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Napolitano F, Calzolari M, Di Pietro S, Pagnucci N, Zanini M, Catania G, Aleo G, Gomes L, Sasso L, Bagnasco A. Pedagogical strategies to improve emotional competencies in nursing students: A systematic review. NURSE EDUCATION TODAY 2024; 142:106337. [PMID: 39154590 DOI: 10.1016/j.nedt.2024.106337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Revised: 07/18/2024] [Accepted: 08/01/2024] [Indexed: 08/20/2024]
Abstract
OBJECTIVES To reveal the effectiveness of didactic architectures and pedagogical strategies to be implemented in nursing curricula to develop and improve Emotional Competencies (EC) in undergraduate nursing students. DESIGN Systematic review of effectiveness conducted according to Joanna Briggs Institute (JBI) guidelines. We followed the PRISMA statement to guarantee the transparency of the review and the GRADE to report the strength of evidence. DATA SOURCES Seven databases were searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Grey literature was also searched through the OpenGrey database. REVIEW METHODS Studies focusing on educational programmes and/or activities to develop EC in nursing curricula, published in English or Italian were included. Quality assessment of the studies was evaluated using JBI critical evaluation tools and the Mixed Methods Appraisal Tool (MAAT). Following JBI guidelines, a narrative synthesis was performed. RESULTS A total of 19 studies from 8 countries were included. The population varied from first to fourth-year students in relation to the duration of the undergraduate nursing program across the various countries. Most of the students were females. The age of the participants ranged between18 and 56 years. The most common pedagogical strategies were simulation, role playing, and face-to-face lessons. In some cases, studies combined two or three pedagogical strategies in the same intervention. The most effective strategy was simulation, which improved EC, compassion, self-awareness, self-efficacy, empathy, critical thinking, clinical practice skills, and teamwork skills. Furthermore, the combination of lessons, simulation, and literature exploration effectively developed communication skills, and improved students' satisfaction. CONCLUSIONS Investing in simulation, role-playing activities, and lessons regarding the importance of EI, empathy and compassion, and the role of an emotionally competent nurse leads to improved nursing care and wellbeing.
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Affiliation(s)
- Francesca Napolitano
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Michela Calzolari
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Sara Di Pietro
- Dipartimento Materno Infantile, Ospedale Policlinico San Martino - IRCCS, Largo R. Benzi 10, 16132 Genoa, Italy.
| | - Nicola Pagnucci
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Milko Zanini
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Gianluca Catania
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Giuseppe Aleo
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Lisa Gomes
- Nursing School, Minho University, Campus de Gualtar - Edifício BGUM 2° Piso, 4710 - 057 Braga, Portugal.
| | - Loredana Sasso
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Annamaria Bagnasco
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
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Jeon Y, Choi H, Lee U, Kim H. Technology-based interactive communication simulation addressing challenging communication situations for nursing students. J Prof Nurs 2024; 53:71-79. [PMID: 38997201 DOI: 10.1016/j.profnurs.2024.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2023] [Revised: 05/03/2024] [Accepted: 05/08/2024] [Indexed: 07/14/2024]
Abstract
BACKGROUND Simulation-based interventions for nursing students addressing challenging communication situations involving geriatric patients and end-of-life care are limited. PURPOSE This study evaluated the effects of technology-based interactive communication simulations on nursing students' communication knowledge, self-efficacy, skills, compassion, and program satisfaction. METHOD A randomized controlled repeated-measures design was used with third- and fourth-year nursing students enrolled in five nursing colleges located in five regions in Korea as participants. Participants were randomly assigned to either a technology-based interactive communication simulation or an attention control group. Changes in communication knowledge, self-efficacy, skills, compassion, and program satisfaction were assessed using three self-reported measures and communication skills were measured by the raters. Statistical analyses included descriptive analyses, chi-square tests, t-tests, and a generalized estimating equation model. RESULTS Eighty students participated in one of the two programs, and 77 in the four-week follow-up test. The intervention group indicated significant improvements in communication knowledge, self-efficacy, skills, and compassion, as well as higher program satisfaction compared with the attention control group. Communication skills as assessed by raters also showed significant change at all assessment time points. CONCLUSION The technology-based interactive communication simulation program is effective in improving communication skills among nursing students managing geriatric patients and end-of-life care.
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Affiliation(s)
- Yeseul Jeon
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
| | - Heeseung Choi
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea; Research Institute of Nursing Science, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
| | - Ujin Lee
- College of Nursing, Incheon Catholic University, Yeonsu-gu, Incheon 21987, Republic of Korea.
| | - Hannah Kim
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
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Schulenberg SL, Goldberg D, Kreps G, Oh KM. Communication self-efficacy and communication apprehension in a national sample of undergraduate nursing students: A cross-sectional study. Nurse Educ Pract 2024; 77:103977. [PMID: 38676980 DOI: 10.1016/j.nepr.2024.103977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 04/16/2024] [Indexed: 04/29/2024]
Abstract
AIM The aim of this study was to explore communication apprehension and communication self-efficacy in undergraduate nursing students and identify factors that contribute to communication apprehension and communication self-efficacy. BACKGROUND Communication education and skills training is often incorporated into undergraduate nursing curricula; however, communication competence continues to be a problem for novice nurses. Communication apprehension is a concept that has been only minimally researched in nursing education and can have a negative impact on student communication readiness. DESIGN This study employed a cross-sectional design and surveyed a national sample of undergraduate nursing students between October 2022 and March 2023. METHODS An online survey was sent out to undergraduate nursing student members of the National Student Nurses Association as well as nursing education programs in 8 states and the District of Columbia. The survey was comprised of demographic questions, the Personal Report of Communication Apprehension, and the communication subscale of the Nursing Student Self-Efficacy Survey. RESULTS Approximately 22.1 % of the students had high communication apprehension, with the highest communication apprehension in public speaking and classroom communication. Communication self-efficacy scores ranged from 12 to 40, with a mean of 31.65 (SD = 6.28). Communication apprehension and communication self-efficacy were significantly negatively correlated. Positive and negative affect were significant predictors of communication apprehension. Affect, as well as current healthcare employment were significant predictors of communication self-efficacy. When controlling for all demographic, educational, and psychological variables, communication apprehension was a significant predictor of communication self-efficacy. CONCLUSIONS This study is one of the few to explore communication apprehension in undergraduate nursing students. Data demonstrated that communication apprehension is a prevalent problem for many nursing students. Communication apprehension was also found to be a significant predictor of communication self-efficacy after controlling for all other variables. Progression through nursing education did not show a correlation with a decrease in the students' communication apprehension or increase in communication self-efficacy. Given these findings, educational efforts aimed at reducing communication apprehension and enhancing students' school-related affect could contribute to an improvement in communication self-efficacy.
