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Yao Q, Cheng Y, Wang W, Yu X. Human anatomy curriculum reform for undergraduate nursing students: An exploratory study. Clin Anat 2024; 37:522-533. [PMID: 38450800 DOI: 10.1002/ca.24142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 01/22/2024] [Accepted: 01/29/2024] [Indexed: 03/08/2024]
Abstract
This study aims to cultivate students' independent learning capacity, promote the interdisciplinary integration of "nursing + anatomy," and establish a curriculum system to enhance applied nursing abilities based on project-based teaching reform of everyday clinical nursing operations. A total of 151 second-year (class of 2021) undergraduate nursing students at a Chinese university were selected for this study. By adjusting the curriculum, reconstructing the teaching contents, employing the "hybrid + flip" teaching method based on BOPPPS (bridge-in, outcomes, preassessment, participatory learning, post-evaluation, summary), and implementing a teaching system based on the "three re-three linkage," a Human Anatomy curriculum with a focus on basic anatomical knowledge was developed and connected with nursing clinical operation practice. The restructuring of the course content received unanimous recognition from both the teaching staff and the students. Notably, students in the class of 2021 achieved significantly higher grades than did students in the class of 2020, who received traditional face-to-face instruction (p < 0.01). These results indicate enhanced clinical application skills among the former group of students. following the implementation of instructional reforms during one semester, students exhibited notable improvements in motivation, program implementation, self-management, and interpersonal communication. A statistically significant increase in overall scores for self-directed learning capacities over the preinstructional period was observed (p < 0.05). Furthermore, the findings of the student satisfaction surveys reflected highly favorable perceptions of the enriched instructional format, high levels of course engagement, frequent faculty-student interactions, and augmented overall competence. The practical implementation of the reform in the context of a Human Anatomy course for undergraduate nursing students led to significant positive outcomes, thereby enhancing the effectiveness of teaching and learning. Students' clinical application abilities and self-directed learning capacities notably improved, while overall satisfaction with the course remained high.
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Affiliation(s)
- Qianyin Yao
- Department of Medicine, Jiaying University, Meizhou, China
| | - Yatao Cheng
- Department of Medicine, Jiaying University, Meizhou, China
| | - Wen Wang
- Department of Medicine, Jiaying University, Meizhou, China
| | - Xintian Yu
- Department of Medicine, Jiaying University, Meizhou, China
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2
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Zerguine H, Healy GN, Goode AD, Abbott A, Johnston V. Co-design and development of the sit-stand e-guide: An e-training program for the optimal use of sit-stand workstations. APPLIED ERGONOMICS 2024; 116:104207. [PMID: 38128399 DOI: 10.1016/j.apergo.2023.104207] [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: 07/05/2023] [Revised: 12/03/2023] [Accepted: 12/11/2023] [Indexed: 12/23/2023]
Abstract
This paper describes the co-design and development process of an evidence-informed e-training program (Sit-Stand e-Guide) to support the safe and optimal use of sit-stand workstations from ergonomics and behavioural change perspectives. Using an instructional system design process, supported by a participatory design approach, data was collected through three workshops with workplace consumers (staff [n = 5] and managers [n = 5]), and subject matter experts (n = 5). Content and learning activities were developed based on behaviour change principles and optimal pedagogy. Key topics identified for the e-training were sedentary behaviour and health; workstation set-up; and strategies for behaviour change. Learning activities (scenarios and reflection) to enhance knowledge retention and skills implementation and an interactive one-page guide on completion were included in the e-training. The relevance and usefulness of the training prototype were reviewed through one-to-one think-aloud sessions with the workshop consumers (n = 5) and external health and safety professionals (n = 5) receiving positive feedback. The Sit-Stand e-Guide is readily available for workplace implementation and evaluation. This paper serves as a practical guide for future training development.
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Affiliation(s)
- Haroun Zerguine
- The University of Queensland, School of Health and Rehabilitation Sciences, St Lucia, Brisbane, QLD, Australia.
| | - Genevieve N Healy
- The University of Queensland, School of Human Movement and Nutrition Sciences, St Lucia, Brisbane, QLD, Australia; Baker Heart and Diabetes Institute, Melbourne, VIC, Australia; Curtin University, School of Physiotherapy and Exercise Science, Perth, WA, Australia
| | - Ana D Goode
- The University of Queensland, School of Human Movement and Nutrition Sciences, St Lucia, Brisbane, QLD, Australia
| | - Alison Abbott
- Workplace Health and Safety Queensland, Office of Industrial Relations, Queensland Government, Brisbane, QLD, Australia
| | - Venerina Johnston
- The University of Queensland, School of Health and Rehabilitation Sciences, St Lucia, Brisbane, QLD, Australia; University of Southern Queensland, School of Health and Medical Sciences, Ipswich, QLD, Australia
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Li Y, Lv Y, Dorol RD, Wu J, Ma A, Liu Q, Zhang J. Integrative virtual nursing simulation in teaching cardiopulmonary resuscitation: A blended learning approach. Australas Emerg Care 2024; 27:37-41. [PMID: 37558556 DOI: 10.1016/j.auec.2023.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 07/07/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND Online learning resources facilitated educational development during the COVID-19 pandemic. This study focuses on the integration of online virtual simulation with interactive exercises and offline low-fidelity simulation for the first time to explore the impact on CPR skills. METHODS First year nursing students from a medical college participated as volunteers in this study. They were divided randomly into two groups with both having a cardiopulmonary resuscitation (CPR) lesson with the same timings and objectives. The experimental group (n = 36) adopted a blended learning method, with virtual simulation and low-fidelity simulation as resources; the control group (n = 36) used the same method without virtual simulation. The same lecturers taught both classes. Students' self-directed learning (SDL) and critical thinking skills were assessed before and after the intervention and their CPR skills were examined afterward. RESULTS The experimental group exhibited significantly greater improvement in their SDL abilities and CPR skills. By contrast, we found no statistical differences in their critical thinking abilities. CONCLUSIONS During CPR training, blended learning method was used to integrate virtual nursing simulation in teaching, which effectively improved students' SDL and CPR skills.
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Affiliation(s)
- Yan Li
- School of Nursing, Nanyang Medical College, Nanyang, China.
| | - Yunling Lv
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Ramil D Dorol
- School of Education, Philippine Women's University, Manila, the Philippines
| | - Junxiao Wu
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Anna Ma
- School of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Qian Liu
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Jin Zhang
- School of Nursing, Nanyang Medical College, Nanyang, China
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Iino K, Nagaoka N, Watanuki S, Shimizu C, Nozawa K, Toma S, Mori A, Shimazu T, Sato T. Development of an educational program for healthcare professionals who provide appearance care for patients with cancer: Feasibility study of an e-learning program. Glob Health Med 2023; 5:354-361. [PMID: 38162426 PMCID: PMC10730924 DOI: 10.35772/ghm.2023.01035] [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: 03/31/2023] [Revised: 09/13/2023] [Accepted: 10/17/2023] [Indexed: 01/03/2024]
Abstract
This study aimed to evaluate the feasibility and utility of an e-learning training program to improve healthcare professionals' knowledge about providing appearance care to patients with cancer. Healthcare professionals who provide appearance support were invited to participate voluntarily and complete a survey before and after the program. Participation request letters were distributed to 133 individuals, including 75 from four facilities invited via professional connections, and agreed to participate in the study and 58 participated in the National Cancer Center's appearance care training and indicated an interest in participating in the study. The 100 participants (75.2%) included 96 females, with an average age of 40.5 years. The participants reported high levels of satisfaction with the program, where more than 90% responded "satisfied" or "somewhat satisfied" and eager to use the content they learned in the program when they returned to their workplaces. However, the participants identified several barriers to applying their newly acquired knowledge including lack of knowledge (about 80%). Participant knowledge scores about appearance support were significantly higher after program participation. The survey results indicated the high feasibility of the e-learning program through improved knowledge about appearance care and high satisfaction with the program. The program needs further improvements for its practical utility.
