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Journal articles on the topic 'Undergraduate nursing'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Lan, Xianlan. "Cultivating the Humanistic Quality of Nursing Undergraduates in the Internet Age." Mobile Information Systems 2022 (August 31, 2022): 1–11. http://dx.doi.org/10.1155/2022/1188711.

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Humanistic quality refers to the research ability, knowledge level of the humanities, and the human inner quality of the humanities. The purpose of this paper was to make a research on the cultivation of humanistic literacy of nursing undergraduates in the context of the Internet era. This paper first makes a general introduction of the classification of the Internet and the definition of humanistic literacy, analyzes the results of two rounds of expert consultation method, and then obtains the current situation of nursing undergraduates through the questionnaire survey of school nursing undergraduates. The experimental results showed that in the current survey situation, the expert support rate of humanistic care is as high as 90%, indicating that humanistic care is especially important for a nursing undergraduate. The total score of humanistic nursing ability of undergraduate nursing students was 127.03, which is in the middle level higher than that of most domestic studies, but lower than that of American nursing students.

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Patel, Darpan I., Vanessa Meling, Afsha Somani, Danila Larrotta, and David A. Byrd. "Summer undergraduate nursing research experience: Implementing a mentor-based research program for minority nursing undergraduates." Journal of Nursing Education and Practice 7, no. 7 (February 14, 2017): 37. http://dx.doi.org/10.5430/jnep.v7n7p37.

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The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

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3

Lokeesan, V., and L. Laavanya. "Self-Medication Practices among Undergraduate Nursing Students." International Journal of Pharma Research and Health Sciences 7, no. 1 (2019): 2894–98. http://dx.doi.org/10.21276/ijprhs.2019.01.07.

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4

Lins, Maria da Luz, Alexandre Pazetto Balsanelli, and Vanessa Ribeiro Neves. "Leadership teaching strategies in undergraduate nursing courses." Revista da Rede de Enfermagem do Nordeste 19 (May 17, 2018): e3226. http://dx.doi.org/10.15253/2175-6783.2018193226.

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Gonçalves, Rafaella Guilherme, Bruna Ruselly Dantas Silveira, Wanesca Caroline Pereira, Lucas Batista Ferreira, Ana Angélica Rego de Queiroz, and Rejane Maria Paiva de Menezes. "Teaching palliative care in undergraduate nursing education." Rev Rene 20 (April 25, 2019): e39554. http://dx.doi.org/10.15253/2175-6783.20192039554.

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6

Clark, Karen, Diana Stanforth, and Mary P. Humphries. "Teaching Undergraduate Nursing Research." Nurse Educator 34, no. 1 (January 2009): 9–11. http://dx.doi.org/10.1097/01.nne.0000343392.96200.9b.

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7

Ruel, Sally. "Undergraduate Geriatric Nursing Curriculum." Journal of Professional Nursing 24, no. 4 (July 2008): 259–60. http://dx.doi.org/10.1016/j.profnurs.2007.06.007.

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8

Dorsey, Laurie E., and Constance M. Baker. "Mentoring Undergraduate Nursing Students." Nurse Educator 29, no. 6 (November 2004): 260–65. http://dx.doi.org/10.1097/00006223-200411000-00013.

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9

Magnussen, Lois, and Mary Jane Amundson. "Undergraduate nursing student experience." Nursing and Health Sciences 5, no. 4 (December 2003): 261–67. http://dx.doi.org/10.1046/j.1442-2018.2003.00158.x.

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10

Shi, Zheng-Yan, Xiao-Ling Li, Meng-Yan Tang, and Yao-Yao Peng. "Investigation and Analysis of Undergraduate Nursing Students’ Attitudes Toward Advanced Care Planning and Their Willingness to Implement." American Journal of Hospice and Palliative Medicine® 37, no. 8 (February 5, 2020): 613–18. http://dx.doi.org/10.1177/1049909120902123.

