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Journal articles on the topic 'First year nursing students'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Dhanapandi, K. "Assess the Stressors and Coping Strategy Among the First Year BSc Nursing Students in Selected College of Nursing Coimbatore." Journal of Psychiatric Nursing 9, no. 1 (April 1, 2020): 9–12. http://dx.doi.org/10.21088/jpn.2277.9035.9120.1.

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2

Du Rand, Paula P., and Marlene J. Viljoen. "Developmental level of black first-year nursing students." Health SA Gesondheid 5, no. 2 (October 23, 2000): 11–17. http://dx.doi.org/10.4102/hsag.v5i2.27.

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Black first-year nursing students hailing from a historically disadvantaged education situation may experience various problems at the university. It is therefore important to support these students. If however, it should prove possible to determine the exact nature of the backlogs in their development, the lecturer would be able to offer meaningful support. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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3

Emmanuel, Elizabeth, Marilyn Chaseling, and Lewes Peddell. "A first-year, first-semester observership placement to increase nursing students’ satisfaction." Journal of Nursing Education and Practice 11, no. 11 (July 20, 2021): 64. http://dx.doi.org/10.5430/jnep.v11n11p64.

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This paper reports on a two-day nursing observership in the first semester of an undergraduate baccalaureate-nursing program in an Australian university. Of the 392 novice student nurses who completed the observership, 340 provided a written reflection on their experience. The qualitative data were analysed using constant comparative analysis from which four themes were identified. Student nurses reported that the observership provided them with an insight into the nursing world (66.4%), was a revelation (46.4%), met their expectations (16.4%), and was transformative (7.3%). These themes indicated that an observership at the start of a nursing student’s study can provide a professional socialisation experience, link new knowledge to practice, and ease that transition into nursing study. The implication for practice for nurse educators is to consider innovative approaches such as an observership to overcome challenges that first-year nursing students reportedly experience.

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Terry, Louise M., and Jo Carroll. "Dealing with death: first encounters for first-year nursing students." British Journal of Nursing 17, no. 12 (June 2008): 760–65. http://dx.doi.org/10.12968/bjon.2008.17.12.30298.

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Nagvanshi, Sharda. "Knowledge Assessment of BSc Nursing 4th Year Students about Breathing Exercises during First Stage of Labour." Trends in Nursing Administration & Education 09, no. 02 (December 30, 2020): 17–20. http://dx.doi.org/10.24321/2348.2141.202005.

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Background: For a woman, labour is both the most exciting and the most traumatic experience. Women have varying pain thresholds and deal with pre-labour anxiety in various ways. The aim of this study was to assess the knowledge of BSc Nursing students about breathing exercises that can be done during the first stage of labour. Methods: An experimental research design with one group pre- and post-test was selected. The sample size was 30 BSc Nursing 4th year students. Demographic data, as well as a self-structured questionnaire was used to assess their level of knowledge regarding breathing exercises. Result and Conclusion: The post-test knowledge scores o the participants were better than the pre-test knowledge scores. Thus the study clearly shows that there was a significant gain in the knowledge of BSc Nursing students after the interventions on breathing exercise during the first stage of labour.

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TSUJI, Keiko, Naomi IWATA, Miwa SIMOJO, Tomoko HAGIWARA, Youko SASAKI, Yoshie NAGATA, Maki MATSUMOTO, and Hiromi KODAMA. "Nursing Care Students’ Image of Shame −Comparison Between First and Second Year Nursing Students−." Journal of UOEH 41, no. 2 (June 1, 2019): 203–9. http://dx.doi.org/10.7888/juoeh.41.203.

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7

Karaca, Turkan. "Evaluation of First Year Nursing Students’ Care Plans-Nursing Diagnosis and Nursing Intervations." International Journal of Nursing Care 5, no. 1 (2017): 40. http://dx.doi.org/10.5958/2320-8651.2017.00009.6.

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8

Rodríguez, Laura Martínez, Oscar Bautista Villaécija, and Esther Insa Calderón. "Contributions to Meaning from First Year Nursing Degree Students." Creative Education 09, no. 09 (2018): 1342–58. http://dx.doi.org/10.4236/ce.2018.99100.