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Affiliation(s)
- Keiko Iino
- Division of Adult Nursing, National College of Nursing, Japan, Tokyo, Japan
| | - Namiko Nagaoka
- Division of Adult Nursing, National College of Nursing, Japan, Tokyo, Japan
| | - Shigeaki Watanuki
- Division of Gerontic Nursing, National College of Nursing, Japan, Tokyo, Japan
| | - Chikako Shimizu
- Department of Breast and Medical Oncology, National Center for Global Health and Medicine, Tokyo, Japan
| | - Keiko Nozawa
- Faculty of Nursing, Mejiro University, Saitama, Japan
| | - Shoko Toma
- Appearance Support Center, National Cancer Center Hospital, Tokyo, Japan
| | - Ayako Mori
- Department of Nursing, National Cancer Center Hospital, Tokyo, Japan
| | - Taeko Shimazu
- Graduate School of Health and Welfare Sciences, International University of Health and Welfare, Tokyo, Japan
| | - Tomoko Sato
- Department of Nursing, National Center for Global Health and Medicine, Tokyo, Japan
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Padilla BI. Using the community of inquiry as a framework to promote online teaching and learning in advanced practice nursing education. J Am Assoc Nurse Pract 2023; 35:575-581. [PMID: 37410024 DOI: 10.1097/jxx.0000000000000909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 05/19/2023] [Indexed: 07/07/2023]
Abstract
ABSTRACT As advanced practice nursing education continues to shift toward a distance and hybrid format, it is important that nurse educators engaged in distance learning create and facilitate an online environment that successfully incorporates critical thinking, problem-solving skills, collaboration, and a sense of community. Although many learning theories and frameworks exist, there is a lack of literature on the applicability of these theories and frameworks to online teaching and learning in advanced practice nursing education. The purpose of this article is to describe the Community of Inquiry (CoI) framework and how it can be applied to online teaching and learning activities in advanced practiced nursing courses. This CoI is an effective framework for online learning and has been successful in promoting student engagement, an important factor in and predictor of academic success.
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Cliffe B, Peck A, Shafique J, Hards E, Loades ME. Psychological therapists' perceptions of adolescent depression and its treatment: A mixed methods online survey. Clin Child Psychol Psychiatry 2023; 28:580-594. [PMID: 35635010 PMCID: PMC10018054 DOI: 10.1177/13591045221104570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Challenges to implementating interventions for adolescent depression exist. Exploring the perceptions of key stakeholders in the treatment of adolescent depression is essential for improving implementation . This study aimed to explore psychological therapists' perceptions of, and experiences treating, adolescent depression to identify future avenues for exploration. METHOD Data were collected opportunistically via a survey integrated within an e-learning package about adolescent depression. RESULTS Participants believed that adolescent depression was characterised by adolescents' lack of understanding, isolation, and a lack of hope and knowledge. Participants overcame engagement barriers by building trust. Following the e-learning, participants expressed increased understanding of the risk factors associated with adolescent depression and of assessment using different measures. Several key areas for future research to explore were identified and discussed, including (1) whether clinicians of different modalities or at different career stages have difference perceptions, (2) how to meaningfully engage adolescents in treatment and (3) how to train clinicians on different modalities so patients have a choice over their treatment. CONCLUSION This study demonstrates the value of knowledge gained from understanding psychological therapists' perceptions and illustrates how this can contribute to the improved treatment of adolescent depression.
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Affiliation(s)
- Bethany Cliffe
- Department of Health,
University
of Bath, Bath, UK
- Bethany Cliffe, Wessex House, Department
for Health, University of Bath, Claverton Down, Bath, BA2 7AY, England.
| | - Amelia Peck
- Department of Psychology,
University
of Bath, Bath, UK
| | | | - Emily Hards
- Department of Psychology,
University
of Bath, Bath, UK
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Guo B. Highlighting Effects of Flipped Learning on Mental Health through Metaverse: Moderating Impact of e-learning and Cyber Resilience. Am J Health Behav 2022; 46:683-694. [PMID: 36721283 DOI: 10.5993/ajhb.46.6.11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Objectives: A metaverse refers to a virtual-reality platform in which users can interact with computer- generated environment, to socialize. It has really enhanced the internet-based and online education. The current study aimed to evaluate the effect of flipped learning on mental health through metaverse. There is a huge potential for expanding learning and knowledge through metaverse, and educational institutions worldwide are evolving to incorporate this concept. To explore the effects of flipped learning on mental health through the metaverse, the study examined the moderating influence of e-learning and cyber resilience by adopting interactive methods in the context of China. Methods: The study employed a quantitative design by conducting surveys from students in Chinese educational institutions. A sample of 350 questionnaires was distributed among the students, out of which 324 complete questionnaires were obtained for further analysis. Results: The findings showed a significant effect of flipped learning on mental health through metaverse. It also exposed the significance of the moderating effect of cyber resilience. In contrast, the moderating effect of e-learning was found to be insignificant between flipped learning through metaverse and students' mental health in Chinese educational institutions. Conclusion: The study provides insightful and practical guidelines for China's education and cybersecurity departments.
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Affiliation(s)
- Bingtong Guo
- Bingtong Guo, Shanxi Vocational University of Engineering Science and Technology, Shanxi 030619, China;,
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O'Connor S, Kennedy S, Wang Y, Ali A, Cooke S, Booth RG. Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification. NURSE EDUCATION TODAY 2022; 118:105518. [PMID: 36030581 DOI: 10.1016/j.nedt.2022.105518] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/27/2022] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Learning is a complex process involving internal cognitive processes and external stimuli from curricula, pedagogical strategies, and the learning environment. Theories are used extensively in higher education to understand the intricacies of adult learning and improve student outcomes. Nursing and midwifery education uses a range of technology enhanced learning (e-learning) approaches, some of which are underpinned by theoretical frameworks. OBJECTIVE Synthesise literature on theories that inform technology enhanced learning in nursing and midwifery education. DESIGN A systematic review. DATA SOURCE CINAHL, ERIC, MEDLINE and PubMed were searched for relevant studies (2000-2021). Reference lists of related literature reviews were hand searched. REVIEW METHODS Title and abstract, followed by full texts were screened by two reviewers independently using predefined eligibility criteria. Quality appraisal was not undertaken. Data were extracted and Merriam and Bierema's typology of adult learning theories used to categorise theories in each study. RESULTS Thirty-three studies were included, incorporating twenty-nine distinct learning theories from the behaviourist, cognitivist, constructivist, and social cognitivist domains, with constructivist being the most widely used. Kolb's Experiential Learning Theory and Driscoll's Constructivist Learning Theory were the most commonly reported theories. The population of learners were mainly undergraduate nursing students who used a range of online, mobile, blended or computerised learning, virtual reality, or digital forms of simulation, primarily in university settings. Theories were employed to inform the technology enhanced learning intervention or to help explain how these could improve student learning. CONCLUSION This review highlighted a range of theories, particularly constructivist approaches, that underpin research on technology enhanced learning in nursing education, by informing or explaining how these digital interventions support learning. More rigorous research that examines the myriad of theoretical frameworks and their effectiveness in informing and explaining technology enhanced learning is needed to justify this approach to pedagogical nursing research and practice.
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Affiliation(s)
- Siobhan O'Connor
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, The University of Manchester, Manchester, United Kingdom.
| | - Stephanie Kennedy
- Arthur Labatt Family School of Nursing, Western University, London, Canada
| | - Yajing Wang
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom
| | - Amna Ali
- Arthur Labatt Family School of Nursing, Western University, London, Canada
| | - Samantha Cooke
- Arthur Labatt Family School of Nursing, Western University, London, Canada
| | - Richard G Booth
- Arthur Labatt Family School of Nursing, Western University, London, Canada
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University teachers' perceptions of readiness for flipped classroom pedagogy in undergraduate nursing education: A qualitative study. J Prof Nurs 2022; 41:26-32. [DOI: 10.1016/j.profnurs.2022.04.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 04/08/2022] [Accepted: 04/12/2022] [Indexed: 11/24/2022]
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10
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Alhassan RK, Ayanore MA, Diekuu JB, Prempeh EBA, Donkor ES. Leveraging e-Learning technology to enhance pre-service training for healthcare trainees in Ghana: evidence from a pilot project and pointers to policy reforms. BMC Health Serv Res 2021; 21:1209. [PMID: 34749726 PMCID: PMC8574931 DOI: 10.1186/s12913-021-07224-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 10/20/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND E-Learning solutions are increasingly being advocated to augment existing traditional teaching and learning efforts in health training institutions. Unfortunately, these emerging technologies rarely focus on health sciences education within the context of public universities, hence the need for this study. This project evaluated experiences of healthcare trainees with a pilot e-Learning project (SMART e-Learning project) initiated in one of Ghana's public universities in 2017. The study used a mixed methods cross-sectional approach among 363 healthcare trainees. Data collection was between 17th October, 2019 to 3rd December, 2019. Data was analysed descriptively and test for variable differences done using Pearson Chi-square and Fisher's Exact for categorical variables. Wilcoxon Mann-Whitney test was used to test for differences in the Likert scale items. Additionally, rotated varimax factor analysis was performed for the health trainees' rated satisfaction factors. RESULTS Out of 446 respondents who consented to participate in the study, 363 responses were complete and valid, representing a response rate of 81 %. Most frequently used e-learning facilities by healthcare trainees were: writing interim assessments (IAs) (82 %) while the least used function was live chating with faculty (5 %). Challenges associated with the e-learning pilot project were: limited workspace in the pilot computer laboratory (33 %), slow internet/intranet speed (29 %) and limited capacity of teaching and ICT staff to support users (28 %). CONCLUSIONS There is the need to engage relevant stakeholders at the University, ministries of health and education through policy dialogues to develop statutory e-Learning guidelines for health educational institutions of higher learning to complement existing traditional teaching and learning approaches.
