Abou Hashish Ebtsam A, Bajbeir Erada F
College of Nursing - Jeddah, King Saud bin Abdul-Aziz University for Health Sciences, Jeddah, Kingdom of Saudi Arabia.
Faculty of Nursing, Alexandria University, Alexandria, Egypt.
SAGE Open Nurs. 2022 Sep 21;8:23779608221127952. doi: 10.1177/23779608221127952. eCollection 2022 Jan-Dec.
Enhancing nursing students' professional knowledge and integrating simulation and clinical training into students' education may affect their career planning and development.
This study aimed to explore how managerial and leadership training and simulation affect career planning knowledge, career choice, and self-efficacy among senior nursing students. Additionally, it explored how students perceived the training they received.
This study employed a mixed methods design for collecting quantitative and qualitative data about the training. A quasi-experimental design using a pretest and posttest with a convenience sample of senior nursing students ( = 80) at a Saudi nursing college guided the quantitative part. Nursing students were introduced to a managerial and leadership training and simulation intervention focused on career knowledge. The career planning questionnaire and a self-efficacy scale were used to collect quantitative data before and after the intervention, and the open-ended questions were used for qualitative data about the training they received. For the quantitative data, we used descriptive and inferential statistics, and for the qualitative data, we used content analysis.
After the training sessions, nursing students' career planning knowledge and self-efficacy scores were considerably enhanced, with a significant difference and positive associations ( < .001). Four themes were driven from the qualitative analysis: student engagement, experiential learning and reflection, the teacher's role as facilitator, and teamwork.
Knowledge and preparedness are essential elements for career planning and development. Nursing curricula should provide students with ongoing educational opportunities to help them enhance their career planning and self-efficacy. As well, nurse managers play an important role in shaping the career paths of senior undergraduates and internship nurses. Career counseling sessions and career activities can be scheduled frequently before graduation and during the internship year, which is essential for prelicensure and orientation.
增强护理专业学生的专业知识，并将模拟教学与临床培训融入学生教育中，可能会影响他们的职业规划与发展。
本研究旨在探讨管理与领导力培训以及模拟教学如何影响高年级护理专业学生的职业规划知识、职业选择和自我效能感。此外，还探讨了学生对所接受培训的看法。
本研究采用混合方法设计来收集有关培训的定量和定性数据。在一所沙特护理学院，以高年级护理专业学生（n = 80）的便利样本进行了一项采用前测和后测的准实验设计，以指导定量部分的研究。护理专业学生接受了一项侧重于职业知识的管理与领导力培训及模拟干预。干预前后使用职业规划问卷和自我效能量表收集定量数据，开放式问题则用于收集有关他们所接受培训的定性数据。对于定量数据，我们使用描述性和推断性统计方法，对于定性数据，我们使用内容分析法。
培训课程结束后，护理专业学生的职业规划知识和自我效能感得分显著提高，存在显著差异且呈正相关（p <.001）。定性分析得出了四个主题：学生参与度、体验式学习与反思、教师作为促进者的角色以及团队合作。
知识和准备是职业规划与发展的基本要素。护理课程应向学生提供持续的教育机会，以帮助他们增强职业规划能力和自我效能感。此外，护士长在塑造高年级本科生和实习护士的职业道路方面发挥着重要作用。在毕业前和实习期间可以频繁安排职业咨询课程和职业活动，这对于获得执业资格和入职培训至关重要。
