Nursing students at a university - a study about learning style preferences

Opinions of Polish postgraduate nursing students on medical humanization courses in relation to age, years of service, and nursing specialty

BACKGROUND

The Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master's degrees alongside their younger colleagues who had only recently obtained bachelor's degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care.

METHODS

From February to June 2023, an anonymous survey was conducted on the university's online platform, involving 89 out of 169 participants in the master's degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions.

RESULTS

The study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman's rho 0.480, p < 0.001) and those with more years of professional experience (Spearman's rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants.

CONCLUSIONS

This study found age- and work-experience-related differences in nursing students' opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice.

Enhancing dermatology nursing education in Scotland and Ireland: a multifaceted approach

The purpose of the National Dermatology Improvement Project was to identify the educational requirements of dermatology nurses and understand factors impacting the uptake of education for nurses. An educational needs analysis was performed to evaluate the strengths and weaknesses of current and future educational provision for all levels of nursing staff. Data were collected from department managers using questionnaires and interviews, and focus groups were held with nursing staff in bands 2-7. The majority of participants felt there was an overall lack of dermatology education, and that most of what was available was peer led and experiential. A number of barriers to the uptake of education were also identified, such as a lack of time, opportunity and motivation. These findings support the need for a nationally coordinated programme of dermatology education with formal and informal education provided for all levels of dermatology nursing staff.

Implications of understanding the undergraduate nursing students' learning styles: A discussion paper

The article aims to present and critique the literature exploring nursing students' learning styles and to discuss the implications of understanding nursing students' learning styles for nurse educators, nursing students, and nursing academic programs. Learning style refers to the way an individual prefers to learn. Learning styles are shaped by several factors and change with different contexts. The learning styles vary among students in nursing programs and other health professions, with no one dominant style. Despite inconsistent evidence, educators believe that matching their teaching methods with students' learning styles can promote academic performance. The authors share a teaching experience that incorporates offering several teaching methods for the same content to meet the different learning styles of nursing students. The teaching experience resulted in students' satisfaction and improvement in their performance. The paper proposes assisting nursing students to develop their learning styles to enable them to master the skillset required by nursing as a profession. These nursing students are future nurses who would have developed the necessary learning style and skills to provide safe and competent nursing care.

Modelling the case-based learning preferences of undergraduate nursing students using a discrete choice experiment in China

PURPOSE

To investigate the preferences for case-based learning programmes among undergraduate nursing students.

METHOD

A questionnaire was designed based on a discrete choice experiment, and 227 undergraduate nursing students were investigated. In STATA 15.0 software, the data were statistically analysed using a mixed logit model.

RESULT

All attributes in our study were found to have a significant influence on undergraduate nursing students' preferences for case-based learning programmes. The students' preference for the CBL programme was influenced by the clinical internship experience and type of university. Furthermore, the most ideal scenario was found to be video case modality, unfolding delivery, provided by academic experts and clinical instructors, group size 9-11, adequate feedback, and fragmented case content.

CONCLUSION

The undergraduate nursing students' preferences for case-based learning programmes were affected by the provider, case modality, modality, group size, feedback, and case content. Our results can provide useful information for nursing educators to gain insight into student preferences and formulate case-based learning programs.

'Learning by doing', a model for improving the promotion of healthy lifestyles by student nurses

BACKGROUND

'Learning by doing' is a learning model based on performing actions and gaining experience. The 'nursing process' is a systematic, rational method for providing nursing care. During their university education, nursing students need to acquire the ability to promote healthy lifestyles.

OBJECTIVE

To determine the effectiveness of a learning strategy based on learning by doing and grounded in the use of the nursing process, on the lifestyle of nursing students.

METHODS

This quasi-experimental intervention (before-after), performed over 2011-2022, involved 2300 nursing students at a university nursing school in Spain. The risk factors for chronic diseases-being a smoker, being overweight, or having high blood pressure-to which each student was exposed were recorded. Those positive for at least one risk factor selected companion students as 'support nursing students' who became responsible for designing an individualised care plan to reduce the risk(s) faced. To ensure the correct use of the nursing process, teachers approved and monitored the implementation of the care plans. Whether risk-reduction objectives were met was determined three months later.

