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Alanazi SJ, Haas T, Scafide KN. Interventions to Enhance Nursing Student Compliance With Infection Control: A Systematic Review. Nurs Educ Perspect 2023; 44:E45-E49. [PMID: 37428648 DOI: 10.1097/01.nep.0000000000001168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/12/2023]
Abstract
AIM The purpose of this review was to identify effective strategies for improving infection control practices among prelicensure nursing students. BACKGROUND Infection control practices are fundamental skills taught to prelicensure nursing students. The most effective teaching strategy to support infection control behaviors has yet to be determined. METHOD A systematic search of peer-reviewed English literature published before October 2021 was conducted in three databases, followed by critical appraisal. Outcomes included either observed or self-reported infection control behaviors. RESULTS Twelve eligible studies met inclusion criteria for qualitative synthesis. Studies with integrated simulation or multimodal interventions generally achieved higher infection control compliance than those with greater emphasis on traditional education. The appraisal noted intervention/instrument heterogeneity and limited control. CONCLUSION Didactic infection control education should be supplemented with other modalities, but further controlled studies are needed to identify which specific approach is most effective.
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Affiliation(s)
- Salwa Jadid Alanazi
- About the Authors Salwa Jadid Alanazi, RN, is with the Nursing Department at North Border University, Arar, Saudi Arabiaand a PhD student at the School of Nursing, George Mason University, Fairfax, Virginia. Tanya Haas, DNP, MSN, RN, is an associate professor and associate director, School of Nursing, George Mason University. Katherine N. Scafide, PhD, RN, is an associate professor, School of Nursing, George Mason University. For more information, contact Salwa Alanazi at
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Cruz-Barrientos A, Carmona-Barrientos I, De-la-Fuente-Rodriguez JM, Perez-Cabezas V, Gonzalez-Medina G, Sainz-Otero AM. Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study. Healthcare (Basel) 2023; 11:1989. [PMID: 37510430 PMCID: PMC10379299 DOI: 10.3390/healthcare11141989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 06/12/2023] [Accepted: 06/29/2023] [Indexed: 07/30/2023] Open
Abstract
Education in the XXI century is called to move forward in the right direction and to gain momentum to face diverse challenges and take opportunities offered by the knowledge that is inherent in society. Therefore, it can be postulated that there must be a close relationship between learning, the generation of knowledge, continuous innovation and the use of new technologies. This is a cross-sectional descriptive study conducted among a sample of 242 first year and second year Cadiz University nursing students, using the validated Learning and Study Strategies Inventory questionnaire to assess motivation and the Relationship between Learning Styles and Information and Communication Technologies questionnaire to assess knowledge, use and attitude. The predominant profile type of nursing degree students was women under 21 years old, who were single and exclusively dedicated to their studies. In addition, they showed positive motivation in relation to learning while facing adversity (between 76% and 76.6%). Regarding the level of knowledge, use and attitude towards ICTs, most of the considered items presented high values. For some questions, age was proven to be a sociodemographic variable that influenced both the motivation and attitude of the students. The level of knowledge, use and attitude that students have regarding ICTs are good when we refer to communication technologies, interpersonal relationships or basic programs. However, they are low when considering programs related to education or learning.
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Fourie A, Karlberg-Traav M, Dahlberg K, Hanssens V, Smet S, Jaensson M, Beeckman D. Exploring the learning needs of clinicians in Belgium and Sweden regarding prone positioning and skin damage prevention: A qualitative study. NURSE EDUCATION TODAY 2023; 128:105860. [PMID: 37302346 DOI: 10.1016/j.nedt.2023.105860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 05/09/2023] [Accepted: 06/04/2023] [Indexed: 06/13/2023]
Abstract
INTRODUCTION During the coronavirus pandemic (COVID -19), the use of prone positioning in critically ill patients with acute respiratory distress syndrome (ARDS) increased substantially. As a result, clinicians had to (re)learn how to treat the patient in the prone position while preventing adverse events such as pressure ulcers, skin tears and moisture-associated skin damage. AIM The purpose of the study was to determine participants' learning needs related to patients in the prone position and the prevention of skin damage, such as pressure ulcers, and what they perceived as a positive or negative learning experience. DESIGN This study used a qualitative methodological framework and employed an exploratory design. PARTICIPANTS A purposive sample of clinicians (n = 20) with direct or indirect work experience with prone ventilated patients was recruited in Belgium and Sweden. METHODS Individual semi-structured interviews were conducted in Belgium and Sweden between February and August 2022. Data were analysed thematically using an inductive approach. The COREQ guideline was utilised to comprehensively report on the study. FINDINGS Two themes were identified: 'Adapting to a crisis' and 'How to learn', with the latter having two subthemes: 'balancing theory and practice' and 'co-creating knowledge'. Unexpected circumstances necessitated a personal adaption, a change in learning methods and a pragmatic adaptation of protocols, equipment and working procedures. Participants recognised a multifaceted educational approach which would contribute to a positive learning experience regarding prone positioning and skin damage prevention. The importance of poising theoretical teaching with practical hands-on training was highlighted with an emphasis on interaction, discussion, and networking between peers. CONCLUSIONS The study findings highlight learning approaches which may help inform the development of befitting educational resources for clinicians. Prone therapy for ARDS patients is not limited to the pandemic. Therefore, educational efforts should continue to ensure patient safety in this important area.
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Affiliation(s)
- Anika Fourie
- Skin Integrity Research Group (SKINT), University Centre for Nursing and Midwifery (UCVV), Department of Public Health and Primary Care, Ghent University, Ghent, Belgium.
| | - Malin Karlberg-Traav
- Swedish Centre for Skin and Wound Research (SCENTR), School of Health Sciences, Örebro University, Örebro, Sweden.
| | - Karuna Dahlberg
- Swedish Centre for Skin and Wound Research (SCENTR), School of Health Sciences, Örebro University, Örebro, Sweden.
| | | | - Steven Smet
- Skin Integrity Research Group (SKINT), University Centre for Nursing and Midwifery (UCVV), Department of Public Health and Primary Care, Ghent University, Ghent, Belgium; Wound Care Centre, Ghent University Hospital, Belgium.
| | - Maria Jaensson
- Swedish Centre for Skin and Wound Research (SCENTR), School of Health Sciences, Örebro University, Örebro, Sweden.
| | - Dimitri Beeckman
- Skin Integrity Research Group (SKINT), University Centre for Nursing and Midwifery (UCVV), Department of Public Health and Primary Care, Ghent University, Ghent, Belgium; Swedish Centre for Skin and Wound Research (SCENTR), School of Health Sciences, Örebro University, Örebro, Sweden.
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Kim JY, Kim ME. Can online learning be a reliable alternative to nursing students' learning during a pandemic? - A systematic review and meta-analysis. NURSE EDUCATION TODAY 2023; 122:105710. [PMID: 36739810 DOI: 10.1016/j.nedt.2023.105710] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 12/05/2022] [Accepted: 01/01/2023] [Indexed: 06/18/2023]
Abstract
OBJECTIVES To compare online learning with traditional face-to-face and blended learning, based on randomized controlled trials, to determine the impact of online learning on nursing students' learning outcomes. DESIGN A systematic review and meta-analysis. DATA SOURCES A systematic search was conducted via English (PubMed, ERIC, Embase, CENTRAL, and CINAHL) and Korean databases (RISS, DBpia, and KISS). REVIEW METHODS Studies published up to the first week of April 2022 were reviewed with a focus on the participants, intervention, comparison, outcome, and study design format. Following a primary screening of titles and abstracts, and secondary screening of full texts, 10 randomized controlled trial studies were selected, of which eight were included in the meta-analysis. Two researchers independently reviewed the literature, and the final selection was made in consensus. RESULTS Online learning had a statistically significant positive effect on nursing students' knowledge, compared with no educational intervention (standardized mean difference (SMD) = 1.63; 95 % confidence interval (CI): 1.31 to 1.95). However, there was no significant difference in the impact of online learning on knowledge compared with blended learning (SMD = -0.14; 95 % CI: -0.70 to 0.41) and face-to-face learning (SMD = 0.37; 95 % CI: -0.32 to 1.06). Furthermore, compared with blended learning (SMD = -0.18; 95 % CI: -0.43 to 0.06) and face-to-face learning (SMD = 0.05; 95 % CI: -0.31 to 0.41), there was no significant difference in the impact of online learning on attitudes toward learning. CONCLUSIONS Online learning in nursing education is not significantly different from blended or face-to-face learning in terms of its impact on knowledge acquisition and attitudes toward learning. The results of this review and meta-analysis highlight the need for selective application of learning methods, taking into account learning environments as well as curricular subjects and topics.
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Affiliation(s)
- Jin Young Kim
- 545, Seobu-ro, Uijeongbu-si, Gyeonggi-do, Kyungmin University, Republic of Korea.
| | - Mi-Eun Kim
- 303 Cheonjam-ro, Wansan-gu, Jeonju-si 55069, Jeonju University, Republic of Korea.
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Meza Sierra CU, Perez Jaimes GA, Rueda Díaz LJ. Interventions to improve knowledge or compliance to hand hygiene in nursing students: A scoping review. J Infect Prev 2023; 24:30-44. [PMID: 36644521 PMCID: PMC9834423 DOI: 10.1177/17571774221127696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Accepted: 09/04/2022] [Indexed: 01/18/2023] Open
Abstract
Background During their training process, nursing students carry out internships in different care settings, which implies direct contact with more than one patient simultaneously. Their hands represent a vehicle for transmitting pathogens that cause healthcare-related infections. Various interventions have been proposed to improve nursing students' knowledge or compliance to hand hygiene. However, the information on these interventions is scattered in the literature. Objectives This study was conducted to identify and describe the interventions to improve knowledge or compliance to hand hygiene in nursing students evaluated in the scientific literature. Methods The scoping review methodology guided by the Joanna Briggs Institute (JBI) was adopted. Screening and data extraction were performed by two reviewers using templates developed by the authors. Results Thirteen studies were included. Education and training were highlighted as the central core components for interventions. The duration ranged from 15 min to 1 week. The number of sessions varied between one to three sessions. The content was based mainly on the recommendations of the World Health Organization and the Centers for Disease Control and Prevention (CDC). Conclusions There is a limited body of interventions to improve knowledge or compliance to the hand hygiene technique in nursing students. Education and training were highlighted as the central core components for interventions. New primary studies are needed and should include a description in detail of the characteristics of the interventions.