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Objective: The purpose of this study is to understand the attitude of undergraduate nursing students toward advanced care planning (ACP) and their willingness to implement ACP and to analyze its influencing factors, so as to provide evidence-based basis for life and death education and ACP-related training in colleges and universities. Methods: A total of 312 nursing undergraduates from a university in Chengdu (China) were surveyed by using general information questionnaire, attitude scale of ACP, and willingness questionnaire to implement ACP. Results: The scores of undergraduate nursing students’ attitude toward ACP were 24.97 ± 2.75, and the scores of total willingness to ACP were 79.26 ± 9.70. Univariate analysis and multivariate linear regression analysis showed that religious belief, grade, family relationship, and family discussion of death were the factors influencing the willingness of nursing students to carry out ACP. Conclusions: The attitude of undergraduate nursing students toward ACP tended to be positive, but their cognition of ACP was misunderstood, and their willingness to implement ACP needed to be improved. To improve the awareness and implementating willingness of undergraduate nursing students to ACP, it was recommended that colleges and universities carried out systematic standardized life and death education courses and ACP-related training.

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LK, Bhagunde. "Self-Medication Practice amongst Undergraduate Nursing Students in Government Nursing College Nanded, Maharashtra." Journal of Medical Science And clinical Research 05, no. 04 (April 8, 2017): 20054–59. http://dx.doi.org/10.18535/jmscr/v5i4.53.

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12

Burke, Sharon, and William Cody. "Podcasting in Undergraduate Nursing Programs." Nurse Educator 39, no. 5 (2014): 256–59. http://dx.doi.org/10.1097/nne.0000000000000059.

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13

Beck, Cheryl Tatano. "Burnout in Undergraduate Nursing Students." Nurse Educator 20, no. 4 (July 1995): 19–23. http://dx.doi.org/10.1097/00006223-199507000-00008.

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14

Hemman, Eileen A., and Sharon Gavin Fought. "Teaching Undergraduate Nurses Nursing Phenomena." Nurse Educator 35, no. 1 (January 2010): 25–28. http://dx.doi.org/10.1097/nne.0b013e3181c420f8.

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15

Effken, Judith A. "Journal of Undergraduate Nursing Scholarship." Nurse Educator 26, no. 4 (July 2001): 156. http://dx.doi.org/10.1097/00006223-200107000-00002.

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16

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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Franklin, Ashley E., and Nicole Petsas Blodgett. "Simulation in Undergraduate Education." Annual Review of Nursing Research 39, no. 1 (December 1, 2020): 3–31. http://dx.doi.org/10.1891/0739-6686.39.3.

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Simulation is an integral component of undergraduate nursing education because it allows for a safe, timely, and prescriptive approach to meet learning objectives at the levels of individual simulations, courses, and academic programs. This review of the literature provides an overview of steps taken to move simulation forward in undergraduate nursing education, and it highlights educational theories, research, best practices, and policy statements underpinning modern nursing simulation. This chapter outlines simulation and curriculum integration approaches and provides examples of participant, course, and program outcomes.

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Franklin, Ashley E., and Nicole Petsas Blodgett. "Simulation in Undergraduate Education." Annual Review of Nursing Research 39, no. 1 (December 1, 2020): 3–31. http://dx.doi.org/10.1891/0739-6686.39.3.

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Simulation is an integral component of undergraduate nursing education because it allows for a safe, timely, and prescriptive approach to meet learning objectives at the levels of individual simulations, courses, and academic programs. This review of the literature provides an overview of steps taken to move simulation forward in undergraduate nursing education, and it highlights educational theories, research, best practices, and policy statements underpinning modern nursing simulation. This chapter outlines simulation and curriculum integration approaches and provides examples of participant, course, and program outcomes.

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TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis." Nursing & Healthcare International Journal 6, no. 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.

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Chen, Zheng, and Yangfeng Shao. "Analysis of willingness and influencing factors of nursing undergraduates to engage in elderly service management." SHS Web of Conferences 140 (2022): 01009. http://dx.doi.org/10.1051/shsconf/202214001009.

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Under the background of population aging, the development of pension industry urgently needs colleges and universities to cultivate highlevel elderly service management talents. In this paper, 513 nursing undergraduates were investigated with self-made questionnaire. The results showed that the overall willingness of nursing undergraduates to engage in elderly service management was not high, and there was a significant difference in the willingness of nursing undergraduates with different demographic characteristics (P < 0.05). On the basis of in-depth analysis of influencing factors, the article holds that we should actively promote the cultivation of senior service management personnel at undergraduate level by guiding students to establish a sense of honor, enhancing their professional cognition of pension service, and reasonably positioning the training objectives to adapt to the professional development of nursing undergraduates.

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Habermann, Monika, Renate Stemmer, and Riitta Suhonen. "Missed nursing care as experienced by undergraduate nursing students." Pflege 35, no. 1 (February 2022): 15–21. http://dx.doi.org/10.1024/1012-5302/a000849.