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Affiliation(s)
| | - Debora Goldberg
- George Mason University, Department of Health Administration and Policy, Fairfax, VA, United States
| | - Gary Kreps
- George Mason University, Department of Communication, Fairfax, VA, United States
| | - Kyeung Mi Oh
- George Mason University, School of Nursing, Fairfax, VA, United States
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Abbasi A, Bazghaleh M, Fadaee Aghdam N, Basirinezhad MH, Tanhan A, Montazeri R, Mirhosseini S. Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi-experimental study. Nurs Open 2022; 10:165-171. [PMID: 35856875 PMCID: PMC9748117 DOI: 10.1002/nop2.1291] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 05/21/2022] [Accepted: 07/05/2022] [Indexed: 01/04/2023] Open
Abstract
AIM This research investigated the effectiveness of simulated video on test anxiety in the Objective Structured Clinical Examination (OSCE) among nursing and midwifery students. DESIGN A quasi-experimental study with a two-group pre-test and post-test design. METHODS This study was conducted on 118 nursing and midwifery students in Shahroud northeast of Iran in 2019 using the census sampling method. The intervention group received a 15-minute OSCE simulation video half an hour before the test. Data were collected using the Sarason test anxiety questionnaire in two stages: one week before the test and after the simulation film was screened. Data were analysed using descriptive and inferential statistics (Independent t-test, Chi-square, Exact fisher and Paired t-test). RESULTS At baseline, no significant difference was observed between groups in the total mean score of test anxiety. The mean score of test anxiety significantly decreased in the OSCE simulation video group after the intervention.
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Affiliation(s)
- Ali Abbasi
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Milad Bazghaleh
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Nasrin Fadaee Aghdam
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Mohammad Hasan Basirinezhad
- Department of Epidemiology and Biostatistics, School of Public HealthShahid Sadoughi University of Medical SciencesYazdIran
| | - Ahmet Tanhan
- Department of Counseling, UNC GreensboroThe University of North Carolina at GreensboroGreensboroNorth CarolinaUSA,Economic and Social Research Center – ESAMAnkaraTurkey,Department of CounselingAdiyaman UniversityAdiyamanTurkey
| | - Rasoul Montazeri
- Student Research Committee, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Seyedmohammad Mirhosseini
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
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Dou S, Han C, Li C, Liu X, Gan W. Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model. BMC Nurs 2022; 21:149. [PMID: 35698185 PMCID: PMC9195213 DOI: 10.1186/s12912-022-00933-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Accepted: 06/02/2022] [Indexed: 11/15/2022] Open
Abstract
Background Internship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns. Methods A cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson’s correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis. Results The mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that “managing emotions” and “facilitating thought” of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on “managing emotions” and “facilitating thought”. Conclusions EI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00933-y.
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Affiliation(s)
- Shuangting Dou
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
| | - Chenyan Han
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
| | - Conghong Li
- Teaching and Research Department of Clinical Nursing, Shanghai Jiao Tong University School of Nursing, 227 South Chong Qing Road, Building 1, Room 209, Huangpu District, Shanghai, 200025, China.
| | - Xiaoxin Liu
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China.
| | - Wanling Gan
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
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Durkin M, Gurbutt R, Carson J. Effectiveness of an online short compassion strengths course on nursing students compassion: A mixed methods non-randomised pilot study. NURSE EDUCATION TODAY 2022; 111:105315. [PMID: 35290862 DOI: 10.1016/j.nedt.2022.105315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 02/16/2022] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Although student nurses are expected to demonstrate and show understanding of compassion in their learning and practice, literature suggests that this is not always the case. To address this, nursing students need to be introduced to the value and behaviours of compassion during their education. OBJECTIVES To evaluate the effectiveness of an online course to help nursing students develop their strengths and further validate the Bolton Compassion Strengths Indicators. DESIGN A pre-and post-mixed methods non-randomised pilot study. SETTING A university in the north west of England. PARTICIPANTS A sample of first year undergraduate nursing students (67), in two groups, with 33 in the online control and 34 in the on-site group. METHODS Both groups took part in the Short Compassion Strengths Course (SCSC). The online group took the course in their own time over a 3-week period, while the on-site group completed the course during their time at University. In both groups baseline assessments were carried out using the Bolton Compassion Strengths Indicator (BCSI). Post-test data were collected 3 weeks after in the online group and immediately after in the on-site group, for the BCSI and reflective accounts. Data were analysed using ANOVA in SPSS27. RESULTS The online group did not complete the course but filled out the questionnaires. The on-site group had significantly higher scores on all indicators but self-care and engagement. CONCLUSIONS The SCSC is an effective course for teaching and developing compassion strengths when delivered on-site. This paper adds further validity for the BCSI.