RESULTS

The students with risk factors largely improved their lifestyles (targets for reducing smoking/body weight were met) with the help of their supporting peers.

CONCLUSIONS

The learning by doing method demonstrated its effectiveness, improving the lifestyle of at-risk students via the use of the nursing process.

A New Learning Approach to Improve Nurses' Knowledge of and Skills in Diabetes Care

BACKGROUND

Patients' knowledge of how to care for their diabetes mellitus (DM) is critically influenced by health education, which is mostly provided by nurses. Therefore, effectively increasing nurses' knowledge of and skills in diabetes care is crucial. The aim of this study was to explore the effectiveness of the Diabetes Conversation Map™ Program (DCMP) in improving nurses' knowledge of DM care and skills in insulin injection.

METHOD

A quasi-experimental design was adopted that used a pre-test and a posttest. A total of 18 nurses were included in the intervention group, while 19 nurses were in the control group receiving conventional teaching. A structured questionnaire regarding knowledge of and skills in DM care was administered before the program and then one month after.

RESULTS

Knowledge of DM and skills in insulin injection improved significantly in the intervention group compared to the control group (p < .001 vs. p < .01).

CONCLUSION

The DCMP can be used to increase nurses' knowledge of DM and their skills in caring for DM. It leads to more effective learning than conventional teaching. [J Contin Educ Nurs. 2022;53(2):90-96.].

The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education

This study aims to understand the factors that can hinder Italian midwifery students' educational process, what messages are given to students during their clinical practice, and how students interact with tutors and other professionals. Seven hundred and eighty Italian students of midwifery were asked to answer an Internet-based questionnaire regarding their own opinions concerning their theoretical-practical formative path. For male Italian students, satisfaction is lower than female students as well as for students from Southern than Northern Italy. Students are dissatisfied with the quality of their academic and practical training, particularly regarding recognising their professional role and their relationship with tutors. Based on these data, it is essential to design a formative path for midwives that considers students' opinions and the positive experiences of other countries.Impact StatementWhat is already known on this subject? Several studies underscore the poor preparation of students for learning in clinical settings. The current reality of the Italian academic path in most universities disregards midwifery students' expectations and formative needs.What do the results of this study add? For male Italian students, satisfaction is lower than for female students and students from Southern than Northern Italy. Students are dissatisfied with the quality of their academic and practical training, particularly regarding recognising their professional role and their relationship with tutors.What are the implications of these findings for clinical practice and/or further research? It is essential to design a formative path for midwives that considers students' opinions and other countries' positive experiences.

Nursing students' experiences of virtual simulation when using a video conferencing system - a mixed methods study

OBJECTIVES

There is limited knowledge about students' experiences with virtual simulation when using a video conferencing system. Therefore, the aim of this study was to explore how second-year undergraduate nursing students experienced learning through virtual simulations during the COVID-19 pandemic.

METHODS

The study had an exploratory design with both quantitative and qualitative approaches. In total, 69 nursing students participated in two sessions of virtual simulation during spring 2020, and 33 students answered online questionnaires at session 1. To further explore students' experiences, one focus group interview and one individual interview were conducted using a video conferencing system after session 2. In addition, system information on use during both sessions was collected.

RESULTS

Changes in the students' ratings of their experiences of virtual simulation with the Body Interact™ system were statistically significant. The virtual simulation helped them to bridge gaps in both the teaching and learning processes. Four important aspects of learning were identified: 1) learning by self-training, 2) learning from the software (Body Interact™), 3) learning from peers, and 4) learning from faculty.

CONCLUSIONS

We conclude that virtual simulation through a video conferencing system can be useful for student learning and feedback from both peers and faculty is important.

