese Nursing Students." Procedia - Social and Behavioral Sciences 171 (January 2015): 961–67. http://dx.doi.org/10.1016/j.sbspro.2015.01.215.

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Hweidi, Issa M., and Salwa M. Al-Obeisat. "Jordanian nursing students’ attitudes toward the elderly." Nurse Education Today 26, no. 1 (January 2006): 23–30. http://dx.doi.org/10.1016/j.nedt.2005.06.003.

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Aghamohammadi-Kalkhoran, Masoumeh, Mansoureh Karimollahi, and Reza Abdi. "Iranian staff nurses' attitudes toward nursing students." Nurse Education Today 31, no. 5 (July 2011): 477–81. http://dx.doi.org/10.1016/j.nedt.2010.09.003.

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Plaisance, Louise, and Cynthia Logan. "Nursing Students’ Knowledge and Attitudes Regarding Pain." Pain Management Nursing 7, no. 4 (December 2006): 167–75. http://dx.doi.org/10.1016/j.pmn.2006.09.003.

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Usta, Yasemin Yildirim, Yurdanur Demir, Melike Yönder, and Aynur Yildiz. "Nursing students’ attitudes toward ageism in Turkey." Archives of Gerontology and Geriatrics 54, no. 1 (January 2012): 90–93. http://dx.doi.org/10.1016/j.archger.2011.02.002.

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Pan, I.-Ju, Helen Edwards, and Anne Chang. "Taiwanese Nursing Students’ Attitudes Toward Older People." Journal of Gerontological Nursing 35, no. 11 (November 1, 2009): 50–55. http://dx.doi.org/10.3928/00989134-20090903-01.

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Wanko Keutchafo, Esther Lydie, and Jane Kerr. "Cameroonian nursing students’ attitudes towards older adults." International Journal of Africa Nursing Sciences 13 (2020): 100215. http://dx.doi.org/10.1016/j.ijans.2020.100215.

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Wardaningsih, Shanti, and Intansari Adiningrum. "Nursing Students' Perceptions and Attitudes about Altruism." Jurnal Aisyah : Jurnal Ilmu Kesehatan 7, no. 3 (July 13, 2022): 907–12. http://dx.doi.org/10.30604/jika.v7i3.1119.

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Range, Lillian M., and Alicia L. Rotherham. "Moral distress among nursing and non-nursing students." Nursing Ethics 17, no. 2 (February 25, 2010): 225–32. http://dx.doi.org/10.1177/0969733009352071.

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Their nursing experience and/or training may lead students preparing for the nursing profession to have less moral distress and more favorable attitudes towards a hastened death compared with those preparing for other fields of study. To ascertain if this was true, 66 undergraduates (54 women, 9 men, 3 not stated) in southeastern USA completed measures of moral distress and attitudes towards hastening death. Unexpectedly, the results from nursing and non-nursing majors were not significantly different. All the present students reported moderate moral distress and strong resistance to any efforts to hasten death but these factors were not significantly correlated. However, in the small sample of nurses in training, the results suggest that hastened death situations may not be a prime reason for moral distress.
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Sarantaki, Antigoni, Anna Datskovski, Marianna Pechlivani, Kleanthi Gourounti, Athina Diamanti, Christina Nanou, and Aikaterini Lykeridou. "Health Students’ Attitudes towards Disability." International Journal of Social Science Studies 9, no. 6 (October 8, 2021): 68. http://dx.doi.org/10.11114/ijsss.v9i6.5373.

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Background: Individuals with disabilities remain one of the most socially excluded segments of the population, constantly fighting for equal rights and social inclusion. Disability is not an easy subject for health professionals to deal with, in part because it crosses many professional and cultural boundaries.Objective: The aim of this research is to analyze and understand the various attitudes toward people with disabilities, amongst the final year medical, midwifery and nursing students and to compare the three health departments on their students’ attitudes.Methods: A questionnaire-based electronic survey was directed to all medical, midwifery and nursing students registered at two big universities in Athens, Greece (n=190). The time frame was decided to encompass a month window (from 2nd May to 2nd June 2021).Results: The Nursing students in the study showed overall a better attitude towards disabled people. Our research mainly indicates the fact that in general, there is need to prioritize training in both theoretical and practical fields through alterations in all three university departments’ curricula.Conclusions: Undergraduates Health Students (of Nursing, Midwifery and Medicine) generally present a lack of awareness, familiarity and experience towards disabled people. Numerous reasons seemed to influence health professional’s attitudes to people with a disability including their age, gender, nationality, education, years of experience, general knowledge regarding a disability and the level and nature of their training. This research clearly illustrates the importance of improving how universities’ undergraduate curricula address disabilities in an effort to inspire upcoming health professionals.
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Stipandić, Iva Marija, and Janko Babić. "Attitudes of Nursing Students and Non- Medical Students Toward Vaccination." Croatian nursing journal 6, no. 1 (July 22, 2022): 21–31. http://dx.doi.org/10.24141/2/6/1/2.

