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Abu-Wardeh Y, Ahmad WMAW, Che Hamzah MSS, Najjar YW, Hassan II. Enriching nursing knowledge and practice in Jordanian government hospitals through basic life support simulation training: A randomized controlled trial. BELITUNG NURSING JOURNAL 2024; 10:261-271. [PMID: 38947304 PMCID: PMC11211748 DOI: 10.33546/bnj.3328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2024] [Revised: 04/17/2024] [Accepted: 05/16/2024] [Indexed: 07/02/2024] Open
Abstract
Background Healthcare providers must possess the necessary knowledge and skills to perform effective cardiopulmonary resuscitation (CPR). In the event of cardiopulmonary arrest, basic life support (BLS) is the initial step in the life-saving process before the advanced CPR team arrives. BLS simulation training using manikins has become an essential teaching methodology in nursing education, enhancing newly employed nurses' knowledge and skills and empowering them to provide adequate resuscitation. Objective This study aimed to evaluate the potential effect of BLS simulation training on knowledge and practice scores among newly employed nurses in Jordanian government hospitals. Methods A total of 102 newly employed nurses were randomly assigned to two groups: the control group (n = 51) received standard training, and the experimental group (n = 51) received one full day of BLS simulation training. The training program used the American Heart Association (AHA)-BLS-2020 guidelines and integrated theoretical models such as Miller's Pyramid and Kolb's Cycle. Both groups were homogeneous in inclusion characteristics and pretest results. Knowledge and practice scores were assessed using 23 multiple-choice questions (MCQs). Data were analyzed using one-way repeated measures ANOVA. Results The results indicated significant differences in knowledge scores, F(2, 182) = 58.514, p <0.001, and practice scores, F(2, 182) = 20.134, p <0.001, between the control and experimental groups at all measurement times: pretest, posttest 1, and posttest 2. Moreover, Cohen's d reflected the effectiveness of BLS simulation training as an educational module, showing a large effect (Cohen's d = 1.568) on participants' knowledge levels and a medium effect (Cohen's d = 0.749) on participants' practice levels. Conclusion The study concludes that BLS simulation training using the AHA-BLS-2020 guidelines and integrating theoretical models such as Miller's Pyramid and Kolb's Cycle significantly improves knowledge and practice scores among newly employed nurses, proving highly effective in enhancing their competencies in performing CPR. Implementing BLS simulation training in nursing education programs can significantly elevate the proficiency of newly employed nurses, ultimately improving patient outcomes during cardiopulmonary arrest situations. This training approach should be integrated into standard nursing curricula to ensure nurses are well-prepared for real-life emergencies. Trial Registry Number NCT06001879.
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Affiliation(s)
- Yousef Abu-Wardeh
- School of Health Sciences, Health Campus, Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
- Nursing Department, Prince Faisal Hospital, Ministry of Health, AMMAN, Jordan
| | - Wan Muhamad Amir W. Ahmad
- Department of Biostatistics, School of Dental Sciences, Health Campus, Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
| | - Mohd Shaharudin Shah Che Hamzah
- Department of Emergency Medicine, School of Medical Science, Health Campus, Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
| | - Yahya W. Najjar
- Zarqa University College, Al‐Balqa Applied University, Zarqa, Jordan
| | - Intan Idiana Hassan
- School of Health Sciences, Health Campus, Universiti Sains Malaysia, 16150 Kubang Kerian, Kelantan, Malaysia
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Elnour AA, Abou Hajal A, Goaddar R, Elsharkawy N, Mousa S, Dabbagh N, Mohamad Al Qahtani M, Al Balooshi S, Othman Al Damook N, Sadeq A. Exploring the pharmacy students' perspectives on off-campus online learning experiences amid COVID-19 crises: A cross-sectional survey. Saudi Pharm J 2023; 31:1339-1350. [PMID: 37287508 PMCID: PMC10232921 DOI: 10.1016/j.jsps.2023.05.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Accepted: 05/25/2023] [Indexed: 06/09/2023] Open
Abstract
