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Fulltext Knowledge, attitude, response of complementary and alternative medicine (CAM) among nursing students of faculty of medicine and health sciences, Universiti Malaysia Sabah

Sadia Choudhury Shimmi, M Tanveer Hossain Parash, Shaila Kabir

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):47-0.
MyJurnal

Introduction: The National Centre for Complementary and Alternative Medicine (NCCAM) defines complementary and alternative medicine (CAM) as a group of diverse medical and health care systems, practices, and products that are not generally considered part of conventional medicine. Many types of CAM practices, and they may be grouped into categories such as natural products, mind–body, and body-based practices. A broad collection of own-care and practitioner-based practices, (CAM) has been a major stream health care to meet the primary health care needs of people for centuries. A good proportion of the world’s population, even in developed countries, continue to depend on CAM. This study aimed to find out the knowledge, attitude, and responses among nursing students of Faculty of Medicine and Health Sciences, Universiti Malaysia Sabah, Malaysia. Methods: This cross-sectional study was carried out between June 2015 and June 2016. One hundred and eight (108) nursing studentsparticipated by simple random sampling. After taking informed consents, data were collected by structured questionnaire. The first section of survey data contained demographic profille. The second, third and fourth sections of the survey instrument consisted of the items assessing the knowledge of, interest in, and attitudes toward CAM. The last section consisted items to assess the attitude towards the teaching-and-learning in the curriculum. Descriptive statistics were used to present the data. Results: Out of 108 students, there were 19 males and 89 females. Knowledge did not have any relation (p>0.05) to response towards CAM but both positive and negative attitude was significantly (p

Matched MeSH terms: Students, Nursing
Fulltext The comparison between concept mapping care plan and nursing care plan (nursing process)

Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor

Malaysian Journal of Medical Research, 2018;1(4):45-50.
MyJurnal

The major component in nursing education is attachmnet at clinical practices to give the students experience,
responsibility and understanding in care of the patient. Nurse educators and the clinical nurse instructors are
responsible for coordinating the education of nursing students in clinical area. Currently practice using nursing
processes is more familiar to compare than concept mapping care plan among the nurses and nursing students.
Nursing care plan or nursing process has been utilized at the clinical setting to assess the actual and potential
health problems of the patients. However, the format of nursing care plans makes challenging to the students,
especially for new students in semester one to gather the information based on patients problems. In addition,
this nursing process evaluation is one of examination tools for them in running assessments. Therefore, the
development of concept mapping care plan at clinical practices was used to evalaute the students academic
achievement in clinical pratices. Concept mapping care plan was found to enhance the knowledge and
understanding of the nursing students and also improving the quality of clinical education. Nursing students
who have good skills will perform certain procedures better than students having fewer skills. This affects the
quality of work in the future as either a higher quality or of poor quality.

Matched MeSH terms: Students, Nursing
Fulltext Learning styles among year 1 semester 1nursing students in college of nursing Kubang Kerian, Kelantan

Rusnani Ab Latif, Fairani Yusof, Tan, Yok Mui, Nor Suraizai Ibrahim

The Malaysian Journal of Nursing, 2019;10(4):3-11.
MyJurnal

Introduction: Students learn in many ways. Some students are visual learners, while others are auditory or kinesthetic learners. The purpose of the study is to identify the learning style of the students and factors that influence their learning styles. Methods: This is a descriptive study with cross-sectional design. Convenient sampling was used. In this study, a total of 51 nursing students were involved. A set of questionnaires using VARK (Visual; Auditory; Read/Write; Kinesthetic) inventory was used. Descriptive statistics and Chi-square test were use. Results: The learning styles of the respondents were mostly kinesthetic learning style and auditory learning styles which is 14(27.5%) for both, ten respondent had combinations of various styles, seven respondents had read write learning style and six respondent had visual learning style which is 13.7% and 11.8% respectively. Chi-square test shows that there was significant difference between learning style and respondents' demographic factors of previous school and number of siblings, where p-value 0.05). Conclusion: In order to achieve the goal of student learning it is important to use a combination of teaching methods and to make the classroom environment as stimulating and interactive as possible

Matched MeSH terms: Students, Nursing
Fulltext Stressors and coping strategies during clinical practices among diploma nursing students