Variability of Higher Education Students’ Learning Styles Depending on Gender, Course, Degree and Institutional Context

In higher education it is important to consider learning styles of students to facilitate the teaching–learning process. The aims guiding the research were to describe the learning styles predominating among students in the field of the social sciences, to analyse the results with respect to gender, year of study, degree course and institution, and to perform correlation analysis between these variables. The data analyses were carried out with non-parametric statistics with a confidence level of 95%. The sample was composed of 636 students at the Universities of Huelva (UHU), Cádiz (UCA), and Pablo de Olavide of Seville (UPO), who completed the Honey–Alonso Learning Styles Questionnaire and reported sociodemographic and educational data. The results showed a significant preference for the Reflector style. Significant correlations were found in most variables highlighting that the courses showed an inverse correlation with the learning styles, the Activist, Theorist, and Pragmatist styles being less preferred as they progressed in the career. It is worth noting the significant direct correlation between Reflector, Theorist, and Pragmatist styles, but the Activist style inversely correlates with all three. As a complementary contribution, a proposal for intervention in classrooms with a sustainable perspective is offered. It is important to attend to the evolution in the preference of the learning styles that students acquire as they advance in higher education courses in order to facilitate a more optimal and sustainable teaching–learning process.

Nursing students' perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study

BACKGROUND

There is a growing demand to provide complex healthcare services in patients' own homes. However, high quality home healthcare clinical placements are often difficult to obtain, and arranging laboratory-based simulations to provide relevant clinical-practical learning experiences for all students is resource intensive.

OBJECTIVES

The aim of this study was to explore nursing students' perceptions of using a blended simulation approach, including hands-on simulation with simulated patients and a video-based serious game, in preparation for their home healthcare clinical placements.

DESIGN

An exploratory qualitative design using focus group interviews was utilized.

SETTING AND PARTICIPANTS

Second- and third-year nursing students in home healthcare courses in Norway participated in this study.

METHODS

Five focus group interviews were conducted with a total of 26 nursing students. Data were collected over two semesters in three home healthcare courses. The data were analyzed using thematic content analysis.

RESULTS

The study identified four main themes that influenced students' perceptions of combining the two simulations. These included personal engagement, contextual and environmental factors, a safe and structured learning environment, as well as organizational and technical factors. In relation to the different themes, students expressed that disadvantages in one simulation were counteracted in the other.

CONCLUSIONS

The blended simulation approach was perceived to address curricular objectives in different but complementary ways. The blended simulation approach was perceived to facilitate personal engagement and reflections and to provide relevant clinical-practical learning experiences. However, results also indicated that the organization of such a blended simulation approach (i.e., group compositions and size), facilitation from teachers, and technical issues (i.e., with medical equipment and the serious game) may influence students' perceptions and satisfaction directly. The results should provide useful information for designing future teaching strategies in Bachelor of Nursing programs.

Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco

Background:

Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients.

Objective:

The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford.

Methods:

Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument.

Results:

The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles.

Conclusion:

Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.

Use of Learning Style Frameworks in Health Science Education

Objective. To review the literature regarding the use of learning style frameworks in health science education, with particular attention to learning outcomes and use for self-awareness. Findings. Of the 415 articles identified in an initial search of the literature, 31 articles involving learning style frameworks were included after screening titles, abstracts, and full texts. Multiple learning style frameworks, including VARK, Kolb Learning Style Inventory, Honey and Mumford Learning Style Questionnaire, and Pharmacist Inventory of Learning Styles, have been used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature, reporting the learning styles of the given student cohort. Most studies that attempted to find a correlation between learning style and learning outcomes found none. In cases where a correlation was found, it was weak or inconsistent with findings from other published studies. No identified studies described use of learning style frameworks for increasing self-awareness in learners. Summary. While several different learning style inventories have been used to assess health science education students, their utility for predicting learning outcomes appears to be weak. Using learning style inventories to improve learner self-awareness is an unexplored area of education and research.