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Abstract. Background: In clinical settings where missed nursing care prevails, nursing students’ instructions, supervision and the joint reflection on clinical practice with mentors are also affected and nursing students become involved in dealing with missed nursing care. Aim: To explore the experience of missed nursing care in clinical placements, its meaning for nursing students, and actions they considered or took. Methods: Qualitative study based on a content analysis of nursing students’ written reports. Nursing students in three universities in Germany with experience of at least one clinical practice placement were invited to participate. Online, they answered three open questions concerning missed nursing care focusing on: (1) experiences of the phenomenon, (2) its meaning and (3) actions that had been considered or taken when dealing with missed nursing care. A content analysis was performed. Results: The recruitment criteria were met by 69 nursing students. Four main themes and 20 sub-themes were identified. The reports covered all forms of missed nursing care. Becoming involved led to intrapersonal conflicts and, feelings of powerlessness but also to learning opportunities. It challenged professional and ethical standards. Students identified a broad spectrum of actions to answer the challenge. Conclusion: Dealing with missed nursing care creates opportunities and challenges for nursing students. To build up a well-trained and sustainable nursing workforce, learning environments for nursing students must reflect the challenges and counteract deficits.

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22

Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe, and Linda Moneyham. "Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19." Journal of Nursing Education and Practice 12, no. 5 (January 5, 2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.

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Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.

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AlSenany, Samira, and Amer A. AlSaif. "Gerontology course in the nursing undergraduate curricula." Revista da Escola de Enfermagem da USP 48, no. 6 (December 2014): 1077–84. http://dx.doi.org/10.1590/s0080-623420140000700016.

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Objective To explores nursing faculty members’ attitudes towards older people, their thoughts about gerontological nursing education. Method Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers’ attitudes were higher than those of their nursing students (M=3.18, SD0.29). Results This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. Conclusion This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.

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Ertuğ, Nurcan, and Hatice Önal. "Undergraduate Nursing Students’ Research Activities and Utilization: A Turkish Sample." Aquichan 14, no. 2 (June 1, 2014): 251–60. http://dx.doi.org/10.5294/aqui.2014.14.2.11.

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Objetivo: analizar el estado de la investigación en salud en Colombia, Ecuador y en Latinoamérica; sus implicaciones, la importancia de esta para tratar de impactar en políticas y estrategias de salud que mejoren el nivel de vida de las poblaciones y los asentamientos urbanos. Método: se realizó una revisión de la literatura en las bases de datos latinoamericanas Scielo, Redalyc, Bireme y Pubmed en los últimos 8 años. Resultados: se evidencia la trascendencia de las universidades como instituciones, que tienen la obligación de influir en lo social, lo humano y lo cultural, y transformen en entornos ligados a programas sociales y de gobierno en pro de una comunidad. Igualmente, se hace un análisis de las políticas de investigación, de organismos rectores y sus implicaciones en las instituciones formadoras de recurso humano a nivel superior. Conclusiones: es necesario fortalecer la reflexión crítica en los espacios académicos comprometidos con la transformación de las condiciones colectivas de la comunidad en los procesos de salud, enfermedad, promoción, prevención y atención, que tocan los hilos de la conciencia, afirmando que el individuo y la colectividad son responsables de “cuidar su salud”, mediante el abordaje transdisciplinario, teniendo en cuenta la normatividad ética que rige las investigaciones; fortaleciéndola mediante la consolidación de redes, divulgando los hallazgos.

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Bordignon, Simoní Saraiva, Valéria Lerch Lunardi, Edison Luiz Devos Barlem, Graziele de Lima Dalmolin, Rosemary Silva da Silveira, Flávia Regina Souza Ramos, and Jamila Geri Tomaschewski Barlem. "Moral distress in undergraduate nursing students." Nursing Ethics 26, no. 7-8 (February 13, 2019): 2325–39. http://dx.doi.org/10.1177/0969733018814902.