Rusnani Ab Latif, Mohd Zarawi Mat Nor

Education in Medicine Journal, 2016;8(3):21-33.
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INTRODUCTION: Stress is a particularly important issue in education because it has the potential to decline learning and performance. However, little empirical evidence about the influence of stress in nurse students’ clinical practices.
Methods: There are 346 totals of respondents for this study. Perceived Stress Scale (PSS), which have six domains of stressors and Brief COPE inventory, consisted of 28 items which measure 14 different coping styles was used. By using Likert scale in order to measure the degree of stress for each stressor. Higher mean score indicates higher degree of stress.
Results: In this study, stress from clinical assignments and workload was the most stressful having by nursing students (Mean = 3.19, SD = 1.09). Among the 14 types of coping strategies, religion was the most frequently used, religion (Mean = 3.30, SD = 0.71).
Conclusion: The results provided valuable information for nurse educators, clinical educators and clinical staff in identifying students’ needs, facilitating their learning in the clinical setting and developing effective interventions to reduce the stress. Therefore it is important, especially nursing students can handle the pressure because it will affect the level of achievement in academic and thereby affecting student skills in the field of clinical nursing. And this affects the care of patients.

Matched MeSH terms: Students, Nursing
Fulltext The advantages of concept mapping care plan in clinical practices

Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Abdul Mulud, Mohd Zarawi Mat Nor

The Malaysian Journal of Nursing, 2017;9(2):52-57.
MyJurnal

Excellence in academic and practical skills is the main goal of most nursing educators. It is a tool to measure the level of success of the nurse educators. Concept mapping care plan is related to the expectation that today's nursing students must master a constantly expanding body of knowledge and apply complex skills in rapidly changing environment. Concept mapping care plan was developed by researcher and validated by ten expert panels using three rounds of Delphi technique. It was used to evaluate academic performance of nursing students at clinical practice. Concept mapping care plan is a good assessment tool to nursing educators to prepare nursing students for better critical thinking and expected to function effectively after graduation. The goal of concept mapping care plan as a teaching strategy during the clinical practices, help the students to integrate the knowledge from theory and implementing this knowledge in the clinical setting. Researcher believes that concept mapping care plan can be as a replacement of nursing process that have been practiced before in the clinical setting. In addition, through concept mapping care plan provides an opportunity for students to broaden their knowledge and become more creative.

Matched MeSH terms: Students, Nursing
Fulltext Concept mapping: does it improve academic achievement among nursing students

Rusnani Ab Latif

The Malaysian Journal of Nursing, 2018;9(4):35-42.
MyJurnal

Introduction: The effectiveness of teaching and learning process is highly dependent on the methods and
strategies of teaching and learning practices. As a result, nurse educator must choose and use the suitable
method to help the nursing students to achieve the learning objective.

Methodology: There were 218 respondents. This study consisted of two-group quasi experimental study
with pre- and post-test design. The experimental and control groups received education using concept
mapping and lecture method respectively. The data was analyzed using inferential and descriptive statistic.

Results: In the pre-test, students were taught using concept mapping. These students had achievement
mean scores of 11.23, SD=2.59 and post–test was 13.19, SD=1.71 with mean gain scores of 1.96. Students
who were taught using lecture method had an achievement mean scores of 10.71, SD=2.23 in the pre-test
and post-test was 12.60, SD=1.64 with mean gain scores of 1.89. The results showed an increase in grade
achievement, the percentage pass for the experimental group increased from 95.4% in pre-test to 100% in
the post-test. The percentage pass for control group had increased from 93.57% in pre-test increased to
99.08% in the post-test.

Conclusion: Student-centered learning is a teaching method that is active and can change passive to active
learning. Findings from several reviewed studies suggest that using concept mapping can improve
academic performance in nursing education and is a valuable teaching strategy.