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Introduction. despite the scientifically proven positive effect on the population, vaccination remains a major public health problem. The biggest problem at the moment is that attitudes are based on other people’s opinions or various scientifically unfounded information obtained via the internet.Aim. The aim of this study was to examine the attitudes and level of knowledge about vaccination of nursing students and non-medical students in Croatia and establish whether there is a difference between them.Methods. The study involved 961 nursing and non-medical students from Croatia, aged between 18 and 53 years. The research was conducted using an online questionnaire program ‘google forms’ which consisted of 33 questions and was completely anonymous.Results. The study shows that nursing students have better knowledge of vaccinations and vaccines. They also have a statistically more positive attitude towards vaccination in comparison to non-medical students. When it comes to obtaining information about vaccines, as in existing studies from around the world, the participants in this study stated that they first turn to doctors and nurses for information related to vaccination and its side effects.Conclusion. The results of this study show that nursing students have better knowledge. Also, there was a statistically significant difference between the attitudes of nursing students and students of non-health studies, but the numerical difference is very small, which actually shows a very small difference in attitudes. educational and health institutions play an important role in forming attitudes, as well as the importance of presenting accurate, clear, and proven information.
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Sword, Wendy, Linda Reutter, Donna Meagher-Stewart, and Elizabeth Rideout. "Baccalaureate Nursing Students’ Attitudes Toward Poverty: Implications for Nursing Curricula." Journal Of Nursing Education 43, no. 1 (January 1, 2004): 13–19. http://dx.doi.org/10.3928/01484834-20040101-05.

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Almarwani, Abdulaziz Mofdy, Fahad M. Alhowaymel, Naif S. Alzahrani, and Hanan F. Alharbi. "Attitudes toward Nursing Profession and Fear of Infectious Diseases among Undergraduate Nursing Students: A Cross-Sectional Study." Healthcare 11, no. 2 (January 12, 2023): 229. http://dx.doi.org/10.3390/healthcare11020229.

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The uncertainty surrounding the effect of infectious diseases on nursing students’ attitudes toward the nursing profession worldwide exists. This study sought to examine the association between fear of infectious diseases and students’ attitudes toward the nursing profession. Methods: This quantitative descriptive cross-sectional study used a convenience sample of 477 students enrolled in nursing programs from three universities located in urban and non-urban areas in Saudi Arabia. Results: The study revealed a positive attitude toward nursing and minimal fear of infectious diseases. Junior nursing students reported significantly better attitudes and preferences toward the nursing profession than senior nursing students. Students who reported positive attitudes toward the nursing profession significantly had no intension to discontinue or transfer from nursing programs, whereas students with low attitudes reported significant intention to discontinue their enrollment in the nursing programs. Students in urban universities reported higher significant fear of infectious diseases compare to non-urban. The study revealed a significant negative correlation between fear of infectious diseases and students’ preference for the nursing profession. Conclusions: Nurse educators need to support senior nursing students’ attitudes toward the nursing profession and reduce their fear of infectious diseases, particularly among students studying in urban areas.
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Burrell, Sherry A., Jennifer Gunberg Ross, Mary Ann Heverly, and Bette Mariani. "Psychometric Evaluation of the Nursing Students' Attitudes Toward Nursing Education Research Questionnaire." Journal of Nursing Measurement 28, no. 2 (March 30, 2020): 303–21. http://dx.doi.org/10.1891/jnm-d-19-00061.

