Uncertainty is a well-known phenomenon that is recurring in biographies, imaginative literature and science, but is less studied in nursing science. The aim of this participatory action research project was to, in collaboration with nursing students; explore nursing activities for relieving patients’ uncertainty. A qualitative approach was chosen with focus groups and the text was content analyzed. The students studied their third semester on a nursing program. The findings showed two different kinds of uncertainty, existential uncertainty and care evoked uncertainty. Relieving uncertainty showed to be a process in three steps. The first step is to reach deeper understanding of what uncertainty is and how it affects patients. The second step is to develop sensibility for how to discover uncertainty and the third step is to use uncertainty relieving strategies. To do this requires courage and a wish to share power with the patient. The strategies for relieving existential and care evoked uncertainty differed.

<p> </p><p>Ledarskapet är en del av sjuksköterskans arbete och ingår i sjuksköterskans profession. Sjuksköterskestudenterna behöver vara förberedda för rollen som arbetsledare. Syftet med studien är att beskriva sjuksköterskestudenters uppfattningar om sin framtida yrkesroll som arbetsledare. Datamaterialet består av intervjuer med tio sjuksköterskestudenter som studerar på en högskola i Västsverige.  Åldern på sjuksköterskestudenterna varierar mellan 22 och 38 år. Intervjuerna spelades in på band och transkriberades. En kvalitativ analysmetod valdes för att analysera insamlad data. Efter genomförd analys kunde fyra huvudkategorier urskiljas. Huvudkategorierna är sjuksköterskans ansvar, samarbeta, förberedelse och personlig lämplighet. Under dessa huvudkategorier framkom åtta underkategorier. Resultatet visar att sjuksköterskestudenterna upplever att de inte är tillräckligt förberedda för rollen som arbetsledare. Sjuksköterskestudenterna anser att sjuksköterskans ansvar innebär att ge information och undervisning till patienter, studenter och kollegor samt att leda och fördela arbetet. Sjuksköterskestudenterna upplever att samarbete innebär att arbeta tillsammans med alla yrkeskategorier, vara flexibel samt att verka för en god kommunikation i arbetslaget. De upplever att de saknar ledarskapsutbildning och pedagogiska kunskaper. Sjuksköterskestudenterna anser att personlig lämplighet påverkar ledarskapsrollen.</p> / <p>Leadership is part of the nurse's work and included in the nurse profession. Nursingstudents need to be prepared for the role as a leader. The aim of the study is to describenursing students’ perceptions of their future professional role as a leader. The data materialconsists of interviews with ten nursing students studying at a college in western Sweden.The age of nursing students varies between 22 and 38 years. The interviews were recordedand transcribed. A qualitative analysis method was chosen to analyze the data gathered.After the analysis were four main categories identified. The main categories are the nurse'sresponsibility, cooperate, preparation and personal quality. Under these main categoriesemerged eight subcategories. The result shows that nursing students perceive that they areinadequately prepared for the role as a leader. Nursing students believe that the nurse'sresponsibility to provide information and education to patients, students and colleagues andto lead and share the work. Nursing students felt that collaboration involves workingtogether with all professions, be flexible and to promote good communication in the team.They feel that they lack management training and educational skills. Nursing studentsthink that personal quality affect leadership role.</p>

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 76-82).

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Vita. Includes abstract. Includes bibliographical references (p. 151-160).

Prokrastinering innebär att individen trots medvetenhet om negativa konsekvenser skjuter upp en handling. Den bidrar till stress, färre hälsofrämjade beteenden och sämre prestation. Demografiska faktorer och pågående utbildning påverkar sannolikheten för prokrastinering. Relationen mellan stress och prokrastinering behöver utforskas, speciellt hur interventioner riktade mot stress påverkar fenomenet. En longitudinell interventionsstudie med upprepad mätning undersökte effekten av ett KBT-baserat stresshanteringsprogram (KBSP) på prokrastinering och interaktionseffekter med stress. Stickprovet togs ur populationen sjuksköterskestudenter vid ett högre lärosäte i en medelstor svensk stad. Interventionsgruppen var 28 deltagare, varav 3 män. De mättes två gånger med tio veckors intervall. Bortfallsgruppen (21 deltagare) uppföljdes. Kontrollgruppens 44 deltagare (varav 3 män) mättes en gång. Ingen signifikant skillnad fanns mellangruppernas prokrastinering före interventionen.Flera signifikanta resultat erhölls, följande avser interventionsgruppen. Ett beroende t-test visade på signifikant skillnad mellan prokrastinering före och efter interventionen. En stark positiv bivariat korrelation fanns mellan stress och prokrastinering vid T1. Prokrastinering predicerade stress vid T1 och T2. Resultatet indikerade att 26.1 % respektive 31.7 % av variansen i stress kunde förklaras utifrån prokrastinering. Resultatet talar för att prokrastinering kan förändras och att KBT-baserade metoder för stress skulle kunna ha komponenter som påverkar. Slutsatserna gäller främst studenter och begränsas av att de bygger på självskattningar. Vidare longitudinell forskning med fler mätmetoder behövs. / Procrastination isintentionally postponing an action, despite of the potentially negative consequences. It contributes to stress, fewer health promoting behaviors and poorer performance. Demographic factors and ongoing academic education affects the probability for procrastination. The relationship between stress and procrastination needs to be studied, especially how interventions aimed at stress affects the phenomenon. A longitudinal intervention study with repeated measurements investigated the effect of CBT-based stress management program (CBSM) on procrastination and interaction effects with stress. The sample was nursing students at a Swedish university. The intervention group was 28 participants including 3 men. They were measured twice with a ten week interval. A follow-up was conducted on the dropout (21 participants). The control group's 44 participants (including 3 men) were measured once. No significant difference was found between groups in procrastination before the intervention. Several significant results was obtained, the following refers to the intervention group. A dependent t-test showed significant difference between procrastination before and after the intervention. A strong positive bivariate correlation was found between stress and procrastination at T1. Procrastination predicted stress at T1 and T2. The results indicated that 26.1% and 31.7% of the variance in stress could be explained by procrastination. The results indicate that procrastination is susceptible to change and that CBT-based methods for stress management might have components that affects it. The conclusions apply mainly to students and is limited by self-assessments as reserch method. Further longitudinal research with more measurements are needed.

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Clinical practice is an essential and integral component of nursing education. The decision-making process involved in student selection of clinical placements is influenced by a range of factors which are internal or external to students. As there was little research that explored these factors and the influence they have on student decisions, I wanted to investigate this further. A mixed-method approach was used, using a questionnaire and focus group interview, to give breadth and depth to the research. This study found that students are particularly influenced by previous positive experiences, or an interest in a particular area of practice. Their personality will also influence their placement decisions. Nurse preceptors and clinical lecturers also provide a key support role to students in the clinical environment.

The topic of this study was Female Genital Mutilation, a crime against human rights and a severe problem in parts of Africa. Laws against FGM have had limited effect and nurses are faced with many opportunities to inspire behavioral changes in individuals, making the aim of this study to explore Ghana’s nursing students’ knowledge of and attitudes towards female genital mutilation. Data was collected at the Atibie Midwifery and Nursing Training School located in central Ghana. It was a descriptive non-experimental empirical study carried out by collecting quantitative data with questionnaires. Data was registered and analyzed manually. The outcome of this study indicated that nursing students at Atibie Midwifery and Nursing Training School in Ghana have a fairly high knowledge of FGM and FGM-related complications. Further, the students seem to have very mixed attitudes towards FGM, the majority being a negative attitude towards the practice. Although, a small part of the study population does have a more traditional point of view.