View in EDS

Challenge or threat? A Q-methodological study into nursing students' perceptions on learning to collaborate under stress.

Saved in:
Bibliographic Details
Title: Challenge or threat? A Q-methodological study into nursing students' perceptions on learning to collaborate under stress.
Authors: Dijkstra, F.S.1,2 (AUTHOR), Grijpma, J.W.3,4 (AUTHOR), de la Croix, A.3,5 (AUTHOR), van Schuppen, H.6 (AUTHOR), Meeter, M.2,5 (AUTHOR), Renden, P.G.7,8,9 (AUTHOR)
Source: Nurse Education Today. Mar2025, Vol. 146, pN.PAG-N.PAG. 1p.
Subject Terms: *Psychology of college students, *School environment, *Interdisciplinary education, *Interprofessional relations, *Information needs, *Experience, *Students, *Research methodology, *Baccalaureate nursing education, *Student attitudes, *Learning strategies, *Comparative studies, *Nursing students, Biomechanics, Questionnaires, Psychological stress, Cooperativeness, Biopsychosocial model
Abstract: Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress. The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations. We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (n = 29), Q-sorting procedure, data analysis, and factor interpretation. Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 "Practice makes perfect, so let's do it" and Profile 2 "Practice is needed, but it scares me". Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made. The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations. • Two profiles reveal differing views on learning to collaborate under stress. • Students benefit from an environment that embraces uncertainty. • Tailored training supports diverse students' needs in stressful situations. [ABSTRACT FROM AUTHOR]
Copyright of Nurse Education Today is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 182875791
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Challenge or threat? A Q-methodological study into nursing students' perceptions on learning to collaborate under stress.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dijkstra%2C+F%2ES%2E%22">Dijkstra, F.S.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grijpma%2C+J%2EW%2E%22">Grijpma, J.W.</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22de+la+Croix%2C+A%2E%22">de la Croix, A.</searchLink><relatesTo>3,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+Schuppen%2C+H%2E%22">van Schuppen, H.</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meeter%2C+M%2E%22">Meeter, M.</searchLink><relatesTo>2,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Renden%2C+P%2EG%2E%22">Renden, P.G.</searchLink><relatesTo>7,8,9</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Nurse+Education+Today%22">Nurse Education Today</searchLink>. Mar2025, Vol. 146, pN.PAG-N.PAG. 1p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+college+students%22">Psychology of college students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+needs%22">Information needs</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Baccalaureate+nursing+education%22">Baccalaureate nursing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+students%22">Nursing students</searchLink><br /><searchLink fieldCode="DE" term="%22Biomechanics%22">Biomechanics</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperativeness%22">Cooperativeness</searchLink><br /><searchLink fieldCode="DE" term="%22Biopsychosocial+model%22">Biopsychosocial model</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress. The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations. We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (n = 29), Q-sorting procedure, data analysis, and factor interpretation. Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 "Practice makes perfect, so let's do it" and Profile 2 "Practice is needed, but it scares me". Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made. The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations. • Two profiles reveal differing views on learning to collaborate under stress. • Students benefit from an environment that embraces uncertainty. • Tailored training supports diverse students' needs in stressful situations. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Nurse Education Today is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182875791
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.nedt.2024.106534
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 1
        StartPage: N.PAG
    Subjects:
      – SubjectFull: Psychology of college students
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Information needs
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Baccalaureate nursing education
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Nursing students
        Type: general
      – SubjectFull: Biomechanics
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Psychological stress
        Type: general
      – SubjectFull: Cooperativeness
        Type: general
      – SubjectFull: Biopsychosocial model
        Type: general
    Titles:
      – TitleFull: Challenge or threat? A Q-methodological study into nursing students' perceptions on learning to collaborate under stress.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dijkstra, F.S.
      – PersonEntity:
          Name:
            NameFull: Grijpma, J.W.
      – PersonEntity:
          Name:
            NameFull: de la Croix, A.
      – PersonEntity:
          Name:
            NameFull: van Schuppen, H.
      – PersonEntity:
          Name:
            NameFull: Meeter, M.
      – PersonEntity:
          Name:
            NameFull: Renden, P.G.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 02606917
          Numbering:
            – Type: volume
              Value: 146
          Titles:
            – TitleFull: Nurse Education Today
              Type: main
ResultId 1