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9

Killam, Laura A., Sharolyn Mossey, Phyllis Montgomery, and Katherine E. Timmermans. "First year nursing students' viewpoints about compromised clinical safety." Nurse Education Today 33, no. 5 (May 2013): 475–80. http://dx.doi.org/10.1016/j.nedt.2012.05.010.

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Çolak, Serap, Dilşat Güzelordu, Mehmet Deniz Yener, Rabia Taşdemir, Arzu Topal, Belgin Bamaç, and Tuncay Çolak. "Metaphors about computer education of first year nursing students." SHS Web of Conferences 26 (2016): 01057. http://dx.doi.org/10.1051/shsconf/20162601057.

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Fagerberg, Ingegerd, and Sirkka-Liisa Ekman. "First-Year Swedish Nursing Students' Experiences with Elderly Patients." Western Journal of Nursing Research 19, no. 2 (April 1997): 177–89. http://dx.doi.org/10.1177/019394599701900204.

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12

Mlinar, Suzana. "First- and third-year student nurses’ perceptions of caring behaviours." Nursing Ethics 17, no. 4 (July 2010): 491–500. http://dx.doi.org/10.1177/0969733010364903.

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The aim of this study was to investigate significant differences in the mean scores for the Caring Behaviors Inventory between first-year and third-year nursing students. There were two sample groups: group A comprised 117 first-year nursing students and group B included 49 third-year nursing students (n = 166). All participants were from one Slovenian university. Data were collected by questionnaire and ana- lysed using SPSS v. 17.0. Independent sample t-tests were used for the comparison of means for each item in both groups. The results showed that the students in group B (third year) often agreed more significantly with Caring Behaviors Inventory items than the students in group A (first year). Principles of right action indicate how nurses must behave in order to provide good nursing care. Nursing educators can prepare students through demonstrations of their own behaviour in practice

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13

Donato, Emily, and Jean Benoit. "Reflections of First Year Nursing Students: The Tango Tower Experience." Diversity of Research in Health Journal 3 (March 4, 2020): 129–33. http://dx.doi.org/10.28984/drhj.v3i0.296.

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First year nursing students at Laurentian University are taught self-reflection in the first semester of their program and continue to practice these skills throughout the following years of the program to assist in further developing self-awareness. This promotes a beginning understanding of the self-assessment required for quality assurance of their own practice as mandated by the College of Nurses of Ontario (2015). The purpose of this research was to determine the personal learning and team building skills of first year nursing students participating in an outdoor challenge course, namely, the Tango Tower. The rationale for this research involved the idea that the outdoor challenge course presented a learning opportunity to enhance personal self-awareness and team building skills. This qualitative study involved nursing students who completed self-reflections focusing on how they felt before, during, and after the challenge course experience. 16 first year nursing students consented to have their self-reflections reviewed for this research. A thematic analysis of these reflections demonstrated that the students became more self-aware in how they encounter new situations, learned to trust peers, and improved their communication and team building skills. Implications of this research are that results may be used to inform educators and facilitators in promoting the use of the outdoor challenge course to facilitate student learning, and also to potentially enhance interprofessional student learning by having a variety of professional students involved in team building activities.

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Palange, Padmavali, Ritu Vaish, and Venkatramana Kandi. "Nursing Education: Assessment of Healthcare Career Perspectives of First Year Nursing Students." American Journal of Educational Research 5, no. 6 (August 26, 2017): 655–59. http://dx.doi.org/10.12691/education-5-6-11.

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Teresa-Morales, Cristina, Juan Diego González-Sanz, and Margarita Rodríguez-Pérez. "Components of the nursing role as perceived by first-year nursing students." Nurse Education Today 102 (July 2021): 104906. http://dx.doi.org/10.1016/j.nedt.2021.104906.

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Irazusta, Amaia, Susana Gil, Fátima Ruiz, Juan Gondra, Andoni Jauregi, Jon Irazusta, and Javier Gil. "Exercise, Physical Fitness, and Dietary Habits of First-Year Female Nursing Students." Biological Research For Nursing 7, no. 3 (January 2006): 175–86. http://dx.doi.org/10.1177/1099800405282728.