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Background and PurposeWhile nursing students' attitudes about research are generally positive, little is known about their attitudes toward education research. The purpose of this study was to test the psychometric properties of the newly developed Nursing Students' Attitudes toward Nursing Education Research Questionnaire (NSANERQ).MethodsThe 25-item NSANERQ was adapted from an existing tool measuring nursing students' attitudes toward nursing research. Content and construct validity, and internal consistency and test–retest reliability were evaluated. Content validity was assessed using a panel of five experts. Internal consistency reliability and construct validity were assessed in a sample of 156 senior, junior, and sophomore baccalaureate nursing students with a mean age of 20.55 years. A separate sample of 49 freshmen baccalaureate nursing students with a mean age of 18.35 years was used to assess test–retest reliability. Both samples were predominantly female, White, and non-Hispanic/non-Latino.ResultsThe NSANERQ demonstrated excellent content validity (S-CVI = 0.92), good internal consistency reliability (α = 0.88), and acceptable test–retest reliability (r = 0.71) over 2 weeks. Exploratory factor analysis resulted in a six-factor solution, which was confirmed through confirmatory factor analysis.ConclusionsThe NSANERQ is a valid and reliable instrument that can be used to measure students' attitudes toward nursing education research.
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Gould, Odette N., Anna MacLennan, and Suzanne Dupuis-Blanchard. "Career Preferences of Nursing Students." Canadian Journal on Aging / La Revue canadienne du vieillissement 31, no. 4 (October 19, 2012): 471–82. http://dx.doi.org/10.1017/s0714980812000359.

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ABSTRACTThis study investigates novice and experienced student nurses’ attitudes about caring for patients across the lifespan. Students were also asked why they would enjoy or not enjoy caring for children and older adults. Both novice (n = 114) and advanced (n = 56) nursing students were relatively positive about caring for patients across the lifespan. However, novices were significantly more negative about working with older patients, particularly after experiencing a first clinical placement. In contrast, a significant quadratic effect was found for advanced students, indicating more negativity about working with both children and older adults. When giving reasons for why they would enjoy caring for older patients, novices were more likely than were advanced students to focus on stereotypical characteristics and on negative health outcomes of older adults as a group. Overall, results suggest that the attitudes driving career interests in nursing students change as training advances.
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A'la, Muhamad Zulfatul, Baskoro Setioputro, and Dicky Endrian Kurniawan. "Nursing Students’ Attitudes towards Caring for Dying Patients." Nurse Media Journal of Nursing 8, no. 1 (August 14, 2018): 25. http://dx.doi.org/10.14710/nmjn.v8i1.17270.

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Background: Dying is a normal human phenomenon that requires a holistic care approach. Nurses’ attitudes towards the care for dying patients need to be explored, understood, and analyzed to improve the quality of care in palliative setting, including in nursing students.Purpose: This study explored the nursing students’ attitude and its relationship with the students’ demographic profile in caring for the dying patients in Indonesia.Methods: This study used a quantitative descriptive cross-sectional research design. The samples were 192 nursing students from Universitas Jember, Indonesia, who were recruited by using simple random sampling. Data were collected using the Frommelt Attitudes towards the Care of the Dying Care Form B Indonesian version (FATCOD-BI). The reliability test of FATCOD-BI showed a Cronbach’s alpha of 0.68, and the result of validity test using correlation coefficient showed the range of -0.278 to 0.544. Data were analyzed using frequency distribution, and mean differences test using t-test and One-Way Analysis of Variance (ANOVA).Results: Results showed that the mean of nursing students’ attitudes in caring for dying patients was 93.83±5.96 (range 30-120). Gender and training experiences had no relationship with students’ attitudes in caring for dying patients (p=0.22 and p=0.943). There was a relationship between the experiences and student academic level and the students’ attitudes in caring for dying patients (p=0.023 and p=0.036). The students’ experiences and academic level become a primary factor in the attitudes toward caring for dying patients.Conclusion: Findings revealed that student nurses’ attitudes in caring for dying patients was in low category and there was no significant relationship between gender and training experience and students’ attitudes towards caring for the dying patients. In contrast, experiences in caring for dying patients and academic level were associated with students’ attitudes. Further studies in the development of curriculum on dying patient care emphasizing on socio-demographic status are recommended.
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Beser, A., Z. Bahar, G. Arkan, A. Cal, and A. Yesiltepe. "Examination of nursing students’ attitudes towards environmental problems." Progress in Health Sciences 7, no. 1 (June 14, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.1866.