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Yoshikawa A, Tashiro N, Ohtsuka H, Aoki K, Togo S, Komaba K, Nogawa S, Osawa M, Enokida M. Protocol for educational programs on infection prevention/control for medical and healthcare student: A systematic review and meta-analysis. PLoS One 2022; 17:e0276851. [PMID: 36301969 PMCID: PMC9612507 DOI: 10.1371/journal.pone.0276851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 10/14/2022] [Indexed: 11/07/2022] Open
Abstract
During the COVID-19 pandemic, infection protection/control education has become increasingly important for not only healthcare professionals but also students undertaking medical, nursing, physical therapy, occupational therapy, and other related courses. A review of the literature on infection control education reveals that the target participants often comprise healthcare workers, and very few studies of infection control education focus on students. We have developed a protocol for the systematic review of the literature on simulation-based infection prevention/control education for students undertaking medical, nursing, rehabilitation, and other related courses. The protocol for the systematic review and meta-analysis has been drafted in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement. Systematic literature search will be performed for the period between 1990 (January) and 2022 (September) using the CENTRAL, MEDLINE, and Scopus databases. We will qualitatively and quantitatively examine the effects of simulation-based infection education for students in this systematic review and meta-analysis. Two investigators will independently search the databases according to the defined search strategy. The full-text of the selected articles will be screened independently keeping in mind the inclusion criteria by a pair of reviewers. Descriptive data will be extracted from each study regarding: study design, methods, participants, and outcomes. A meta-analysis will be performed if the quantitative data is suitable. Heterogeneity will be assessed using the standard χ2. Odds ratio for categorical data and weighted mean differences for continuous data and their 95% confidence intervals will be calculated and used for analysis. Where statistical pooling is not possible, the findings of the quantitative papers will be presented in narrative form. The qualitative aspect will employ narrative (descriptive) synthesis. Our review will make a valuable contribution to the domain of simulation-based infection prevention/control for students enrolled in medical and/or related courses.
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Affiliation(s)
- Akira Yoshikawa
- Division of Health Science Education, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
| | - Naonori Tashiro
- Department of Physical Therapy, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
- Rehabilitation Center, Showa University Hospital, Tokyo, Japan
- * E-mail:
| | - Hiroyuki Ohtsuka
- Department of Physical Therapy, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
| | - Keiichiro Aoki
- Department of Occupational Therapy, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
| | - Shusuke Togo
- Department of Nursing, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
- Department of Nursing, Showa University Fujigaoka Hospital, Yokohama, Kanagawa, Japan
| | - Kazuki Komaba
- Department of Occupational Therapy, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
- Rehabilitation Center, Showa University Fujigaoka Hospital, Yokohama, Kanagawa, Japan
| | - Satoshi Nogawa
- Division of Health Science Education, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
- Department of Clinical Engineering, Showa University Fujigaoka Hospital, Yokohama, Kanagawa, Japan
| | - Miwa Osawa
- Division of Health Science Education, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
- Department of Radiological Technology, Showa University Fujigaoka Hospital, Yokohama, Kanagawa, Japan
| | - Megumi Enokida
- Division of Health Science Education, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
- Department of Nursing, Showa University School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
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Purssell E, Gould D. Teaching health care students hand hygiene theory and skills: a systematic review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL HEALTH RESEARCH 2022; 32:2065-2073. [PMID: 34167397 DOI: 10.1080/09603123.2021.1937580] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 05/28/2021] [Indexed: 06/13/2023]
Abstract
Hand hygiene is the cornerstone of infection prevention but is poorly undertaken and under-appreciated by medical, nursing, and other health care students. This systematic review aimed to identify and describe strategies used to teach the theory and practice of hand hygiene, determine impact on knowledge and practice, and identify need for future education and research. Ten studies met the criteria for review. Health care students' theoretical knowledge of hand hygiene and their ability to practise are suboptimal and should be improved before they have contact with vulnerable patients. Educational input can increase knowledge and practice but the methodological heterogeneity of the studies and lack of rigour make it impossible to determine which interventions are most likely to be successful. The literature provides little evidence upon which to base educational practice in this area. There is a need for multi-centred longitudinal studies to measure effectiveness of teaching methods over time.
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Affiliation(s)
| | - Dinah Gould
- Independent Consultant in Infection Control, London, UK
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Ab Ghani SM, Abdul Hamid NF, Lim TW. Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross-sectional study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:368-376. [PMID: 34403561 DOI: 10.1111/eje.12712] [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: 05/19/2021] [Revised: 06/11/2021] [Accepted: 07/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Blended learning utilizes technology with reduced face-to-face time and promotes a student-centred learning environment that excites the learning process. However, studies on blended learning in fixed prosthodontics is still lacking. This study aimed to compare students' performance in easy and difficult level of fixed prosthodontic preclinical projects given by either blended learning or conventional teaching. METHODS A cross-sectional study was conducted on 72 s-year dental students, who attended preclinical fixed prosthodontic training. Participants were randomly segregated into conventional teaching (n = 36) and blended learning (n = 36). All participants were evaluated for learning preferences using Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire and performed a project as their baseline skill assessment. They performed another two preclinical projects (easy and difficult level) after the allocated teaching approach. Learning preferences were analysed using Fisher's exact test and performance in preclinical projects were analysed with an independent t test (significant at p < .05). RESULTS The highest prevalence of learning preferences was the quad-modal preferences (50.7%), which were visual, auditory, reading/writing and kinesthetic. There were no significant differences in baseline skills and learning preferences (p > .05) between groups. No significant differences found between both teaching approaches for easy (p = .319) and difficult projects (p = .339). In the blended learning group, no significant difference was found in both difficulty level of projects (p = .064). CONCLUSION The participants performed equally on both teaching approaches. However, blended learning for preclinical fixed prosthodontics is anticipated as the new norm of learning, especially in the current pandemic with reduced face-to-face time.
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Affiliation(s)
- Siti Mariam Ab Ghani
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Sungai Buloh Campus, Jalan Hospital, University Teknologi MARA, Sungai Buloh, Malaysia
| | - Nor Faharina Abdul Hamid
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Sungai Buloh Campus, Jalan Hospital, University Teknologi MARA, Sungai Buloh, Malaysia
| | - Tong Wah Lim
- Centre of Restorative Dentistry Studies, Faculty of Dentistry, Sungai Buloh Campus, Jalan Hospital, University Teknologi MARA, Sungai Buloh, Malaysia
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Burton R. Nursing Students Perceptions of Using YouTube to Teach Psychomotor Skills: A Comparative Pilot Study. SAGE Open Nurs 2022; 8:23779608221117385. [PMID: 35923914 PMCID: PMC9340322 DOI: 10.1177/23779608221117385] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/10/2022] [Accepted: 07/16/2022] [Indexed: 11/17/2022] Open
Abstract
Introduction Current techniques to teach psychomotor skills to nursing students involve
the traditional modeled performance by an instructor followed by rote
memorization and practice. This outdated model presents many issues
including no reference to refer back to, lacks technology integration, and
only meets a few learning styles. A developmental study utilizing the social
media platform YouTube was examined to gain student’s perspective on this as
a teaching tool to assist in skill acquisition. Objective Do nursing students, who are enrolled in a Bachelor of Science Nursing (BSN)
program and who are taught psychomotor nursing skills via demonstration on
the social media platform YouTube, prefer this technology to traditional
demonstration, and to evaluate their overall perceptions of YouTube? Methods Data collection was done utilizing a nursing cohort enrolled in a BSN
program. Participants were split into two groups. The control group was
taught intravenous (IV) skills in the traditional teacher demonstration
followed by practice. Experimental group was given access to a YouTube video
series consisting of the identified IV skills. After testing for competency
was concluded, control group was given access to the videos. A questionnaire
was developed and sent out for evaluation. Results Participants reported that their preferred learning style when learning new
nursing skills was visual (41.7%) followed by a combination of visual,
tactile, and auditory (41.7%). All respondents (100%) reported YouTube
videos increased their learning. Respondents (100%) also noted that having
access to the videos better prepared them. In experimental group, all
participants (100%) watched the videos, and in the control group, only
(16.7%) of students watched the videos after the skill had been learned. Conclusion Results demonstrated that students prefer YouTube videos when learning new
skills. They reported feeling better prepared to learn. YouTube is a
potential way to increase skill acquisition and integrate technology into
the nursing curriculum.
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Kabir H, Tonmon TT, Hasan MK, Biswas L, Chowdhury MAH, Islam MD, Rahman M, Mitra DK. Association between preference and e-learning readiness among the Bangladeshi female nursing students in the COVID-19 pandemic: a cross-sectional study. BULLETIN OF THE NATIONAL RESEARCH CENTRE 2022; 46:8. [PMID: 35039742 PMCID: PMC8755973 DOI: 10.1186/s42269-022-00697-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Accepted: 12/31/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND The COVID-19 pandemic jeopardized the traditional academic learning calendars due to the closing of all educational institutions across the globe. To keep up with the flow of learning, most of the educational institutions shifted toward e-learning. However, the students' e-learning preference and e-learning readiness did not identify, particularly among the Bangladeshi female nursing students, where those can pose serious challenges. A cross-sectional study was carried out among the female nursing students between December 26, 2020, and January 11, 2021. A total of 237 students were recruited who have enrolled in e-learning at least the last 30 days of the participation. Multivariable linear regression models were fitted to find the association of students' preference, e-learning readiness domains, and other variables. RESULTS A cross-sectional study was conducted among the female nursing students to assess perceived e-learning readiness in the subdomains of readiness; availability, technology use, self-confidence, acceptance and training. The findings of the study revealed that the prevalence of preference for e-learning was 43.46%. The students did not prefer e-learning compared to 'prefer group' has significantly less availability of technology (β = - 3.01, 95% CI - 4.46, - 1.56), less use of technology (β = - 3.08, 95% CI - 5.11, - 1.06), less self-confidence (β = - 4.50, 95% CI - 7.02, - 1.98), less acceptance (β = - 5.96, 95% CI - 7.76, - 4.16) and less training need (β = - 1.86, 95% CI - 2.67, - 1.06). The age, degree, residence, parents' highest education, having a single room, and having any eye problems were significantly associated with the variation of availability of technology, use of technology, self-confidence, acceptance, and training need of e-learning. CONCLUSIONS The outcomes of the study could be helpful while developing an effective and productive e-learning infrastructure regarding the preparedness of nursing colleges for the continuation of academia in any adverse circumstances like the COVID-19 pandemic.