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The objective of the present study was to evaluate the practice of regular physical exercise, the anthropometrical and physiological characteristics, and the dietary habits of a group of female nursing students (n = 46) and of a control group of female students from other disciplines (n = 58) attending the University of the Basque Country. To this end, diets and leisure-time physical exercise were analyzed and the following variables were measured: body mass index, body composition, blood pressure, maximal oxygen consumption (VO2 max), and explosive muscle strength. Results show that the percentage of sedentary students was higher among first-year nursing students (50%) than among other matched students (43.6%). Regular physical exercise in nursing students was found to be positively correlated with higher absolute (p < .01) and relative VO2 max (p < 0.05) and with lower diastolic blood pressure (p < 0.05). Analysis of the diets of the nursing students showed that their energetic intake was deficient and was very low in carbohydrates and very high in fat and protein. Statistically significant differences between the two groups in anthropometric indices were not observed. The competence to provide adequate nutritional and preventive physical exercise recommendations was higher among active final-year nursing students than among sedentary final-year nursing students. Overall, the results of the present study highlight the need for a greater emphasis on the benefits of regular physical exercise and an adequate nutritional education early in the nursing educational program to encourage students to adopt healthier behaviors and to provide more effective preventive physical exercise and nutritional counseling for their future patients.

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Sayin, Y., and M. Farimaz. "Problem solving skills of the 1st year and 4th year nursing students." European Psychiatry 26, S2 (March 2011): 883. http://dx.doi.org/10.1016/s0924-9338(11)72588-3.

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IntroductionOne of the objectives of nursing education is helping nursing students acquire the knowledge, skills, and behaviors needed to deal with various problems.ObjectivesThe study is descriptive.AimsTo determine the “problem solving skills” of the 1st-year and 4th-year students.MethodsThe study is a descriptive one. The study sample comprised a total of 153 students in their 1st-year and 4th-year in Department of Nursing, Cumhuriyet University, Turkey. The research data were collected by means of the “Personal Information Form” developed in light of the relevant literature review and the “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and tested in Turkey in 1990 by Taylan in terms of fist validity-reliability properties.ResultsOf the first year students, 84.9% lived in a nuclear family, 61.6% lived in a city, 39.5% were first-born children. Of the fourth year students, 81.0% lived in a nuclear family, 67.2% lived in a city, 37.3% were first-born children. All of the students financial needs were met by their parents. There was no difference between the total “problem solving confidence” scores of the first year students (85.942 ± 16.649) and the fourth year students (81.866 ± 19.168) (p > 0.05). According to the sub-scales of the inventory, the first year students received higher scores than the fourth year students in “problem solving confidence”, “approach-avoidance behavior” and “personal control” (p > 0.05).ConclusionsThe education received by the students did not make a difference in the development of their problem solving skills.

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18

Spadoni, Michelle, Gweneth Hartrick Doane, Patricia Sevean, and Karen Poole. "First-Year Nursing Students—Developing Relational Caring Practice Through Inquiry." Journal of Nursing Education 54, no. 5 (May 1, 2015): 270–75. http://dx.doi.org/10.3928/01484834-20150417-04.

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Hughes, Michelle, Audrey Kenmir, Jennifer Innis, Janet O'Connell, and Kayla Henry. "Exploring the Transitional Experience of First-Year Undergraduate Nursing Students." Journal of Nursing Education 59, no. 5 (May 1, 2020): 263–68. http://dx.doi.org/10.3928/01484834-20200422-05.

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Dzurec, Laura Cox, Lynn Allchin, and Arthur J. Engler. "First-Year Nursing Students' Accounts of Reasons for Student Depression." Journal of Nursing Education 46, no. 12 (December 1, 2007): 545–51. http://dx.doi.org/10.3928/01484834-20071201-04.

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Hakverdioğlu Yönt, Gülendam, Esra Akın Korhan, Firdevs Erdemir, and Maria Müller-Staub. "Nursing Diagnoses Determined by First Year Students: A Vignette Study." International Journal of Nursing Knowledge 25, no. 1 (September 22, 2013): 39–42. http://dx.doi.org/10.1111/2047-3095.12007.

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R., Indradevi, Govardhan J., Oudeacoumar P., Laxman Besra, Karthikraja S., Preethi K., Azeemjaffer N., and Suja Sathyan. "KAP STUDY ON HIV/AIDS AMONG FIRST YEAR NURSING STUDENTS." Journal of Evolution of Medical and Dental Sciences 3, no. 56 (October 25, 2014): 12723–27. http://dx.doi.org/10.14260/jemds/2014/3688.