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Background: Moral distress is considered to be the negative feelings that arise when one knows the morally correct response to a situation but cannot act because of institutional or hierarchal constraints. Objectives: To analyze moral distress and its relation with sociodemographic and academic variables in undergraduate students from different universities in Brazil. Method: Quantitative study with a cross-sectional design. Data were collected through the Moral Distress Scale for Nursing Students, with 499 nursing students from three universities in the extreme south of Brazil answering the scale. The data were analyzed in the statistical software SPSS version 22.0, through descriptive statistical analysis, association tests (t-test and analysis of variance), and linear regression models. Ethical considerations: Approval for the study was obtained from the Research Ethics Committee at Universidade Federal do Rio Grande. Findings: The mean intensity of moral distress in the constructs ranged from 1.60 to 2.55. As to the occurrence of situations leading to moral distress in the constructs, the frequencies ranged from 1.21 to 2.43. The intensity level of moral distress showed higher averages in the more advanced grades of the undergraduate nursing course, when compared to the early grades of this course (between 5 and 10 grade, average = 2.60–3.14, p = 0.000). Conclusion: The demographic and academic characteristics of the undergraduate nursing students who referred higher levels of moral distress were being enrolled in the final course semesters, were at a federal university, and had no prior degree as an auxiliary nurse/nursing technician.

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Mill, Judy, Barbara J. Astle, Linda Ogilvie, and Denise Gastaldo. "Linking Global Citizenship, Undergraduate Nursing Education, and Professional Nursing." Advances in Nursing Science 33, no. 3 (2010): E1—E11. http://dx.doi.org/10.1097/ans.0b013e3181eb416f.

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Jesudoss, Mercy, Deborah Snegalatha, Dhiya Mary Ipe, Dolly Wilson, and Rebecca Sumathi Bai. "Perception of neuroscience nursing osce among undergraduate nursing students." International Journal of Nursing Education 10, no. 3 (2018): 43. http://dx.doi.org/10.5958/0974-9357.2018.00064.8.

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O’Brien King, Margaret, and Marie F. Gates. "Perceived Barriers to Holistic Nursing in Undergraduate Nursing Programs." EXPLORE 2, no. 4 (July 2006): 334–38. http://dx.doi.org/10.1016/j.explore.2006.04.002.

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Cameron, Lys Eiras, and Sílvia Teresa Carvalho de Araújo. "Undergraduate students in orthopedic nursing care." Revista Latino-Americana de Enfermagem 19, no. 6 (December 2011): 1391–97. http://dx.doi.org/10.1590/s0104-11692011000600016.

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This study identifies some undergraduate nursing students’ imaginary manifestations concerning themselves and care delivered to patients with orthopedic and/or trauma disorders. The Social Poetics method was used and the research group was composed of 15 undergraduate students. Only the categories and subcategories exclusively related to the “student” are presented in this paper. Data revealed that care provided by orthopedic nursing students is the result of a care relationship that emerges from their sensitivity toward patients and their own knowledge, skills and attitudes. The orthopedic treatment, equipment and procedures, to which patients are submitted, cause important emotional distress for students, empathic behavior and encourage them to search for ways to minimize their patients’ pain. All the aspects that permeate care provided by orthopedic nursing students should be identified in order to enable reassessment of the teaching-learning process.

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Carvalho, Cleina de Fátima, Maria Amélia Zanon Ponce, Reinaldo Antonio da Silva-Sobrinho, Roberto Della Rosa Mendez, Mariana Alvina dos Santos, Edirlei Machado dos Santos, and Anneliese Domingues Wysocki. "Tuberculosis: knowledge among nursing undergraduate students." Revista Brasileira de Enfermagem 72, no. 5 (October 2019): 1279–87. http://dx.doi.org/10.1590/0034-7167-2018-0384.

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ABSTRACT Objective: To analyze the knowledge about tuberculosis among nursing undergraduate students of a Federal Higher Education Institution. Method: Descriptive cross-sectional study, with quantitative approach. Data were collected through a questionnaire based on the WHO’s guide to developing evaluation instruments on knowledge, attitudes and practices related to TB. Students were classified as “with knowledge” and “with little knowledge” based on the mean percentage of correct responses to the variables analyzed. Descriptive statistics techniques were used. Results: 60 nursing students were interviewed. “with little knowledge” was observed among students who were studying at the university for less time and who had no previous contact with the subject, and “with knowledge” was observed among those whose knowledge about tuberculosis was acquired in the health services. Conclusion: Knowledge gaps among undergraduate nursing students were identified, suggesting the need to rethink teaching-learning strategies on the subject.

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Antior, Katlyn R., and Antoinette K. Pugh. "The Experience of Completing an Undergraduate Nursing Honors Research Project on the First Professional Nursing Position." IU Journal of Undergraduate Research 1, no. 1 (June 1, 2015): 40–44. http://dx.doi.org/10.14434/iujur.v1i1.13724.