Matched MeSH terms: Students, Nursing
Fulltext Female medical and nursing students’ knowledge, attitudes, and skills regarding breast self-examination in Oman: a comparison between pre- and post-training

Ranganath R, Muthusami J, Simon M, Mandal T, Kukkamulla MA

J Educ Eval Health Prof, 2020;17:37.
PMID: 33264826 DOI: 10.3352/jeehp.2020.17.37

PURPOSE: Breast cancer is one of the most common cancers in women worldwide. Educational and awareness programs impact early practices of breast self-examination, resulting in the early detection of cancer and thereby decreasing mortality. The study aimed to assess the levels of knowledge and awareness of breast cancer and breast self-examination among medical and nursing students in Oman and to compare their knowledge, attitudes, and skills after a training program.
METHODS: This quasi-experimental study was carried out for female 90 medical and 80 nursing students in Oman in November 2019. A pre-test questionnaire was given before the training program and a post-test questionnaire was administered after the training program. Students’ knowledge, attitude, and skills regarding breast cancer and breast self-examination were compared. Scores for skills of practicing breast self-examination were compared between lecture and activity group and lecture-only group.
RESULTS: Pre-test and post-test data were collected from 170 female students. Significant improvements were observed in the post-test scores for students’ knowledge, attitude, and skills after the intervention (P<0.001). The mean scores for skills of practicing breast self-examination after the lecture and the activity were higher than those obtained after the lecture only (P=0.014 for medical students and P=0.016 for nursing students).
CONCLUSION: An educational training program on breast cancer and breast self-examination with an emphasis on skills can motivate participants to perform breast self-examination regularly, and may therefore help students to train other women to perform breast self-examination for the early detection of breast cancer.

Matched MeSH terms: Students, Nursing*
Imported tropical neuroinfections: practice skills and knowledge among nurses and nursing students

Rajoo M, Sulicova A, Mroskova S, Supinova M, Plackova A, Bystra M, et al.

Neuro Endocrinol. Lett., 2013 Sep;34(Suppl 1):45-7.
PMID: 24013609

OBJECTIVE: Tropical neuroinfections are still cause of substantial mortality in travelers. Therefore, good knowledge of early symptoms is very important for nurses acting as first contact persons.
METHODS: Nurse's practical skills and knowledge of signs and early recognition of tropical neuroinfections, providing first aid and quick action has been studied among graduates of two Tropical Nursing PhD programs (in EU-Countries vs. tropical country) using a standardized questionnaire. Statistical package EPI info was used to determine potential differences between both groups of graduates.
RESULTS: Acceptable knowledge on early symptoms and signs of cerebral malaria and meningococcal meningitis in returning travelers was found among 121 graduates of two PhD programs who were included in the study. Of these, 99 questionnaires were filled in Slovakia, Czech Republic and Germany and another 22 were filled in Malaysia, as a part of the Tropical Nursing PhD Study Programs.
CONCLUSION: Nursing students and recent graduates in two PhD programs demonstrated acceptable, although not large-scaled, knowledge of early signs and symptoms of tropical neuroinfections.

Matched MeSH terms: Students, Nursing
Fulltext Willingness and Perceived Barriers towards Organ Donation among Student Nurses in Universiti Malaysia Sabah

R. Segaran, Mohd Amsyar Bacho, Asrani Yaco

Borneo Journal of Medical Sciences, 2018;12(101):67-68.
MyJurnal

Organ transplant has become a main stream important medical procedure commonly used in hospitals. However, for organ transplant programme to be successful, it heavily relies on the public to voluntarily register for organ procurement. Effort to promote awareness and register public as organ donors has been ongoing, but public response to commit and register as donors has been lukewarm. Arguably, healthcare personnel and nurses are in a key position to educate and advocate for organ donation but often, ironically healthcare personal themselves are reluctant or unwilling to commit as organ donors. Thus, in the context of student nurses in Universiti Malaysia Sabah (UMS), the question arises, what is their stance and views regarding organ donation.

Matched MeSH terms: Students, Nursing
Fulltext Concept of professional socialization in nursing

Pei, Kuan Lai, Pek, Hong Lim

International e-Journal of Science, Medicine & Education, 2012;6(1):31-35.
MyJurnal

Each nursing student comes to nursing with a lay image of nursing portrayed by nurses they have seen. This lay perception of nursing that a nursing student holds is transformed to a more professional understanding that is acquired in nursing schools. This process is known as professional socialization. It is a process of learning the norms, attitudes, behaviours, skills, roles, and values of the profession. It involves the internalization of the values and norms of the profession in the individual’s own behaviour and self-concept. The ultimate goal of professional socialization is to internalize a professional identity of the profession. Professional socialization sets in to reduce the tension from the scenario of reality shock and facilitate adaptation during the transition process. This paper serves as a concept paper with the main purpose of introducing and explaining the concept of professional socialization in nursing to help the readers in gaining further understanding of the concept, especially within the local context. The first author has also incorporated her own personal reflections with regards to her socialization process to nursing.