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Affiliation(s)
- Humayun Kabir
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
| | - Tajrin Tahrin Tonmon
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
| | - Md. Kamrul Hasan
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
| | - Lila Biswas
- CRP Nursing College, Savar, Dhaka, 1343 Bangladesh
| | | | - Muhammad Didarul Islam
- Department of Gerontology and Geriatric Welfare, University of Dhaka, Dhaka, 1000 Bangladesh
| | - Mamunur Rahman
- Department of Pharmacy, East West University, Dhaka, 1212 Bangladesh
| | - Dipak Kumar Mitra
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
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Kabir H, Hasan MK, Mitra DK. E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study. Ann Med 2021; 53:2305-2314. [PMID: 34889699 PMCID: PMC8667940 DOI: 10.1080/07853890.2021.2009908] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 11/18/2021] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND The COVID-19 pandemic has compelled all educational institutions from the conventional campus-based education system to e-learning worldwide. However, adapting to this new platform, e-learning readiness may cause perceived stress among students. This study aimed to examine the association between e-learning readiness and perceived e-learning stress and the relationship between sociodemographic and e-learning related factors. RESULTS A cross-sectional study was employed, where 1145 e-learning enrolled university students were surveyed. The result indicated that nearly 91% of students reported moderate (76.07%) to the higher level (14.85%) of perceived e-learning stress, whereas more than half of them (58.17%) were at the sub-optimum level of readiness. Furthermore, it was found that students with the sub-optimum level of readiness compared to optimum had a significantly higher chance of reporting moderate and high level of perceived e-learning stress. Besides, parents' highest education, residence, students' preference in (e-learning or learning format), and having any eye problems were associated with perceived e-learning stress. CONCLUSIONS A sudden introduction of e-learning during the COVID-19 catastrophe has brought about challenges, including the students' readiness, that might exacerbate the perceived stress level in different ways. This study reported that most of the students were at sub-optimal levels of readiness and suffered from moderate to high levels of perceived e-learning stress. The findings should integrate into the education monitoring system to enhance students' coping strategies, incite readiness, straighten, and nourish existing policies.Key messagesThe moderate and higher level of e-learning stress was 76% and 15%, respectively.Here, 58% of students were at the sub-optimum level of e-learning readiness.Students' sub-optimum level of e-learning readiness was significantly associated with the perceived moderate and high level of e-learning stress.
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Affiliation(s)
- Humayun Kabir
- Department of Public Health, North South University, Dhaka, Bangladesh
- CRP Nursing College, Savar, Dhaka, Bangladesh
| | - Md. Kamrul Hasan
- Department of Public Health, North South University, Dhaka, Bangladesh
- Department of Biochemistry and Molecular Biology, Tejgaon College, National University, Gazipur, Bangladesh
| | - Dipak Kumar Mitra
- Department of Public Health, North South University, Dhaka, Bangladesh
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Dorszynski A, Lee E, Ton MT, Mintz A, McLaughlin JE, Jarstfer M. Virtual Pharmacopedia: An online educational database housing student-developed, expert-reviewed modules for PharmD curricular expansion. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1432-1437. [PMID: 34799055 DOI: 10.1016/j.cptl.2021.09.009] [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: 10/21/2020] [Revised: 07/06/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The purpose of this study was to evaluate the feasibility of Virtual Pharmacopedia, an online educational resource that houses student-developed, expert-reviewed modules designed to supplement the elective pharmacy curriculum. METHODS Student volunteers were randomly assigned to one of two groups: those who created module content (creators) and potential utilizers (consumers). Modules on necrotizing fasciitis and ventricular arrhythmias were piloted and evaluated by experts before releasing to consumers. Learning was evaluated pre- and post-module creation via multiple-choice quizzes, and perceptions were evaluated afterward via survey. Perceived need for and utility of the modules were also evaluated for consumers using survey items analyzed using a five-point Likert type scale. All data were analyzed descriptively. RESULTS Most participating students (n = 95, 32% response rate) agreed they would use Virtual Pharmacopedia (96%), that module content enhanced understanding (88%), and that it would be a helpful resource (94%). Consumer quiz scores significantly improved from pre- to post-module for consumers who completed the module (n = 31) compared to those who did not (n = 89). Creator survey data (n = 10, 100%) revealed increased knowledge and application from pre- to post-module. CONCLUSIONS As a platform for self-directed learning, Virtual Pharmacopedia provides abbreviated national licensing examination review, rotation preparation, and exposure to unfamiliar content. Virtual Pharmacopedia increased learning and application of knowledge for both module creators and consumers, suggesting that Virtual Pharmacopedia can be a useful resource with potential for practical utility in pharmacy education.
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Affiliation(s)
- Amy Dorszynski
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
| | - Edward Lee
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
| | - Minh-Thi Ton
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
| | - Amanda Mintz
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
| | - Jacqueline E McLaughlin
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
| | - Michael Jarstfer
- Associate Dean for Graduate Education, Associate Professor, 4102 Marsico Hall, CB#7363, Division of Chemical Biology and Medicinal Chemistry, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, United States.
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Joshi P, Thomas M, Lakshmanan G, Garg R, Lalwani S, Vij A, Shariff A. Pilot testing of a computer-based self-instructional module on organ donation for improvement in knowledge and acceptability of nurses working in the intensive care unit of a tertiary care institute. INDIAN JOURNAL OF PHYSIOLOGY AND PHARMACOLOGY 2021. [DOI: 10.25259/ijpp_284_2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Objectives:
Nurses are an integral team member in intensive care units (ICU) and can play important role in facilitating the organ donation process. Hence, the sensitisation of these nurses is important. The aim of the study was to assess the effectiveness of a computer based self-instruction module (CBSIM) in terms of improving the knowledge and acceptability of nurses in relation to organ donation.
Materials and Methods:
In this prospective study, 56 nurses working in an ICU were enrolled using the total enumeration technique. After filling up of the demographic profile, nurses attempted online pre-test, containing 20 randomly selected multiple-choice questions (MCQs) from a validated and pre-tested question bank containing 150 MCQs. The intervention consisted of self-paced CBSIM containing nine modules on different aspects of organ donation. The intervention was completed in 25 ± 5 days, followed by an online post-intervention test. Acceptability of the CBSIM by nurses about organ donation was assessed as a secondary outcome on a 5-point Likert scale.
Results:
A significant gain in knowledge scores was observed after the CBSIM (4.9 ± 1.14 vs. 7.35 ± 1.34, P < 0.001) with high acceptability of CBSIM by most of the nurses (59.2%).
Conclusion:
CBSIM was effective in improving the knowledge of nurses related to organ donation and highly acceptable to most of the nurses working in ICU. Hence, CBSIM can be used as a method of learning for nurses.
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Affiliation(s)
- Poonam Joshi
- College of Nursing, All India Institute of Medical Sciences, New Delhi, India,
| | - Merin Thomas
- Department of Nursing Services, All India Institute of Medical Sciences, New Delhi, India,
| | | | - Rakesh Garg
- Department of Onco-Anesthesiology and Palliative Medicine, All India Institute of Medical Sciences, New Delhi, India,
| | - Sanjeev Lalwani
- Department of Forensic Medicine, All India Institute of Medical Sciences, New Delhi, India,
| | - Arti Vij
- Organ Retrieval and Banking Organization, All India Institute of Medical Sciences, New Delhi, India,
| | - Ahamadulla Shariff
- Computer Facility, All India Institute of Medical Sciences, New Delhi, India,
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Jalili P, Valizadeh L, Jaffar Abadi M, Jari P. Comparing the effects of education through compact disk and social media on knowledge and practice regarding the assessment of preterm infant behavior among nurses in neonatal intensive care units. Nurs Midwifery Stud 2021. [DOI: 10.4103/nms.nms_10_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] Open
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Fan JY, Tseng YJ, Chao LF, Chen SL, Jane SW. Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study. BMC MEDICAL EDUCATION 2020; 20:317. [PMID: 32948178 PMCID: PMC7501708 DOI: 10.1186/s12909-020-02240-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Accepted: 09/10/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND New teaching strategies must be developed not only to enhance nurse's competence but also to allow nurses to respond to the complex health care needs of today's society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program. METHODS The study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students' learning outcomes. RESULTS The experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the "self-modification" subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction. CONCLUSIONS A flipped classroom teaching approach had a positive impact on student's learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in Nursing (BSN) program to tackle today's complex revolution in nursing curricula, and may enhance nursing students' abilities to address numerous challenges.
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Affiliation(s)
- Jun-Yu Fan
- Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, Division of Nursing, Chang Gung Memorial Hospital, Linkou Branch, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
| | - Ying-Jung Tseng
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
| | - Li-Fen Chao
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
| | - Shiah-Lian Chen
- Department of Nursing, National Taichung University of Science and Technology, No.129, Sec. 3, Sanmin Rd., North Dist., Taichung City, 40401 Taiwan (R.O.C.)
| | - Sui-Whi Jane
- Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, 261, Wen-Hua 1st Road, Kwei-Shan, Tao-Yuan, 33303 Taiwan (R.O.C.)