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Undergraduate research experiences have become a hallmark of excellence in degree programs in the science, technology, engineering and math fields, with indications that these experiences lay important groundwork for graduate education and practice in the field. In nursing, several schools offer undergraduate nursing research experiences, though there is scant research related to outcomes among nurses at the baccalaureate level. Since evidence-based practice (EBP) is becoming increasingly important in health care, the use of research-related skill sets has become more critical for practicing nurses. The benefits of undergraduate research experience have been inadequately studied and there have been no nursing studies on the impact of undergraduate nursing research experience on the practicing registered nurse. At a research intensive public university, a robust honors program exposes students to research throughout the baccalaureate degree, with student engagement in every step of the research process alongside faculty research mentors. The purpose of this study was to qualitatively explore the experiences and outcomes of participation in a significant undergraduate research project on the first few years of nursing practice as an RN. Data analysis was conducted using an open coding method to analyze the responses of the participants and aid in the process of identifying major themes that express the phenomenon. Through this approach a descriptive analysis of the experience of completing an undergraduate research project was completed, including the impact on the nursing practice and development of the participants in their early careers. The results suggest that extensive exposure to research in undergraduate schooling increases the level of self-confidence in the first nursing position. Participants also felt that they stood out from their peers. Other benefits include expanding knowledge regarding the research process, improving writing and public speaking skills, and advancing personal and professional development.

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Alghamdi, Salmah, Shrooq Aljabri, Ghayda Jafari, Rawan Alzebali, Nada Alkunaidiri, and Nada Kalantan. "Sources of Stress Among Undergraduate Nursing Students." Global Journal of Health Science 11, no. 9 (July 22, 2019): 116. http://dx.doi.org/10.5539/gjhs.v11n9p116.

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OBJECTIVE: Stress is common among nursing students during their first years of study. Nursing students often experience high levels of stress because they frequently encounter various challenges that can negatively affect their academic performance and general health. However, common sources of stress among undergraduate nursing students have not been well identified. Therefore, the purpose of this study was to identify the common sources of stress among undergraduate nursing students. METHODS: This was a descriptive, cross-sectional study. The convenience sample included 87 female nursing students. The Student Nurse Stress Index (SNSI) was used to describe the sources of stress from four domains: academic load, clinical concerns, personal problems, and interface worries. RESULTS: The majority (95.4%) of the participants were aged between 19-21 years. The major source of stress was academic load (M = 3.38, SD = 0.82), followed by interface worries (M = 3.22, SD = 0.79), clinical concerns (M = 2.80, SD = 0.78), and personal problems (M = 2.43, SD = 1.02). CONCLUSION: The nursing students’ stress resulting from their academic load was higher than the other sources of stress, and it was related to the large number of materials, assignments, or subjects required for nursing students. It is recommended that undergraduate nursing students are supported by having schools organize the amount of academic work required for each subject. Given that the students’ academic load was the most common source of stress, coordination between the students and faculty about the requirements of each course is warranted.

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Mostafa, Mona H., and Sayeda M. Mohamed. "Acculturative Stress, Assertiveness, and Self Efficacy among Undergraduate International Nursing Students." Evidence-Based Nursing Research 2, no. 2 (June 18, 2020): 11. http://dx.doi.org/10.47104/ebnrojs3.v2i2.133.

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Context: Acculturative stress is an essential challenge of international students in a new culture. This challenge may impact their academic success, psychological wellbeing, and the educational institution's effectiveness in retaining these students. Aim: To examine the relationship between acculturative stress, self-efficacy, and assertiveness among international undergraduate nursing students. Methods: The study was conducted at the Faculty of Nursing, Cairo University. The correlational research design was used on a simple random sample consists of 135 undergraduate international nursing students. Four tools were used for data collection. They were personal data sheet, acculturative stress assessment scale, Rathus assertiveness schedule, and general self-efficacy assessment scale. Results: 47.00% of undergraduate international nursing students had a mild level of acculturative stress, 34.8% of undergraduate international nursing students were somewhat non-assertive, about half of undergraduate international nursing students had a moderate level of self-efficacy. There was a statistically significant positive correlation between self-efficacy and assertiveness. Also, there was a statistically significant negative correlation between acculturative stress and assertiveness. There was no statistically significant correlation between self-efficacy and acculturative stress. Conclusions: Undergraduate international nursing students were inclined towards experiencing acculturative stress, and near half of them exhibit a mild level. More than one-third of them were somewhat assertive, with near half of them had a high level of self-efficacy. The development of educational programs is needed to maximize assertiveness skills, self-efficacy, and reducing acculturative stress among undergraduate international nursing students.

