1
|
Guo Y, Li X, Tan H, Xie J, Luo H, Li F. A novel approach to clinical thinking training for medical students: the combined World Café discussion and case-based learning experience introduction. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:479-487. [PMID: 38695081 DOI: 10.1152/advan.00174.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Revised: 04/01/2024] [Accepted: 04/29/2024] [Indexed: 06/19/2024]
Abstract
It is essential for modern medical students to continuously enhance their clinical thinking abilities. This study aims to evaluate the efficacy of the combined World Café discussion and case-based learning (CBL) approach within the clinical thinking training course. The clinical thinking training course incorporated the combined World Café discussion and CBL approach. The assessment of the accuracy and rationality of clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use was conducted through case-related queries. Feedback from students and instructors regarding the teaching content, teaching process, and teaching effect was gathered through questionnaires. The findings indicate that the students achieved high marks in all assessed areas, including clinical symptoms, medical examination, pathological processes, diagnostic results, diagnostic basis, and drug use. The feedback from students and instructors on the teaching content, teaching process, and teaching effect was positive. Medical educators can use our findings to implement the combined World Café discussion and CBL mode to enhance student engagement.NEW & NOTEWORTHY The combined World Café discussion and case-based learning approach was implemented in the clinical thinking training course. Students' scores for clinical symptoms, medical examination, pathological process, diagnostic results, diagnostic basis, and drug use were all excellent. Feedback from both students and teachers on the teaching content, teaching process, and teaching effect was positive.
Collapse
Affiliation(s)
- Ying Guo
- Faculty of Basic Medical Science, Kunming Medical University, Kunming, China
| | - Xia Li
- Faculty of Basic Medical Science, Kunming Medical University, Kunming, China
| | - Heng Tan
- Faculty of Basic Medical Science, Kunming Medical University, Kunming, China
| | - Jianping Xie
- Library, Yunnan Minzu University, Kunming, China
| | - Haiyun Luo
- Faculty of Basic Medical Science, Kunming Medical University, Kunming, China
| | - Fei Li
- Faculty of Basic Medical Science, Kunming Medical University, Kunming, China
| |
Collapse
|
2
|
Dogan N, Baykara ZG. Developing care behaviors and ethical attitude in nursing education. Nurse Educ Pract 2024; 79:104072. [PMID: 39096577 DOI: 10.1016/j.nepr.2024.104072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2024] [Revised: 07/06/2024] [Accepted: 07/11/2024] [Indexed: 08/05/2024]
Abstract
AIM This study aims to determine the effect of education based on the Theory of Human Caring on nursing students' caring behaviors and ethical attitudes. BACKGROUND It is crucial to plan nursing education holistically, addressing cognitive, psychomotor and affective domains for the comprehensive development of caring behaviors and ethical attitudes. DESIGN This study employed a convergent mixed-methods approach with randomized pretest-posttest comparisons and qualitative analysis. METHODS This study was conducted with third-year nursing students at a state university in Ankara, Turkey, in 2021. It comprised a total of 95 participants, with 47 students in the case group and 48 students in the video group. Theoretical education based on the Theory of Human Caring was simultaneously provided to both groups. Following this, one group received practical training using a video-supported teaching method, while the other group received it through a case analysis method. The research used the 'Descriptive Characteristics Form', 'Caring Nurse Patient Interaction Scale (CNPIS)', 'Scale for Attitudes of Ethical Principles (SAEP)' and 'Student Opinion Form on Care Behaviors Education' to collect data. Quantitative data were analyzed using t-tests, Mann-Whitney U tests, Wilcoxon paired two-sample tests and Linear Regression Analysis, with a significance level of p<0.05. Qualitative data were evaluated through document analysis. Permissions were obtained before the research. RESULTS After the education provided, significant differences were found between the pre-test and post-test scores of both groups (p<0.05). It was determined that there was a statistically significant, positive and generally moderate relationship between the caring behaviors and ethical attitudes of the students. Additionally, participating students reported that they were satisfied with the education provided, stating that the teaching methods increased their motivation and positively influenced their perspectives on caring and its ethical dimensions. CONCLUSIONS The research findings show significant improvements in nursing students' care behaviors and ethical attitudes following education based on the Human Care Theory, with both case analysis and video-supported teaching methods yielding notable results. Integration of care theories into the nursing undergraduate curriculum, alongside the use of holistic teaching methods, is recommended, along with further randomized controlled trials to assess teaching effectiveness.