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Basit G, Korkmaz F. The Effect of Web-Based Nursing Process Teaching on Senior Nursing Students' Care Planning Skills . Int J Nurs Knowl 2020; 32:4-19. [PMID: 32391947 DOI: 10.1111/2047-3095.12283] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2020] [Accepted: 04/04/2020] [Indexed: 11/30/2022]
Abstract
OBJECTIVE To evaluate the effect of web-based nursing process teaching on senior nursing students' care plan preparation skills. METHODS Pretest-posttest intervention design was used. A total of 131 senior nursing students were evaluated for 5 weeks. Data were collected using a datasheet, a nursing care plan (pretest-posttest), and a self-efficacy form. FINDINGS The intervention group had significantly higher data collection, planning stage scores, and a total care plan score than the others. The intervention group was competent in all self-efficacy items, except the one concerning prioritizing nursing diagnoses. CONCLUSIONS Web-based nursing process teaching offered with the curriculum helps students to develop care planning skills. IMPLICATIONS FOR NURSING PRACTICE It is necessary to focus on different teaching methods and using standardized terminology in teaching the nursing process.
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Affiliation(s)
- Gülden Basit
- Gulden Basit, PhD, is an Assistant Professor at the Faculty of Nursing, Necmettin Erbakan University, Meram, Konya, Turkey
| | - Fatoş Korkmaz
- Fatoş Korkmaz, PhD, is an Associate Professor at the Faculty of Nursing, Hacettepe University at Sihhiye, in Ankara, Turkey
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17
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Porter JE, Barbagallo MS, Peck B, Allen L, Tanti E, Churchill A. The academic experiences of transitioning to blended online and digital nursing curriculum. NURSE EDUCATION TODAY 2020; 87:104361. [PMID: 32062412 DOI: 10.1016/j.nedt.2020.104361] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Revised: 12/16/2019] [Accepted: 01/31/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND The blended online digital (BOLD) approach to teaching is popular within many universities. However, much of the research conducted in this area focusses on the student perspective. Aim The aim of this study is to explore the experiences and perspectives of academics involved in the development and implementation of an inaugural BOLD Bachelor of Nursing curriculum at a regional multi-campus institution in Victoria, Australia. METHODS Eleven academics across two regional campuses participated in one of five focus groups. Creswell's (2003) six step approach to thematic analysis was used to analyse the semi-structured interview data in order to capture the meaning of the transition experience. FINDINGS Three significant themes emerged from the focus group data: 'Get Ready', 'Get Set', and 'Go'. DISCUSSION Three significant themes emerged, 'Get Ready', embodies insight from academic staff preparing to make the transition to a BOLD delivery model acknowledging the need for staff to be genuinely prepared, educated, guided and supported to understand the pedagogy of BOLD. Secondly, 'Get Set', acknowledges the period immediately after the preparatory phase and preparedness of academic staff to manage content and delivery for both face-to-face and online student cohorts within the learning platform. Thirdly, the theme 'Go' recognises the culmination of the previous two phases and is a recognition of the need for ongoing evaluation across the implementation phase. CONCLUSION This qualitative exploration of nursing academics' experience contributes to contemporary pedagogical insights in relation to the blended approaches to teaching and learning.
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Affiliation(s)
- Joanne E Porter
- School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia.
| | - Michael S Barbagallo
- School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia
| | - Blake Peck
- School of Nursing and Healthcare Professions, Federation University Australia, Mt Helen Campus, Victoria, Australia
| | - Louise Allen
- School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia
| | - Erin Tanti
- School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia
| | - Anne Churchill
- School of Nursing and Healthcare Professions, Federation University Australia, Churchill Campus, Victoria, Australia
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18
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Virtual Simulation in Nursing Education: A Systematic Review Spanning 1996 to 2018. ACTA ACUST UNITED AC 2020; 15:46-54. [DOI: 10.1097/sih.0000000000000411] [Citation(s) in RCA: 117] [Impact Index Per Article: 29.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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19
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Männistö M, Mikkonen K, Kuivila H, Virtanen M, Kyngäs H, Kääriäinen M. Digital collaborative learning in nursing education: a systematic review. Scand J Caring Sci 2019; 34:280-292. [DOI: 10.1111/scs.12743] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2019] [Accepted: 07/23/2019] [Indexed: 01/07/2023]
Affiliation(s)
- Merja Männistö
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Health Care and Nursing Oulu University of Applied Sciences Oulu Finland
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Heli‐Maria Kuivila
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Mari Virtanen
- Health Care Diagnostic Services and Service Management Helsinki Metropolia University of Applied Sciences Helsinki Finland
| | - Helvi Kyngäs
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Medical Research Center Oulu Oulu University Hospital and University of Oulu Oulu Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Medical Research Center Oulu Oulu University Hospital and University of Oulu Oulu Finland
- The Finnish Centre for Evidence‐Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland
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20
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Martos-Cabrera MB, Mota-Romero E, Martos-García R, Gómez-Urquiza JL, Suleiman-Martos N, Albendín-García L, Cañadas-De la Fuente GA. Hand Hygiene Teaching Strategies among Nursing Staff: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16173039. [PMID: 31443355 PMCID: PMC6747325 DOI: 10.3390/ijerph16173039] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/12/2019] [Revised: 08/17/2019] [Accepted: 08/18/2019] [Indexed: 12/23/2022]
Abstract
Background: Patient safety is a priority of any healthcare system, and one of the most effective measures is hand hygiene. For this, it is important that health staff have correct adherence and perform the technique properly. Otherwise, the incidence of nosocomial infections can increase, with consequent complications. The aim here was to analyze hand hygiene training and the effectiveness of different methods and educational strategies among nurses and whether they maintained correct adherence over time. Methods: A systematic review was conducted in the sources CINAHL (Cumulative Index to Nursing and Allied Health Literature), Dialnet, Lilacs (Latin American and Caribbean Health Sciences Literature), ProQuest (Proquest Health and Medical Complete), Medline, SciELO (Scientific Electronic Library Online), and Scopus. The search equation with Medical Subject Headings (MeSH) descriptors was “Nurs* AND (handwashing OR hand hygiene) AND clinical trial”. The review was performed following the recommendations of the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results: n = 17 clinical trials were included, with a total of 5747 nurses and nursing students. Strategies such as reminder sounds, practical simulations, videos, and audiovisual media improved handwashing compliance. Adherence overtime increased by up to 60%. The greatest effectiveness was related to the use of povidone–iodine, which reduced colony formation compared Hand hygiene teaching strategies among nursing staff: a systematic review to soap. Conclusions: The strategies that go beyond teaching techniques such as lectures may be more effective at increasing hand hygiene compliance. Combined approaches to learning/instruction improve user satisfaction by enabling self-management, flexibility, and repetition.
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Affiliation(s)
| | | | - Raúl Martos-García
- Andalusian Health Service, Avenida del Sur N. 11, 18014 Granada, Spain
- Red Cross School of Nursing, University of Sevilla, Avenida la Cruz Roja N. 1, 41009 Sevilla, Spain
| | - José L Gómez-Urquiza
- Faculty of Health Sciences, University of Granada, Avenida de la Ilustración N. 60, 18016 Granada, Spain
| | - Nora Suleiman-Martos
- Faculty of Health Sciences, University of Granada, Calle Cortadura Del Valle S.N., 51001 Ceuta, Spain.
| | - Luis Albendín-García
- Andalusian Health Service, Avenida del Sur N. 11, 18014 Granada, Spain
- Faculty of Health Sciences, University of Granada, Avenida de la Ilustración N. 60, 18016 Granada, Spain
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Hjorth‐Johansen E, Hofoss D, Kynø NM. E-learning or lectures to increase knowledge about congenital heart disease in infants: A comparative interventional study. Nurs Open 2019; 6:1143-1149. [PMID: 31367440 PMCID: PMC6650699 DOI: 10.1002/nop2.317] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2018] [Revised: 01/14/2019] [Accepted: 04/29/2019] [Indexed: 11/07/2022] Open
Abstract
AIM This project aimed to create, implement and evaluate an e-learning course on nursing infants with congenital heart disease (CHD) and to measure its efficacy compared with classroom learning. DESIGN This is a comparative interventional study with two groups. METHODS The study involved 15 postgraduate students and 13 newly employed nurses. The learning outcome was computed as the difference between pre-test and post-test knowledge scores and analysed using t tests and multiple regression. RESULTS Both learning groups scored significantly higher 1 week after training. The improvement did not differ significantly between the groups when controlling for the years of experience in CHD nursing and the baseline knowledge score. Participants with higher baseline knowledge scores improved their scores less. Neither learning method was proven more effective than the other. Participants reported experiencing traditional classroom teaching as more positive, but e-learning was more time effective.
