Developing Students' Time Management Skills in Clinical Settings: Practical Considerations for Busy Nursing Staff
Family and Community Health Research Group, School of Nursing and Midwifery, University of Western Sydney, Penrith South DC NSW 1797, Australia.The Journal of Continuing Education in Nursing (Impact Factor: 0.52). 06/2011; 42(6):248-9. DOI: 10.3928/00220124-20110523-04
In clinical settings, nursing staff often find themselves responsible for students who have varying time management skills. Nurses need to respond sensitively and appropriately, and to teach nursing students how to prioritize and better allocate time. This is important not only for developing students' clinical skills but also for shaping their perceptions about the quality of the placement and their willingness to consider it as a potential work specialty. In this column, some simple, practical strategies that nurses can use to assist students with improving their time management skills are identified.
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ABSTRACT: This study was to explore the relationships among study engagement, learning adaptability and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire which included their demographic information, Chinese Utrecht Work Engagement Scale-student Questionnaire, Learning Adaptability Scale and Adolescence Time Management Disposition Scale. One-way ANOVA tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < 0.01) and learning adaptability (F = 4.41, P < 0.01) differed across grade groups. Learning adaptability (r = 0.382, P < 0.01) and time management disposition (r = 0.741, P < 0.01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students, but also focus on development, investment in adaptability and time management.
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