Honors Projects for Nursing & Dental Hygiene
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ItemIncidence of Burnout in Nursing Students(University of Hawaii at Manoa, 2014)Nursing students are vulnerable to burnout as they struggle to master new skills while adapting to a new role. Their levels of burnout have been compared to the high levels of burnout experienced by nurses in clinical practice due to various stressors. Studies have shown students who experience burnout during nursing school are likely to underperform in future nursing practice. Burnout can affect student health as well. While there is ample research on nursing burnout and how detrimental it is to the nurses’ well being and the safety of their patients, little research has been published exploring burnout as experienced by nursing students. The purpose of this quantitative, descriptive study is to examine burnout in nursing students and answer the following research questions: 1) Do nursing students experience burnout? 2) Is there a correlation between student demographics and level of burnout? 3) What are the possible sources of burnout in nursing students? Three cohorts of nursing students completing their final semesters at the University of Hawaii School of Nursing were surveyed using the Maslach Burnout Inventory. Students were also surveyed for demographical information and self-report of burnout indicators. Findings showed high levels of exhaustion and cynicism, and moderate levels of professional efficacy in nursing students across all semesters. No significant correlations were found but academic workload and finances were identified as common sources of nursing student stress. This study supports future exploration of burnout experienced by nursing students and the need for measures to counteract burnout during nursing school.
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ItemExploring salutogenesis as a concept of health and wellbeing in nurses who thrive professionally(University of Hawaii at Manoa, 2017-05)Aim: To determine whether salutogenesis, a concept of health and wellbeing, can be identified in nurses who self-describe themselves as thriving professionally. Background: Nurse burnout can potentially impact clinical performance, patient safety, and increase the turnover of nurses, which all contribute to additional health care costs (Rushton, Batcheller, Schroeder & Donohue, 2015). The ability to not only avoid burnout, but to thrive in stressful environments is an important factor worth exploring. The salutogenic theory is related to this. Methods: This was a mixed method, exploratory, descriptive study which was undertaken to describe elements of the salutogenic theory, in survey data, from twelve nurses who describe themselves as “thriving” professionally. Qualitative data was analyzed for themes. Quantitative data was compared to the salutogenic model. Results: Qualitative data analysis revealed the importance of the following main themes: other people, passion, coping mechanisms, personal characteristics, and time. Quantitative data revealed the average Sense of Coherence (SOC) score, which measures a person’s perceived health, was 73.58 out of a possible 91 points. Ranking of scores revealed the four highest scoring means all correlated to the meaningfulness category of the SOC questionnaire.
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ItemFactors Associated with Leadership Behaviors in Nursing Students(University of Hawaii at Manoa, 2016-05)Over the next twenty years it is anticipated that novice nurses will begin to fill vacant nurse leadership positions as “the Baby Boomer” generation nurses retire. The Hawai’i Academic Progression in Nursing Leadership and Mentorship (L&M) program developed and implemented a pilot program using modules from the New Careers in Nursing Leadership Development Toolkit (4th edition) and the New Careers in Nursing Mentoring Program Toolkit and Handbook published by the Robert Wood Johnson Foundation. The purpose of the study was to identify and describe factors associated with nursing student leadership behaviors. Three cohorts of students participated in completing a survey developed for the purposes of this study. The first cohort was used to pilot the L&M program. The other two cohorts had components of the L&M program integrated into their nursing undergraduate curriculum. The results revealed a number of observable differences amongst the three cohorts. For example, the findings showed students self-report of preparedness to take on a leadership position upon completion of the program differed by cohort. In the Executive RN to BSN cohort (100%) responded they felt prepared to take on a leadership position, while 57.1% of the KCC nursing cohort and 38.6% of the UHM nursing cohort felt prepared to take on a leadership position. The finding of this study will contribute to our understanding of nursing L&M education. However, future studies are required to continue improving our knowledge of leadership development in undergraduate education to ensure sustainability of leadership as Baby Boomers leave the nursing workforce.
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ItemExamining Student Perspectives of Learning Effectiveness in High Fidelity Simulation(University of Hawaii at Manoa, 2015-05)Background: High Fidelity Simulation is defined as a representation of an actual event, which can be presented through different methods such as computer software, case studies, written scenarios, acting, role playing, games or manikins (Bearnson and Wiker, 2005, Beaubien and Baker, 2004, Goldenberg, D., Andrusyszyb, M.A., & Iwasiw, C. (2005). Simulation learning allows students to interact and participate in simulated scenarios, gaining experience and the opportunity to practice in a mock clinical setting. In 2012, an $8 million simulation center opened at the University of Hawaii School of Nursing. Minimal research has been conducted in this area, and the simulation center aims to support research endeavors that examine simulation teaching and learning. With these vast resources now available in the field of nursing simulation, it's an opportune time to examine the effectiveness of simulation as a learning tool. Purpose-This study was undertaken to explore the perspectives of students on simulation learning-effectiveness. Method-Participants in the study included nursing students with experience in simulation learning environments. Focus groups were conducted to explore students' perceptions of simulation learning. The study investigator led the focus groups, which were recorded, transcribed, and later analyzed. Qualitative responses were analyzed according to the Theory of Experiential Learning, (Kolb 1984). This data was organized into themes. It is hoped that this qualitative data will contribute evidence for understanding factors that influence the success of student learning in simulation environments. Outcome- Twenty-five nursing students were included in the focus group discussions. Data from the focus group sessions was analyzed and sorted into the 4 categories described in Kolb's Theory. These phases include "Concrete-Experience," "Reflective-Observation, "Abstract-Conceptualization," and "Active-Experimentation." An overwhelming amount of data was categorized in the "Reflective-Observation," phase. This could have been influenced by the debriefing process that is performed immediately following simulation learning experiences. While all categories were represented in the data, data clearly indicated that the phase of learning that simulation addressed most often was the Reflective-Observation phase. Conclusion- Overall, 88% of participants reported performing differently in clinical situations as a result of simulation learning. Participants reported that simulation activities directly applied to their actions in real life clinical experiences. This suggests that students perceive simulation to be an effective tool for learning.
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ItemDocumenting the Nursing Process: A Community Based Participative Research Study(University of Hawaii at Manoa, 2015-05)This community based participative research (CBPR) study evaluated the Joint Commission (TJC) required nursing process documentation in the electronic medical records for patients at Wahiawa General Hospitals (WGH). The study’s research question asked the following: Did 1 on 1 education improve documentation of the nursing process in electronic health records? Quantitative data was collected over the course of one year that included preeducation baseline data and post-education data. Pre-education data was taken from medical records during the months of November 2013 to January 2014 for patients who had targeted diagnoses using WGH'S care-plan audit tool. Post-education data collection took place from mid March 2014 to the second week of July 2014. A total of 30 charts each month (5 charts from the ICU, 10 charts from the telemetry unit, and 15 charts from the Medical surgical unit) were used for pre-intervention baseline data collection. Diagnoses targeted for chart review included the following: Congestive heart failure (CHF), pneumonia, sepsis, diabetic ketoacidosis (DKA), chronic obstructive pulmonary disease (COPD), acute myocardial infarction (AMI) or cellulitis. These 7 diagnoses were chosen due to the high frequency and high risk of these diagnoses for the population served by WGH. Descriptive and inferential statistics were utilized to analyze study data. It was hoped that findings from this research result in an improvement in nurses compliance with the nursing process in documentation, thus improving care as well as compliance with federally mandated documentation procedures.
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