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Affiliation(s)
- Elin Hjorth‐Johansen
- Division of Paediatric and Adolescent MedicineDepartment of Neonatal Intensive CareOslo University HospitalOsloNorway
| | - Dag Hofoss
- Lovisenberg diaconal University CollegeOsloNorway
| | - Nina Margrethe Kynø
- Division of Paediatric and Adolescent MedicineDepartment of Neonatal Intensive CareOslo University HospitalOsloNorway
- Lovisenberg diaconal University CollegeOsloNorway
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Ali NS, John B. Examining the Efficacy of Online Self-Paced Interactive Video-Recordings in Nursing Skill Competency Learning: Seeking Preliminary Evidence Through an Action Research. MEDICAL SCIENCE EDUCATOR 2019; 29:463-473. [PMID: 34457503 PMCID: PMC8368744 DOI: 10.1007/s40670-019-00714-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
A key challenge in nursing education is how to teach the students clinical competencies effectively and to provide opportunities for practicing the fundamental nursing skills safely. The purpose of this study was to examine the competency scores of practicing a clinical skill and the satisfaction level of nursing students on three instructional methods using an action research: the online self-paced interactive video learning, demonstration-only method, and a video demonstration in class. Participants were both male and female nursing students enrolled in the Foundations of Nursing Course (N = 26, 6 males and 20 females; mean age = 19.42 ± 0.50) and were evaluated at precycle, postcycle 1, and postcycle 2. Each cycle of inquiry was planned to address the problems quickly and efficiently through four steps: planning, acting, observing, and reflecting. A triangulation technique was employed for data collection using a competency skill evaluation checklist, a satisfaction questionnaire, and a focus group feedback questionnaire. A video was developed in the researcher's college pertaining to the practical skills. Each research cycle was successively built up on one another using the reflections and feedback from the students based on the previous cycle. The competency skills at various cycles did not demonstrate significant differences between three instructional methods, whereas satisfaction score was the highest with the online self-paced interactive video demonstration. Online video learning use as a supplement in nursing instruction is well supported and offers a promising alternative in teaching clinical skill compared with other teaching strategies. However, more rigorous studies are required to get further empirical evidence in replacing the demonstration method, for teaching nursing practical skill and in improving students' learning ability and competence.
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Affiliation(s)
- Naseem Saeed Ali
- Nursing Department, College of Health Sciences, University of Bahrain, P.O. Box. 32038, Sakeer, Zallaq, Kingdom of Bahrain
| | - Bindu John
- Nursing Department, College of Health Sciences, University of Bahrain, P.O. Box. 32038, Sakeer, Zallaq, Kingdom of Bahrain
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Tohidi S, KarimiMoonaghi H, Shayan A, Ahmadinia H. The Effect of Self-learning Module on Nursing Students' Clinical Competency: A Pilot Study. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2019; 24:91-95. [PMID: 30820218 PMCID: PMC6390434 DOI: 10.4103/ijnmr.ijnmr_46_17] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
BACKGROUND Self-learning module (SLM) is designed for independent learning. In this study, the hypothesis that SLM is effective to some extent in improving clinical competence in nursing students was tested. MATERIALS AND METHODS The study employed a randomized controlled design. In this study, 46 nursing students were randomized into the control or intervention group. Study tools included a demographic information form and nursing skills checklist. Unlike the control group, the intervention group received clinical SLM. Nursing students' clinical competency was measured at the end of the intervention through objective structured clinical examination. Statistical analysis was performed in SPSS software. A p value < 0.050 was considered statistically significant. RESULTS In total, 46 students participated in this study. The Mean (SD) age of the study participants was 18.80 (1.06) years. There was a significant difference in students' clinical competency between the control and intervention groups (Mann-Whitney U-test: p = 0.010). Mean (SD) of clinical competency in the control and SLM groups was 58.19 (6.41) and 62.83 (6.05), respectively. Results of the group equivalency test indicated that all demographic variables were equivalent between the groups. Moreover, there was no significant difference between women and men in terms of clinical competency. CONCLUSIONS According to the results, the use of SLM could help the students enhance the quality of nursing clinical competency.
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Affiliation(s)
- Shahin Tohidi
- Department of Medical-Surgical Nursing, Lorestan University of Medical Sciences, Khoramabad, Iran
- Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Hossein KarimiMoonaghi
- Department of Medical Surgical Nursing, Evidence Based Caring Research Center, School of Nursing and Midwifery, Mashhad, Iran
- Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Arezoo Shayan
- Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Hassan Ahmadinia
- Department of Epidemiology and Biostatistics, Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
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Mitchell H, Lucas C, Charlton K, McMahon A. Models of nutrition-focused continuing education programs for nurses: a systematic review of the evidence. Aust J Prim Health 2019; 24:101-108. [PMID: 29362024 DOI: 10.1071/py17088] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2017] [Accepted: 11/01/2017] [Indexed: 12/20/2022]
Abstract
Nurses are well-positioned to provide basic nutrition education and reinforce nutrition messages to patients in hospital and primary care settings. Despite this, nurses may not receive adequate training to provide this service, and there is limited opportunity for nurses to engage in nutrition-focused continuing education (CE). The aim of this review was to determine whether nurse nutrition education results in improved knowledge and practices; and explore which models of CE for nutrition may be most acceptable and effective in practice. Web of Science and Scopus were searched for case-series studies published between 2000 and 2016 that investigated changes in nutrition knowledge of nurses and midwives. Only studies that could transcend to nurses providing patient nutrition education were included. Twelve articles met the eligibility criteria. Articles are explored in terms of mode of delivery, duration of intervention and educational strategies employed. Nutrition CE programs that are delivered face-to-face or by self-directed learning manuals, which utilise active learning strategies, are positively associated with improvements in nutrition knowledge. Web-based CE and self-directed learning may be favourable modes of delivery as they may assist in addressing resource and time contraints.
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Affiliation(s)
- Holly Mitchell
- School of Medicine, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia
| | - Catherine Lucas
- School of Medicine, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia
| | - Karen Charlton
- School of Medicine, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia
| | - Anne McMahon
- School of Medicine, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia
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Korhonen A, Vuori A, Lukkari A, Laitinen A, Perälä M, Koskela T, Pölkki T. Increasing nursing students' knowledge of evidence-based hand-hygiene: A quasi-experimental study. Nurse Educ Pract 2019; 35:104-110. [PMID: 30772734 DOI: 10.1016/j.nepr.2018.12.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2018] [Revised: 11/13/2018] [Accepted: 12/29/2018] [Indexed: 01/26/2023]
Abstract
Aim of study was to evaluate the effects of a multi-component intervention on nursing students' knowledge of evidence-based hand-hygiene. A quasi-experimental design was used. Nursing students (N = 146) from two universities of applied sciences (experimental group n = 107, control group n = 39) completed an instrument based on international clinical guidelines related to hand hygiene that consisted of 17 Likert-scale items. Data were collected at three time points (baseline, after university-based training and after clinical training) between autumn 2014 and spring 2016. Group differences were examined using chi-squared or Fisher Exact tests, the Mann-Whitney and U test. Within-group differences were assessed with the McNemar test for paired nominal data. At the first and second time points the experimental group had better hand hygiene knowledge than the controls. There were no group differences in responses to items concerning the appropriate length of hand disinfection. The experimental group showed improvements in the practice of washing hands with soap and water, but not in the other statements concerning hand disinfection. Theoretical recap and training at school seemed to influence students' hand hygiene knowledge, but reinforcement during clinical training may be required to ensure that learning practical evidence-based skills, such as hand-hygiene, may be established.
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Affiliation(s)
| | - Anne Vuori
- Lahti University of Applied Sciences, Faculty of Social and Health Care, Hoitajankatu 3, FI-15850, Lahti, Finland.
| | - Anne Lukkari
- Department of Children and Women, Oulu University Hospital, Finland.
| | - Arja Laitinen
- Department of Children and Women, Oulu University Hospital, Finland.
| | - Minna Perälä
- Oulu University of Applied Sciences, School of Health and Social Care, Finland.
| | - Terttu Koskela
- Oulu University of Applied Sciences, School of Health and Social Care, Finland.
| | - Tarja Pölkki
- Department of Children and Women, Oulu University Hospital, Finland.
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Willman B, Grankvist K, Bölenius K. Evaluation of the clinical implementation of a large-scale online e-learning program on venous blood specimen collection guideline practices. Clin Chem Lab Med 2018; 56:1870-1877. [PMID: 29750640 DOI: 10.1515/cclm-2018-0051] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2018] [Accepted: 04/06/2018] [Indexed: 12/30/2022]
Abstract
BACKGROUND When performed erroneously, the venous blood specimen collection (VBSC) practice steps patient identification, test request management and test tube labeling are at high risk to jeopardize patient safety. VBSC educational programs with the intention to minimize risk of harm to patients are therefore needed. In this study, we evaluate the efficiency of a large-scale online e-learning program on personnel's adherence to VBSC practices and their experience of the e-learning program. METHODS An interprofessional team transformed an implemented traditional VBSC education program to an online e-learning program developed to stimulate reflection with focus on the high-risk practice steps. We used questionnaires to evaluate the effect of the e-learning program on personnel's self-reported adherence to VBSC practices compared to questionnaire surveys before and after introduction of the traditional education program. We used content analysis to evaluate the participants free text experience of the VBSC e-learning program. RESULTS Adherence to the VBSC guideline high-risk practice steps generally increased following the implementation of a traditional educational program followed by an e-learning program. We however found a negative trend over years regarding participation rates and the practice to always send/sign the request form following the introduction of an electronic request system. The participants were in general content with the VBSC e-learning program. CONCLUSIONS Properly designed e-learning programs on VBSC practices supersedes traditional educational programs in usefulness and functionality. Inclusion of questionnaires in the e-learning program is necessary for follow-up of VBSC participant's practices and educational program efficiency.
