Abstract：
BACKGROUND: Final year nursing students may experience higher levels of stress owing to the increasing complexity and expectations from their clinical practicums. Enhancing psychological readiness may be a potential strategy to enhance nursing students\' transition to the clinical area.
OBJECTIVE: To evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students\' psychological wellbeing, resilience, practice readiness and confidence.
METHODS: A sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study.
METHODS: Final year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited.
METHODS: 148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study.
METHODS: This study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students\' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students\' experiences of the psychological readiness program and clinical practicum.
RESULTS: The psychological readiness program led to significant changes in students\' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students\' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni.
CONCLUSIONS: The findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.
OBJECTIVE: To evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students\' psychological wellbeing, resilience, practice readiness and confidence.
METHODS: A sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study.
METHODS: Final year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited.
METHODS: 148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study.
METHODS: This study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students\' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students\' experiences of the psychological readiness program and clinical practicum.
RESULTS: The psychological readiness program led to significant changes in students\' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students\' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni.
CONCLUSIONS: The findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.
摘要：
背景：由于临床实习的复杂性和期望的增加，最后一年的护理专业学生可能会经历更高水平的压力。增强心理准备可能是增强护生向临床领域过渡的潜在策略。
目的：评估向专业实践课程过渡的心理准备增强和为期10周的临床实习对学生心理健康的影响，弹性，练习准备和信心。
方法：一种顺序混合方法方法，包括单组评估和描述性定性研究。
方法：从新加坡一所自治大学招收本科护理专业的最后一年护理专业学生。
方法：148名最后一年的护理学生参加了单组评估研究。在定性研究中招募了总共24名完成心理准备计划的参与者。
方法：本研究包括两个阶段。第一阶段包括对混合心理准备计划和临床实习的评估。收集了三波数据，以评估护生的心理健康，弹性，练习准备和信心。在第二阶段,采用个人半结构化在线访谈进行了一项定性研究，以检查学生的心理准备计划和临床实习的经验。
结果：心理准备计划导致学生焦虑和患者中心评分发生显著变化。心理准备和临床实习的累积效果表明，学生的实践准备和信心得到了显着改善。虽然抑郁症没有显著改善，压力和弹性分数，三波趋势有所改善。学生将这些改进归因于校友的心理准备计划和分享。
结论：这项研究的发现为心理准备计划的制定奠定了基础。然而,应使用随机对照试验设计的大规模研究来确认这些干预措施的效果.
目的：评估向专业实践课程过渡的心理准备增强和为期10周的临床实习对学生心理健康的影响，弹性，练习准备和信心。
方法：一种顺序混合方法方法，包括单组评估和描述性定性研究。
方法：从新加坡一所自治大学招收本科护理专业的最后一年护理专业学生。
方法：148名最后一年的护理学生参加了单组评估研究。在定性研究中招募了总共24名完成心理准备计划的参与者。
方法：本研究包括两个阶段。第一阶段包括对混合心理准备计划和临床实习的评估。收集了三波数据，以评估护生的心理健康，弹性，练习准备和信心。在第二阶段,采用个人半结构化在线访谈进行了一项定性研究，以检查学生的心理准备计划和临床实习的经验。
结果：心理准备计划导致学生焦虑和患者中心评分发生显著变化。心理准备和临床实习的累积效果表明，学生的实践准备和信心得到了显着改善。虽然抑郁症没有显著改善，压力和弹性分数，三波趋势有所改善。学生将这些改进归因于校友的心理准备计划和分享。
结论：这项研究的发现为心理准备计划的制定奠定了基础。然而,应使用随机对照试验设计的大规模研究来确认这些干预措施的效果.