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Affiliation(s)
- Mark Durkin
- Department of Psychology and Therapeutic Studies, Leeds Trinity University, Leeds, England, United Kingdom.
| | - Russell Gurbutt
- Faculty of Health and Wellbeing, University of Bolton, Bolton, England, United Kingdom.
| | - Jerome Carson
- Faculty of Professional Studies, University of Bolton, Bolton, England, United Kingdom.
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Sisman FN, Buzlu S. The impact of an emotion-focused training program on nursing students' emotional awareness and expression: A randomized placebo-controlled study. Perspect Psychiatr Care 2022; 58:197-205. [PMID: 33931877 DOI: 10.1111/ppc.12810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 04/07/2021] [Accepted: 04/10/2021] [Indexed: 11/27/2022] Open
Abstract
PURPOSE This study explores the effects of an emotion-focused training program (EFTP) and an interactive activity (placebo) on nursing students' skills in recognizing and expressing emotions. DESIGN AND METHODS The research was conducted as a randomized, placebo and control group, and experimental study with repeated measurements. One hundred and twenty nursing students were randomly assigned to the groups. The EFTP was carried out for 10 sessions in the study group. FINDINGS The emotional awareness and emotion expression scores of the students in the training group were significantly higher than those of the students in the placebo and control groups (p < 0.05). PRACTICE IMPLICATIONS The EFTP can be used in the nursing undergraduate curriculum to promote emotional awareness and improve skills of emotional expression.
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Affiliation(s)
- Fatma Nevin Sisman
- Department of Nursing, Health Science Faculty, Marmara Unıversity, Istanbul, Turkey
| | - Sevim Buzlu
- Department of Mental Health and Psychiatric Nursing, Florence Nightingale Faculty of Nursing, İstanbul Unıversity-Cerrahpaşa, Istanbul, Turkey
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Ashraf MA, Yang M, Zhang Y, Denden M, Tlili A, Liu J, Huang R, Burgos D. A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions. Psychol Res Behav Manag 2021; 14:1525-1541. [PMID: 34629910 PMCID: PMC8493276 DOI: 10.2147/prbm.s331741] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 09/18/2021] [Indexed: 11/23/2022] Open
Abstract
Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students' learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers' and students' individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.
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Affiliation(s)
- Muhammad Azeem Ashraf
- Research Institute of Education Science, Hunan University, Changsha, People's Republic of China
| | - Meijia Yang
- Research Institute of Education Science, Hunan University, Changsha, People's Republic of China
| | - Yufeng Zhang
- Research Institute of Education Science, Hunan University, Changsha, People's Republic of China
| | - Mouna Denden
- Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), Tunis, Tunisia
| | - Ahmed Tlili
- Smart Learning Institute, Beijing Normal University, Beijing, People's Republic of China
| | - Jiayi Liu
- School of Professional Studies, Columbia University, New York City, NY, USA
| | - Ronghuai Huang
- Smart Learning Institute, Beijing Normal University, Beijing, People's Republic of China
| | - Daniel Burgos
- Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Logroño, 26006, Spain
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Dugué M, Sirost O, Dosseville F. A literature review of emotional intelligence and nursing education. Nurse Educ Pract 2021; 54:103124. [PMID: 34175653 DOI: 10.1016/j.nepr.2021.103124] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 12/30/2022]
Abstract
AIM The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education BACKGROUND: Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients's. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. DESIGN Systematic literature review METHODS: Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. RESULTS 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. CONCLUSIONS This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
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Affiliation(s)
- Manon Dugué
- Université Rouen Normandie, 76130 Mont Saint Aignan, France; EA3832 Centre d'Etudes des Transformations des Activités Physiques et Sportives, 76821 Mont Saint Aignan, France.
| | - Olivier Sirost
- Université Rouen Normandie, 76130 Mont Saint Aignan, France; EA3832 Centre d'Etudes des Transformations des Activités Physiques et Sportives, 76821 Mont Saint Aignan, France
| | - Fabrice Dosseville
- Université Caen Normandie, UMR-S 1075, 14032 Caen, France; INSERM, UMR-S 1075 COMETE, 14032 Caen, France
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Palmer TJ, Chisholm LJ, Rolf CG, Morris CR. Deliberate practice and self-recorded demonstration of skill proficiency: One baccalaureate nursing school's response to the COVID-19 pandemic. Nurse Educ Pract 2021; 53:103071. [PMID: 34020118 DOI: 10.1016/j.nepr.2021.103071] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 04/22/2021] [Accepted: 04/26/2021] [Indexed: 11/28/2022]
Abstract
AIM The purpose of this study was to determine whether using self-video recording of the skill competency assessment would promote deliberate practice of nursing skills, clinical skill proficiency, limit virtual high stakes testing anxiety and facilitate progression of first semester baccalaureate nursing students during the global COVID-19 pandemic. DESIGN A cross-sectional study was conducted during the Spring 2020 semester using self-reported student data from an end of course survey. METHODS A 16 item instructor-designed survey of student's perceptions of critical thinking, preparation, availability of materials, practice, video recording skill demonstrations, self-reported levels of anxiety related to the virtual testing environment and type of skill assessment exam was provided to all first semester baccalaureate nursing students enrolled in the basic nursing skills course. RESULTS Approximately half of the cohort (N = 33) voluntarily responded to the instructor designed survey. The greatest relationship was observed between 'adequate information for each version' of the test and 'adequate time to prepare' (rho (32) = 0.729 p = 0.000). Although 54.6% (n = 18) of the respondents believed performing the demonstration in the home environment caused them to 'think harder' about the tasks, 78.8% (n = 26) reported feeling less anxiety than while performing previous demonstrations in the lab. A Wilcoxon test examined the results of the anxiety for demonstration on campus and anxiety for demonstration at home and a significant difference was found (p = 0.000, 95% CI) indicating anxiety levels were significantly less when demonstrating in the home environment. A moderate positive correlation was identified between opportunity to repeat with less stress at home (rho (32) = 0.61, p = 0.000), while moderate negative correlations were found between opportunity to repeat and anxiety levels related to recording (rho (32) = -0.60, p = 0.000), opportunity to repeat and anxiety related to demonstration at home (rho (32) = -0.53, p = 0.002) and concern about recording and opportunity to repeat (rho (32) = -0.49, p = 0.004). CONCLUSIONS Student success using remote assessment strategies during the Spring 2020 semester was similar to the success rate using traditional skill assessment methods in Fall 2019. Although the need for prompt feedback was identified as an area of improvement to promote deliberate practice, student video recording of skill proficiency was a viable solution for comprehensive remote assessment during the COVID-19 pandemic and campus closure. Although further study is recommended, findings have international implications for virtual teaching and learning in nursing education.
