BackgroundWell-adapted and validated quality-of-life measurement models for the nursing home population are scarce. Therefore, the aim of this study was to test the psychometrical properties of the OPQoL-brief questionnaire among cognitively intact nursing home residents. The research question addressed evidence related to the dimensionality, reliability and construct validity, all of which considered interrelated measurement properties.MethodsCross-sectional data were collected during 2017–2018, in 27 nursing homes representing four different Norwegian municipalities, located in Western and Mid-Norway. The total sample comprised 188 of 204 (92% response rate) long-term nursing home residents who met the inclusion criteria: (1) municipality authority’s decision of long-term nursing home care; (2) residential time 3 months or longer; (3) informed consent competency recognized by responsible doctor and nurse; and (4) capable of being interviewed.ResultsPrincipal component analysis and confirmative factor analyses indicated a unidimensional solution. Five of the original 13 items showed low reliability and validity; excluding these items revealed a good model fit for the one-dimensional 8-items measurement model, showing good internal consistency and validity for these 8 items.ConclusionFive out of the 13 original items were not high-quality indicators of quality-of-life showing low reliability and validity in this nursing home population. Significant factor loadings, goodness-of-fit indices and significant correlations in the expected directions with the selected constructs (anxiety, depression, self-transcendence, meaning-in-life, nurse-patient interaction, and joy-of-life) supported the psychometric properties of the OPQoL-brief questionnaire. Exploring the essence of quality-of-life when residing in a nursing home is highly warranted, followed by development and validation of new tools assessing quality-of-life in this population. Such knowledge and well-adapted scales for the nursing home population are beneficial and important for the further development of care quality in nursing homes, and consequently for quality-of-life and wellbeing in this population.

Self-determination theory (SDT) distinguishes types of motivation according to types of self-regulation along a continuum of internalisation. Types of motivation vary in quality and outcomes and are frequently used in research as predictors of educational outcomes such as learning, performance, engagement, and persistence. The Academic Motivation Scale (AMS), which is based on the SDT, has not previously been evaluated in Norway. In response, by using correlation and confirmatory factor analysis, we examined the dimensionality, reliability, and construct validity of the AMS among vocational health and social care students. Our hypothesised 7-factor model demonstrated the best fit, while the AMS demonstrated good reliability and construct validity in the sample of students. However, some improvements remain necessary. In predicting the rate of school completion among students on vocational tracks, amotivation and identified regulation appeared to be more powerful as intrinsic motivational variables.

The Herth Hope Index was found to be a reliable and valid instrument for assessing hope in nursing home patients. The 2-factor structure was psychometrically superior the original 3-factor construct of hope in this particular sample. The Herth Hope Index might be used to assess hope and changes in the hope process during long-term nursing home care. An enhanced understanding of hope in this population might contribute to increased quality of nursing home care.

Background and objective: In March 2020, the COVID-19 pandemic infected populations worldwide. To limit the spread, many countries declared stay-at-home orders. Teachers were suddenly obliged to teach and facilitate learning online, whereas students had to manage online education alone from home. Within self-determination theory (SDT), the need for relatedness is considered crucial for personal growth, well-being, motivation and learning, whereas sense of coherence (SOC) is a salutogenic health concept explaining humans’ coping with stressful situations. The aim of this study was to investigate the importance of teacher relatedness as well as SOC, including the concepts of comprehensibility, manageability and meaningfulness, among nursing students during the COVID-19 pandemic.Methods: Survey data were collected from 329 nursing students at a large university in Norway. Twelve hypotheses of the associations between teacher relatedness, SOC and perceived learning were tested by means of structural equation modelling (SEM) using Stata.Results: The SEM yielded an acceptable fit (χ2 = 177.60, p = .000, df = 80, χ2/df = 2.22, RMSEA 0.063, CFI = 0.96, SRMR = 0.048), showing significant, positive relationships between the latent variables of teacher relatedness, SOC and perceived learning. Eleven out of the twelve hypotheses found support, showing both direct and indirect relationships between the latent variables.Conclusions: The study indicates that caring and close teachers seem very important for nursing students’ learning during the COVID-19 pandemic. Many students do not experience such a teacher relationship, resulting in difficulties studying and learning under crisis. Knowledge about how teachers may mobilize care and close relationships with nursing students is important for students’ learning during a pandemic situation when teaching go digital.

BackgroundThe COVID-19 pandemic has led to the shutdown of society and created sudden and long-lasting changes in teaching practices, forcing many nursing students to study remotely at home. These students’ relatedness with their teachers and peers has been limited and mainly online. Several studies have indicated that students’ emotional states and mental health have been negatively affected by the pandemic, representing a serious challenge for many countries. Because they use only digital tools, online students have perceived a decline in teacher and peer support. Likewise, these students have reported feelings of sadness, loneliness, anxiety, and stress, affecting their learning and competence development.AimsTo investigate the associations between peer support, teacher support, emotional state, and perceived competence in nursing students during the pandemic.MethodsThis cross-sectional study collected quantitative survey data from 329 nursing students at a large university in Norway. Structural equation modeling (SEM) was used to test seven associations among peer support, teacher support, emotional state, and perceived competence.ResultsTeacher support had a significant direct effect on perceived competence, while peer support almost had a significant direct effect. However, the emotional state was directly affected by peer support and had a direct impact on perceived competence. Hence, teacher and peer support is important to nursing students’ perceived competence.ConclusionDuring the COVID-19 pandemic, both peer and teacher support can significantly support students’ competence development. Therefore, students should utilize the support of their teachers and peers in a structured manner to bolster their competence development.