scholarly journals Change in depressive symptoms over higher education and professional establishment - a longitudinal investigation in a national cohort of Swedish nursing students

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Anna Christensson ◽  
Bo Runeson ◽  
Paul W Dickman ◽  
Marjan Vaez
Keyword(s):  
Higher Education ◽  
Depressive Symptoms ◽  
Nursing Students ◽  
Longitudinal Investigation ◽  
National Cohort

753 The role of circadian activity rhythms in depressive symptoms among female nursing students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A293-A294
Author(s):  
Xin Zhang ◽  
Shih-Yu Lee
Keyword(s):  
Nursing Education ◽  
Depressive Symptoms ◽  
Nursing Students ◽  
Conceptual Model ◽  
Depression Scale ◽  
Psychological Problems ◽  
Circadian Activity ◽  
Activity Rhythms ◽  
Wrist Actigraphy ◽  
Insomnia Symptoms

Abstract Introduction Depression is prevalent among nursing students. Rumination and sleep-wake rhythms are associated to mental illness; however, no clear path has been found. This exploratory study aimed to examine the associations among circadian activity rhythms (CAR), rumination, and depressive symptoms in female nursing students; further, to test a hypothesized CAR conceptual model. Methods A total of 148 female nursing junior students in China completed a battery of questionnaires, including Athens Insomnia Scale (AIS), Ruminative Responses Scale (RRS), and Self-rating Depression Scale (SDS). Wrist actigraphy was used to collect total sleep time, CAR, and acrophase (time of the peak of the fitted activity curve). The path analysis was explored by using SPSS and AMOS. Results The mean age of the students was 20.64 years (SD = 0.86). About 58.8% of the participants were either mild or moderate depressed. About 93.9% of the students reported significant insomnia symptoms (AIS scores >6). Rumination was measured by the RRS (M= 2.01, SD = 0.54), and students scored higher in brooding than that of reflective pondering (2.07 vs. 1.95). The average of TST was 394.59 minutes (SD = 51.92). The CAR ranged from 0.40 to 0.98, with a mean of 0.75 (SD = 0.11). The acrophase ranged from 12:46 to 20:14 (median 16:30), with a later acrophase indicates of a more delayed circadian phase. The final model shows satisfactory fit (χ2= 2.238, p= .327); a better CAR can indirectly reduce depressive symptoms by directly reducing brooding (B = -1.149) and improving insomnia symptoms (B = -6.6443). Conclusion In order to prevent psychological problems of nursing students, ruminating and CAR should be part of health screening. The novel conceptual model provides a basis for reforming nursing education to prevent psychological problems. Support (if any) Chinese National Natural Science Foundation [71603279]

scholarly journals Network analysis of anxiety and depressive symptoms among nursing students during the COVID-19 pandemic

2021 ◽  
Author(s):  
Wei Bai ◽  
Hai-Tao Xi ◽  
Qianqian Zhu ◽  
Mengmeng Ji ◽  
Hongyan Zhang ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Nursing Students ◽  
Network Analysis

scholarly journals Sexuality of elders with dementia: social representation of nursing students

Rev Rene ◽  
2020 ◽  
Vol 21 ◽  
pp. e44199
Author(s):  
Wanderson Carneiro Moreira ◽  
Vanessa Carvalho Fontinele ◽  
Fernanda Cláudia Miranda Amorim ◽  
Maria do Perpétuo Socorro de Sousa Nóbrega ◽  
Cláudia Maria Sousa de Carvalho ◽  
...  
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Common Sense ◽  
Social Representations ◽  
Hierarchical Classification ◽  
Education Institution ◽  
Social Representation ◽  
Socially Constructed ◽  
Semantic Classes ◽  
The Social

Objective: to learn about the social representation of nursing students about the sexuality of elders with dementia. Methods: qualitative study, based on the Theory of Social Representations, developed with 20 Nursing Graduation students from a Brazilian higher education institution. Data was collected through a focal group, processed in the software IRAMUTEQ and analyzed using a Descending Hierarchical Classification. Results: four semantic classes emerged: Sexuality as a right, The theme was insufficient in graduation, Meanings attributed to sexuality, and Care from the perspective of students. Conclusion: the study showed that the nursing students investigated had polysemic representations about the sexuality of elders with dementia, among which discriminatory and stigmatizing conceptions stood out, socially constructed and anchored in common sense.

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

scholarly journals An alternative placement model for nursing students: discovering new horizons

2020 ◽  
Vol 26 (5) ◽  
pp. 138-143
Author(s):  
Belinda Humphries ◽  
Sarah Keeley ◽  
Lucy Stainer ◽  
Amanda Watson
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Healthcare Staff ◽  
Education Students ◽  
Related Services ◽  
New Horizons ◽  
Alternative Placement ◽  
Competing Demands ◽  
Support Students ◽  
And Training

This article explores the use of an alternative placement model in conjunction with the Nursing and Midwifery Council standards for education and training. Traditionally in nurse education, students were supported on placement on a one-to-one basis by a qualified nurse mentor. This could be a very intense relationship and could limit placement learning as students were only allocated to areas that have a qualified nurse mentor, exacerbating competing demands on placement capacity to support students. A higher education institute trialled an alternative placement model that used several healthcare-related services traditionally not used for nursing placements. Some of these placements were allocated by the higher education institute, but students were also responsible for securing a number of placements for themselves. The students were supported with their learning by appropriate healthcare staff in practice but were assessed by academic members of staff at the higher education institute acting as practice assessors. The project was evaluated positively overall by the vast majority of students and staff. Students found it to be an empowering experience, which encouraged autonomous practice.

scholarly journals The Use of WhatsApp as An Educational Communication Tool in Higher Education: Experiences of Nursing Students in Kavango East, Namibia

2020 ◽  
Vol 9 (5) ◽  
pp. 105
Author(s):  
Vistolina Nuuyoma ◽  
Nkosenhle Jermaine Mhlope ◽  
Leonard Chihururu
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
University Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Educational Communication ◽  
Communication Tool ◽  
Negative Effects ◽  
Descriptive Phenomenology ◽  
School Of Nursing

WhatsApp is the most popular networking site used by most university students for general purposes, and as a communication, collaborative and transactional tool in the teaching and learning process. However, experiences of its use among university students as an educational communication tool in low and resource-constrained settings have not been explored. Following a qualitative, descriptive, phenomenology approach, this study described and explored nursing students’ experiences of the use of WhatsApp as an educational communication tool. Data were collected from 24 university nursing students who were conveniently sampled to participate in the focus group discussions; thereafter, data were analysed using qualitative content analysis. Whittemore, Chase and Mandle’s primary criteria of validity in qualitative research, which include credibility, authenticity, criticality and integrity, were used to ensure the quality of the study. Ethical approval and permission were granted by the School of Nursing Research Ethics Committee. Informed consent was obtained from participants, and their anonymity and confidentiality were ensured. The findings revealed that WhatsApp is a beneficial communication tool but has effects on human behaviour. Moreover, connectivity and handset-related challenges were experienced by the students. Following these findings, it is concluded that WhatsApp is a suitable communication tool in higher education and in maintaining communities of practice among students and lecturers. Conversely, there is a need to educate students on mechanisms to mitigate its negative effects on human behaviours, such as disturbances, addiction, and lack of responses. Lastly, universities should consider partnering with network providers to improve connectivity among students and lecturers, as well as accessibility to affordable smartphones.

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