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Affiliation(s)
- Troy J Palmer
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America.
| | - LeAnn J Chisholm
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America
| | - Carmen G Rolf
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America
| | - Christina R Morris
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America
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Jang S, Suh EE. Development, Application, and Effectiveness of a Smart Device-based Nursing Competency Evaluation Test: A Mixed-Method Study. Comput Inform Nurs 2021; 39:634-643. [PMID: 33935202 DOI: 10.1097/cin.0000000000000742] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
We aimed to develop and evaluate the effectiveness of a smart device-based test to assess Korean undergraduate students' clinical nursing competency, named SBT-NURS. The 65-item SBT-NURS comprises questions that simulate clinical situations, are problem solving-oriented, use multimedia (ie, videos/photos/animations), and involve the following topics: medical-surgical nursing, fundamentals of nursing, pediatrics, maternity, management, and psychiatric. We utilized a quantitative method to analyze the effects of the SBT-NURS (ie, via a single-group, post-experimental survey design) and a qualitative method to analyze students' experiences of using the SBT-NURS (ie, via seven focus group interviews [FGIs]). Students' overall adult health nursing paper-based test scores (ie, combining their scores in group activity, presentation, attendance, and attitude toward the midterm and final tests on adult health nursing) (r = 0.552, P < .001) and clinical practicum scores (r = 0.268, P = .040) in the last semester showed a statistically significant positive correlation with their SBT-NURS scores. Their paper-based testing practice average scores (ie, combination between paper-based tests and clinical practicum scores) showed a similar significant correlation (r = 0.506, P < .001). Students deemed the SBT-NURS advantageous, satisfactory, convenient, and useful. The SBT-NURS may be an effective learning and evaluation method for nursing education that help improve students' clinical competency and learning outcomes.
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Affiliation(s)
- Soyoung Jang
- Author Affiliation: College of Nursing (Ms Jang and Dr Suh) and Research Institute of Nursing Science (Dr Suh), Seoul National University, Republic of Korea
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Pionke JJ, Graham R. A Multidisciplinary Scoping Review of Literature Focused on Compassion, Empathy, Emotional Intelligence, or Mindfulness Behaviors and Working with the Public. JOURNAL OF LIBRARY ADMINISTRATION 2021. [DOI: 10.1080/01930826.2020.1853469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- JJ Pionke
- Applied Health Sciences Librarian and Assistant Professor, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Rebecca Graham
- Instructional Design and Technology Librarian, McGill Library, Westminster College, New Wilmington, PA, USA
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Sharma D, Sharma P, Sharma N, Sharma N. Unmasking the impact of m-learning on medical undergraduates. INTERNATIONAL JOURNAL OF ACADEMIC MEDICINE 2021. [DOI: 10.4103/ijam.ijam_99_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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14
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Abstract
ABSTRACT With nursing students placed in busy clinical environments where evidence-based practice (EBP) and research are often not considered a priority, teaching EBP to nursing students can be challenging. Innovation is required to ensure that nursing students not only recognize the importance of EBP but are also equipped with the knowledge, skills, and attitudes required to promote and implement EBP. This article describes the implementation of a video project as part of the EBP and research module. Feedback from students was positive, and the project has now been formally introduced into the curriculum.
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15
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Gou L, Wang G, Feng L, Zhang Y. A multilevel analysis of the impact of group organisational citizenship behaviour on nurse-patient relationship: The mediating effect of work engagement and the moderating effect of emotional intelligence. J Nurs Manag 2020; 29:342-350. [PMID: 32955749 DOI: 10.1111/jonm.13159] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 09/04/2020] [Accepted: 09/08/2020] [Indexed: 11/29/2022]
Abstract
AIM To explore the cross-level relationships between group organisational citizenship behaviour, emotional intelligence, work engagement and nurse-patient relationship. BACKGROUND Group-level factors influencing nurse-patient relationship are seldom studied. METHOD A cross-sectional questionnaire survey was conducted among 1,246 nurses from 55 nursing groups in a 3A hospital in China, and the data were analysed by multilevel analysis. RESULTS Group organisational citizenship behaviour is positively related to nurse-patient relationship with work engagement as a mediator. Emotional intelligence moderates the relationship between group organisational citizenship behaviour and nurse-patient relationship. Specifically, high emotional intelligence reduces the positive impact of group organisational citizenship behaviour on nurse-patient relationship. CONCLUSIONS This study provides new insights into the influencing factors of nurse-patient relationship based on the social information processing theory. In groups with high group organisational citizenship, positive work engagement and emotional intelligence, nurses are more likely to deliver better performance in patient care, leading to better nurse-patient relationships. IMPLICATIONS FOR NURSING MANAGEMENT This study suggests that influencing factors at both group and individual levels should be considered while establishing nurse-patient relationships. A positive group climate and personal ability development significantly improve patient care quality.