Matched MeSH terms: Students, Nursing
Fulltext Understanding UMS nursing students’ perception of caring patients with MRSA

Patricia Sator, Mezi Marcella Madius, Magdlin Sargius, Bertsy Deborah Louis, Grace Shirley Randy

Malaysian Journal of Medicine and Health Sciences, 2019;15(106):44-44.
MyJurnal

Introduction: Methicillin-resistant Staphylococcus aureus (MRSA) is a bacteria or germ which many people carry in their nose or on their skin and it is resistant to a range of antibiotics including methicillin. The primary mode of transmission of S. aureus is by direct contact usually, skin-to-skin contact, although contact with contaminated objects and surfaces or might also play a role. The risk of infection by antibiotic-resistant organisms is a common problem in a hospital setting. When it comes to caring for the patient with an infectious disease such as MRSA, most nursing students tried to avoid caring for the patient because they fear of getting infected. So, in this regards that it is important to find out the perception of nursing students towards MRSA patients. Methods: This study is a descriptive cross-sectional study design and a structured questionnaire used to evaluate the perception among student nurses regarding care for a patient with MRSA. The population of this study consists only of the nursing student of year 2 and year 3, which is 118 students. A minimum of 60 respondents selected by convenient sampling from this population. Results: Findings showed the respondent’s perception towards MRSA patients that 83.55% (n=55) of the respondent has the feeling of avoiding getting close to MRSA patients. While 16.7% (n=11) did not have the feeling to avoid them. 47% (n=31%) respondents felt refused to do any procedure on MRSA patients. While 53% (n=35) did not feel refuse to do any procedure on MRSA patient. 92.4% (n=61) respondents wear full PPE before caring for patients with MRSA. The other 7.6% (n=5) did not wear full PPE before caring for patients with MRSA. 98.5% (n=65) respondents always follow 5 moments of hand hygiene. While the other 1.5% (n=1) did not always follow 5 moments of hand hygiene. Conclusion: To conclude, even though most of the respondents know about MRSA but some of them did not know that MRSA is curable or not, some confusion about the mode of transmission of MRSA and did not know that they should wear full PPE in caring for the patient with MRSA. Lack of knowledge about MRSA might influence them to ask their friends to do procedures for the patient instead of doing it by themselves. Without good knowledge and skills about how to handle infectious patients, it is difficult for the nursing students to approach the patient with an infectious disease such as MRSA.

Matched MeSH terms: Students, Nursing
Fulltext Patient’s confidentiality policy breach among nursing students

Patricia Sator

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):58-0.
MyJurnal

Introduction: Nursing is a regulated profession. Hence, the global commitment for nurses to maintain standards of practice is vital to deliver safe and competent care. Written policies will eliminate uncertainty, ambiguity, and legal issues. For this study, it focused on the importance of the nursing students to understand and practice the regulation on patient’s confidentiality in healthcare setting with the usage of technology such as social media. There is a case like nursing student infringe the privacy of patients with the information they posted on social media, such as posting a patient’s photos or videos without valid consent. Methods: This study is a quantitative, cross-sectional survey de- sign. The respondents were selected as convenience sampling of 120 nursing students from the Faculty of Medicine and Health Sciences, Universiti Malaysia Sabah (FMHS, UMS). Results: There are 7.4% nursing students intention- ally posted in social media, 18.0% maybe and 73.8% unintentionally. And for their guilty feeling after committing confidentially policy breach on patient, there are 8.2% said NO, 32.8% said MAYBE and 59% said YES. Overall, the nursing students are aware of the patient’s confidentiality but there is still a leakage in practicing full nursing standards and regulation. Further study recommended to explore more on this issue. Conclusion: As a conclusion, this study is relevant to conduct among the nursing students to gain their understanding regarding the responsibilities as a future nurse in maintaining the patient’s confidentiality as one of the most important nursing practices to ensure quality of care and continuation of professional service of nursing profession.