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Affiliation(s)
- Robert Kaba Alhassan
- Institute of Health Research, University of Health and Allied Sciences, Ho, Ghana.
| | | | - John-Bosco Diekuu
- Information Communication Technology (ICT) Directorate, University of Health and Allied Sciences, Ho, Ghana
| | - Emmanuel B A Prempeh
- School of Nursing and Midwifery, University of Health and Allied Sciences, Ho, Ghana
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Brown AS, Traynor JL, Carkey BA. Psychiatric mental health nurse practitioner student perceptions of integrated collaborative care. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2021-0049. [PMID: 34668359 DOI: 10.1515/ijnes-2021-0049] [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: 03/29/2021] [Accepted: 09/19/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To explore the outcomes of threading the Patient-Centered Integrated Behavioral Health Care Principles and Tasks Checklist (AIMS Checklist) into the curricula and experiential setting. METHODS A qualitative exploratory descriptive method with a constructivist epistemology was used to obtain in-depth student perspectives about their understanding, experiences, and process of applying Integrated Collaborative Care within the clinical setting. RESULTS 24 Psychiatric Mental Health Nurse Practitioner Students (PMHNP) were divided into focus groups that yielded seven main themes and seven subthemes. Three of the identified themes emerged as opportunities for curriculum enhancement. CONCLUSIONS The checklist was found to be a valuable tool in not only evaluating collaborative care but in closing the gap between didactic and clinical education in fostering student-preceptor discussion.
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Affiliation(s)
- Amanda Sue Brown
- College of Nursing, State University of New York Upstate Medical University, Syracuse, NY, USA
| | - Judy L Traynor
- College of Nursing, State University of New York Upstate Medical University, Syracuse, NY, USA
| | - Bambi A Carkey
- College of Nursing, State University of New York Upstate Medical University, Syracuse, NY, USA
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Azpeleta C, Santos P, Sobrado A, Lesmes M, Gal B. Forcing a change: a learn-by-doing workshop on circadian rhythms to understand the complexities of human physiology. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:437-444. [PMID: 34124954 DOI: 10.1152/advan.00117.2020] [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: 06/18/2020] [Revised: 04/16/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
Physiology is an integrative science that requires an understanding of the organism as a whole to acquire a deep comprehension of its functions and avoid misconceptions that may impair further learning. Thus it is necessary to develop resources that promote the integrative vision that Physiology requires. Chronobiology is a challenging discipline and one of the least addressed concepts in Physiology curricula. The activity here presented proposes a workshop with a theoretical-practical perspective in the context of the Neuroscience Conferences held annually at our university. All conference presentations are neuroscience-related topics, in combination with practical activities, some of them analyzing variables of the students themselves. We chose to assess this informal teaching scenario to involve the students with a scientific perspective while learning and hoping to increase their appreciation for different topics related to neuroscience. Specifically for this activity on chronobiology, the evaluation was carried out via a survey study including quantitative and qualitative questions and semistructured personal interviews. In general, the results reveal a very positive opinion from students regarding aspects such as the teaching methodology, the organization before and during the activity or the added value of the experience for their future professional performance. Some of the students stated they were more aware of the importance of their circadian system and even changed some of their personal daily routines after the activity. Such positive feedback encourages us to continue working in this theoretical-practical format in the future, as it contributes to improving students' perception of their own learning.
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Affiliation(s)
- Clara Azpeleta
- Department of Medicine, Faculty of Biomedical Sciences and Health, Universidad Europea, Villaviciosa de Odón, Madrid, Spain
| | - Pablo Santos
- Department of Medicine, Faculty of Biomedical Sciences and Health, Universidad Europea, Villaviciosa de Odón, Madrid, Spain
| | - Antonio Sobrado
- Department of Medicine, Faculty of Biomedical Sciences and Health, Universidad Europea, Villaviciosa de Odón, Madrid, Spain
| | - Marta Lesmes
- Vicer Chancellor for Faculty and Research, Universidad Europea, Villaviciosa de Odón, Madrid, Spain
| | - Beatriz Gal
- Department of Medicine, Faculty of Biomedical Sciences and Health, Universidad Europea, Villaviciosa de Odón, Madrid, Spain
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Chuang HM, Band SS, Sookhak M, Pinandhito K. The value co-creation behavior in learning communities: Comparing conventional learning and e-learning. MATHEMATICAL BIOSCIENCES AND ENGINEERING : MBE 2021; 18:7239-7268. [PMID: 34814247 DOI: 10.3934/mbe.2021358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
With the rapid development of ICT, the present world is experiencing rapid changes in the field of education. Implementation of e-learning and ICT in the education system could allow teachers to upgrade and improve their lectures. However, from the perspective of value co-creation behavior in learning communities, conventional learning and e-learning classrooms may encounter different opportunities and challenges. Thus, a more in-depth investigation would be needed. Based on the S-O-R framework, this study identifies self-directed learning as a stimulus, perceived benefits as the organism, and value co-creation behavior as the response. By applying the multi-criteria decision-making techniques of DEMATEL, ANP, and VIKOR, this study explores the causal effects, influential weights, and performance ranking of the primary constructs in the framework as criteria. This study's theoretical and practical implications are discussed, and ways of improving learning performance are suggested.
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Affiliation(s)
- Huan-Ming Chuang
- Department of Information Management, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan
| | - Shahab S Band
- Future Technology Research Center, College of Future, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan
| | - Mehdi Sookhak
- School of Information Technology, Illinois State University, Illinois, USA
| | - Kenneth Pinandhito
- Department of Information Management, National Yunlin University of Science and Technology, 123 University Road, Yunlin 64002, Taiwan
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14
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Bramer C. Preregistration adult nursing students' experiences of online learning: a qualitative study. ACTA ACUST UNITED AC 2021; 29:677-683. [PMID: 32579464 DOI: 10.12968/bjon.2020.29.12.677] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Online learning (OL) is widely used in UK preregistration nursing programmes and the latest Nursing and Midwifery Council professional education standards state digital technology must be embedded in the curriculum. An exploration of preregistration adult nursing students' experiences of OL considers how technology supports learning theory and practice, and assists in designing and delivering effective OL in future programmes. AIM This study aimed to explore preregistration adult nursing students' OL experiences. METHOD Two focus groups with students were held and thematic analysis carried out. FINDINGS Three main themes emerged regarding OL: advantages, disadvantages and preferences. The main advantages included time, accessibility and convenience, being able to revisit learning and the variety of approaches. Disadvantages included inadequate communication, support and interaction. Students preferred an adequate balance of OL with traditional teaching, more communication, synchronous OL, preparation and support. CONCLUSION OL is valuable to adult nursing students, providing convenience and flexibility. While it has advantages, the disadvantages and preferences require addressing to ensure future programmes are effective and meet nursing students' requirements.
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Affiliation(s)
- Clare Bramer
- Senior Lecturer Adult Nursing, Faculty of Health, Education and Society, University of Northampton
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15
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Chen Q, Tang S, Liu D, Zhou C, Castro AR, Jiang S, Huang C, Chen J. Effects of a blended emergent research training programme for clinical nurses on nursing research competence and critical thinking (Part 2): A quasi-experimental study. J Clin Nurs 2021; 31:755-769. [PMID: 34219294 DOI: 10.1111/jocn.15934] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 05/19/2021] [Accepted: 06/09/2021] [Indexed: 12/13/2022]
Abstract
AIMS AND OBJECTIVES To evaluate the effects of a blended emergent research training programme for clinical nurses on research competence and critical thinking. BACKGROUND With the development of the nursing discipline and evidence-based nursing practice, nursing research competence is increasingly important for clinical nurses. Current nursing research training programmes cannot meet the needs of clinical nurses. DESIGN A quasi-experimental study. METHODS A total of 104 clinical nurses from two tertiary hospitals participated in this study. The intervention group received a blended emergent research training programme for clinical nurses, and the control group received no intervention. Nursing research competence and critical thinking were measured at baseline, after the intervention and three months after the intervention. The satisfaction with the training of clinical nurses in the intervention group was also measured after the intervention. Generalised linear mixed models were used to evaluate the effects of the intervention on outcome variables. Qualitative data were analysed by two researchers using the content analysis method. Our reporting complies with the TREND checklist. RESULTS The blended emergent research training programme for clinical nurses finally showed positive effects on nursing research competence and critical thinking. The effects lasted until three months after the training programme. 'Learner-centred Training', 'Skilled Trainers', 'Encouraging Training Environment' and 'Positive Outcomes' are the main categories generated from the qualitative data. CONCLUSION The blended emergent research training programme for clinical nurses could be used for clinical nurses' research education to improve their nursing research competence and critical thinking. RELEVANCE TO CLINICAL PRACTICE The blended emergent teaching method could be considered as an effective method to provide an encouraging learning environment and promote learner-centred teaching for clinical nurses. The blended emergent research training programme could be used to improve nursing research competence and critical thinking of clinical nurses which are important for evidence-based nursing practice.