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Affiliation(s)
- Li Gou
- School of Nursing, Fudan University, Shanghai, China.,Sichuan Academy of Medical Sciences· Sichuan Provincial People's Hospital, Chengdu, China
| | - Guofeng Wang
- School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, China
| | - Li Feng
- Department of Nursing, Zhongshan Hospital, Fudan University, Shanghai, China
| | - Yuxia Zhang
- Department of Nursing, Zhongshan Hospital, Fudan University, Shanghai, China
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16
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Sowko LA, Fennimore LA, Drahnak DM. Teaching Workplace Interprofessional Communication to Undergraduate Nursing Students. J Nurs Educ 2019; 58:538-542. [DOI: 10.3928/01484834-20190819-08] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2018] [Accepted: 06/10/2019] [Indexed: 11/20/2022]
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17
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Durkin M, Gurbutt R, Carson J. Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model. J Adv Nurs 2019; 75:2910-2922. [DOI: 10.1111/jan.14134] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 06/11/2019] [Accepted: 06/18/2019] [Indexed: 12/30/2022]
Affiliation(s)
- Mark Durkin
- School of Health and Human Sciences University of Bolton Bolton UK
| | - Russell Gurbutt
- School of Health and Human Sciences University of Bolton Bolton UK
| | - Jerome Carson
- School of Education and Psychology University of Bolton Bolton UK
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18
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Mattingly V, Kraiger K. Can emotional intelligence be trained? A meta-analytical investigation. HUMAN RESOURCE MANAGEMENT REVIEW 2019. [DOI: 10.1016/j.hrmr.2018.03.002] [Citation(s) in RCA: 104] [Impact Index Per Article: 20.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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19
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Raeissi P, Zandian H, Mirzarahimy T, Delavari S, Zahirian Moghadam T, Rahimi G. Relationship between communication skills and emotional intelligence among nurses. Nurs Manag (Harrow) 2019; 26:31-35. [PMID: 31468761 DOI: 10.7748/nm.2019.e1820] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/12/2018] [Indexed: 11/09/2022]
Abstract
AIM Nurses' emotional intelligence (EI) affects many of their behavioural skills. Given the importance of communication skills, the aim of this study is to investigate the relationship between EI and the communication skills of emergency department nurses. METHOD 253 nurses working in five hospitals affiliated to Ardabil University of Medical Sciences took part in this cross-sectional analytical study. Participants completed Goleman's EI Scale and a researcher-designed communication skills questionnaire. Validity and reliability of the tools were measured throughout the study. Data analysis was carried out using analysis of variance, Pearson correlation and Spearman correlation tests in SPSS v18. FINDINGS The mean EI score was estimated to be 78.31 with the highest and lowest scores related to self-awareness (20.83) and self-management (18.19) dimensions respectively. The mean total score of communication skills was estimated to be 70.91. There was a significant relationship between total EI score and total communication skills score ( r =0.775, P <0.01) and a strong significant relationship between the four dimensions of EI and the total score of communication skills. CONCLUSION Since EI and its dimensions have a positive effect on nurses' communication skills hospital managers can enhance EI by organising training sessions and promoting communication skills and provide the ground for continuous improvement of hospital services.
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Affiliation(s)
- Pouran Raeissi
- Department of Health Service Management, Iran University of Medical Sciences, Tehran, Iran
| | - Hamed Zandian
- Social Determinants of Health Research Center, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Tiba Mirzarahimy
- Obstetrics and Gynecology, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Sajad Delavari
- Health and Human Resource Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Telma Zahirian Moghadam
- Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Giti Rahimi
- Obstetrics and Gynecology, Ardabil University of Medical Sciences, Ardabil, Iran
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20
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Dunleavy G, Nikolaou CK, Nifakos S, Atun R, Law GCY, Tudor Car L. Mobile Digital Education for Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. J Med Internet Res 2019; 21:e12937. [PMID: 30747711 PMCID: PMC6390189 DOI: 10.2196/12937] [Citation(s) in RCA: 68] [Impact Index Per Article: 13.6] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2018] [Revised: 01/15/2019] [Accepted: 01/17/2019] [Indexed: 02/06/2023] Open
Abstract
Background There is a pressing need to implement efficient and cost-effective training to address the worldwide shortage of health professionals. Mobile digital education (mLearning) has been mooted as a potential solution to increase the delivery of health professions education as it offers the opportunity for wide access at low cost and flexibility with the portability of mobile devices. To better inform policy making, we need to determine the effectiveness of mLearning. Objective The primary objective of this review was to evaluate the effectiveness of mLearning interventions for delivering health professions education in terms of learners’ knowledge, skills, attitudes, and satisfaction. Methods We performed a systematic review of the effectiveness of mLearning in health professions education using standard Cochrane methodology. We searched 7 major bibliographic databases from January 1990 to August 2017 and included randomized controlled trials (RCTs) or cluster RCTs. Results A total of 29 studies, including 3175 learners, met the inclusion criteria. A total of 25 studies were RCTs and 4 were cluster RCTs. Interventions comprised tablet or smartphone apps, personal digital assistants, basic mobile phones, iPods, and Moving Picture Experts Group-1 audio layer 3 player devices to deliver learning content. A total of 20 studies assessed knowledge (n=2469) and compared mLearning or blended learning to traditional learning or another form of digital education. The pooled estimate of studies favored mLearning over traditional learning for knowledge (standardized mean difference [SMD]=0.43, 95% CI 0.05-0.80, N=11 studies, low-quality evidence). There was no difference between blended learning and traditional learning for knowledge (SMD=0.20, 95% CI –0.47 to 0.86, N=6 studies, low-quality evidence). A total of 14 studies assessed skills (n=1097) and compared mLearning or blended learning to traditional learning or another form of digital education. The pooled estimate of studies favored mLearning (SMD=1.12, 95% CI 0.56-1.69, N=5 studies, moderate quality evidence) and blended learning (SMD=1.06, 95% CI 0.09-2.03, N=7 studies, low-quality evidence) over traditional learning for skills. A total of 5 and 4 studies assessed attitudes (n=440) and satisfaction (n=327), respectively, with inconclusive findings reported for each outcome. The risk of bias was judged as high in 16 studies. Conclusions The evidence base suggests that mLearning is as effective as traditional learning or possibly more so. Although acknowledging the heterogeneity among the studies, this synthesis provides encouraging early evidence to strengthen efforts aimed at expanding health professions education using mobile devices in order to help tackle the global shortage of health professionals.