Background The pandemic of COVID-19 has placed many challenges for pharmacy students' learning experiences via the online e- system. There is paucity of studies that addresses this in colleges of pharmacies in United Arab Emirates (UAE). Objective We have explored the preparedness, attitudes, experiences, and barriers/facilitators, and delineated factors that may affect the pharmacy students' e-learning process amid the COVID-19 crises. Methods The current study was cross-sectional, and survey-based (anonymously self-administered) that utilized theoretical domains framework. The survey (multiple statements) was comprised of four domains (based on theoretical domain framework) that has elaborated on the preparedness, attitudes, experiences and barriers for the pharmacy students' e-learning (all years and interns). The validated (Cronbach Alfa 0.821) and piloted survey posted to the Google form and a link distributed to the pharmacy students. The survey was comprised of four domains (34 statements), distributed as five in preparedness, eleven in attitude, eleven in the experiences, and seven in the barriers/facilitators (theoretical domains framework). Outcome measure The primary outcome was the total sum of scores of individual statements and each individual four domain of the questionnaire (preparedness, attitude, experiences, and barriers/facilitators). Results Two hundred thirty respondents participated in the survey (230/400, response rate 57.5%), of which 193 were females (83.9%) versus 37 males (16.1%). The mean age (years) was 19.9 ± 1.9 (males 19.8 ± 1.6 and females 20.0 ± 1.9). The mean total score for preparedness Q1 to Q5 (domain maximum score 25); and for the attitude Q6 to Q16 (domain maximum score of 60) were 14.9 ± 3.8 (95% CI 14.4 - 15.4; P < 0.05), 29.5 ± 7.4 (95% CI 28.6 - 30.5; P < 0.05) respectively. While for the experiences Q17 to Q27 (domain maximum score 55); and for the barriers/facilitators Q28 to Q34 (domain maximum score 30) 40.1 ± 8.0 (95% CI 39.1 - 41.1; P < 0.0001), and 20.9 ± 4.9 (95% CI 20.3-21.5;P < 0.05) respectively. Conclusion Our pharmacy students support the use of e-learning in pharmacy education, and seems prepared for the future technology moves in education. The colleges of pharmacies need to conduct further research on versatile innovative models such as virtual learning/artificial intelligence that fits with their students' perspectives.
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Affiliation(s)
- Asim Ahmed Elnour
- Program of Clinical Pharmacy, College of Pharmacy, Al Ain University (AAU), Abu Dhabi campus, Abu Dhabi, United Arab Emirates
- AAU Health and Biomedical Research Centre, Al Ain University, Abu Dhabi, United Arab Emirates
| | - Abdalla Abou Hajal
- AAU Health and Biomedical Research Centre, Al Ain University, Abu Dhabi, United Arab Emirates
- Department of Pharmaceutical Sciences, College of Pharmacy, Al Ain University (AAU), Abu Dhabi Campus, Abu Dhabi, United Arab Emirates
| | | | | | | | - Nour Dabbagh
- College of Pharmacy, Al Ain University, Abu Dhabi campus, Abu Dhabi, United Arab Emirates
| | | | - Sara Al Balooshi
- College of Pharmacy, Al Ain University, Abu Dhabi campus, Abu Dhabi, United Arab Emirates
| | | | - Adel Sadeq
- Program of Clinical Pharmacy, College of Pharmacy, Al Ain University, Al Ain, United Arab Emirates
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Dergham P, Saudagar FNI, Jones-Nazar CC, Hashim SA, Saleh K, Mohammedhussain AA, Wafai SA, Madadin M. Medical Students' Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:407-419. [PMID: 37125011 PMCID: PMC10136098 DOI: 10.2147/amep.s396912] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 04/09/2023] [Indexed: 05/03/2023]
Abstract
Background The Covid-19 has made a huge impact on higher education. Online teaching and learning became essential to deliver educational activities in all areas including medical education. In this study, we aimed to investigate medical students' perceptions on the role of online teaching and learning in facilitating medical education. Material and Methods A cross-sectional study using a self-administered online questionnaire was conducted. Students eligible were medical students across all years at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Perceptions analysis was conducted using SPSS software. Results A total of 563 students participated in the study (prominent category female 64%, n = 361). There was a significant increase in the number of hours devoted to online learning during the pandemic. Live lectures/tutorials platform via zoom showed the highest rate of interaction compared to pre-recorded lectures and learning materials uploaded on blackboard. 50% of the students disagreed that online teaching is as effective as face-to-face teaching. The greatest perceived enjoyable aspect included the online accessibility of materials. Whereas the most frequent perceived barrier to online learning included internet connection. 17% of students reflected a poor understanding of scientific materials through online PBL. More than 50% of students revealed that online theoretical lectures are as good as classroom or better. Whereas the majority (70%) were unable to learn clinical skills online. The results indicated high impact on students' physical activities (80%). Impacts were higher on pre-clinical students' health and social life than on clinical students. Conclusion Our findings reported that during emergency situations due to the pandemic, online teaching enables the continuity of medical education and provides adequate efficiency. The use of live online platforms showed high level of interaction. However, some barriers need to be addressed especially at the clinical skills development level to maximize the benefit of online teaching and learning.
