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Magister Curationis - MCur / Academic performance of students is influenced by a combination of several psychosocial factors which include seeking academic help, use of various sources for academic learning, extent of the student seeking academic help, seeing academic help-seeking as a threat to self-esteem, interest in a subject, self-motivation and stress related to academic workload. Therefore, this study aimed to investigate psychosocial factors predicting the academic performance of first-year college nursing students, using a quantitative research method with a descriptive survey design. The population for this study was all first-year nursing students registered at a college of nursing in 2019. An inclusive sampling technique was used to include all 171 members of the student population in the study.

The purpose of this study was to determine if psychological type, economic status, and minority classification had an effect on the pass/fail rates of vocational nursing students. The rationale for conducting this study was based on the need for the institution to maintain program viability and successfully retain students. The personality types of vocational nursing students were measured using the Myers-Briggs Type Indicator. Measures of economic status and minority classification were obtained through subject self-report. Students enrolled in a vocational nursing program at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was a statistically significant relationship between the pass/fail rates of thinkers versus feelers in the vocational nursing classroom. Findings did not indicate a statistically significant relationship between the pass/fail rates of extraverts versus introverts; sensers versus intuitives; or judgers versus perceivers in the vocational nursing classroom. Findings also suggested that there were no significant relationships between the pass/fail rates of individuals with poverty versus non-poverty economic statuses, nor between individuals with minority versus non-minority classifications. Based on this study, vocational nursing students psychologically typed as thinkers, may have lower passing rates in the vocational nursing classroom setting.

The use of simulation has increased due to the shortage of clinical sites and nursing faculty. Patient acuity and privacy laws have contributed to the increase. Research science in simulation is established in the areas of scenario execution and with the debriefing phases. However, prebriefing is an understudied phase of the simulation. Prebriefing is the phase of simulation that prepares students for the simulation scenario with an orientation to the room, equipment, and manikin. The objectives for the simulation and patient background information are shared with students. There is a limited amount of literature on interventions in prebriefing related to improved student learning outcomes. An experimental design was used to test the hypothesis that students who viewed two videos of clinical skill demonstrations during the prebrief would demonstrate improved clinical skill performance and increased clinical competency. It was also hypothesized that students would also report decreased anxiety with increased self-confidence related to clinical decision-making during the simulation scenario. Additionally, it was hypothesized students who demonstrated increased clinical competency, reported less anxiety and higher self-confidence related to clinical decision making would achieve higher exam scores on related content. A convenience sample of 129 Junior and Senior baccalaureate nursing students consented to participate in the research. Results of an independent samples t test showed that students in the intervention group demonstrated significantly better clinical skill performance in changing the rate on an intravenous fluid administration (p = < 0.001), and in the administration of medication via intravenous push (p = < 0.001) than students in the control group. Students in the intervention group also demonstrated increased clinical competency (p = < 0.05), assessment (p = < 0.05) and patient safety (p = < 0.05) when compared to the control group. A mixed ANOVA testing for the interaction between group and time of test was used to determine if there were group in the changes from pre to post test in anxiety, self-confidence and clinical decision-making. The results showed no significant differences between groups. A Pearson r was used to evaluate the correlation between anxiety and quiz score; self-confidence and quiz score; CCEI-CJ, and quiz score. There was a negative nonsignificant correlation between anxiety and quiz score, r(105) = -.091, p = .358. There was a positive correlation between self-confidence and quiz score, r(105) = .204, p = .037. There was a positive nonsignificant correlation between the CCEI-CJ and quiz grade r(107) = .082, p = .400. This research study demonstrates that the prebriefing phase of simulation can be enhanced to include elements that will improve student learning outcomes.

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Background: Despite the importance of vaccination in disease prevention some people choose to remain unvaccinated. Nurses are influential in the choice to vaccinate. Considering the possibility of poor public understanding of vaccines and need for continued improvement in vaccination rates, it is essential for nurses to be knowledgeable and adept at addressing vaccine concerns. Vaccination education formally begins in nursing school. Objective: To identify nursing students' vaccine understanding by exploring information learned from formal online vaccine education specifically the Nursing Initiative Promoting Immunization Training Modules (NIP-IT). Design/Setting/Participants/Methods: Nursing students enrolled in a Community Health Nursing course were required to complete three online, self-study, modules entitled Vaccine Preventable Diseases, Vaccine Concerns, and Nursing Roles. The nursing students who completed these modules responded, in writing, to an open-ended prompt asking them to identify what new piece of information they learned. Responses gathered from 244 nursing students between September of 2016 and April of 2018 were categorized and grouped according to theme using a first and second cycle coding process. Responses containing more than one idea were considered separate responses and categorized accordingly totaling 273 responses. Results: Nursing student responses revealed five major themes regarding new information learned from the online modules: (1) barriers to vaccination; (2) components of vaccines; (3) the influence of nurses; (4) vaccine-preventable diseases; and (5) community immunity. Conclusion: Formal vaccine education is a critical component of a comprehensive nursing program. The nursing students in this study described information they learned when completing the NIP-IT modules, thus it was inferred the nursing students did not have a full understanding of vaccine concepts prior to viewing the modules. Formal nursing school vaccine education is essential in developing nurses capable of navigating vaccine issues and promoting health and preventing disease through vaccination advocacy.