Undergraduate nursing student perceptions of directed self-guidance in a learning laboratory: An educational strategy to enhance confidence and workplace readiness

A self-directed learning laboratory (SDL Lab) was established in which undergraduate nursing students were provided access to experienced nurses in a simulated ward environment to enhance preparedness for clinical practice. The aim of this study was to explore perspectives of final year, undergraduate student nurses about the SDL Lab and directed self-guidance, with particular focus on the impact on learning and preparedness for professional practice. The study was framed within a qualitative descriptive approach using semi-structured, digitally recorded face-to-face interviews. The purposive sample included undergraduate students enrolled in their final year of a Bachelor of Nursing program, who had accessed the SDL Lab on at least two occasions. Thematic analysis was used. Twelve students participated. Three main themes were identified: 1) A safe environment that fosters effective learning; 2) Directed self-guidance strengthens confidence and competence during workplace experiences; 3) Enhancing accessibility and realism will improve learning. Reports of increased confidence in performing nursing skills was found in this study. Evaluation of the SDL Lab found that this alternative teaching strategy was favourable, and students appreciated the safe learning environment. Future research might explore measurement of the effect of directed self-guidance in an SDL facility on competence and confidence.

Implicaciones de los estilos de aprendizaje en el uso de didácticas en la práctica docente

Objetivo: analizar los estilos de aprendizaje de los estudiantes de enfermería y discutir sus implicaciones en el uso de didácticas en la práctica docente.Metodología: a través de un muestreo consecutivo se reclutaron estudiantes de primero, segundo, tercero y cuarto año de enfermería. Se aplicó el Cuestionario Honey-Alonso de Estilos de Aprendizaje y un cuestionario demográfico. Se efectuó análisis descriptivo y test de normalidad en todas las variables. Se emplearon las pruebas Mann-Whitney y Kruskal-Wallis para el análisis entre los estilos de aprendizaje y las variables demográficas. Se examinaron correlaciones interestilo mediante el coeficiente de Pearson. Finalmente, se discutió la influencia de los estilos de aprendizaje en el uso de didácticas en la práctica docente. El error tipo I fue fijado en < 0,05 % en todos los test. Resultados: participaron 169 estudiantes con edad media de 24,5 años y predominancia de sexo femenino (81,7 %). El estilo de aprendizaje predominante fue reflexivo (53,8 %). Se identificó que la edad influye en la preferencia de los estilos de aprendizaje (p = 0,03) y que los estilos activo y pragmático; reflexivo, teórico y mixto se correlacionan positivamente (p < 0,05).Conclusiones: el estilo de aprendizaje reflexivo fue el más utilizado, sin embargo, existen múltiples preferencias de estilos de aprendizaje entre los estudiantes de enfermería. El docentetiene el desafío de hacer uso de diversas estrategias didácticas para facilitar el aprendizaje individual y grupal.

Through the eyes of the student: Best practices in clinical facilitation

Background

Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning.

Objective

To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning.

Method

A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability.

Main findings

The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged.

Conclusion

There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students’ adaptation to clinical practice.

Explicating Filipino student nurses' preferences of clinical instructors' attributes: A conjoint analysis

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (p<0.05) and Kendall's t=0.944, (p<0.05). Results indicated that the student nurses are one in terms of their most preferred clinical instructor attribute, which was clinical teaching capacity (38.14%) followed by interpersonal relationship and caring behavior (33.17%). In regard to the clinical teaching capability, a clinical instructor who parallels clinical teaching skills with the students' understanding and experience (0.089) was the highest part-worth. As for the interpersonal relationship and caring behavior, the highest part-worth was a clinical instructor who respects a student nurse as an individual and cares about him/her as a person (0.114). Findings of this study can be a basis for clinical instructors as to which qualities to cultivate best to facilitate a first-rate clinical nursing instruction. Likewise, the results of this study can inform current practices of clinical instructors by making them aware of how they can nurture a pedagogical approach consistent with the student nurses' preferences.

The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

Objective

The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences.

Methods

All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students.

Results

A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05).

Conclusion

The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.

Expert patient illness narratives as a teaching methodology: A mixed method study of student nurses satisfaction

OBJECTIVE

To evaluate nursing students' satisfaction with Expert Patient Illness Narratives as a teaching and learning methodology based on patient involvement.

METHODS AND DESIGN

Mixed methods were used in this study: online survey with quantitative and qualitative items designed by researchers.