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Affiliation(s)
- Pauline Dergham
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Correspondence: Pauline Dergham, Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, 34211, Saudi Arabia, Tel +966 13 3331046, Fax +966 13 3330333, Email ;
| | - Farhat N I Saudagar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Catrin C Jones-Nazar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sara A Hashim
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Khaldoon Saleh
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Alea A Mohammedhussain
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sumaya A Wafai
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Mohammed Madadin
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Zoubi MK, Jaradat HA, Alqamaz S, Lababneh H, Kassawneh FY, Issa MM. The Impact of The Covid-19 Pandemic on Interior Design Students’ Performance in Jordanian Universities. JOURNAL OF ORGANIZATIONAL BEHAVIOR RESEARCH 2023. [DOI: 10.51847/zdkjp32geh] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Ayyoub HY, AlAhmad AA, Al-Serhan A, Al-Abdallat MF, Al-Muheisen E, Boshmaf H, Abu-Taleb YA, Alqudah YO, Alshamaileh Y. Awareness of electronic crimes related to E-learning among students at the University of Jordan. Heliyon 2022; 8:e10897. [PMID: 36254275 PMCID: PMC9568858 DOI: 10.1016/j.heliyon.2022.e10897] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 05/24/2022] [Accepted: 09/28/2022] [Indexed: 11/06/2022] Open
Abstract
The spread of e-learning as an alternative to traditional or face-to-face education has faced many problems and challenges in general and ethical and legal challenges in particular. This study aims to measure students’ awareness of the safe use of technology and its tools in e-learning that is consistent with ethical and legal standards. The study attempts to reveal the degree of awareness of students of the University of Jordan about electronic crimes related to e-learning and the legal procedures and penalties related to electronic crimes in e-learning. Quantitative research methods were used. A questionnaire was established and distributed to students enrolled in the following online courses: Ethics and Human Values, Communication Skills, and National Culture. Analysis of the data revealed that students had a high awareness about cybercrime due to the widespread use of the internet by students as it became an integral part of their daily lives. The degree of awareness of student about legal procedures and penalties related to electronic crimes in e-learning was medium. This indicates students' lack of awareness of the effectiveness of procedures and penalties for electronic crimes that can be applied in e-learning due to the rapid transition in the learning process at the University of Jordan from traditional learning to distance e-learning that was imposed during the Corona pandemic. Based on these findings, the study presented a set of recommendations that could be implemented to increase awareness and maximize the benefit of using e-learning.
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Affiliation(s)
- Hani Y. Ayyoub
- King Abdullah II School of Information Technology, The University of Jordan, Amman, Jordan,Corresponding author.
| | - Ahmad A. AlAhmad
- Information Technology Center, The University of Jordan, Amman, Jordan
| | - Amani Al-Serhan
- Center for Women's Studies, The University of Jordan, Amman, Jordan
| | | | | | - Hadeel Boshmaf
- Center for Women's Studies, The University of Jordan, Amman, Jordan
| | | | - Yarob O. Alqudah
- University Requirements Coordination Office, The University of Jordan, Amman, Jordan
| | - Yazan Alshamaileh
- King Abdullah II School of Information Technology, The University of Jordan, Amman, Jordan
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