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Affiliation(s)
- Britta Willman
- Department of Medical Biosciences, Clinical Chemistry, Umeå University, Umeå, Sweden
| | - Kjell Grankvist
- Department of Medical Biosciences, Clinical Chemistry, Umeå University, Umeå, Sweden
| | - Karin Bölenius
- Department of Nursing, Umeå University, Umeå, Sweden, Phone: +46 90 786 9115
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August JN, Boyd LD, Giblin-Scanlon L. Bridging the Theory-Practice Gap with Dental Hygiene Instrumentation Videos. J Dent Educ 2018; 82:961-967. [DOI: 10.21815/jde.018.095] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Accepted: 01/10/2018] [Indexed: 11/20/2022]
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Interactive online learning on perioperative management of elderly patients. Am J Surg 2018; 216:624-629. [DOI: 10.1016/j.amjsurg.2018.01.071] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2017] [Revised: 01/22/2018] [Accepted: 01/30/2018] [Indexed: 01/30/2023]
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Shamout S, Andonian S, Kabbara H, Corcos J, Campeau L. Teaching and evaluation of basic urodynamic skills in urology residency programs: Randomized controlled study. Neurourol Urodyn 2018; 37:2724-2731. [PMID: 29882281 DOI: 10.1002/nau.23728] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2018] [Accepted: 05/09/2018] [Indexed: 11/06/2022]
Abstract
AIMS Considering the growing role of urodynamic studies (UDS) in urology, we aimed to determine the most effective teaching method with objective evaluation for urodynamic skills, to improve training and patient care. METHODS Urology residents (n = 20) post-graduate years 3-5 were randomized to receive either a UDS video training module or a standard UDS teaching document one week prior to an objective structured clinical examination (OSCE). The OSCE was a validated visual recognition exam with interpretation of 12 UDS tracing scenarios. Participants rated their proficiency to interpret UDS tracings before doing the OSCE. Total interpretation score was determined by the accuracy of their response to each question ranging from 0 to 2. RESULTS The mean total interpretation score was 13.3 of 24 (55%). The video group achieved significantly higher interpretation scores (15.1 ± 2.08 vs 11.4 ± 2.41, P = 0.0017), and cumulative certainty scores (P = 0.0341). Overall interpretation scores significantly correlated with self-reported proficiency scores prior to the exam (r = 0.502, P < 0.05), and total certainty scores (r = 0.531, P < 0.05). CONCLUSIONS Reviewing a UDS video training module resulted in significantly better scores on objective assessment of urology residents' UDS interpretation skills when compared with a standard teaching document. These findings must be interpreted with caution in light of sample size and short knowledge retention required for the assessment within a week. Therefore, using a UDS video training module could be more effective review tool for urology residents. These findings highlight the need to incorporate multimedia teaching into urology training curriculum.
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Affiliation(s)
- Samer Shamout
- Division of Urology, Department of Surgery, Jewish General Hospital, McGill University, Montreal, Quebec, Canada
| | - Sero Andonian
- Division of Urology, Department of Surgery, McGill University Health Center, Montreal, Quebec, Canada
| | - Hani Kabbara
- Statistical Research and Analysis Consultancy Firm (Statrac), Montreal, Quebec, Canada
| | - Jacques Corcos
- Division of Urology, Department of Surgery, Jewish General Hospital, McGill University, Montreal, Quebec, Canada
| | - Lysanne Campeau
- Division of Urology, Department of Surgery, Jewish General Hospital, McGill University, Montreal, Quebec, Canada
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Jackson TH, Zhong J, Phillips C, Koroluk LD. Self-Directed Digital Learning: When Do Dental Students Study? J Dent Educ 2018; 82:373-378. [DOI: 10.21815/jde.018.040] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Accepted: 10/09/2017] [Indexed: 11/20/2022]
Affiliation(s)
- Tate H. Jackson
- Department of Orthodontics; School of Dentistry, University of North Carolina; Chapel Hill
| | | | - Ceib Phillips
- School of Dentistry, University of North Carolina; Chapel Hill
| | - Lorne D. Koroluk
- Department of Orthodontics; School of Dentistry, University of North Carolina; Chapel Hill
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Shorey S, Siew AL, Ang E. Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study. NURSE EDUCATION TODAY 2018; 61:77-82. [PMID: 29190535 DOI: 10.1016/j.nedt.2017.11.012] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Revised: 09/26/2017] [Accepted: 11/06/2017] [Indexed: 05/23/2023]
Abstract
BACKGROUND Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. OBJECTIVE To explore first year nursing students' experiences of the blended learning design adopted in a communication module. DESIGN A descriptive qualitative design was adopted. SETTINGS AND PARTICIPANTS Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. METHODS Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. RESULTS Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. CONCLUSIONS The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore 117597, Singapore.
| | - An Ling Siew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore 117597, Singapore
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore 117597, Singapore
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Kappes Ramirez MS. Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: Experimental research. NURSE EDUCATION TODAY 2018; 61:101-105. [PMID: 29195210 DOI: 10.1016/j.nedt.2017.11.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2017] [Revised: 10/08/2017] [Accepted: 11/07/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. METHODS Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). RESULTS The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. CONCLUSIONS This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module.
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Terry VR, Terry PC, Moloney C, Bowtell L. Face-to-face instruction combined with online resources improves retention of clinical skills among undergraduate nursing students. NURSE EDUCATION TODAY 2018; 61:15-19. [PMID: 29153453 DOI: 10.1016/j.nedt.2017.10.014] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2017] [Revised: 10/02/2017] [Accepted: 10/31/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND There is growing evidence that online resources used to develop clinical skills among students in the healthcare professions can produce equivalent learning outcomes to traditional face-to-face training methods. Whether clinical competence is retained equally well for online and face-to-face training methods is not yet established. OBJECTIVES The objective of the study was to compare retention of competence in using an IV infusion pump among nursing students trained in its use using three different protocols. DESIGN A quasi-experimental design was used. SETTING The study was conducted in the School of Nursing and Midwifery at a regional university in Queensland, Australia. PARTICIPANTS Participants were 102 first year nursing students (female=89, male=13) enrolled in a medications course, ranging in age from 18 to 44years. METHODS Three groups of participants were trained in the use of an IV infusion pump and competence was assessed following a 26-week period of no access to the pump. Group 1 participants (ONL; n=34) were trained online using an Intravenous Pump Emulator (IVPE); Group 2 participants (ONC; n=38) were trained on campus using an actual IV pump in a traditional face-to-face setting; Group 3 participants (ONL+ONC; n=30) were trained both on campus using the actual IV pump and online using the IVPE. RESULTS As hypothesised, no significant differences in learning outcomes, measured by assessment scores out of 80 points, were found between the ONL (M=68.7±5.9) and ONC (M=65.5±11.5; p>0.05) groups. The ONL+ONC group recorded the highest mean assessment score (M=70.0±5.0) and completed the assessment task significantly faster (p<0.001) than the other two groups. CONCLUSIONS This study suggests that nursing students retained clinical competence in preparing and administrating IV infusions better when face-to-face and online learning were combined.
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Affiliation(s)
- Victoria R Terry
- Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia.
| | - Peter C Terry
- Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia
| | - Clint Moloney
- Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia
| | - Les Bowtell
- Faculty of Health, Engineering and Sciences, University of Southern Queensland, Toowoomba, Australia
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Álvarez-Nieto C, Richardson J, Parra-Anguita G, Linares-Abad M, Huss N, Grande-Gascón ML, Grose J, Huynen M, López-Medina IM. Developing digital educational materials for nursing and sustainability: The results of an observational study. NURSE EDUCATION TODAY 2018; 60:139-146. [PMID: 29121552 DOI: 10.1016/j.nedt.2017.10.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Revised: 09/22/2017] [Accepted: 10/24/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND There is limited European literature on nursing and sustainability; nursing students are poorly prepared on the connections between resources, climate change, sustainability, and health, so they must acquire knowledge and develop skills and competencies in this field. The use of digital technologies and teaching via E-learning has grown, and has been widely adopted as a learning method for nursing. OBJECTIVES The aim of the current study was to test and evaluate digital educational materials on environmental sustainability and health, in the context of university nursing education in different European countries. DESIGN An observational cross-sectional design. SETTINGS University of Plymouth, University of Jaén, and University of Esslingen for Nursing Degree Studies. PARTICIPANTS 299 nursing students: 161 students from University of Jaén; 106 from Plymouth; and 32 from Esslingen. 22 professional evaluators with different profiles were recruited: Teachers, Clinical professionals, Delphi Experts, and Technical Experts. METHODS We conducted a piloting and validation process. The materials were designed and adapted to the NurSusTOOLKIT Sustainability Literacy and Competency framework. Evaluation was developed by professionals and students. We used the Spanish Standard for the assessment of Digital Educational Material Quality at University level questionnaire. All students provided informed consent prior to taking part in the learning and evaluation. RESULTS The overall evaluations of materials by students and professionals were 7.98±1.28 and 8.50±1.17, respectively. The Ability to generate learning was scored higher among students (mean difference: 0.84; 0.22-1.47; p=0.008). In the overall assessment by students, statistically significant differences were found between the three universities (Welch: 11.69, p<0.001). CONCLUSIONS Students, professionals, and technical experts considered the materials to be very good quality, especially regarding the quality of contents, format, and design. For students, these materials can generate reflection and learning regarding environmental and health issues during nursing training.
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Affiliation(s)
- Carmen Álvarez-Nieto
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Janet Richardson
- Faculty of Health and Human Sciences, Plymouth University, 8 Portland Villas, Drake Circus, Plymouth PL4 8AA, UK.
| | - Gema Parra-Anguita
- Department of Animal, Plant Biology & Ecology, Faculty of Experimental Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Manuel Linares-Abad
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Norma Huss
- Faculty of Social Work, Health Care and Nursing Sciences, Hochschule Esslingen - University of Applied Sciences, Flandernstr. 101, 73732 Esslingen, Germany.
| | - M Luisa Grande-Gascón
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
| | - Jane Grose
- Faculty of Health and Human Sciences, Plymouth University, 8 Portland Villas, Drake Circus, Plymouth PL4 8AA, UK.
| | - Maud Huynen
- Universiteit Maastricht, Minderbroedersberg 4-6, 616, 6200 MD Maastricht, The Netherlands.
| | - Isabel M López-Medina
- Department of Nursing, Faculty of Health Sciences Institution, University of Jaén, Edif. B3, Campus Las Lagunillas, s/n, 23071 Jaén, Spain.
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Sheikhaboumasoudi R, Bagheri M, Hosseini SA, Ashouri E, Elahi N. Improving Nursing Students' Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2018; 23:217-221. [PMID: 29861761 PMCID: PMC5954644 DOI: 10.4103/ijnmr.ijnmr_79_17] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Background: Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores. Materials and Methods: A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. Results: Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). Conclusions: Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills.