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23

McKee, Gabrielle. "Why is biological science difficult for first-year nursing students?" Nurse Education Today 22, no. 3 (April 2002): 251–57. http://dx.doi.org/10.1054/nedt.2001.0700.

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Kim, Gyung Hee, and Kye Ha Kim. "Factors related to Happiness in First year Women Nursing Students." Journal of Korean Academy of Psychiatric and Mental Health Nursing 21, no. 2 (2012): 149. http://dx.doi.org/10.12934/jkpmhn.2012.21.2.149.

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Nolan, Peter W., and Jane Smith. "Ethical awareness among first year medical, dental and nursing students." International Journal of Nursing Studies 32, no. 5 (October 1995): 506–17. http://dx.doi.org/10.1016/0020-7489(95)00012-m.

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De Rezende, Helena. "Using Instant Messages to Support First-Year Undergraduate Nursing Students." Nurse Educator 46, no. 4 (January 20, 2021): 260. http://dx.doi.org/10.1097/nne.0000000000000972.

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Ha, Laurence, and Jacinthe Pepin. "Clinical nursing leadership educational intervention for first-year nursing students: A qualitative evaluation." Nurse Education in Practice 32 (September 2018): 37–43. http://dx.doi.org/10.1016/j.nepr.2018.07.005.

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Jang, Young-Mi. "The Influence of Nursing Image, Job Value on Nursing Professionalism of First Year Nursing Students." Journal of Industrial Convergence 17, no. 3 (September 30, 2019): 31–38. http://dx.doi.org/10.22678/jic.2019.17.3.031.

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Pallos, Aylin. "Constipation Frequency and Factors Influencing Constipation in First-year Nursing Students." New Trends and Issues Proceedings on Advances in Pure and Applied Sciences, no. 8 (December 9, 2017): 50–59. http://dx.doi.org/10.18844/gjapas.v0i8.2789.

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The aim of this study was to determine constipation frequency and the factors that influence constipation among first-year nursing students. Data collection form and the constipation severity instrument were used for data collection. A total of 149 students, with mean average age of 19.11 ± 1.55 participated in the study; 62.4% was female and 24.2% of the students were constipated. Straining (16.1%) and difficulty (15.4%) during defecation was stressed by some of the students. The constipation complaints were pain (41.7%) and abdominal distention (25%). The mean score of the constipation severity instrument was 27.24 ± 8.38 (obstructive defecation 13.83 ± 3.90, colonic inertia 11.00 ± 4.11 and pain 2.40 ± 2.08).Gender, exercising, lifestyle, number of meals and the consumption of liquids influenced the constipation severity. Implementing programmes to prevent constipation may help in reducing the severity of the problem. Keywords: Constipation, influencing factors, nursing students

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Parker, Vicky K., Lisa Kauffman, Charlotte McManus, Sherleena Buchman, Charmin Miller, and Ronald Vance. "Use Of Hand-Held Devices With First Year Associate Degree Nursing Students." American Journal of Health Sciences (AJHS) 2, no. 2 (November 22, 2011): 39–44. http://dx.doi.org/10.19030/ajhs.v2i2.6626.

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The use of personal digital assistants (PDAs), hand-held devices and/or IPod Touches, is becoming widespread in the health care field. Many medical and nursing schools require their students to purchase a PDA prior to the beginning of their classes. PDA’s can carry information directly to the patient’s beside for instant retrieval of information. What does this mean to nursing students and clinical instructors? It means that up-to-date information is available to the student and clinical instructor in seconds, as opposed to searching for a reference book only to find it is outdated and 10 to 15 minutes of valuable time lost. This study identified associate degree nursing students’ use and application in the clinical using PDAs. Results of this study indicated that associate degree nursing students are very satisfied with the use of PDAs in the clinical setting. This study was funded by the Ohio University Regional Faculty Research Fund.

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Konow Lund, Anne-Sophie, Anne Kari Tolo Heggestad, Per Nortvedt, and Bjørg Christiansen. "Developing mature empathy among first-year students: The learning potential of emotional experiences." Nordic Journal of Nursing Research 38, no. 3 (August 7, 2017): 128–34. http://dx.doi.org/10.1177/2057158517722057.

