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Titre : | Enhancing conceptual clarity of self-care for nursing students: A scoping review (2021) |
Auteurs : | Allie Slemon ; Emily K. Jenkins ; Elisabeth Bailey |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 55, August 2021) |
Article en page(s) : | 11 p. |
Note générale : | https://doi.org/10.1016/j.nepr.2021.103178 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Autosoins ; Elève infirmier ; Enseignement infirmier |
Mots-clés: | Revue de portée |
Résumé : |
Objective
This paper aims to explore how self-care is currently defined and conceptualized in nursing education literature and identify gaps in current conceptualizations of self-care for nursing students. Background Given the considerable stressors experienced by nursing students, self-care is an important concept for enhancing well-being. However, self-care has been poorly defined in the literature to date, contributing to challenges in integrating self-care into nursing education in support of student mental health and well-being. Design A scoping review was undertaken in accordance with Arksey and OMalleys (2005) framework and Levac et al.s (2010) subsequent guidance. Methods The search was conducted up to 1 September 2020 across three databases: Medline (OVID), PsycINFO and CINAHL. Search terms self-care, nursing students and nursing education were used. Criteria for inclusion of articles included peer-reviewed articles published in English that addressed self-care in the context of nursing education and/or nursing students and provided a definition of self-care. Two reviewers independently screened 1181 records by title and abstract, with a third reviewer resolving discrepancies. Subsequently, full-text review was completed for 119 articles. Results Twenty-seven studies were included in the review, including 21 empirical articles and 6 non-empirical articles. Sixteen (59%) articles described an educational intervention, including self-care courses, assignments, or integration of self-care modalities as a classroom activity. Qualitative thematic analysis of article aims, and self-care definitions illustrated three central themes in the conceptualization of self-care: self-care as an aspect of holistic nursing; self-care as practices that ensure a healthy lifestyle; and self-care as activities undertaken in response to stress. Conclusions There is considerable variability in how self-care for nursing students is conceptualized, contributing to inconsistencies in the integration of this concept into nursing education. Nurse educators are encouraged to support students in identifying their own self-care strategies and engage in reflection and action toward shifting systemic contributors to stress and burnout among nursing students. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595321002146#! |