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Abdelaziz, Thoraya, Rawhia Dogham, and Nermine Elcockany. "Infection prevention and control curriculum in undergraduate nursing program: Internship nursing students’ perspectives." Journal of Nursing Education and Practice 9, no. 10 (July 15, 2019): 59. http://dx.doi.org/10.5430/jnep.v9n10p59.

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Undergraduate nursing education plays a vital role in acquiring the necessary competency for patient safety. Infection prevention and control is a very critical topic for providing patient safety so, undergraduate and graduate nursing students should be competent in infection prevention and control. The aim of this study was to measure the undergraduate nursing program effectiveness in improving knowledge and practice of infection prevention and control of internship nursing students and to identify their learning needs. A descriptive research design was used. Students were selected using convenience sampling which included 400 internship nurses. Data was collected using a self-reported questionnaire. The results of the current study displayed that more than half (59.5%) of the intern nurses had poor knowledge and also 43.2% of them had poor practice. In addition, it was found that more than half of them reported that infection control program is neither irrelevant nor meaningful, and 48.5% of the students suggested that participation in infection prevention and control training is most important for the improvement of nursing program. This study concluded that infection prevention and control topics in undergraduate nursing education may be insufficient and need to be updated, as well as the need for reviewing the intended learning outcomes of nursing program to ensure the addition and implementation of infection control guidelines in all undergraduate in the last academic year of nursing program as well as internship. The students also are in need for continued training and education regarding guidelines of infection prevention and control practice.

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Kessler, Theresa A., and Elise M. Alverson. "Mentoring Undergraduate Nursing Students in Research." Nursing Education Perspectives 35, no. 4 (2014): 262–64. http://dx.doi.org/10.5480/11-555.1.

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Reising, Deanna L. "Service-Learning in Undergraduate Nursing Curricula." Journal of Nursing Education 45, no. 2 (February 1, 2006): 95. http://dx.doi.org/10.3928/01484834-20060201-10.

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Clarke, Colette M., Deborah J. Kane, Dale L. Rajacich, and Kathryn D. Lafreniere. "Bullying in Undergraduate Clinical Nursing Education." Journal of Nursing Education 51, no. 5 (April 9, 2012): 269–76. http://dx.doi.org/10.3928/01484834-20120409-01.

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Wetterich, Natalia Cadioli, and Márcia Regina Antonietto da Costa Melo. "Sociodemographic profile of undergraduate nursing students." Revista Latino-Americana de Enfermagem 15, no. 3 (June 2007): 404–10. http://dx.doi.org/10.1590/s0104-11692007000300007.

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The College of Nursing at Ribeirão Preto, University of São Paulo, Brazil has been projected as a national reference with special appeal for students, which motivated this study on the profile of the school's applicants. The population of this exploratory-descriptive study is composed of alumni from 1999 to 2003. The data collection was performed through the university's registration forms and the analysis through the quantitative method. Results show a decreasing number of applications from Ribeirão Preto, a predominance of young, female and single applicants; few of them were employed at the time. Regarding their educational background, the data show an increasing number of applicants coming from private schools, while the majority of them entered the university within two years after concluding secondary school. Some of the students temporarily abandoned the course or lost one or more semesters, while most of them graduated within the expected term.

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De Paula, R. A. B., José Lúcio M. Machado, and Valéria M. P. Machado. "Undergraduate Nursing Students’ Motivation for Learning." Creative Education 12, no. 09 (2021): 2180–95. http://dx.doi.org/10.4236/ce.2021.129167.

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Oliveira, Rayama de, Rita Catalina Aquino Caregnato, and Sheila Gonçalves Câmara. "Burnout syndrome in senior undergraduate nursing." Acta Paulista de Enfermagem 25, spe2 (2012): 54–60. http://dx.doi.org/10.1590/s0103-21002012000900009.

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OBJECTIVE: This papers' goal was to evaluate the presence and the factors associated to Burnout Syndrome among senior year Nursing students. METHODS: Exploratory descriptive quantitative research held in a private University of Rio Grande do Sul, with an intentional sample of 42 students enrolled in the 1st half of 2011, through the application of the instrument Burnout Inventory Student Survey (MBI-SS). The sample represented 76.3% of the population studied. RESULTS: As for the burnout rates, it was found that the professional effectiveness was the amount that reached higher average index 5.03, followed by emotional exhaustion 3.26 and disbelief 1.57. CONCLUSION: Burnout syndrome was not identified among the participants, so that the factors associated with it were also not identified. The only finding was that the students who have children have less emotional exhaustion.