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Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Dan Liu
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Chuyi Zhou
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Aimee R Castro
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
| | - Shan Jiang
- Graduate School of Education, Shanghai Jiao Tong University, Shanghai, China
| | - Chongmei Huang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Jiarui Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
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Genua JA. The Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing. Nurs Educ Perspect 2021; 42:227-231. [PMID: 34107520 DOI: 10.1097/01.nep.0000000000000826] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM The aim of this study was to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. BACKGROUND Journal writing is often used to gauge skills and knowledge. However, disagreement exists as to whether journals should be graded as students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. METHOD Data were collected using an anonymous online survey. The nonprobability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. RESULTS Findings indicated a statistically significant positive relationship between grading of reflective journals and student honesty. CONCLUSION Instead of grading the written component, the process of reflective practice should be assessed, possibly changing to a grade of complete/incomplete.
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Affiliation(s)
- Jo Anne Genua
- About the Author Jo Anne Genua, PhD, MN, BScN, RN, CCHNC, is an assistant professor at Creighton University College of Nursing, Omaha, Nebraska. In 2018, the author received the Muriel Munchrath Nursing Scholarship Award and the Sister Patricia Miller Evidence-Based Research Award from Sigma Theta Tau Gamma Pi At-Large Chapter, University of Nebraska Medical Center. The author gratefully acknowledges Dr. Julia Aucoin, Nova Southeastern University Ron and Kathy Assaf College of Nursing, as committee chair during this dissertation research study. For more information, contact Dr. Genua at
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Chae D, Kim Y, Ryu J, Asami K, Kim J, Kim K. E-learning cultural competence for public health workers: A feasibility and pilot study. Public Health Nurs 2021; 38:897-906. [PMID: 34019724 DOI: 10.1111/phn.12923] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 04/21/2021] [Indexed: 01/18/2023]
Abstract
OBJECTIVE To describe the development, feasibility, and preliminary efficacy of a seven-module e-learning for enhancing cultural competence of public health workers. DESIGN The study was based on the framework of the new Medical Research Council; a mixed methods design was used. SAMPLE A four-week pilot cluster-randomized controlled trial was conducted with 39 public health workers and 74 migrants in South Korea. Feasibility and preliminary efficacy were assessed according to initiation, retention, adherence, usability, acceptability, individual and organizational cultural competence, and migrant trust and satisfaction. Quantitative data were collected at baseline, 4 weeks, and 12 weeks. Focus group interviews were conducted with eight public health workers at 12 weeks. RESULTS Initiation, retention, and adherence rates were high. Participants agreed on acceptability, but exhibited mixed results on usability. Participants were satisfied with "well-structured content," "authentic case stories and videos," "increased interest in migrant care," and "opportunity for self-reflection." However, "flawless and trouble-free system," "screen design for easy navigation," "instructor's expertise," and "more situational cases and videos" were desired. Statistically significant differences were observed for individual cultural competence, migrant trust, and satisfaction. CONCLUSION Generally, the intervention seems feasible and has preliminary efficacy, yet usability improvement is necessary for full-scale randomized controlled trials.
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Affiliation(s)
- Duckhee Chae
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Yunekyong Kim
- Department of Nursing, Masan University, Changwon, South Korea
| | - Jeeheon Ryu
- Department of Education, Chonnam National University, Gwangju, South Korea
| | - Keiko Asami
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Jaseon Kim
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Kukhyeon Kim
- Department of Education, Chonnam National University, Gwangju, South Korea
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18
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Grønlien HK, Christoffersen TE, Ringstad Ø, Andreassen M, Lugo RG. A blended learning teaching strategy strengthens the nursing students' performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course - A quasi-experimental study. Nurse Educ Pract 2021; 52:103046. [PMID: 33853032 DOI: 10.1016/j.nepr.2021.103046] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Revised: 02/20/2021] [Accepted: 03/08/2021] [Indexed: 11/29/2022]
Abstract
In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen's d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher's expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students' study experience.
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Affiliation(s)
| | | | - Øystein Ringstad
- Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway
| | - Marita Andreassen
- Department of Psychology, Inland Norway University of Applied Sciences, 2418 Elverum, Norway
| | - Ricardo G Lugo
- Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway
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19
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Lin FF, Del Fabbro L, Needham J, Sidwell D, Shaw J. Supporting culturally and linguistically diverse (CALD) undergraduate nursing students undertaking clinical placements in Australia: An exploratory qualitative study of clinical facilitator and CALD student perceptions. NURSE EDUCATION TODAY 2021; 97:104712. [PMID: 33341067 DOI: 10.1016/j.nedt.2020.104712] [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: 09/28/2020] [Revised: 11/19/2020] [Accepted: 12/01/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Internationalisation of higher education has contributed to the increasing number of culturally and linguistically diverse students in higher education programs worldwide. While there is some literature on the experiences and needs of these students, there is little evidence on what resources can be used to support these students when learning in the clinical setting. AIM This study aimed to evaluate the usefulness of an existing handbook developed for clinical facilitators to enhance culturally and linguistically diverse nursing students' learning, and to explore the facilitator and student perceptions of their clinical placement support needs. DESIGN This exploratory qualitative study, involving culturally and linguistically diverse Bachelor of Nursing students and clinical educators, was conducted in a multi-campus School of Nursing and Midwifery at Griffith University, Australia, in collaboration with health services. Focus groups and individual interviews with clinical facilitators and culturally and linguistically diverse nursing students were conducted. Activity theory provided the conceptual framework for this study and the qualitative data analysis was informed by grounded theory. RESULTS Clinical facilitator focus groups and interviews generated three themes: understanding culturally and linguistically diverse students' needs; supporting culturally and linguistically diverse students; and improving learning resources for facilitators and students. Student focus groups generated three themes: wanting to be more prepared for clinical placement; feeling supported by facilitators and interacting with others in a different context; and creating resources to support learning. CONCLUSIONS Supportive clinical environments are key to the work-integrated learning success of culturally and linguistically diverse nursing students. The findings of this qualitative research study, involving clinical educators and culturally and linguistically diverse Bachelor of Nursing students identify the pressing need to develop readily accessible resources to support the clinical learning of culturally and linguistically diverse students and their educators. Resources development should be attentive to complexities at the intersection of workplace culture and students' developing understanding.
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Affiliation(s)
- Frances F Lin
- School of Nursing, Midwifery, and Paramedicine, The University of the Sunshine Coast, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Queensland, Australia; Menzies Health Institute Queensland, Australia; Sunshine Coast Health Institute, Queensland, Australia.
| | - Letitia Del Fabbro
- School of Nursing and Midwifery, Griffith University, Queensland, Australia; Menzies Health Institute Queensland, Australia; Gold Coast Health, Gold Coast University Hospital, Queensland, Australia.
| | - Judith Needham
- School of Nursing and Midwifery, Griffith University, Queensland, Australia
| | - Danny Sidwell
- School of Nursing and Midwifery, Griffith University, Queensland, Australia
| | - Julie Shaw
- School of Nursing and Midwifery, Griffith University, Queensland, Australia; School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
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20
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Alhassan RK. Assessing the preparedness and feasibility of an e-learning pilot project for university level health trainees in Ghana: a cross-sectional descriptive survey. BMC MEDICAL EDUCATION 2020; 20:465. [PMID: 33239001 PMCID: PMC7686939 DOI: 10.1186/s12909-020-02380-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/17/2020] [Accepted: 11/11/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Ghana is challenged with shortage of critical human resources for health particularly nurses and midwives in rural hard-to-reach communities. This shortage potentially hinders efforts towards attaining universal access to basic healthcare. More importantly, poor quality of pre-service training for health trainees has the potential to worsen this predicament. There is therefore the need to leverage emerging digital innovations like e-learning to complement existing efforts. This study was conducted several months before the outbreak of COVID-19 to investigate the preparedness, acceptability and feasibility e-learning innovation for nursing and midwifery trainees. METHODS The study is a cross-sectional descriptive survey involving nursing and midwifery students (n = 233) in one of Ghana's public universities, located in the Volta region of Ghana. Simple random sampling technique was used to collect responses from eligible respondents using a structured questionnaire. Descriptive statistical analysis was done using STATA software (version 12.0). RESULTS It was found that nearly 100% of respondents owned smartphones that were used mostly for learning purposes including sharing of academic information. Over 70% of respondents particularly used social media, social networking applications and internet searches for learning purposes. Health trainees were however constrained by low bandwidth and lack of seamless internet connectivity within their learning environments to maximize the full benefits of these e-learning opportunities. CONCLUSION Respondents were predominantly prepared for an e-learning pilot project. These feability findings suggest e-learning is a huge potential that can be used to augment existing approaches for pre-service training of health trainees in Ghana, when implementation threats are sufficiently addressed. Compelling findings of this study are therefore timely to inform evidence-based policy decisions on innovative digitial solutions for pre-service training of health workforce even as the world adapts to the "new normal" situation induced by COVID-19.