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Nursing students’ ability to develop mature empathy requires emotional work, usually associated with caring experiences in relation with patients and next of kin. This article is based on qualitative in-depth interviews with 11 first-year students, and the research questions were: What characterizes situations in a nursing home that evoke strong emotional reactions in first-year students? What is the learning potential of these experiences? Findings show that facing emotionally challenging situations during their first clinical placement in nursing education aroused strong feelings and commitment among the students. The students tried, however, to find ways to handle emotionally challenging situations both with support in scientific literature, as well as from experience. Nurses were important role models, but could also exemplify characteristics of less empathic behaviour. Developing ‘mature empathy’ requires emotional work so that the students learn to adapt themselves to what will be demanded of them as professional nurses. The findings of this and other studies should alert nurses as well as teachers to the importance of helping students develop empathy as part of their learning trajectory in nursing education.

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Bektaş, Hicran, Nurten Terkes, and Zeynep Özer. "Stress and ways of coping among first year nursing students: A Turkish perspective." Journal of Human Sciences 15, no. 1 (March 6, 2018): 319. http://dx.doi.org/10.14687/jhs.v15i1.4626.

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Aim: The aim of this descriptive study was to assess stress and ways of coping among first year nursing students.Methods: The sample consisted of 90 nursing students from baccalaureate degree programs at a university in Turkey. The research tool consisted of demographic questions, the Pagana Clinical StressQuestionnaire (CSQ) and the Ways of Coping Questionnaire (WCQ). The data collection form was performed at the end of the first clinical practice day and the re-test was performed at the end of the last clinical practice day.Results: The average age of the population was 19.72±1.32, 78.9% of the students were female. In the research, average point of the students’ CSQ and WCQ were calculated as 50.50±9.36 and 71.06±13.64 before the clinical practice, 52.07±9.87 and 77.63±17.03 after the clinical practice respectivelyand it was found that nursing students had significantly higher stress in their clinical practices.Conclusions: Nursing students experience varying degrees of stress across clinical practices and they consistently report that their clinical experiences are stressful.

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van Rooyen, Dalena, and Suzette du Rand. "EXPERIENCES OF FIRST-YEAR NURSING STUDENTS AT A PUBLIC NURSING COLLEGE IN SOUTH AFRICA." Africa Journal of Nursing and Midwifery 17, no. 3 (November 1, 2015): 105–21. http://dx.doi.org/10.25159/2520-5293/236.

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Soria, D., L. D. S. P. D. Magalhães, F. A. M. D. Souza, E. J. Domingos, C. C. Ribeiro, S. V. Chagas, and T. V. C. Vernaglia. "Alcohol Consumption, Smoking and Substance Use in First and Final Year of Nursing School." European Psychiatry 41, S1 (April 2017): S704—S705. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1253.

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AimsTo describe the use and abuse of alcohol, cigarettes and street drugs in nursing degree students of Alfredo Pinto nursing school at federal university of state of Rio de Janeiro.Methodscross-sectional and descriptive data of first and final year students enrolled in a nursing degree course. One hundred and seventeen students took part in a questionnaire, providing sociodemographic information and completed the alcohol smoking and substance screening test (ASSIST). A double variant and chi-squared analysis and Fisher's exact test was performed.ResultsOne hundred and seventeen students participated. Of the first year students 82% (n = 73) were woman; 61% (n = 54); 18–20 years old; 43% (n = 38) were white and 40% (n = 36) had parents that identified as Roman-Catholic. The students in their last year: 89% (n = 25) woman; 54% (n = 15) aged between 21–23 years old; 70% (n = 20) are white and 71% (n = 20) have roman-catholic parents. That is a high prevalence of alcohol use: 84% (n = 75) in the first year and 78% in the last year had used alcohol. 24% (n = 21) had smoked during their first year and 18% (n = 5) during the last year. It was found that the consumption of street drugs during early years of university is correlated to the age (P = 0.033) and the religious orientation by parents (P = 0.047).ConclusionUniversities responsibility towards their students, and students involvement with their learning process are factors that lead to changes in attitudes, beliefs and knowledge that are so important in maintaining healthy habits and lifestyle in line with what is taught in a nursing degree.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Greenwood, Sallie, and Katrina Fyers. "Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education." Journal of Nursing Education 57, no. 4 (April 1, 2018): 229–32. http://dx.doi.org/10.3928/01484834-20180322-07.

