Factors influencing the choice of a nursing or a non‐nursing degree: A multicenter, cross‐sectional study

Dante, Angelo; Graceffa, Giuseppina; Bello, Matteo Del; Rizzi, Lorena; Ianderca, Barbara; Battistella, Nadia; Bulfone, Teresa; Grando, Roberta; Zuliani, S; Casetta, Anica; Palese, Alvisa

doi:10.1111/nhs.12126

Cited by 12 publications

(5 citation statements)

References 33 publications

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“…A group of nursing students pursuing their bachelors level nursing degree in Italy were involved. Their demographic profile was in line with that previously documented in other studies performed in the Italian context [ 34 , 35 ], and their size was appropriate with respect to the number of items included in each instrument. The ratio of one-item/10 participants was considered congruent with the target sample size established beforehand according to the recommendations stated by Pett and colleagues [ 36 ].…”

Section: Discussionsupporting

confidence: 77%

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

2016

Self Cite

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BackgroundSelf-Directed Learning develops when students take the initiative for their learning, recognising needs, formulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This should be seen as a collaborative process between the nurse educator and the learner. At the international level, various instruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted versions. However, few instruments have been subjected to full validation, and no gold standard reference has been established to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of the emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) – Italian version and the Self-Directed Learning Instruments (SDLI) in undergraduate nursing students.MethodsA concurrent validity study design was conducted in a Bachelor level nursing degree programme located in Italy. All nursing students attending the first, second or third year (n = 428) were the target sample. The SRSSDL_Ita, and the SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments; the confidence of intervals (CI 95 %) bias-corrected and accelerated bootstrap (BCa), were also calculated.ResultsThe majority of participants were students attending their first year (47.9 %), and were predominately female (78.5 %). Their average age was 22.5 ± 4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200), were, on average, 160.79 (95 % CI 159.10–162.57; median 160); while with the SDLI (min 20, max 100), they were on average 82.57 (95 % CI 81.79–83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments was 0.815 (CI BCa 95 % 0.774–0.848), (p = 0.000).ConclusionsThe findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument can be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve the expected learning goals and become lifelong learners.

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Section: Discussionsupporting

confidence: 77%

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

2016

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“…These findings are not new as several other studies also reported that students tend to perceive nurses as subservient to physicians and only follow doctors’ orders [ 10 , 29 ]. As according to Dante et al (2014), inaccurate understanding of the nursing career can increase the likelihood of students choosing courses other than nursing [ 30 ]. Hence it is important to remove such misconceptions through highlighting the clinical reasoning abilities of nurses.…”

Section: Discussionmentioning

confidence: 99%

Factors deterring dentistry, medical, pharmacy, and social science undergraduates from pursuing nursing as a healthcare career: a cross-sectional study in an Asian university

Wang

Holroyd³

et al. 2018

BMC Med Educ

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BackgroundGlobally more registered nurses need to be recruited to meet the needs of aging populations and increased co-morbidity. Nursing recruitment remains challenging when compared to other healthcare programs. Despite healthcare students having similar motivation in joining the healthcare industry, many did not consider nursing as a career choice. This study aims to identify the deterrents to choosing nursing among healthcare undergraduates by examining the differences in the factors influencing healthcare career choices and nursing as a career choice.MethodsA cross sectional study was conducted using a 35-parallel items instrument known as Healthcare Career Choice and Nursing Career Choice scale. Six hundred and four (n = 604) first year medical, pharmacy, dentistry and social science students from a university in Singapore completed the survey.ResultsNursing as a career was perceived by healthcare students to be more likely influenced by prior healthcare exposure, the nature of the work, job prospects, and social influences. Lack of autonomous decision making, perceived lower ability to make diagnosis, having to attend to patients’ hygiene needs, engendered stigma, and lack of parental support were identified as deterring factors to choosing nursing as a career.ConclusionAn understanding of the deterrents to choosing nursing as career allows policy makers and educational leaders to focus on recruitment strategies. These include providing more exposure to nurses’ roles in early school years, helping young people to overcome the fear of providing personal hygiene care, promoting nurses’ autonomous nursing practice, addressing gender stigma, and overcoming parental objection.

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“…Furthermore, some students choose nursing studies due to their interest in scientific subjects. Personal experiences and family members and friends can play key roles as main sources of information for nursing students concerning the nursing profession [ 28 , 29 ]. Internal motivational factors for entering nursing, such as helping others, are the motivational factors most commonly indicated by students.…”

Section: Introductionmentioning

confidence: 99%

The relationship between empathy and altruistic motivations in nursing studies: a multi-method study

2021

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Background The efficient management of relational competences in healthcare professionals is crucial to ensuring that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing such competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies. Methods A multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative factor analysis and principal component analysis, a dimensional reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy. Results Seven distinct themes distinguishing internal and external motivational factors were identified through a thematic analysis of students’ answers regarding their decision to enter a nursing degree course. Female students gained higher scores on the empathy scale than male ones. When students’ age was considered, this difference was only observed for younger students, with young females’ total scores being higher than young males'. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE. Conclusions Knowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators to implement training paths that enhance students’ relational attitudes and skills and promote the positive motivational aspects that are central to this profession.

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Factors influencing the choice of a nursing or a non‐nursing degree: A multicenter, cross‐sectional study

Cited by 12 publications

References 33 publications

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students

Factors deterring dentistry, medical, pharmacy, and social science undergraduates from pursuing nursing as a healthcare career: a cross-sectional study in an Asian university

The relationship between empathy and altruistic motivations in nursing studies: a multi-method study

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