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Affiliation(s)
- Robert Kaba Alhassan
- Institute of Health Research, University of Health and Allied Sciences, Ho, PMB 31, Ho, Ghana.
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21
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Moro C, Stromberga Z, Moreland A. Enhancing Teaching in Biomedical, Health and Exercise Science with Real-Time Physiological Visualisations. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1260:1-11. [PMID: 33211304 DOI: 10.1007/978-3-030-47483-6_1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Muscle physiology constitutes a core curriculum for students and researchers within biomedical, health and exercise science disciplines. The variations between skeletal and smooth muscle, mechanisms underlying excitation-contraction coupling, as well as the relationships between muscle anatomy and physiology are commonly taught from illustrations, static models or textbooks. However, this does not necessarily provide students with the required comprehension surrounding the dynamic nature of muscle contractions or neuromuscular activities. This chapter will explore alternative methods of visualising skeletal and smooth muscle physiology in real-time. Various recording hardware, isolated tissues bath experiments, neurophysiological applications and computer-based software will be discussed to provide an overview of the evidence-based successes and case studies for using these techniques when assisting students with their understanding of the complex mechanisms underlying muscle contractions.
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Affiliation(s)
- Christian Moro
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia.
| | - Zane Stromberga
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia
| | - Ashleigh Moreland
- School of Health and Biomedical Sciences, RMIT University, Melbourne, Australia
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22
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Puljak L, Čivljak M, Haramina A, Mališa S, Čavić D, Klinec D, Aranza D, Mesarić J, Skitarelić N, Zoranić S, Majstorović D, Neuberg M, Mikšić Š, Ivanišević K. Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC MEDICAL EDUCATION 2020; 20:416. [PMID: 33167960 PMCID: PMC7652670 DOI: 10.1186/s12909-020-02343-7] [Citation(s) in RCA: 53] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 10/29/2020] [Indexed: 05/22/2023]
Abstract
BACKGROUND Croatia has closed all educational institutions after 32 cases of SARS-CoV-2 infection were confirmed and switched to exclusive e-learning. Health sciences university students may have been particularly affected with this change due to a lack of practical education. It is not known how health sciences students and schools have adjusted to exclusive e-learning. This study aimed to explore attitudes and concerns of health sciences students in Croatia regarding the complete switch to e-learning during the COVID-19 pandemic. METHODS Eligible participants were students from 9 institutions offering university-level health sciences education in Croatia enrolled in the academic year 2019/2010, and participating in e-learning. Data were collected with a questionnaire distributed via email during April/May 2020. RESULTS A total of 2520 students (aged 25.7 ± 7.7 years) responded to the questionnaire (70.3% response rate). General satisfaction with exclusive e-learning was rated with average grade of 3.7 out of 5. Compared with previous education, exclusive e-learning was rated with average grade of 3.2 out of 5. Compared to classroom learning, equal or higher motivation to attend exclusive e-learning was reported by 64.4% of participants. With a longer duration of exclusive e-learning, equal or higher motivation was reported by 65.5% of participants. Less than half of the students indicated they felt deprived or concerned due to the lack of practical lessons. Most participants indicated that in the future, they would prefer to combine classic classroom and e-learning (N = 1403; 55.7%). CONCLUSIONS Most health sciences students were satisfied with the exclusive e-learning, as well as their personal and institutional adjustment to it. Students' feedback can help institutions to improve the exclusive e-learning experience for students in the time of the pandemic.
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Affiliation(s)
- Livia Puljak
- Center for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Ilica 242, 10000 Zagreb, Croatia
| | - Marta Čivljak
- Center for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Ilica 242, 10000 Zagreb, Croatia
| | - Ana Haramina
- Center for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Ilica 242, 10000 Zagreb, Croatia
| | - Snježana Mališa
- Center for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Ilica 242, 10000 Zagreb, Croatia
| | - Dalibor Čavić
- Center for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Ilica 242, 10000 Zagreb, Croatia
| | - Dinko Klinec
- Center for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Ilica 242, 10000 Zagreb, Croatia
| | - Diana Aranza
- University Department of Health Studies, University of Split, Split, Croatia
| | | | | | - Sanja Zoranić
- Department of Nursing, University of Dubrovnik, Dubrovnik, Croatia
| | | | | | - Štefica Mikšić
- Faculty of Dental Medicine and Health Osijek, Osijek, Croatia
| | - Kata Ivanišević
- Faculty of Health Studies, University of Rijeka, Rijeka, Croatia
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23
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Lucas CJ, McMahon AT, Charlton KE. Developing professional education for primary healthcare providers about nutrition. Aust J Prim Health 2020; 25:534-538. [PMID: 31738708 DOI: 10.1071/py19075] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2019] [Accepted: 08/05/2019] [Indexed: 11/23/2022]
Abstract
Nutrition care is an important component of primary health care as a way to promote positive lifestyle behaviours and reduce risks of chronic disease. Despite this, it appears that primary healthcare settings, including antenatal care, miss opportunities to deliver nutrition care. Time constraints, lack of nutrition knowledge and lack of confidence have been identified as barriers for primary healthcare providers in delivering nutrition care. Nutrition training to upskill primary healthcare providers to deliver nutrition care in a timely manner therefore appears warranted. This forum article discusses models and methods of continuing professional development (CPD) and the effectiveness of nutrition CPD for primary healthcare professionals. It includes a case study as an example of developing nutrition CPD for midwives using adult learning theory and concludes with implications for developing nutrition education resources for primary healthcare providers.
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Affiliation(s)
- Catherine J Lucas
- School of Medicine, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia; and Corresponding author.
| | - Anne T McMahon
- School of Health and Society, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia
| | - Karen E Charlton
- School of Medicine, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia
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DeSouza K, Pit SW, Moehead A. Translating facilitated multimodal online learning into effective person-centred practice for the person living with dementia among health care staff in Australia: an observational study. BMC Geriatr 2020; 20:33. [PMID: 32005158 PMCID: PMC6995125 DOI: 10.1186/s12877-020-1417-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Accepted: 01/07/2020] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND This paper aims to identify whether health care staff perceive a 12-week online facilitated, multimodal, person-centred care, dementia education program influences their knowledge, skills, behaviour and practice improvement activities in dementia care. In particular it will examine a dementia education program 'Positive Approach to Care of the Older Person with Dementia' (The Program). METHODS Three clusters of online questions were developed. Participants completed the first cluster at course completion (N = 1455;2013-2016). The second cluster was added into the 2015-2016 exit-surveys to measure clinical practice improvement (CPI) activities implementation (N = 520). Thirdly, all participants were invited to a 2018 follow-up survey (N = 343). The Program was also matched with key factors that are likely to result in effective online dementia education programs. RESULTS The Program had a 78% completion rate. At course completion (2013-2016, N = 1455), 62% felt that the online forums generated useful discussion and 92% thought their work would support implementing their new knowledge and skills. In 2015-16, participants (N = 520) reported that The Program had influenced their practice in terms of new knowledge (87%), understanding (87%), awareness (88%), and new ideas about delivering dementia care (80%). Almost all (95%) participants indicated they had changed 'an aspect of their own professional practice'. Sixty-three percent had planned to develop a CPI activity. Of those (N = 310), 40% developed a new or improved tool and 21% planned to deliver education or create new resources. The most common CPI activities reported in the 2018 follow-up survey (N = 343) included education (49%) and role modelling of new behaviour (47%). Additionally, 75% indicated their CPI influenced their practice and had influenced patients (53%) and colleagues (53%). Fifty-seven percent reported their projects were sustained for 12 months or more. CONCLUSION The Positive Approach to Care of the Older Person with Dementia education program can potentially improve training the dementia workforce. Participants perceived that a multimodal online platform facilitated by clinical champions influences knowledge transfer, skills and behaviour, encourages workplace CPI activities. Further effort could be directed towards empowering and supporting care staff on system, procedure and practice change and engaging management to translate training activities into practice.