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Affiliation(s)
| | - Maryam Bagheri
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Sayed Abbas Hosseini
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Elaheh Ashouri
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nasrin Elahi
- Nursing Care Research Center in Chronic Disease, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Shin JY, Issenberg SB, Roh YS. The effects of neurologic assessment E-learning in nurses. NURSE EDUCATION TODAY 2017; 57:60-64. [PMID: 28734188 DOI: 10.1016/j.nedt.2017.07.007] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2016] [Revised: 02/06/2017] [Accepted: 07/10/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. OBJECTIVES The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. DESIGN This study used a non-equivalent control group pretest-posttest design. SETTINGS Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). METHODS The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. RESULTS There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). CONCLUSIONS Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment.
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Affiliation(s)
- Ji Yeon Shin
- Chung-Ang University Hospital, Seoul, Republic of Korea.
| | - S Barry Issenberg
- Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, USA.
| | - Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro Dongjak-gu, Seoul, 06974, Republic of Korea.
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Silveira MDS, Cogo ALP. The contributions of digital technologies in the teaching of nursing skills: an integrative review. Rev Gaucha Enferm 2017; 38:e66204. [PMID: 28723986 DOI: 10.1590/1983-1447.2017.02.66204] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Accepted: 04/11/2017] [Indexed: 11/21/2022] Open
Abstract
Objective To analyze the contributions of digital educational technologies used in teaching nursing skills. Method Integrative literature review, search in five databases, from 2006 to 2015 combining the descriptors 'education, nursing', 'educational technology', 'computer-assisted instruction' or related terms in English. Results Sample of 30 articles grouped in the thematic categories 'technology in the simulation with manikin', 'incentive to learning' and 'teaching of nursing skills'. It was identified different formats of digital educational technologies used in teaching Nursing skills such as videos, learning management system, applications, hypertext, games, virtual reality simulators. Conclusions These digital materials collaborated in the acquisition of theoretical references that subsidize the practices, enhancing the teaching and enable the use of active learning methods, breaking with the traditional teaching of demonstrating and repeating procedures.
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Affiliation(s)
- Maurício de Souza Silveira
- Escola de Saúde Pública do Rio Grande do Sul (ESP/RS), Programa de Residência Integrada em Saúde. Porto Alegre, Rio Grande do Sul, Brasil
| | - Ana Luísa Petersen Cogo
- Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Programa de Pós-Graduação em Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil
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da Costa Vieira RA, Lopes AH, Sarri AJ, Benedetti ZC, de Oliveira CZ. Oncology E-Learning for Undergraduate. A Prospective Randomized Controlled Trial. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2017; 32:344-351. [PMID: 26768003 DOI: 10.1007/s13187-015-0979-9] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
UNLABELLED The e-learning education is a promising method, but there are few prospective randomized publications in oncology. The purpose of this study was to assess the level of retention of information in oncology from undergraduate students of physiotherapy. A prospective, controlled, randomized, crossover study, 72 undergraduate students of physiotherapy, from the second to fourth years, were randomized to perform a course of physiotherapy in oncology (PHO) using traditional classroom or e-learning. Students were offered the same content of the subject. The teacher in the traditional classroom model and the e-learning students used the Articulate® software. The course tackled the main issues related to PHO, and it was divided into six modules, 18 lessons, evaluated by 126 questions. A diagnosis evaluation was performed previous to the course and after every module. The sample consisted of 67 students, allocated in groups A (n = 35) and B (n = 32), and the distribution was homogeneous between the groups. Evaluating the correct answers, we observed a limited score in the pre-test (average grade 44.6 %), which has significant (p < 0.001) improvement in post-test evaluation (average grade 73.9 %). The correct pre-test (p = 0.556) and post-test (p = 0.729) evaluation and the retention of information (p = 0.408) were not different between the two groups. The course in PHO allowed significant acquisition of knowledge to undergraduate students, but the level of information retention was statistically similar between the traditional classroom form and the e-learning, a fact that encourages the use of e-learning in oncology. CLINICAL TRIAL REGISTRATION NUMBER REBECU1111-1142-1963.
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Affiliation(s)
- René Aloisio da Costa Vieira
- Posgraduate Oncology Program, Barretos Cancer Hospital, Rua Antenor Duarte Villela, 1331, Bairro Dr Paulo Prata, Barretos, SP, CEP: 14.784.400, Brazil.
| | - Ana Helena Lopes
- Posgraduate Oncology Program, Barretos Cancer Hospital, Rua Antenor Duarte Villela, 1331, Bairro Dr Paulo Prata, Barretos, SP, CEP: 14.784.400, Brazil
- UNIFAFIBE Universitary Center, Barretos, Brazil
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Kemme L. Strengthening Distance Nursing Laboratory Courses Through Application of Theoretical Foundations: A Literature Review. Int J Nurs Educ Scholarsh 2017. [PMID: 28628481 DOI: 10.1515/ijnes-2016-0012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
A literature review was conducted to assess study results and theoretical foundations regarding distance nursing lab courses. A variety of education and nursing-specific theories were utilized during curriculum development. No two studies applied the same theoretical foundations. Further research and integration of theoretical foundations, including the synthesis of multiple theories regarding the distance teaching of psychomotor skills, will strengthen distance nursing lab courses and allow for more effective and evidence-based learning of psychomotor skills.
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Kleib M, Zimka O, Olson K. Status of Informatics Integration in Baccalaureate Nursing Education: A Systematic Review. Can J Nurs Res 2017. [DOI: 10.1177/084456211304500111] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Rosvall A, Carlson E. Registered nurses' perception of self-efficacy and competence in smoking cessation after participating in a web-based learning activity. J Clin Nurs 2017; 26:4777-4785. [PMID: 28370516 DOI: 10.1111/jocn.13831] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/18/2017] [Indexed: 11/26/2022]
Abstract
AIMS AND OBJECTIVES To describe how registered nurses having undergone a web-based learning activity perceive their self-efficacy and competence to support patients with smoking cessation in connection with surgery. BACKGROUND Smoking cessation in connection with surgery reduces postoperative complications, and the support patients get from registered nurses may be important in helping them become smoke-free in connection with their surgery. Therefore, registered nurses are in need of enhanced understanding about which kind of counselling is the most effective for smoking cessation. Educating large groups of registered nurses in a digital environment appears to be a flexible and cost-effective way. DESIGN AND METHODS A convergent mixed-method design with data collection was done using questionnaires (n = 47) and semistructured interviews (n = 11). Inclusion criteria were registered nurses in surgical wards. The samples were nonprobability and modified nested. Descriptive statistics and content analysis were used for data analysis. RESULTS After completing the web-based learning activity, the registered nurses perception was that of good self-efficacy and increased competence in supporting patients with smoking cessation in connection with surgery. They improved their understanding of how to talk about smoking cessation with patients in dialogue using open-ended questions. Nevertheless, the registered nurses requested opportunities for dialogue and interaction with colleagues or topic experts. CONCLUSIONS The results indicate that registered nurses can enhance their competence in supporting patients to embrace smoking cessation by learning in a digital environment. Self-efficacy and understanding of the topic seems to motivate registered nurses to counsel patients about smoking cessation. RELEVANCE TO CLINICAL PRACTICE Findings from this study will be of particular interest to educators in healthcare settings who can devise further development of web-based learning activities.
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Affiliation(s)
- Annica Rosvall
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
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Alvarez AG, Dal Sasso GTM, Iyengar MS. Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing. NURSE EDUCATION TODAY 2017; 50:109-114. [PMID: 28039801 DOI: 10.1016/j.nedt.2016.12.019] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Revised: 11/13/2016] [Accepted: 12/14/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. OBJECTIVE To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. DESIGN This is a quasi-experimental, non-equivalent study using pre-and post-testing. SETTING Federal University of Santa Catarina, Brazil. PARTICIPANTS 75 undergraduate nursing students. METHODS Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. CONCLUSION A significant difference was seen in student learning (p<0.001) in the post-test compared with the pre-test results. The students understood the importance of the topic, and were satisfied and motivated by the technology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner.
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Affiliation(s)
- Ana Graziela Alvarez
- Federal University of Santa Catarina, Postal Box: 5057, 88040-900 Florianópolis, SC, Brazil.
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Olivet J, Zerger S, Greene RN, Kenney RR, Herman DB. Online Versus Face-To-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial. THE AMERICAN JOURNAL OF DISTANCE EDUCATION 2016; 30:237-249. [PMID: 28919668 PMCID: PMC5596928 DOI: 10.1080/08923647.2016.1232107] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from 19 homeless service agencies to participate in one of two training conditions: (a) Online Training + Community of Practice or (b) Face-to-Face Training + Telephone Consultation. Each group received 24 hours of instruction and support. Through baseline, follow-up, and nine-month post-training surveys, the authors examined satisfaction, knowledge gains, knowledge retention, and readiness to implement CTI. While satisfaction rates were higher among participants in the face-to-face group, the two training conditions produced comparable pre/post knowledge gains. Furthermore, both groups showed increased knowledge retention scores at nine-month follow up, with the online group scoring higher than the face-to-face group.