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Affiliation(s)
- Gerard Dunleavy
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | | | - Sokratis Nifakos
- Health Informatics Centre, Karolinska Institutet, Stockholm, Sweden
| | - Rifat Atun
- Harvard TH Chan School of Public Health, Harvard University, Boston, MA, United States.,Harvard Medical School, Harvard University, Boston, MA, United States
| | - Gloria Chun Yi Law
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore.,Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
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Kim JH, Park H. Effects of Smartphone-Based Mobile Learning in Nursing Education: A Systematic Review and Meta-analysis. Asian Nurs Res (Korean Soc Nurs Sci) 2019; 13:20-29. [PMID: 30659927 DOI: 10.1016/j.anr.2019.01.005] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Revised: 12/01/2018] [Accepted: 01/09/2019] [Indexed: 01/08/2023] Open
Abstract
PURPOSE A systematic review and meta-analysis was conducted to evaluate the effects of smartphone-based mobile learning for nurses and nursing students. METHODS Electronic literature search of PubMed, Cochrane Library, Embase, SCOPUS, Web of Science, ProQuest Central, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Educational Resource Information Center (ERIC) was conducted. Two authors independently reviewed empirical studies for inclusion and extracted the design, sample size, intervention method, outcome variables, and statistical values of them. Methodological quality was assessed using Cochrane collaboration risk of bias tool. To estimate the effect size, meta-analysis was performed using R meta program. RESULTS Authors identified 11 randomized or nonrandomized controlled trials of a total of 3,419 studies. Overall effect sizes by random-effects model was large [Hedges'g (g) = 1.12, 95% confidence interval (CI) 0.72-1.52], with learning attitude (g = 1.69), skills (g = 1.41), knowledge (g = 1.47), and confidence in performance (g = 1.54). For heterogeneity, subgroup analyses using meta-analysis of variance were performed, but no significant difference was found. Finally, a funnel plot and Egger's regression test along with trim-and-fill analysis and fail-safe N were conducted to check for publication bias, but no significant bias was detected. CONCLUSION Smartphone-based mobile learning had significantly positive influence on nursing students' knowledge, skills, confidence in performance, and learning attitude. Smartphone-based mobile learning may be an alternative or supportive method for better education in nursing fields.
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Affiliation(s)
- Ju Hee Kim
- College of Nursing Science, Kyung Hee University, Seoul, Republic of Korea
| | - Hanjong Park
- College of Nursing, The Catholic University of Korea, Seoul, Republic of Korea.
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22
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Giménez-Espert MDC, Prado-Gascó VJ, Valero-Moreno S. Impact of work aspects on communication, emotional intelligence and empathy in nursing. Rev Lat Am Enfermagem 2019. [PMCID: PMC6358135 DOI: 10.1590/1518-8345.2933.3118] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to assess the impact of the type of contract and seniority of nursing staff on their attitudes towards communication, emotional intelligence and empathy. Methods: the instruments measuring attitudes towards communication, empathy and emotional intelligence. The study sample was composed of 450 nurses from 7 hospitals. To explore the effect of the variables studied, one-factor ANOVA test, Pearson correlations and hierarchical multiple linear regression models were performed according to the type of contract. Results: there are statistically significant differences between the variables studied according to the type of contract. More specifically, the nursing staff with permanent contract showed higher scores in the cognitive dimension of the scale attitudes towards communication. Likewise, the highest correlations were found among the dimensions of attitudes towards communication in all the groups. At the same time, seniority was positively related to emotional intelligence in the interim and negatively related to empathy in the permanent contract. Finally, regarding the regression models, it was observed that the perspective taken is the main predictor of each dimension of attitudes towards communication in all the groups, regardless of the type of contract. Conclusion: positive working conditions (job security, permanent contract and seniority) have been found to influence the communication skills in the patient-nurse relationship.