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Affiliation(s)
- K. DeSouza
- Dementia Care Competency & Training Network, Northern NSW Local Health District, LMB 11, Lismore, NSW 2480 Australia
| | - S. W. Pit
- Western Sydney University, University Centre for Rural Health, 61 Uralba Street, Lismore, NSW 2480 Australia
- University of Sydney, University Centre for Rural Health, 61 Uralba Street, Lismore, 2480 NSW Australia
| | - A. Moehead
- Dementia Care Competency & Training Network, Northern NSW Local Health District, LMB 11, Lismore, NSW 2480 Australia
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Reinke NB. Promoting student engagement and academic achievement in first-year anatomy and physiology courses. ADVANCES IN PHYSIOLOGY EDUCATION 2019; 43:443-450. [PMID: 31460774 DOI: 10.1152/advan.00205.2018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.
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Affiliation(s)
- Nicole B Reinke
- School of Health and Sport Sciences, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
- School of Veterinary and Biomedical Sciences, James Cook University, Townsville, Queensland, Australia
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Theoretical foundations of educational strategies used in e-learning environments for developing clinical reasoning in nursing students: A scoping review. Nurse Educ Pract 2019; 41:102632. [PMID: 31634697 DOI: 10.1016/j.nepr.2019.102632] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2018] [Revised: 03/28/2019] [Accepted: 09/29/2019] [Indexed: 11/23/2022]
Abstract
E-learning environments expand opportunities for the use of educational strategies that may contribute to the development of clinical reasoning in nursing students. The purposes of this scoping review were the following: 1) to map the principles of cognitive companionship and the theoretical foundations underlying the design and implementation of educational strategies used in e-learning environments for developing clinical reasoning in nursing students; and 2) to identify the types of educational strategies used in e-learning environments for developing or assessing clinical reasoning in nursing students. A scoping review was conducted and was based on the Joanna Briggs Institute Framework. Bibliographical databases were searched for studies published between January 2010 to July 2017. Out of 1202 screened articles, 18 met eligibility criteria and were included in this review. Principles of cognitive companionship in e-learning environments provide key clues from a learning support perspective, such as integrated feedback, interactive group discussion, gaming, and questioning. However, theoretical foundations underlying educational strategies in e-learning environments are poorly documented and insufficiently associated with cognitive learning models. E-learning environments must have solid theoretical foundations to provide support for the development of CR in nursing students.
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Massey D, Johnston ANB, Byrne JH, Osborne DM. The digital age: A scoping review of nursing students' perceptions of the use of online discussion boards. NURSE EDUCATION TODAY 2019; 81:26-33. [PMID: 31306851 DOI: 10.1016/j.nedt.2019.06.013] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2019] [Revised: 05/27/2019] [Accepted: 06/30/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Debbie Massey
- School of Nursing, Midwifery and Paramedicine, University of Sunshine Coast, QLD 4556, Australia; School of Nursing and Midwifery, Southern Cross University Gold Coast, QLD 4225, Australia; School of Nursing and Midwifery, Griffith University, QLD 4111, Australia
| | - Amy N B Johnston
- Department of Emergency Medicine, Princess Alexandra Hospital, Metro South QLD Health, QLD 4102, Australia.
| | - Jacqueline H Byrne
- School of Nursing and Midwifery, Griffith University, QLD 4111, Australia
| | - Debora M Osborne
- School of Nursing and Midwifery, Griffith University, QLD 4111, Australia
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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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Chae D, Kim H, Yoo JY, Lee J. Agreement on Core Components of an E-Learning Cultural Competence Program for Public Health Workers in South Korea: A Delphi Study. Asian Nurs Res (Korean Soc Nurs Sci) 2019; 13:184-191. [DOI: 10.1016/j.anr.2019.04.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2018] [Revised: 03/05/2019] [Accepted: 04/24/2019] [Indexed: 10/26/2022] Open
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Liaw SY, Tan KK, Wu LT, Tan SC, Choo H, Yap J, Lim SM, Wong L, Ignacio J. Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning. J Med Internet Res 2019; 21:e12537. [PMID: 31140432 PMCID: PMC6658293 DOI: 10.2196/12537] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2018] [Revised: 03/26/2019] [Accepted: 03/30/2019] [Indexed: 12/14/2022] Open
Abstract
Background With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. Methods A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. Results A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P<.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. Conclusions This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.
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Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Khoon Kiat Tan
- School of Health Sciences, Nanyang Polytechnic, Singapore, Singapore
| | - Ling Ting Wu
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Seng Chee Tan
- National Institute of Education, Learning Sciences & Technologies, Nanyang Technological University, Singapore, Singapore
| | - Hyekyung Choo
- Department of Social Work, National University of Singapore, Singapore, Singapore
| | - John Yap
- National University of Singapore Information Technology, National University of Singapore, Singapore, Singapore
| | - Sok Mui Lim
- Centre for Learning Environment and Assessment Development, Singapore Institute of Technology, Singapore, Singapore
| | - Lilian Wong
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
| | - Jeanette Ignacio
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
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Osborne DM, Byrne JH, Massey DL, Johnston ANB. Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. NURSE EDUCATION TODAY 2018; 70:40-46. [PMID: 30145533 DOI: 10.1016/j.nedt.2018.08.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2018] [Revised: 06/18/2018] [Accepted: 08/10/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The ongoing challenges of managing large student enrolments and increasing demand from students for online learning platforms and teaching strategies has helped drive tertiary implementation of asynchronous online discussion boards (AOD). However, supporting and assessing students in such a forum remains contentious. METHODS This explorative, mixed methods study examined and evaluated the usage and perceptions of a unique form of AOD used in a postgraduate nursing course. Student survey and semi-structured interviews with staff (n = 3) were used to explore the structures, processes and outcomes of inclusion of an AOD in this online course. Triangulation of themes emerging from the staff interviews, survey outcomes, and student free text responses enabled appraisal of AOD, focusing primarily on its contribution to course content and assessment. RESULTS Students' survey responses (approx. 24% of the cohort; n = 34) were largely positive. Themes that arose from the qualitative data included i) AOD to build a sense of student community, ii) AOD to encourage interaction with and deliberation of course content, iii) stimuli and challenges around assessing the discussion board, and iv) easy to use IT interface made it a more positive experience. Student responses suggested that scaffolding, feedback and sufficient time allocation were required. Many factors impacted on student interaction with the AOD, including a lack of time due to paid work and other coursework and assessments. DISCUSSION Overall, staff and students reported the assessed AOD was a positive course component. It encouraged engagement with staff, other students and the subtleties of complex course content, critical appraisal and discussion of evidence, and application to clinical practice. Exemplars and explicit marking criteria setting out the need for informed contributions were considered crucial by all stakeholders.
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Affiliation(s)
- Debora M Osborne
- School of Nursing Midwifery and Social work, University of Queensland, Woolloongabba, QLD 4102, Australia.
| | - Jacqui H Byrne
- School of Nursing and Midwifery, Griffith University, Nathan, QLD 4111, Australia
| | - Debbie L Massey
- School of Nursing and Paramedicine, University of Sunshine Coast, Sippy Downs, QLD 4556, Australia.
| | - Amy N B Johnston
- School of Nursing Midwifery and Social work, University of Queensland, Woolloongabba, QLD 4102, Australia; School of Nursing and Midwifery, Griffith University, Nathan, QLD 4111, Australia; Dept Emergency Medicine, Princess Alexandra Hospital, Woolloongabba, QLD 4102, Australia.
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O'Connor S, Jolliffe S, Stanmore E, Renwick L, Booth R. Social media in nursing and midwifery education: A mixed study systematic review. J Adv Nurs 2018; 74:2273-2289. [DOI: 10.1111/jan.13799] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2018] [Revised: 06/01/2018] [Accepted: 06/06/2018] [Indexed: 11/30/2022]
Affiliation(s)
- Siobhan O'Connor
- School of Health and Social Care Edinburgh Napier University Edinburgh UK
| | - Sarah Jolliffe
- University Hospital of South Manchester NHS Foundation Trust Manchester UK
| | - Emma Stanmore
- School of Nursing, Midwifery and Social Work The University of Manchester Manchester UK
| | - Laoise Renwick
- School of Nursing, Midwifery and Social Work The University of Manchester Manchester UK
| | - Richard Booth
- Arthur Labatt Family School of Nursing, Western University London ON Canada
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Johnston ANB, Barton MJ, Williams-Pritchard GA, Todorovic M. Youtube for millennial nursing students; using internet technology to support student engagement with bioscience. Nurse Educ Pract 2018; 31:151-155. [DOI: 10.1016/j.nepr.2018.06.002] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Revised: 05/28/2018] [Accepted: 06/08/2018] [Indexed: 11/25/2022]
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Cormack CL, Jensen E, Durham CO, Smith G, Dumas B. The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study. NURSE EDUCATION TODAY 2018; 64:132-137. [PMID: 29476959 DOI: 10.1016/j.nedt.2018.01.027] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Revised: 12/12/2017] [Accepted: 01/28/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. OBJECTIVES This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. DESIGN The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. SETTINGS Cohort of advanced practice nursing students in four progressive clinical semesters. PARTICIPANTS Graduate advanced practice nursing students (N = 54). METHODS Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. RESULTS We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. CONCLUSIONS The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes.