Matched MeSH terms: Students, Nursing
Fulltext UMS nursing student awareness on the impact of social media on nursing profession

Patricia Sator, Jummaiyah Md Tahir, Elvinna Maria Joannes, Nafisah Mokti

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):52-0.
MyJurnal

Introduction: Social media have been used widely by majority of population around the world and have been proved to be useful for sharing information as well as gain knowledge. For student, media social plays a huge role especially during learning session. Recently, a lot of issues regarding nursing services flooded social media, which gave a negative impression about nurses profession. This study aims to identify the awareness on the impact of social media in regards to nursing services among Faculty of Medicine and Health Sciences (FMHS), UMS nursing students. Methods: Descriptive quantitative cross-sectional study using modified questionnaire for data collection was con- ducted in FMHS, UMS. A total of 100 nursing student, year 3 (37%), year 2 (40%) and year 1 (23%) participated in the study. Results: Overall, 51% respondents agree and 45% strongly agree that social media is a powerful tool to connect among individuals. 63% agree and 34% strongly agree that social media can make jobs more efficient and innovative. 63% agree and 32% strongly agree that social media can be an agent of providing clinical education to nurses by facilitating conversations with colleagues about best practice and advanced healthcare. 51% agree and 22% strongly that social media can be trace and legal action can be taken towards nurses. 54% agree and 20% strongly agree that social media can be used to reveal malpractice among nurses. 45% agree and 40% strongly agree that social media can be misuse by the non-healthcare provider. Conclusion: Based on this study’s result, the respon- dents are well aware with the positive and negative impact of social media on nursing profession. There may has a small number of unaware or unsure about the impact among the respondents, with that the recommendation for this study is to ensure the UMS nursing students to abide with the professional and personal etiquettes and use common sense and caution while communicating on social media.

Matched MeSH terms: Students, Nursing
Fulltext Validity and Reliability of the Malay Version of Duke University Religion Index (DUREL-M) Among A Group of Nursing Student

Nurasikin, M.S., Aini, A., Aida Syarinaz, A.A., Ng, C.G.

Malaysian Journal of Psychiatry, 2010;19(2):1-5.
MyJurnal

Background: Duke University Religion Index (DUREL) is a brief and easy to use instrument for measurement of religious commitment. Objective: The aim of this study was to validate the Malay version of DUREL (DUREL-M) among a group of nursing students. Methods: This is a cross-sectional validation study conducted in a nursing school involved a group of year 1 nursing students. The students were given the Malay version of DUREL, Malay version of General Health Questionnaire (GHQ), Malay version of Brief COPE, Malay version of Depression Anxiety Stress Scale (DASS21), English version of DUREL. A week later, they were again given the Malay version of DUREL. Results: The instrument displayed good parallel reliability (0.70), test-retest reliability (0.68) (Spearman’s rho, p.

Matched MeSH terms: Students, Nursing
Fulltext Sound HIV knowledge and common misconceptions about HIV among university students

Normala I, Zubaidah JO, Nik Shaliza H, Hamidin A, Noorjan KON, Siti Irma Fadhilah I, et al.

Malaysian Journal of Medicine and Health Sciences, 2013;9(1):29-34.
MyJurnal

The objective of the study was to determine the proportion of sound HIV knowledge and common misconceptions about HIV among university students. A set of pre tested and validated questionnaire assessing sound HIV knowledge and common misconceptions about HIV was used in this cross sectional study. HIV knowledge was defined as sound when one was able to identify correctly two ways of preventing the sexual transmission of HIV and reject three major misconceptions about HIV. Out of 300 respondents, 298 completed the questionnaire giving a response rate of 99.3%. A total of 40.9% of university students have sound HIV knowledge. The majority of those who lacked sound HIV knowledge were young (60.2%) and female (60.4%). A significant proportion still believed that HIV can be transmitted via social contact (13.8%), by sneezing or coughing (11.4%) and mosquito bites (10.1%). About 6.7% were believed wrongly that HIV can be treated by vaccine and healthy-looking people cannot have HIV.
Study site: Universiti Putra Malaysia (UPM), Malaysia