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Abledu, JK, and EB Offei. "Musculoskeletal disorders among first-year Ghanaian students in a nursing college." African Health Sciences 15, no. 2 (May 28, 2015): 444. http://dx.doi.org/10.4314/ahs.v15i2.18.

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Shudifat, Ra’ed M., and Raya Yousef Al-Husban. "Perceived Sources of Stress Among First-Year Nursing Students in Jordan." Journal of Psychosocial Nursing and Mental Health Services 53, no. 6 (June 1, 2015): 37–43. http://dx.doi.org/10.3928/02793695-20150522-01.

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Arvidson, Sherry, Ron Heuss, and Ann-Marie Urban. "Community Service Learning: Fostering First Year Nursing Students' understanding of Others." Madridge Journal of Nursing 2, no. 1 (March 27, 2017): 19–26. http://dx.doi.org/10.18689/mjn-1000104.

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Meehan-Andrews, Terri A. "Teaching mode efficiency and learning preferences of first year nursing students." Nurse Education Today 29, no. 1 (January 2009): 24–32. http://dx.doi.org/10.1016/j.nedt.2008.06.007.

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James, Santhamma, Angelo D'Amore, and Theda Thomas. "Learning preferences of first year nursing and midwifery students: Utilising VARK." Nurse Education Today 31, no. 4 (May 2011): 417–23. http://dx.doi.org/10.1016/j.nedt.2010.08.008.

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Christiansen, Angela, Yenna Salamonson, Ruth Crawford, Belinda McGrath, David Roach, Peter Wall, Mandy Kelly, and Lucie M. Ramjan. "“Juggling many balls”: Working and studying among first‐year nursing students." Journal of Clinical Nursing 28, no. 21-22 (August 2019): 4035–43. http://dx.doi.org/10.1111/jocn.14999.

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Saeidi, Solmaz, Shadman Reza-Masouleh, Minoo Mitra Chehrzad, and Ehsan Kazem Nejad Leili. "Empathy with Patients Compared between First and Final Year Nursing Students." Journal of Holistic Nursing and Midwifery 27, no. 1 (April 1, 2017): 79–85. http://dx.doi.org/10.18869/acadpub.hnmj.27.1.79.

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Rodriguez-Gazquez, Maria, Sara Chaparro-Hernandez, and José Rafael González-López. "Are first-year nursing students' lifestyles coherent with their future career?" International Journal of Nursing Practice 23, no. 2 (January 23, 2017): e12511. http://dx.doi.org/10.1111/ijn.12511.

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Mahat, Ganga. "Stress and Coping: First-Year Nepalese Nursing Students in Clinical Settings." Journal of Nursing Education 35, no. 4 (April 1996): 163–69. http://dx.doi.org/10.3928/0148-4834-19960401-07.

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45

Chauvet, Christine S., Maya R. Kalogirou, and Olive Yonge. "Using a developmental evaluation approach to create a supportive curriculum for first year students." Journal of Nursing Education and Practice 11, no. 3 (November 2, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n3p1.

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Background and objectives: First year students experience a significant transition when entering nursing school. The purpose of this research was to explore first year nursing students’ experiences to enhance and innovate the undergraduate nursing program at a large public Canadian university.Methods: The Faculty of Nursing approached their curriculum redesign process utilizing a Developmental Evaluation (DE) framework. Nineteen first year students participated in semi structured interviews and focus groups where they discussed their personal experiences as well as the perceived strengths and weaknesses of the program. After thematic analysis of the data, recommendations were provided to the faculty administration to guide changes made to the new curriculum.Results: Students appreciated opportunities where they could apply their knowledge to real-world situations. Students also expressed many sources of stress, such as inconsistency within and between courses, differing expectations, content, instruction style, and evaluation. They also voiced that there was a lack of communication and support from the Faculty and identified issues with grading systems.Conclusions: The findings from this study highlighted the need to revise the nursing curriculum to provide more student support and foster a positive student-faculty relationship. The current structure of nursing programs has created competition among students, causing a greater focus on obtaining higher grades than on meaningful learning. Integrated learning with authentic experiences was best received by first year students and provided for a collaborative environment. Finally, the findings from this study highlight the opportunities created by utilizing a DE approach to evaluate and innovate nursing curricula.

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Carolan, Mary C., and Gina B. Kruger. "Concerns among first year midwifery students: Towards addressing attrition rates." Contemporary Nurse 38, no. 1-2 (April 2011): 139–47. http://dx.doi.org/10.5172/conu.2011.38.1-2.139.