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Affiliation(s)
- Carrie L Cormack
- College of Nursing, Medical University of South Carolina, Charleston, SC, United States.
| | - Elizabeth Jensen
- College of Nursing, Medical University of South Carolina, Charleston, SC, United States
| | - Catherine O Durham
- College of Nursing, Medical University of South Carolina, Charleston, SC, United States
| | - Gigi Smith
- College of Nursing, Medical University of South Carolina, Charleston, SC, United States
| | - Bonnie Dumas
- College of Nursing, Medical University of South Carolina, Charleston, SC, United States
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Casey D, Clark L, Gould K. Developing a digital learning version of a mentorship training programme. ACTA ACUST UNITED AC 2018; 27:82-86. [DOI: 10.12968/bjon.2018.27.2.82] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Debbie Casey
- Senior Lecturer, School of Health and Community Care, Leeds Beckett University
| | - Liz Clark
- Principal Lecturer, School of Health and Community Care, Leeds Beckett University
| | - Kathryn Gould
- Senior Lecturer, School of Health and Community Care, Leeds Beckett University
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Implementation of competency based curriculum in pre-service nursing education: Middle range theory. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2018. [DOI: 10.1016/j.ijans.2018.02.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Redmond C, Davies C, Cornally D, Adam E, Daly O, Fegan M, O'Toole M. Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain. NURSE EDUCATION TODAY 2018; 60:3-10. [PMID: 28987896 DOI: 10.1016/j.nedt.2017.09.014] [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: 11/01/2016] [Revised: 08/25/2017] [Accepted: 09/23/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. METHODS Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. RESULTS Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. CONCLUSION These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.
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Affiliation(s)
- Catherine Redmond
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | - Carmel Davies
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | | | - Ewa Adam
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | - Orla Daly
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | - Marianne Fegan
- St Michael's Hospital, Dun Laoighre, Co. Dublin, Ireland.
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Oprescu F, McAllister M, Duncan D, Jones C. Professional development needs of nurse educators. An Australian case study. Nurse Educ Pract 2017; 27:165-168. [DOI: 10.1016/j.nepr.2017.07.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2015] [Revised: 01/28/2016] [Accepted: 07/18/2017] [Indexed: 11/25/2022]
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40
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Voutilainen A, Saaranen T, Sormunen M. Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2017; 50:97-103. [PMID: 28038371 DOI: 10.1016/j.nedt.2016.12.020] [Citation(s) in RCA: 73] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2016] [Revised: 12/01/2016] [Accepted: 12/13/2016] [Indexed: 05/24/2023]
Abstract
BACKGROUND By and large, in health professions training, the direction of the effect of e-learning, positive or negative, strongly depends on the learning outcome in question as well as on learning methods which e-learning is compared to. In nursing education, meta-analytically generated knowledge regarding the comparisons between conventional and e-learning is scarce. OBJECTIVES The aim of this review is to discover the size of the effect of e-learning on learning outcomes in nursing education and to assess the quality of studies in which e-learning has been compared to conventional learning. METHODS A systematic search of six electronic databases, PubMed, Ovid MEDLINE®, CINAHL (EBSCOhost), Cochrane Library, PsycINFO, and ERIC, was conducted in order to identify relevant peer-reviewed English language articles published between 2011 and 2015. The quality of the studies included as well as the risk of bias in each study was assessed. A random-effects meta-analysis was performed to generate a pooled mean difference in the learning outcome. RESULTS Altogether, 10 studies were eligible for the quality assessment and meta-analysis. Nine studies were evaluated as good quality studies, but not without a risk of bias. Performance bias caused a high risk in nearly all the studies. In the meta-analysis, an e-learning method resulted in test scores that were, on average, five points higher than a conventional method on a 0-100 scale. Heterogeneity between the studies was very large. CONCLUSIONS The size and direction of the effect of a learning method on learning outcomes appeared to be strongly situational. We suggest that meta-regressions should be performed instead of basic meta-analyses in order to reveal factors that cause variation in the learning outcomes of nursing education. It might be necessary to perform separate meta-analyses between e-learning interventions aimed at improving nursing knowledge and those aimed at improving nursing skills.
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Affiliation(s)
- Ari Voutilainen
- Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland.
| | - Terhi Saaranen
- Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland
| | - Marjorita Sormunen
- Department of Nursing Science, University of Eastern Finland, Yliopistonranta 1C, Kuopio, Finland
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41
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Lahti M, Haapaniemi-Kahala H, Salminen L. Use of Social Media By Nurse Educator Students: An Exploratory Survey. Open Nurs J 2017; 11:26-33. [PMID: 28400892 PMCID: PMC5362977 DOI: 10.2174/1874434601711010026] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2016] [Revised: 10/06/2016] [Accepted: 10/06/2016] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Information and Communication Technology (ICT) opens up new possibilities for introducing innovative teaching and learning methods to deliver education in different educational areas. Use of internet and social media has grown rapidly and is a key way in how nurses and nurse educator students find information. However, the evidence is still lacking how nurse educator students use social media. OBJECTIVE The aim of this study is to describe nurse educator students' use of social media and the ways in which their educational needs are related to social media. METHOD The data were collected using a structured questionnaire that included one open question. Altogether, 49 nurse educator students completed and returned the questionnaire (response rate 96%). The quantitative data were analysed using statistical programme SPPS and content analysis. RESULTS While many nurse educator students reported using the tools of social media, others claimed that they do not use social media at all. Facebook was most common (53% use it every day) and YouTube (17%) the second most common form of social media used to support daily living. The participants reported using YouTube (6% use it every day) and Facebook (4%) most often as support in their studies. They reported using Second life as virtual reality form of social media, the least. The most common educational needs of nurse educator students include receiving more in-depth information about how to use social media, as well as more practice in using it. CONCLUSION In the future, the education of the nurse educator students should include even more in-depth information about the forms of social media and about the advantages of using it in teaching. The education should encourage nurse educator students and provide them with more possibilities to train and make use of the benefits of social media as support in their daily lives and studies. There is need for more robust evidence of social media use in nurse educator students education.
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Affiliation(s)
- Mari Lahti
- Post-Doc researcher, Department of Nursing Science, University of Turku, Finland, Senior lecture in Turku University of Applied Science, Finland
| | | | - Leena Salminen
- University Lecturer, Department of Nursing Science, University of Turku, Finland
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Walker M, Stevenson G. Learning Theory Support of Simulation to Improve Nurses' Care of Critically Ill Patients. J Contin Educ Nurs 2017; 47:27-31. [PMID: 26790494 DOI: 10.3928/00220124-20151230-08] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2015] [Accepted: 09/29/2015] [Indexed: 11/20/2022]
Abstract
Simulation, as a conduit to apply both adult and constructivist learning theory, is an important educational modality in nursing professional development. The use of simulation is well studied in the academic setting, but evidence supporting its use in the practice environment is lacking. This educational quality improvement project provides a road map for designing and implementing simulation to meet the educational needs of practicing nurses.
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Rutt J. Pre-registration clinical skills development and curriculum change. ACTA ACUST UNITED AC 2017; 26:93-97. [DOI: 10.12968/bjon.2017.26.2.93] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Jo Rutt
- Deputy Course Lead BSc Nursing, Assistant Professor in Adult Nursing, School of Health Sciences, University of Nottingham
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Lewis PA, Tutticci NF, Douglas C, Gray G, Osborne Y, Evans K, Nielson CM. Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country. Nurse Educ Pract 2016; 21:59-65. [PMID: 27756057 DOI: 10.1016/j.nepr.2016.10.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2015] [Revised: 08/24/2016] [Accepted: 10/03/2016] [Indexed: 11/28/2022]
Affiliation(s)
- Peter A Lewis
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, 1100 Nudgee Rd, Banyo, Queensland 4014, Australia.
| | - Naomi F Tutticci
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia.
| | - Clint Douglas
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia.
| | - Genevieve Gray
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia.
| | - Yvonne Osborne
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia.
| | - Katie Evans
- Freelance Mental Health Education Design and Delivery, Brisbane, Australia.
| | - Catherine M Nielson
- School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia.