Matched MeSH terms: Students, Nursing
Fulltext Learning critical thinking and critical thinking disposition among year 3 diploma nursing students of UMS

Norkiah Binti Arsat, Segaran Ramodran, Farah RazeeraVidy, Nor Hafiqah Binti Mohd Taib, Dylela Lee Geem

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):33-0.
MyJurnal

Introduction: Nursing students have been educated with critical thinking in client care. However, nursing students are often considered to be lacking in critical thinking especially during their clinical experience. This is likely due to lack of knowledge of critical thinking as the opportunities for learning critical thinking (LCT) are limited and less en- couraged to use critical thinking during the teaching and learning process. Therefore, it contributes to poor learning outcomes.The aim of this study was to identify level of LCT and critical thinking disposition (CTD) among diploma nursing student of UMS. Methods: A cross sectional survey design using purposive sampling methods. Sixty (60) of 66 year3 nursing students completed aCTD Inventory for Chinese Medical College Students (CTDI-M) by Wang et al (2019) and The LCT Inventory (LCTI) and the Teaching Critical Thinking Inventory (TCTI) developed by van Zyl, M.A., Bays, C.L., & Gilchrist, C. (2013).Approval to conduct study obtained from Dean of faculty of Medicine and Health Sciences, UMS. Results: The data were analyzed through descriptive method using SPSS for window 21.0. Total score for CTD ranging from a low (M= 1.5) to a high (M=5.00), Mean value 3.86, (SD +/- .572). Total high-level CDT 58(96.7%). Total LCT scores ranging from a low (M=2.00) to high (M=5.00) and Mean value 4.02, (SD +/- .711). Total high level LCT 54(90%). The two subscale categories were analyzed for perceived LCT. Respondents reported significantly high level of both instructor helped in LCT 51(85%) and 56 (93.3%) provides support and encourage- ment in LCT, mean value 4.19 (SD+/-.713). Conclusion: The level of CTD and LCT was high, shows that nursing students perceive themselves as having a high level of critical thinking motivation, instructor providing guidance to assist and encourage to learn using critical thinking.

Matched MeSH terms: Students, Nursing
Fulltext Emotional intelligence and stress among nursing student, University Malaysia Sabah (UMS)

Norkiah Binti Arsat, Norsimah Binti Dasan, Sitti Nohaya Binti Tawakal, Flora Bianus, NurNadia Syamira Binti Zulkifli, Joy Pereirra Castella Peter

Malaysian Journal of Medicine and Health Sciences, 2020;16(105):70-0.
MyJurnal

Introduction: Most nursing students experience stress in nursing-related learning where they have to adapt to differ- ent teaching styles and clinical situations, to meet instructors’ expectations, work independently on learning objec- tives, and manage conflicts.Insome aspects of academic requirementmay be considered as highly stressful. There- fore, nursing students expected to have the ability to integrate emotional intelligence (EI) in their learning process. The aim of this study is to measure the level of EI and stress among UMS nursing students. Methods: A cross-sectional survey designusing purposive sampling methods involving one hundred (100) nursing students. Trait EI Question- naire-Short Form (TEIQue-SF) scale developed by Petrides & Furnham, (2006) and Jones Scoring Instrument: Students Nurse Stress Index (SNSI) scale developed by Jones and Johnston (1999) used to measure EI and stress level. Approval to conduct study obtained from Dean of faculty of Medicine and Health Sciences, UMS. Results: The data were an- alysed through descriptive method using SPSS for window 21.0. Total EI scores ranging from a low (M=2.41) to high (M=6.53) and Mean value 4.20, (SD + 0.705). Total high EI 62(62%). Total score for SNSI ranging from a low (M=1.5) to a high (M=4.18) and Mean value 2.92, (SD + 0.606). Total low stress 58(58%). Year 2 reported significantly high EI Mean value 4.24, (SD + 0.779) compared to the year 1 Mean value 4.22,(SD + 0.738), and Year 3, Mean value 4.15, (SD + 0.618). Year 1 reported significantly low stress Mean value 2.80, (SD + 0.598) compared to the Year 2, Mean value 2.90, (SD + 0.656), and Year 3, Mean value 3.06, (SD + 0.547). Conclusion: The level of EI was high and Stress level was low. However, attention should be given to nursing students with low EI as well as to nursing students with high levels of stress.