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R, Buvaneswari, and Sylvia Juliet. "ASSESSMENT OF LIFE SKILLS AMONG FIRST YEAR B.SC. NURSING STUDENTS OF SELECTED NURSING COLLEGE, TAMILNADU." International Journal of Advanced Research 5, no. 9 (September 30, 2017): 1007–11. http://dx.doi.org/10.21474/ijar01/5417.

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Seyedfatemi, N., Z. Moshir Abadi, L. Borimnejad, and H. Haghani. "Problem solving skill and Iranian nursing students." European Psychiatry 26, S2 (March 2011): 477. http://dx.doi.org/10.1016/s0924-9338(11)72184-8.

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IntroductionThe ability to solve problems and make decisions creatively has become paramount to new nursing graduates, as these skills assist them with recognizing and evaluating situations that require prompt attention. This study was done to determine nursing student’s problem solving skills in various years of their four-year program.MaterialsThis is a cross-sectional study. Three hundred and twenty two undergraduate nursing students in BSc nursing program participated in this study. The study setting was Nursing School of Iran University of Medical Sciences. The Problem Solving Inventory (PSI; Heppner & Petersen, 1982) was used to data gathering. The scale was divided into three subscales including: problem-solving confidence, approaching avoidance style, and personal control. Low scores were representative of a positive judgment and high scores indicated a poorer judgment of problem-solving abilities. Students involved in the study signed the study Informed consent.ResultsFindings showed that the mean score of problem solving skill was 89.5 ± 21.51. First year students were found to have a mean score of 89.13 ± 18.71, second year students had a mean of 91.57 ± 1.87. The mean score of third year was 91.52 ± 20.8 and for fourth year students was 84.18 ± 27.47. When these results are compared, no significant differences occurred among the student in different years, as well as no difference between nursing students in 3 subscales of problem solving was seen.ConclusionsIt is expected that Nursing school produce practitioners who have the ability to solve problems and make decisions.

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Silva, Rodrigo Marques da, Ana Lucia Siqueira Costa, Fernanda Carneiro Mussi, Fernanda Michelle Santos e. Silva, Keila Cristina Félis, Victor Cauê Lopes, and Cristilene Akiko Kimura. "Health status, resilience and quality of life of first and fourth year nursing students." Journal of Nursing Education and Practice 10, no. 2 (October 22, 2019): 1. http://dx.doi.org/10.5430/jnep.v10n2p1.

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Objective: To compare the health status (stress, depressive symptoms and sleep quality), the resilience and quality of life in first and fourth year nursing students.Methods: This is a cross-sectional research conducted in 2016 with 86 students enrolled in first and fourth years of the nursing degree. We applied the instrument for Assessment of Stress in Nursing Students, the Center for Epidemiologic Studies Depression Scale, Pittsburg Sleep Quality Index, Wagnild and Young’s Resilience Scale; and the WHOQOL-BREF. ANOVA (Test F) was applied for data analysis.Results and conclusions: A total of 49 first-year and 37 fourth-year students were sampled for this study. Fourth- year nursing students showed higher levels of stress, lower intensity of depressive symptoms and higher quality of life and resilience levels. The poor sleep quality was prevalent in both groups. Conclusion: although the nursing education potentially contributes for students’ sickness, the experiences lived in this period may strength the resilience skills.Conclusions: Video indexing and retrieval are accomplished by using hashing and $k$-d tree methods, while visual signatures containing color, shape and texture information are estimated for the key-frames, by using image and frequency domain techniques. Experimental results with the dataset of a multimedia information system especially developed for managing television broadcast archives demonstrate that our approach works efficiently, retrieving videos in 0.16 seconds on average and achieving recall, precision and F1 measure values, as high as 0.76, 0.97 and 0.86 respectively.

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Bahadır-Yılmaz, Emel, Emine Aydın-Pekdemir, Burçin Atamer, Büşra Cakmak, Yeşim Celebi, Günay Iyim, and Kübra Kabak. "A comparison of learned helplessness levels of first-year and final-year Turkish nursing students." Asian Journal of Nursing Education and Research 5, no. 4 (2015): 531. http://dx.doi.org/10.5958/2349-2996.2015.00109.3.

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