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Fontaine G, Cossette S, Heppell S, Boyer L, Mailhot T, Simard MJ, Tanguay JF. Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study. J Med Internet Res 2016; 18:e224. [PMID: 27539960 PMCID: PMC5010651 DOI: 10.2196/jmir.6298] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Revised: 08/03/2016] [Accepted: 08/08/2016] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND Brief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers. OBJECTIVE The primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses' perceived brief MI skills and self-reported clinical use of brief MI. METHODS We conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@CŒUR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@CŒUR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients' motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (±5 days) after the first session. RESULTS We enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77%, 95% CI 63%-91%) completed both sessions in ≤20 days. At 30 days, 28 of the 31 participants (90%) had completed at least one session. The training was rated as highly acceptable, with the highest scores observed for information quality (mean 6.26, SD 0.60; scale 0-7), perceived ease of use (mean 6.16, SD 0.78; scale 0-7), and system quality (mean 6.15, SD 0.58; scale 0-7). Posttraining scores for self-reported clinical use of confidence interventions were higher than pretraining scores (mean 34.72, SD 6.29 vs mean 31.48, SD 6.75, respectively; P=.03; scale 10-50). Other results were nonsignificant. CONCLUSIONS Brief MI training using a Web-based e-learning platform including role-modeling videos is both feasible and acceptable according to cardiovascular care nurses. Further research is required to evaluate the e-learning platform in a randomized controlled trial. TRIAL REGISTRATION International Standard Randomized Controlled Trial Number (ISRCTN): 16510888; http://www.isrctn.com/ISRCTN16510888 (Archived by WebCite at http://www.webcitation.org/6jf7dr7bx).
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Rashid-Doubell F, Mohamed S, Elmusharaf K, O'Neill CS. A balancing act: a phenomenological exploration of medical students' experiences of using mobile devices in the clinical setting. BMJ Open 2016; 6:e011896. [PMID: 27142860 PMCID: PMC4861094 DOI: 10.1136/bmjopen-2016-011896] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE The aims of this study were to describe the experiences of senior students using mobile devices in a clinical setting while learning and interacting with clinical teachers, patients and each other, and to identify challenges that facilitated or impeded the use of such devices in the hospital. DESIGN Interpretative phenomenology was chosen to guide our enquiry. Semi-structured interviews were conducted to examine the experiences of five senior medical students using mobile devices in the clinical setting. SETTING AND PARTICIPANTS Senior medical students at an international medical school in the Middle East. RESULTS Three main themes emerged from the data analysis: learning; professional identity and transitioning from student to doctor. The findings showed that using mobile devices in the clinical area as a learning tool was not a formalised process. Rather, it was opportunistic learning at the bedside and on occasion a source of distraction from clinical teaching. Students needed to negotiate relationships between themselves, the clinical teacher and patients in order to ensure that they maintained an acceptable professional image. Participants experienced and negotiated the change from student to doctor making them mindful of using their devices at the bedside. CONCLUSIONS Mobile devices are part of daily life for a medical student and there is a need to adapt medical education in the clinical setting, to allow the students to use their devices in a sensitive manner.
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Affiliation(s)
- F Rashid-Doubell
- Royal College of Surgeons in Ireland-Bahrain, Busaiteen, Kingdom of Bahrain School of Medicine, RCSI-Bahrain
| | - S Mohamed
- Royal College of Surgeons in Ireland-Bahrain, Busaiteen, Kingdom of Bahrain School of Postgraduate Studies and Research, RCSI-Bahrain
| | - K Elmusharaf
- Royal College of Surgeons in Ireland-Bahrain, Busaiteen, Kingdom of Bahrain Graduate Entry Medical School, University of Limerick, Limerick, Ireland
| | - C S O'Neill
- Royal College of Surgeons in Ireland-Bahrain, Busaiteen, Kingdom of Bahrain School of Postgraduate Studies and Research, RCSI-Bahrain
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47
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Development and Implementation of an Electronic Learning Module for Volumetric Image-Guided Radiation Therapy. J Med Imaging Radiat Sci 2016; 47:43-48. [DOI: 10.1016/j.jmir.2015.12.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2015] [Revised: 11/30/2015] [Accepted: 12/02/2015] [Indexed: 11/19/2022]
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Basak T, Aslan O, Unver V, Yildiz D. Effectiveness of the training material in drug-dose calculation skills. Jpn J Nurs Sci 2016; 13:324-30. [PMID: 26782270 DOI: 10.1111/jjns.12112] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2015] [Accepted: 08/09/2015] [Indexed: 11/29/2022]
Abstract
AIM The aim of study was to evaluate the effectiveness of the training material based on low-level environmental fidelity simulation in drug-dose calculation skills in senior nursing students. METHODS A quasi-experimental design with one group. The sample included senior nursing students attending a nursing school in Turkey in the period December 2012-January 2013. Eighty-two senior nursing students were included in the sample. Data were obtained using a data collection form which was developed by the researchers. A paired-sample t-test was used to compare the pretest and post-test scores. RESULTS The difference between the mean pretest score and the mean post-test score was statistically significant (P < 0.05). CONCLUSION This study revealed that the training material based on low-level environmental fidelity simulation positively impacted accurate drug-dose calculation skills in senior nursing students.
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Affiliation(s)
- Tulay Basak
- Fundamentals of Nursing Department, Gulhane Military Medical Academy, Ankara, Turkey
| | - Ozlem Aslan
- Fundamentals of Nursing Department, Gulhane Military Medical Academy, Ankara, Turkey
| | - Vesile Unver
- Internal Medicine Nursing Department, Gulhane Military Medical Academy, Ankara, Turkey
| | - Dilek Yildiz
- Pediatric Nursing Department, School of Nursing, Gulhane Military Medical Academy, Ankara, Turkey
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Haraldseid C, Friberg F, Aase K. How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training. BMC Nurs 2016; 15:2. [PMID: 26759529 PMCID: PMC4709970 DOI: 10.1186/s12912-016-0125-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2015] [Accepted: 01/07/2016] [Indexed: 11/24/2022] Open
Abstract
Background Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students’ roles in these interactive processes. Method Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Results Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. Conclusion The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.
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Affiliation(s)
- Cecilie Haraldseid
- Department of Health Studies, University of Stavanger, 4036 Stavanger, Norway
| | - Febe Friberg
- Department of Health Studies, University of Stavanger, 4036 Stavanger, Norway ; Sahlgrenska Academy, Göteborg University, Gøteborg, Sweden
| | - Karina Aase
- Department of Health Studies, University of Stavanger, 4036 Stavanger, Norway
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Chong MC, Francis K, Cooper S, Abdullah KL, Hmwe NTT, Sohod S. Access to, interest in and attitude toward e-learning for continuous education among Malaysian nurses. NURSE EDUCATION TODAY 2016; 36:370-4. [PMID: 26455411 DOI: 10.1016/j.nedt.2015.09.011] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2015] [Revised: 09/10/2015] [Accepted: 09/17/2015] [Indexed: 05/25/2023]
Abstract
BACKGROUND Continuous nursing education (CNE) courses delivered through e-learning is believed to be an effective mode of learning for nurses. Implementation of e-learning modules requires pre-assessment of infrastructure and learners' characteristics. Understanding the learners' needs and their perspectives would facilitate effective e-learning delivery by addressing the underlying issues and providing necessary support to learners. OBJECTIVE The aim of this study was to examine access to computer and Internet facilities, interest in and preferences regarding e-learning, and attitudes toward e-learning among nurses in Peninsular Malaysia. DESIGN The study utilized a cross-sectional descriptive survey. SETTING Government hospitals and community clinics in four main regions of Peninsular Malaysia. PARTICIPANTS A total of 300 registered nurses. METHOD Data were collected using questionnaires, which consisted of demographic and background items and questions on access to computer and Internet facilities, interest and preferences in e-learning, and attitudes toward e-learning. Descriptive analysis and a chi-squared test were used to identify associations between variables. RESULTS Most Malaysian nurses had access to a personal or home computer (85.3%, n=256) and computer access at work (85.3%, n=256). The majority had Internet access at home (84%, n=252) and at work (71.8%, n=215); however, average hours of weekly computer use were low. Most nurses (83%, n=249) did not have an e-learning experience but were interested in e-learning activities. Most nurses displayed positive attitudes toward e-learning. Average weekly computer use and interest in e-learning were positively associated with attitudes toward e-learning. CONCLUSION Study findings suggest that organizational support is needed to promote accessibility of information and communications technology (ICT) facilities for Malaysian nurses to motivate their involvement in e-learning.
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Affiliation(s)
- Mei Chan Chong
- Department of Nursing Science Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
| | - Karen Francis
- Australian Catholic University Ballarat Campus (Aquinas), Pell Centre, Ground Level 322, VIC, Australia.
| | - Simon Cooper
- School of Nursing, Midwifery and Healthcare, Federation University Australia, Gippsland Campus, Room 2W-262, Churchill, VIC, Australia.
| | - Khatijah Lim Abdullah
- Department of Nursing Science Faculty of Medicine, University of Malaya 50603 Kuala Lumpur, Malaysia.
| | - Nant Thin Thin Hmwe
- Department of Nursing Science Faculty of Medicine, University of Malaya 50603 Kuala Lumpur, Malaysia.
| | - Salina Sohod
- Department of Nursing Science Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
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