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23
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Graham K. Letter to the Editor: Critical need for effective communication skills education in nursing. Int J Nurs Sci 2018; 5:432-433. [PMID: 31406860 PMCID: PMC6626262 DOI: 10.1016/j.ijnss.2018.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2018] [Accepted: 08/31/2018] [Indexed: 10/31/2022] Open
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Coyne E, Frommolt V, Rands H, Kain V, Mitchell M. Simulation videos presented in a blended learning platform to improve Australian nursing students' knowledge of family assessment. NURSE EDUCATION TODAY 2018; 66:96-102. [PMID: 29689461 DOI: 10.1016/j.nedt.2018.04.012] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2017] [Revised: 03/27/2018] [Accepted: 04/12/2018] [Indexed: 06/08/2023]
Abstract
The provision of simulation to enhance learning is becoming common practice as clinical placement becomes harder to secure within Bachelor of Nursing programs. The use of simulation videos within a blended learning platform enables students to view best practice and provides relevant links between theory and practice. Four simulation videos depicting family assessment viewed by a cohort of Australian undergraduate nursing students were evaluated. These videos were professionally developed using actors and experienced family nurses. Surveys were used to explore the students' self-assessed knowledge, confidence and learning preferences before and after exposure to blended learning resources. Students' engagement with the simulated videos was captured via the Learning Management System. Time 1 survey was completed by 163 students and Time 2 by 91 students. There was a significant increase in students' perceived knowledge of family theory Item 1 from a mean 4.13 (SD = 1.04) at Time 1 to 4.74 (SD = 0.89) (Z = -4.54 p < 0.001) at Time 2; Item 2- Knowledge of family assessment improved from mean 3.91 (SD = 1.02) at Time 1 to 4.90 (SD = 0.67) (Z = -7.86 p < 0.001) at Time 2. Also a significant increase in their confidence undertaking family assessment Item 5 from a mean 3.55 (SD = 1.14) at Time 1 to 4.44 (SD = 0.85) (Z = -6.12 p < 0.001) at Time 2. The students watched the videos an average of 1.9 times. The simulated videos as a blended learning resource increases the students' understanding of family assessment and is worth incorporating into future development of courses.
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Affiliation(s)
- Elisabeth Coyne
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Valda Frommolt
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Hazel Rands
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Victoria Kain
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Marion Mitchell
- Menzies Health Institute Queensland, Griffith University and Princess Alexandra Hospital, Brisbane, Australia.
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25
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Lee H, Min H, Oh SM, Shim K. Mobile Technology in Undergraduate Nursing Education: A Systematic Review. Healthc Inform Res 2018; 24:97-108. [PMID: 29770243 PMCID: PMC5944191 DOI: 10.4258/hir.2018.24.2.97] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Revised: 04/14/2018] [Accepted: 04/15/2018] [Indexed: 11/23/2022] Open
Abstract
Objectives This study aimed to identify and systematically review the literature on the use of mobile technology in nursing education. The research findings could evidence the effectiveness of mobile technology in undergraduate nursing students' learning outcomes. Methods Computerized searches were conducted using the Ovid-MEDLINE, Ovid-EMBASE, Cochrane Library, and CINAHL databases for relevant primary studies and limited to those between 2000 and February 2018. Only randomized controlled trials (RCTs) and quasi-experimental studies published in either English or Korean were included and critically appraised using Joanna Briggs Institute tools. Results Seven RCTs and 7 quasi-experimental studies were identified. The mobile device and intervention applied varied throughout all the studies. Studies published earlier in the 2000s found that immediate access to clinical and pharmacological referencing information through the mobile device increased students' efficacy in clinical practice. Later studies, which were mostly conducted in Korea, reported that smartphone-based applications could promote nursing students' learning motivation and satisfaction but not their clinical skills and knowledge. Conclusions We still seem to be in the beginning stage of implementing mobile technology in nursing education due to the limited implication of mobile technology and inconsistent research conclusions. In the future, rigorous primary empirical studies are needed to suggest the effective use of mobile devices in nursing education.
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Affiliation(s)
- Hyejung Lee
- College of Nursing·Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea
| | - Haeyoung Min
- College of Nursing, Gyeongsang National University, Jinju, Korea
| | - Su-Mi Oh
- College of Nursing, Yonsei University, Seoul, Korea
| | - Kaka Shim
- College of Nursing, University of Illinois at Chicago, Chicago, IL, USA
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26
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Coyne E, Rands H, Frommolt V, Kain V, Plugge M, Mitchell M. Investigation of blended learning video resources to teach health students clinical skills: An integrative review. NURSE EDUCATION TODAY 2018; 63:101-107. [PMID: 29425738 DOI: 10.1016/j.nedt.2018.01.021] [Citation(s) in RCA: 68] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2017] [Revised: 12/04/2017] [Accepted: 01/22/2018] [Indexed: 05/15/2023]
Abstract
OBJECTIVES The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. DESIGN An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. REVIEW METHODS Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). RESULTS Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. CONCLUSIONS A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility.
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Affiliation(s)
- Elisabeth Coyne
- School of Nursing & Midwifery, Menzies Health Institute, Griffith University, 4131, Queensland, Australia.
| | - Hazel Rands
- School of Nursing & Midwifery, Menzies Health Institute, Griffith University, 4131, Queensland, Australia.
| | - Valda Frommolt
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, 4131, Queensland, Australia.
| | - Victoria Kain
- Menzies Health Institute Queensland, Griffith University, 4111, Queensland, Australia.
| | - Melanie Plugge
- School of Nursing & Midwifery, Menzies Health Institute, Griffith University, 4131, Queensland, Australia.
| | - Marion Mitchell
- Menzies Health Institute Queensland, Griffith University and Princess Alexandra Hospital, Brisbane, Australia.
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27
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Gutman SA, Falk-Kessler JP. Reliability and convergent validity of the Emotional Intelligence Admission Essay Scale, revised. Br J Occup Ther 2018. [DOI: 10.1177/0308022618763053] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Introduction The purpose of this study was to reassess the reliability and convergent validity of the revised Emotional Intelligence Admission Essay Scale, and determine whether the scale could identify students demonstrating professional behavior problems in the classroom and fieldwork environments. Method Thirty-six student participants completed the revised Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale. Interrater reliability, internal consistency, and convergent validity were established. Results Interrater reliability and internal consistency were found to be high (intraclass correlation coefficient = .82, p < .001; Cronbach’s alpha = .96, p < .001, respectively). When participants were separated by age, convergent validity between the Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale of participants aged ≥ 26 years was high ( rs = .83, p < .002) compared to those ≤ 25 years ( rs = .58, p < .002). Six participants (16.6%) received Emotional Intelligence Admission Essay Scale scores of 0 and were identified as potentially exhibiting professional behavioral problems; three of these students demonstrated professional behavior problems in the academic and/or fieldwork settings. Conclusion The Emotional Intelligence Admission Essay Scale can be used as a screen to identify whether students may exhibit professional behavior problems; however, caution should be used as some identified students may be able to prevent professional behavior problems once aware of program expectations.