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Fiske, Elizabeth Ann. "Contemplative Activities in Undergraduate Nursing Courses." Journal of Nursing Education 56, no. 6 (June 1, 2017): 378–82. http://dx.doi.org/10.3928/01484834-20170518-12.

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Nielson, Mary Hugo, Linda Warren, and Doreen Graham. "Promoting Collaboration in Undergraduate Nursing Students." Journal of Nursing Education 58, no. 11 (November 1, 2019): 657–60. http://dx.doi.org/10.3928/01484834-20191021-08.

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Lapum, Jennifer L., and Oona St-Amant. "Visual Images in Undergraduate Nursing Education." Nurse Educator 41, no. 3 (2016): 112–14. http://dx.doi.org/10.1097/nne.0000000000000214.

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JOHNSON, LINDA W. "Homeostasis Conservation Among Undergraduate Nursing Students." Nursing Research 40, no. 2 (March 1991): 118???119. http://dx.doi.org/10.1097/00006199-199103000-00013.

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Kirkpatrick, Zachary A., and Carol J. Boyd. "Stimulant Use Among Undergraduate Nursing Students." Journal of Addictions Nursing 29, no. 2 (2018): 84–89. http://dx.doi.org/10.1097/jan.0000000000000219.

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Bell, Janice M. "Levels in Undergraduate Family Nursing Education." Journal of Family Nursing 3, no. 3 (August 1997): 227–29. http://dx.doi.org/10.1177/107484079700300301.

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Lim, Anecita Gigi, and Michelle Honey. "Integrated undergraduate nursing curriculum for pharmacology." Nurse Education in Practice 6, no. 3 (May 2006): 163–68. http://dx.doi.org/10.1016/j.nepr.2005.11.005.

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Denham, Sharon A., Mari Tietze, Zoheb Allam, Jennifer Talleff, Nola Schrum, and Tao Wang. "Academic success of undergraduate nursing students." Nurse Education in Practice 33 (November 2018): 172–77. http://dx.doi.org/10.1016/j.nepr.2018.08.013.

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Tubaishat, Ahmad, and Laila Habiballah. "eHealth literacy among undergraduate nursing students." Nurse Education Today 42 (July 2016): 47–52. http://dx.doi.org/10.1016/j.nedt.2016.04.003.

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Sasso, Loredana, Annamaria Bagnasco, Monica Bianchi, Valentina Bressan, and Franco Carnevale. "Moral distress in undergraduate nursing students." Nursing Ethics 23, no. 5 (August 2016): 523–34. http://dx.doi.org/10.1177/0969733015574926.

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Background: Nurses and nursing students appear vulnerable to moral distress when faced with ethical dilemmas or decision-making in clinical practice. As a result, they may experience professional dissatisfaction and their relationships with patients, families, and colleagues may be compromised. The impact of moral distress may manifest as anger, feelings of guilt and frustration, a desire to give up the profession, loss of self-esteem, depression, and anxiety. Objectives: The purpose of this review was to describe how dilemmas and environmental, relational, and organizational factors contribute to moral distress in undergraduate student nurses during their clinical experience and professional education. Research design: The research design was a systematic literature review. Method: The search produced a total of 157 articles published between 2004 and 2014. These were screened with the assessment sheet designed by Hawker and colleagues. Four articles matched the search criteria (one quantitative study and three qualitative), and these were separately read and analyzed by the researchers. The process of review and analysis of the data was supervised by a colleague experienced in moral distress who provided an independent quality check. Ethical consideration: Since this was a systematic review, no ethical approval was required. Findings: From the analysis, it emerged that inequalities and healthcare disparities, the relationship with the mentor, and students’ individual characteristics can all impact negatively on the decisions taken and the nursing care provided, generating moral distress. All these factors condition both the clinical experience and learning process, in addition to the professional development and the possible care choices of future nurses. Conclusion: Few studies dealt with moral distress in the setting of nurse education, and there is a knowledge gap related to this phenomenon. The results of this review underline the need for further research regarding interventions that can minimize moral distress in undergraduate nursing students.

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