Matched MeSH terms: Students, Nursing
Fulltext Nursing students and clinical instructors' perceptions of Clinical Learning Environments, Supervision, and Teaching (CLES-T)

Norfadzilah Ahmad, Nurul Hamidah Khairul Anwar

International Journal of Care Scholars, 2018;1(1):10-13.
MyJurnal

Objectives: This study aimed to investigate the perceptions of International Islamic University Malaysia (IIUM) Kuantan nursing students, clinical nurse instructors, and staff nurses of the support offered to student nurses during learning in a clinical setting.

Methodology: A cross-sectional study was carried out on undergraduate nursing students (n=118), and clinical instructors (n=8) at the faculty or Kulliyyah of Nursing, IIUM, using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES-T) survey. Descriptive analysis was used to investigate the sociodemographic data, and further statistical tests were conducted with regard to their levels of perception.

Results: Overall, the participants perceived the clinical learning environment to be good. There was no difference in perception between nursing students and the clinical nurse instructors (p>0.05). There was no significant difference in terms of gender and levels of perception (p>0.05). This study did find a significant relationship between level of study and area of posting for students and perception levels (p

Matched MeSH terms: Students, Nursing
Measuring empathic behaviour among undergraduate dietetics students

Ng SH, Babar MG, Ahmed SI, Hasan SS, Yang WY

J Eval Clin Pract, 2024 Mar;30(2):153-161.
PMID: 37641432 DOI: 10.1111/jep.13913

AIM: Empathic behaviour has a direct link to the positive clinical outcomes. Health professionals, which include dietitians, are increasingly expected to demonstrate the impact of their care on patient outcomes. To date, there is limited research exploring the empathic behaviour of dietetics students.
METHODS: This cross-sectional study evaluated the psychometric properties of Jefferson Scale of Empathy-Healthcare Provider Student (JSE-HPS) and empathic behaviour of dietetics students.
RESULTS: Undergraduate dietetics students from one private and two public universities in Malaysia participated (n = 455). Item and scale psychometric properties were examined using principal component analysis and differences in mean empathy scores for students were assessed across years of study and types of universities. A 3-factor solution emerged in the results, accounting for 26.76%, 10.75% and 6.3% of the variance. The JSE-HPS demonstrated good internal consistency (α = 0.83). Despite students enroled at public universities scoring higher mean empathy scores than students enroled at the private university, the difference was not significant. The only significant difference was between the empathy level of first and third year students (p = 0.033).
CONCLUSION: As empathy underpins patient-centred management in the nutrition care process, it should be well integrated into curriculum delivery so that appropriate levels of empathy can be developed to prepare work-ready healthcare professionals.

Matched MeSH terms: Students, Nursing*
The effect of peer learning on professional competence development among Indonesian undergraduate nursing students: A quasi-experimental study

Nelwati, Abdullah KL, Chong MC, McKenna L

J Prof Nurs, 2020 03 19;36(6):477-483.
PMID: 33308543 DOI: 10.1016/j.profnurs.2020.03.008

BACKGROUND: Peer learning has enabled undergraduate nursing students to develop competence and clinical skills. It is rare to find quantitative studies examining the effect of peer learning on professional competence development among undergraduate nursing students comprehensively.
OBJECTIVE: To examine the effect of peer learning on professional competence development among Indonesian undergraduate nursing students.
DESIGN: A quasi-experimental study with non-equivalent control group pre-test post-test design.
PARTICIPANTS: Convenience sampling was used to recruit participants. Seventy-five students completed the study (37 in the intervention group and 38 in the control group).
METHODS: The intervention group received the peer learning program, while the control group received conventional learning during clinical practice. The Nurse Professional Competence (NPC) was used to collect data at pre-test and post-test measurement. Data were analysed using descriptive and inferential statistics.
RESULTS: Professional competence had significantly increased in the intervention group. A significant interaction effect of time (pre-test and post-test) and group on professional competence development was also found. The effect of peer learning on professional competence development was significantly greater than the conventional method.
CONCLUSION: Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. It is recommended for nurse educators to consider implementing peer learning during clinical education.

Matched MeSH terms: Students, Nursing*

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