SETTINGS AND PARTICIPANTS

Sixty-four nursing students of the Universitat Autònoma de Barcelona, attending a Medical Anthropology elective course.

RESULTS

Women more frequently considered that the new learning methodology was useful in developing the competency "to reason to reason the presence of the triad Health-Illness-Care in all the groups, societies and historical moments" (p-value=0.02) and in that it was consolidated as a learning outcome (p-value=0.022). On the other hand, men considered that this methodology facilitated the development of critical thinking (p=0.01) and the ability to identify normalized or deviant care situations (p=0.007). Students recognized the value of Expert Patient Illness Narratives in their nursing training as a way to acquire new nursing skills and broaden previously acquired knowledge. This educational innovation improved nursing skills and provided a different and richer perspective of humanization of care.

CONCLUSIONS

The results of the present study demonstrate that nursing students found Expert Patient Illness Narratives satisfactory as a learning and teaching methodology, and reported improvement in different areas of their training and also the integration of new knowledge, meaning, theory applicability, as well las critical and reflective thinking. Involvement of patients as storytellers also provides a new humanizing perspective of care. Nonetheless, further studies of Expert Patient Illness Narratives are needed in order to improve its benefits as a teaching and learning methodology.

Handling of hazardous drugs - Effect of an innovative teaching session for nursing students

BACKGROUND

Imparting knowledge and practical skills in hazardous drug handling in nursing students' education is essential to prevent hazardous exposure and to preserve nurses' health.

OBJECTIVES

This study aimed at comparing routine nursing education with an additional innovative teaching session.

DESIGN

A prospective controlled study in nursing students was conducted in two study periods: (i) a status-quo period (routine education on handling hazardous drugs) followed by (ii) an intervention period (additional innovative teaching session on handling hazardous drugs).

SETTINGS/PARTICIPANTS

Nursing students at a vocational school were invited to participate voluntarily.

METHODS

In both study periods (i) and (ii), the following factors were analysed: (a) knowledge of hazardous drug handling by questionnaire, (b) practical skills in hazardous drug handling (e.g. cleaning) by a simulated handling scenario, (c) contamination with drug residuals on the work surface by fluorescent imaging.

RESULTS

Fifty-three nursing students were enrolled. (a) Median knowledge improved from status-quo (39% right answers) to intervention (65%, p<0.001), (b) practical skills improved from status-quo (53% of all participants cleaned the work surface) to intervention (92%, p<0.001). (c) Median number of particles/m² decreased from status-quo to intervention (932/97, p<0.001).

CONCLUSIONS

Compared with routine education, knowledge and practical skills in hazardous drug handling were significantly improved after an innovative teaching session. Additionally, the amount of residuals on the work surface decreased. This indicates a lower risk for hazardous drug exposure.

A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems

BACKGROUND

The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education.

OBJECTIVES

This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables.

DESIGN

This is a descriptive, cross-sectional and correlational study.

SETTINGS

Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey.

PARTICIPANTS

Nursing students (n=330).

METHODS

The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale.

RESULTS

A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales.

CONCLUSIONS

The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills.

The significance of personal learning environments (PLEs) in nursing education: Extending current conceptualizations

BACKGROUND

Personal learning environments (PLEs) have been shown to be a critical part of how students negotiate and manage their own learning. Understandings of PLEs appear to be constrained by narrow definitions that focus primarily on technological engagement with a range of web tools and associated applications. This paper addresses a gap in the literature around PLEs for students currently enrolled in undergraduate nursing degrees.

PURPOSE

To provide in-depth insights into how undergraduate students of nursing manage and experience their learning.

METHODS

This was an international multi-site qualitative study, utilizing focus groups. A schedule of 10 questions and nominal group techniques were used.

FINDINGS

Whilst the focus groups took place in very different geographical locations, there were strong similarities in student understandings of effective PLEs. These went well beyond current technological definitions. Findings were organized into three major themes; technologies, learning modalities and influencing factors.