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Purpose: The study was directed towards examination of nursing students’ attitudes towards environmental problems. Materials and methods: This descriptive study was performed from June to August 2014 with 296 first-fourth year nursing students from one nursing faculty located in Izmir. The data of the study were collected through conducting face-to-face interviews by using Socio-Demographic Characteristics Form and Environmental Problems Attitude Scale. Descriptive statistics, chi-square test, Cronbach alpha, t-test and Mann Whitney U test were used in the data analysis. Results: Mean age of the students was 21.16±2.28 years. The fourth year students had higher scores for their attitudes to environmental problems. Female students, students taking a course about the environment before university, students becoming a member of environmental organizations had significantly higher scores for their attitudes to environmental issues. Conclusions: This study suggests that attitudes of students towards environmental problems can improve only after they are offered an effective education. Therefore, Syllabi should be designed to include environmental problems to increase knowledge and awareness of students and to acquire a positive attitude.
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ÜSTÜNDAĞ, Sema, Burcu BABADAĞ SAVAŞ, Yasemin YILDIRIM, and Öznur USTA YEŞİLBALKAN. "The Investigation of Nursing Students' Attitudes Towards Death." Turkiye Klinikleri Journal of Medical Ethics-Law and History 27, no. 3 (2019): 269–76. http://dx.doi.org/10.5336/mdethic.2019-65931.

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Imai, Yoshie, Chiemi Onishi, and Takae Bando. "Students' Care-Related Attitudes During Geriatric Nursing Training." International Journal for Human Caring 21, no. 4 (April 2017): 176–84. http://dx.doi.org/10.20467/humancaring-d-17-00059.

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Hon, Kam-lun Ellis, Sheila F. Twinn, Ting F. Leung, David R. Thompson, Yin Wong, and Tai F. Fok. "Chinese Nursing Students' Attitudes Toward Traditional Chinese Medicine." Journal of Nursing Education 45, no. 5 (May 1, 2006): 182–85. http://dx.doi.org/10.3928/01484834-20060501-08.

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Richardson, Janet, Jane Grose, Anita O’Connor, Martyn Bradbury, Janet Kelsey, and Maggie Doman. "Nursing students’ attitudes towards sustainability and health care." Nursing Standard 29, no. 42 (June 17, 2015): 36–41. http://dx.doi.org/10.7748/ns.29.42.36.e9692.

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Aradilla-Herrero, Amor, Joaquín Tomás-Sábado, and Juana Gómez-Benito. "Death Attitudes and Emotional Intelligence in Nursing Students." OMEGA - Journal of Death and Dying 66, no. 1 (February 2013): 39–55. http://dx.doi.org/10.2190/om.66.1.c.

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The aims of this study were to analyze the relationships between death attitudes and perceived emotional intelligence in a sample of nursing students, and to determine whether there are differences between different academic years with regard to both emotional intelligence and death attitudes. The participants were 243 nursing students. They all responded voluntarily and anonymously to a questionnaire that assessed the following constructs: Fear of death, Death anxiety, Death depression, Death obsession, and Emotional intelligence (Attention, Clarity, and Mood Repair). Students' scores on Fear of Death of Others subscale ( p < .05) decreased significantly across the 3 years of the nursing degree program and increased significantly on emotional Clarity ( p < .05), a dimension of emotional intelligence. The multiple linear regression analyses confirmed the predictive value of Attention, Clarity, and Mood Repair regarding levels of Fear of Death of Others. The importance of including emotional skills training and death-education programs as part of professional nursing curricula are discussed.
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GÜNAY İSMAİLOĞLU, Elif, Elem KOCAÇAL, and Seda ŞAHAN. "Determination of Nursing Students' Attitudes Towards Mobile Learning." Turkiye Klinikleri Journal of Nursing Sciences 13, no. 2 (2021): 338–45. http://dx.doi.org/10.5336/nurses.2020-78279.

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Sari, Hatice Yildirim, Ebru Akgun Çitak, Nurcan Uysal, and Emine Yılmaz. "Attitudes of nursing students towards people with disabilities." Learning Disability Practice 19, no. 1 (January 26, 2016): 27–30. http://dx.doi.org/10.7748/ldp.19.1.27.s22.

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