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Affiliation(s)
- Sharon A Gutman
- Professor of Rehabilitation and Regenerative Medicine, Programs in Occupational Therapy, Columbia University Medical Center, USA
| | - Janet P Falk-Kessler
- Associate Dean, Vice Chair, Professor of Rehabilitation and Regenerative Medicine, Programs in Occupational Therapy, Columbia University Medical Center, USA
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28
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Kim SJ, Kim B. Effects of Communication Empowerment Program Based on Situated Learning Theory for Nursing Students. J Korean Acad Nurs 2018; 48:708-719. [DOI: 10.4040/jkan.2018.48.6.708] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Revised: 12/06/2018] [Accepted: 12/06/2018] [Indexed: 11/09/2022]
Affiliation(s)
- Soo Jin Kim
- College of Nursing · Research Institute of Nursing Science, Chonnam National University, Gwangju, Korea
| | - Boyoung Kim
- College of Nursing · Institute of Health Sciences, Gyeongsang National University, Jinju, Korea
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Delaney KR, Shattell M, Johnson ME. Capturing the Interpersonal Process of Psychiatric Nurses: A Model for Engagement. Arch Psychiatr Nurs 2017; 31:634-640. [PMID: 29179832 DOI: 10.1016/j.apnu.2017.08.003] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Revised: 08/04/2017] [Accepted: 08/06/2017] [Indexed: 12/30/2022]
Abstract
Staff members' engagement with patients is a critical element of inpatient psychiatric care, essential to safety, the hospitalization experience and the development of a culture of care. Currently broad concerns exist around the amount of time inpatient psychiatric nurses expend in patient engagement and the quality of these interactions. In this paper we present a model of engagement that clarifies necessary skills to support the engagement process. The model is based on Peplau's theory of interpersonal relations, patients' ideas on healing elements of psychiatric hospitalization and research on inpatient therapeutic relationships. We are currently using this model for a web-based teaching/learning course to cultivate interpersonal engagement, and to explicate how through operationalizing their inpatient role, nurses support patients in the development of their mental health and well-being.
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Affiliation(s)
- Kathleen R Delaney
- Department of Community, Systems and Mental Health Nursing, Rush University, College of Nursing, 600 S. Paulina St, Chicago, IL 60612, United States.
| | - Mona Shattell
- Department of Community, Systems and Mental Health Nursing, Rush University, College of Nursing, 600 S. Paulina St, Chicago, IL 60612, United States.
| | - Mary E Johnson
- Department of Community, Systems and Mental Health Nursing, Rush University, College of Nursing, 600 S. Paulina St, Chicago, IL 60612, United States.
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30
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Giménez-Espert MDC, Prado-Gascó VJ. Inteligência emocional em enfermeiros: a escala Trait Meta-Mood Scale. ACTA PAUL ENFERM 2017. [DOI: 10.1590/1982-0194201700031] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Objetivo Nesse contexto, o objetivo desse estudo é duplo. Primeiro, almeja-se explorar as propriedades psicométricas da TMMS-24 em uma amostra de enfermeiros espanhóis e em segundo lugar fornecer alguns percentis para interpretar os níveis de IE em enfermeiros espanhóis. Métodos Um desenho de estudo descritivo correlacional foi utilizado para avaliar as propriedades psicométricas da TMMS-24. Este estudo foi realizado com uma amostra de 530 enfermeiros de 11 hospitais espanhóis da Comunidade Valenciana. Os critérios de inclusão foram enfermeiros ativos (temporário, interino ou permanente) nos centros selecionados que haviam previamente consentido em participar. A idade dos participantes variou de 22 a 64 anos (X= 44,13; DP = 11,58). 75,6% eram mulheres (401), 53,8% (285) eram funcionários permanentes, 28,4% (151) eram substitutos e 17,8% (94) tinham contrato temporário. A análise estatística foi realizada através do programa SPSS (Statistical Package for the Social Sciences, Versão 22), além dos programas EQS (Structural Equation Modeling Software, Versão 6.2) e FACTOR. Resultados Os resultados indicam que as propriedades psicométricas da TMMS-24 são adequadas e seu uso parece ser justificado. Por último, são apresentados percentis para interpretar os níveis de inteligência emocional em enfermeiros espanhóis. Conclusão O instrumento tem várias aplicações potenciais para gerentes de enfermagem preocupados com o ambiente de trabalho de saúde e com enfermagem. Primeiro, o estudo apoia o uso da TMMS-24 no contexto de enfermagem na Espanha. Em segundo lugar, o estudo também apoia o uso da TMMS-24 para avaliar a IE em enfermeiros. Terceiro, a avaliação da prática de enfermagem atual, a partir de uma perspectiva de autoavaliação, pode determinar as necessidades de treinamento e avaliar a eficácia da formação e das intervenções para melhorar a IE. Em quarto lugar, a existência do instrumento e dos percentis facilita a interpretação das pontuações obtidas e permite uma rápida comparação com outras amostras de enfermeiros.
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Chan JC, Hamamura T. Emotional Intelligence, Pain Knowledge, and Attitudes of Nursing Students in Hong Kong. Pain Manag Nurs 2016; 17:159-68. [DOI: 10.1016/j.pmn.2016.02.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2014] [Revised: 02/01/2016] [Accepted: 02/01/2016] [Indexed: 12/30/2022]
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