DISCUSSION

We propose a broader understanding of PLEs that acknowledges individual personal and cultural contexts which we call the personally significant learning environment (PSLE). There is a need for greater investigation of how students understand and systematize their PSLE.

CONCLUSIONS

This paper and our findings will be of interest to educators, researchers and institutions for developing appropriate frameworks that may maximize learning outcomes, encourage cultural sensitivities and facilitate greater understandings of how to support students to create appropriate PSLEs.

Evaluating the effect of three teaching strategies on student nurses’ moral sensitivity

Background:

The Taiwan Nursing Accreditation Council has proposed eight core professional nursing qualities including ethical literacy. Consequently, nursing ethics education is a required course for student nurses. These courses are intended to improve the ethical literacy. Moral sensitivity is the cornerstone of ethical literacy, and learning moral sensitivity is the initial step towards developing ethical literacy.

Objectives:

To explore the effect of nursing ethics educational interventions based on multiple teaching strategies on student nurses moral sensitivity. Based on the visual, auditory and kinaesthetic model, three strategies were developed for determining the programme components and corresponding learning styles.

Research design:

This was a quasi-experimental study.

Participants:

A total of 234 junior-college student nurses participated in this study. All participants were aged 18–19 years.

Ethical considerations:

The study protocol was approved by the institutional review boards of Kaohsiung Veterans General Hospital. Only the participants who signed an informed consent form took part in the study. The participants were permitted to withdraw from the study at any point if they wished to do so without affecting their academic score.

Results:

The scores of Modified Moral Sensitivity Questionnaire for Student Nurses were significantly improved after the intervention of integrating multiple teaching strategies ( p = .042). Significant relationships were observed between the satisfaction scores of two teaching strategies and moral sensitivity. The results indicated that using multiple teaching strategies is effective for promoting nursing ethics learning.

Conclusion:

This strategy was consistent with the student nurses’ preferred learning style and was used to correct their erroneous ethical conceptions, assisting in developing their ethical knowledge.

Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room

BACKGROUND

Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students' team achievements in clinical judgement and emotional, sociological and physiological learning style preferences.

METHODS

A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed.

RESULTS

Three significant correlations were found between the team achievements and the students' learning style preferences: significant negative correlation with 'Structure' and 'Kinesthetic' at the individual level, and positive correlation with the 'Tactile' variable. No significant correlations with students' 'Motivation', 'Persistence', 'Wish to learn alone' and 'Wish for an authoritative person present' were seen.

DISCUSSION & CONCLUSION

There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

AIMS AND OBJECTIVES

The aim of this project was to develop an educational package for undergraduate student nurses that would provide them with the theoretical knowledge and clinical judgement skills to care for a patient with a wound.

BACKGROUND

Internationally there is concern over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. Deficits have also been identified in the underpinning biological sciences needed for this skill. Expectations associated with wound management have altered significantly in the last two decades with decision making around wound care coming under the scope of practice of nurses. The treatment and care options for patients with wounds must be based on a sound knowledge of how wounds are formed and healed. If nurses do not have the evidence-based knowledge, it can affect wound healing adversely leading to increased patient suffering, pain and delayed healing. From an organisational perspective, delayed healing will increase the cost of care.

DESIGN

This project used constructivism learning theory to provide a framework for the development of a wound care educational package for undergraduate Irish nurses in their penultimate year of training.

METHODS

Collaboration was formed with key stake holders. Pertinent curriculum content was mapped. Learning strategies to suit the incoming student learning styles were incorporated into newly developed theoretical content and practical skill sessions.

CONCLUSION

The developed educational programme will assist student nurses in their care of patients with wounds.

RELEVANCE TO CLINICAL PRACTICE

This study provides a model that can be followed to develop small units of the study to keep abreast of changes in health care delivery and the changing scope of practice of nurses. It also contributes to the debate on the teaching and learning of biosciences as it highlights the depth of biological knowledge required as a basis for good evidence-based nursing care.

Learning style preferences of nursing students at two universities in Iran and Malaysia

PURPOSE

Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia.

METHODS

A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations.

RESULTS

A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles.

CONCLUSION

There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.