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Mwale OG, Kalawa R. Factors affecting acquisition of psychomotor clinical skills by student nurses and midwives in CHAM Nursing Colleges in Malawi: A qualitative exploratory study. BMC Nurs 2016; 15:30. [PMID: 27147907 PMCID: PMC4855342 DOI: 10.1186/s12912-016-0153-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2015] [Accepted: 04/29/2016] [Indexed: 11/11/2022] Open
Abstract
Background Acquisition of psychomotor clinical skills has been shown to improve the quality of care provided to patients when care providers are competent. The aim of this study was to explore students, nurses and tutors experience on factors affecting acquisition of psychomotor clinical skills. Methods The study employed an exploratory qualitative research design. The population was students, clinical nurses and tutors from a nursing College and mission hospital in the southern region of Malawi. In depth interviews using a semi structured guide was used to collect data. Thematic analysis method was employed to analyze the collected data. Ethical principles of respect of human dignity, beneficence and justice were observed. Results The findings have shown that acquisition of psychomotor skills is affected by: student motivation, lack of resources, learning environment, knowledge gap between the qualified nurses and tutors, and role modeling. Conclusion In principle when student nurses have acquired necessary skills the quality of care provided to patients improve. Basing on the findings of this study it is recommended that Student should be well prepared before clinical placement Nurses and tutors should also update their knowledge and clinical teaching skills for them to adequately guide students. The clinical arena should have adequate resources. Electronic supplementary material The online version of this article (doi:10.1186/s12912-016-0153-7) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Omero Gonekani Mwale
- Department of Community and Mental Health, The Catholic University of Malawi, Limbe, Malawi
| | - Roselyn Kalawa
- Department of Clinical Nursing, St Joseph College of Nursing and Midwifery, Limbe, Malawi
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Assessment of Fidelity in Interventions to Improve Hand Hygiene of Healthcare Workers: A Systematic Review. Infect Control Hosp Epidemiol 2016; 37:567-75. [PMID: 26861117 DOI: 10.1017/ice.2015.341] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
OBJECTIVE Compliance with hand hygiene in healthcare workers is fundamental to infection prevention yet remains a challenge to sustain. We examined fidelity reporting in interventions to improve hand hygiene compliance, and we assessed 5 measures of intervention fidelity: (1) adherence, (2) exposure or dose, (3) quality of intervention delivery, (4) participant responsiveness, and (5) program differentiation. DESIGN Systematic review METHODS A librarian performed searches of the literature in PubMed, Cumulative Index to Nursing and Allied Health (CINAHL), Cochrane Library, and Web of Science of material published prior to June 19, 2015. The review protocol was registered in PROSPERO International Prospective Register of Systematic Reviews, and assessment of study quality was conducted for each study reviewed. RESULTS A total of 100 studies met the inclusion criteria. Only 8 of these 100 studies reported all 5 measures of intervention fidelity. In addition, 39 of 100 (39%) failed to include at least 3 fidelity measures; 20 of 100 (20%) failed to include 4 measures; 17 of 100 (17%) failed to include 2 measures, while 16 of 100 (16%) of the studies failed to include at least 1 measure of fidelity. Participant responsiveness and adherence to the intervention were the most frequently unreported fidelity measures, while quality of the delivery was the most frequently reported measure. CONCLUSIONS Almost all hand hygiene intervention studies failed to report at least 1 fidelity measurement. To facilitate replication and effective implementation, reporting fidelity should be standard practice when describing results of complex behavioral interventions such as hand hygiene.
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Sousa VEC, Lopes MVO, Ferreira GL, Diniz CM, Froes NBM, Sobreira BA. The construction and evaluation of new educational software for nursing diagnoses: a randomized controlled trial. NURSE EDUCATION TODAY 2016; 36:221-229. [PMID: 26573151 DOI: 10.1016/j.nedt.2015.10.027] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2015] [Revised: 10/20/2015] [Accepted: 10/26/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Student nurses often have difficulties with diagnostic inferences. To achieve high accuracy nursing diagnoses, effective learning strategies are required. OBJECTIVE To describe the construction and evaluation of new educational software called Wise Nurse, which was developed to increase the capacity of student nurses to identify nursing diagnoses (NDx) and to establish relationships between NDx, defining characteristics (DC), and related factors (RF). DESIGN Randomized controlled trial. SETTING AND PARTICIPANTS Participants were 2nd to 4th year student nurses from an undergraduate program at a university in Brazil. Of the 47 recruited students, 37 completed the survey. METHODS Students were randomly assigned to test the software (experimental group) and to solve printed clinical cases (comparison group). A pretest and post-test were applied before and after the experiment. Statistical analyses of the students' performance in the tests were conducted. The primary outcome was the students' progress in solving questions and clinical cases regarding NDx. The System Usability Scale was used to measure the software's ease of use. RESULTS No significant difference was found between the experimental and comparison groups before and after the experiment. The average students' performance in identifying RF and NDx was higher than in identifying DC. The post-test score was higher than the pretest score in both groups (P=0.022). The usability score was good (average score 83.75, N=20). CONCLUSION The use of Wise Nurse supported an improvement in student diagnostic reasoning equivalent to that of the traditional NDx training, but the software stands out as an innovative teaching tool.
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Affiliation(s)
- Vanessa E C Sousa
- Nursing Department, Federal University of Ceará, 1115 Alexandre Barauna St., Fortaleza, CE, Brazil.
| | - Marcos V O Lopes
- Nursing Department, Federal University of Ceará, 1115 Alexandre Barauna St., Fortaleza, CE, Brazil.
| | - Gabriele L Ferreira
- Nursing Department, Federal University of Ceará, 1115 Alexandre Barauna St., Fortaleza, CE, Brazil.
| | - Camila M Diniz
- Nursing Department, Federal University of Ceará, 1115 Alexandre Barauna St., Fortaleza, CE, Brazil.
| | - Nathaly B M Froes
- Nursing Department, Federal University of Ceará, 1115 Alexandre Barauna St., Fortaleza, CE, Brazil.
| | - Bianca A Sobreira
- Nursing Department, Federal University of Ceará, 1115 Alexandre Barauna St., Fortaleza, CE, Brazil.
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The development and preliminary effectiveness of a nursing case management e-learning program. Comput Inform Nurs 2015; 32:343-52. [PMID: 24633234 DOI: 10.1097/cin.0000000000000050] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The purpose of this article was to describe the development and preliminary effectiveness of a digital case management education program. The e-learning program was built through the collaboration of a nurse educator and an informatics professor. The program was then developed according to the following steps: (1) building a visual interface, (2) scripting each unit, (3) preparing the course material and assessment tests, (4) using teaching software to record audio and video courses, (5) editing the audio recordings, (6) using instructional media or hyperlinks to finalize the interactions, (7) creating the assessment and obtaining feedback, and (8) testing the overall operation. The digital program consisted of five learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. Forty nurses participated in this study and fully completed the questionnaires both before and after the program. The knowledge and confidence levels in the experimental group were significantly higher over time than those of the comparison group. The results supported the use of educational technology to provide a more flexible and effective presentation method for continuing education programs.
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Moule P, Pollard K, Armoogum J, Messer S. Virtual patients: development in cancer nursing education. NURSE EDUCATION TODAY 2015; 35:875-880. [PMID: 25735908 DOI: 10.1016/j.nedt.2015.02.009] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2014] [Revised: 01/29/2015] [Accepted: 02/05/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The number of men diagnosed with prostate cancer is increasing and internationally there are high incidence rates. It is important that nurses and healthcare professionals are enabled to provide appropriate care to those men affected by prostate cancer and their families. Despite this need, there is recognition that many professionals feel ill prepared and lack knowledge in a number of areas. This paper presents the development of a Virtual Patient (VP) online resource to support practitioner learning. AIM To develop five online VP simulation scenarios to meet the learning needs of nurses and health-care professionals caring for men with prostate cancer. METHOD Topic areas for the VPs were taken from previous work exploring the needs of health care professionals working with men with prostate cancer. An initial scoping exercise involving nursing practitioners, students and a prostate cancer charity confirmed the focus of the case study scenarios. Service users and specialist practitioners reviewed an outline of each case study to ensure fidelity of the simulations scenarios. Cases were entered into UChoose, a web based interactive VP player and authoring tool. The final case studies were reviewed by a sample of both registered and non-registered nurses and nursing students. RESULTS The majority of respondents reported an increase in knowledge and suggested that they would recommend the resource to others. A number of positive aspects of the resource were highlighted. Respondents also commented about areas of weakness, a number of which have been addressed subsequently. CONCLUSIONS The VP case studies provided an opportunity to develop knowledge and confidence in caring for men with prostate cancer. The mode of delivery and the content was acceptable for less experienced and knowledgeable staff.
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Affiliation(s)
- Pam Moule
- University of the West of England, Faculty of Health and Applied Sciences, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD, United Kingdom.
| | - Katherine Pollard
- University of the West of England, Faculty of Health and Applied Sciences, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD, United Kingdom
| | - Julie Armoogum
- University of the West of England, Faculty of Health and Applied Sciences, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD, United Kingdom
| | - Simon Messer
- University of the West of England, Faculty of Health and Applied Sciences, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD, United Kingdom
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Falk K, Falk H, Jakobsson Ung E. When practice precedes theory - A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing. Nurse Educ Pract 2015; 16:14-9. [PMID: 26070493 DOI: 10.1016/j.nepr.2015.05.010] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2014] [Revised: 05/20/2015] [Accepted: 05/22/2015] [Indexed: 11/26/2022]
Abstract
A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs.
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Affiliation(s)
- Kristin Falk
- Institute of Health and Care Science, Sahlgrenska Academy at University of Gothenburg, Gothenburg, Sweden
| | - Hanna Falk
- Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg, Gothenburg, Sweden.
| | - Eva Jakobsson Ung
- Institute of Health and Care Science, Sahlgrenska Academy at University of Gothenburg, Gothenburg, Sweden
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Arbour MW, Nypaver CF, Wika JC. Innovative uses of technology in online midwifery education. J Midwifery Womens Health 2015; 60:278-282. [PMID: 25952711 DOI: 10.1111/jmwh.12291] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Women's health care in the United States is at a critical juncture. There is increased demand for primary care providers, including women's health specialists such as certified nurse-midwives/certified midwives, women's health nurse practitioners, and obstetrician-gynecologists, yet shortages in numbers of these providers are expected. This deficit in the number of women's health care providers could have adverse consequences for women and their newborns when women have to travel long distances to access maternity health care. Online education using innovative technologies and evidence-based teaching and learning strategies have the potential to increase the number of health care providers in several disciplines, including midwifery. This article reviews 3 innovative uses of online platforms for midwifery education: virtual classrooms, unfolding case studies, and online return demonstrations of clinical skills. These examples of innovative teaching strategies can promote critical and creative thinking and enhance competence in skills. Their use in online education can help enhance the student experience. More students, including those who live in rural and underserved regions and who otherwise might be unable to attend a traditional onsite campus, are provided the opportunity to complete quality midwifery education through online programs, which in turn may help expand the women's health care provider workforce. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.
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