Collapse
Affiliation(s)
- Nevin Dogan
- Siirt University Graduate School of Health Sciences, Department of Nursing, Siirt, Turkey.
| | - Zehra Gocmen Baykara
- Gazi University Faculty of Health Sciences, Department of Nursing, Fundamentals of Nursing, Ankara, Turkey.
| |
Collapse
|
3
|
Wang M, Liang S, Jiang T. Comparison of case-based and lecture-based learning in dental fluorosis diagnostic ability with visual analog scale assessment. BMC MEDICAL EDUCATION 2024; 24:761. [PMID: 39010047 PMCID: PMC11247894 DOI: 10.1186/s12909-024-05695-6] [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: 04/20/2024] [Accepted: 06/23/2024] [Indexed: 07/17/2024]
Abstract
OBJECTIVE This study aimed to compare the impact of case-based learning (CBL) versus lecture-based learning (LBL) on dental students' clinical decision-making regarding DF severity using Visual Analog Scale (VAS) scoring. METHODS Eighty first-year graduate dental students were randomly assigned to either the CBL (n = 38) or LBL (n = 42) groups. Both groups received instruction on DF diagnosis, with CBL involving small group sessions analyzing real cases and LBL involving traditional lectures. Effectiveness was assessed by presenting 32 dental fluorosis cases with Thylstrup-Fejerskov Index (TSIF) scores ranging from 0 to 7 through slide presentations to both groups for VAS assessment. Five evaluators of each group randomly selected were asked to repeat the rating 2 weeks later. Statistical analysis included two-way ANOVA for group and gender differences, intra-class correlation coefficient (ICC) for reliability, and Spearman correlation coefficients for validity. RESULTS Variations in VAS scores were observed between CBL and LBL groups, with no significant gender impact. Excellent inter- and intra-evaluator agreement was found for VAS scoring in both groups, indicating its reliability. Validation against established indices (such as DI and TSIF) demonstrated strong correlations, with CBL students exhibiting higher correlations. CONCLUSIONS CBL enhances students' clinical decision-making and proficiency in DF diagnosis, as evidenced by more consistent and accurate VAS scoring compared to LBL. These findings highlight the importance of innovative educational strategies in dental curricula, with implications for improving training quality and clinical outcomes. TRIAL REGISTRATION The study was registered at the Clinical Research Center, Hospital of Stomatology, Wuhan University (Registration code: HGGC-036).
Collapse
Affiliation(s)
- Man Wang
- Department of Stomatology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022, China
- School of Stomatology, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
- Hubei Province Key Laboratory of Oral and Maxillofacial Development and Regeneration, Wuhan, 430022, China
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, China
- Department of Prosthodontics, Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, China
| | - Shanshan Liang
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, China.
- Department of Prosthodontics, Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, China.
| | - Tao Jiang
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, China.
- Department of Prosthodontics, Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, China.
| |
Collapse
|
4
|
Sümen A, Adibelli D. The effect of case-based teaching method on professional competence and clinical decision-making levels of public health nursing students: A sequential explanatory mixed-methods study. Public Health Nurs 2024; 41:446-457. [PMID: 38450824 DOI: 10.1111/phn.13301] [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: 09/14/2023] [Revised: 12/04/2023] [Accepted: 02/22/2024] [Indexed: 03/08/2024]
Abstract
OBJECTIVES To evaluate the effect of case-based teaching method applied to fourth year nursing students on their professional competence and clinical decision-making levels. DESIGN A quasi-experimental design study with a sequential-exploratory mixed-method approach. SAMPLE 64 nursing students enrolled in the Public Health Nursing course. METHODS A case-based teaching program was applied to the students that cover the topics of the Public Health Nursing course. Quantitative phase data were collected with the Clinical Decision Making in Nursing Scale and Nursing Students' Competence Scale. For the qualitative part, focus group interviews were conducted with a Structured Interview Form. RESULTS It was determined that the total and subscale posttest scores of the students increased significantly compared to their pretest scores (p < .001). A moderate positive correlation was found between the total scores received from the scale and a significant positive correlation was found between researching information and adopting new information impartially and all sub-dimensions except care (p < .05). Three main themes emerged from the focus group interviews conducted after the case-based teaching method experience: usefulness, limitations, and improvement. CONCLUSIONS Case-based teaching method is effective on students' professional competence and clinical decision-making scores. Students' professional competence levels positively affect their clinical decision-making levels.
Collapse
Affiliation(s)
- Adem Sümen
- Department of Public Health Nursing, Kumluca Faculty of Health Sciences, Akdeniz University, Antalya, Turkey
| | - Derya Adibelli
- Department of Public Health Nursing, Faculty of Health Sciences, Antalya Bilim University, Antalya, Turkey
| |
Collapse
|
5
|
Yao J, Yuan H, Zhu M, Wang J, Wang Q, Chen Z, Chen Y, Zhang X. Nursing student learning of evidence-based nursing through case-based learning and flipped learning: A mixed study. Nurs Open 2023; 10:6551-6558. [PMID: 37394713 PMCID: PMC10416045 DOI: 10.1002/nop2.1910] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 05/02/2023] [Accepted: 06/05/2023] [Indexed: 07/04/2023] Open
Abstract
AIM To evaluate a teaching experience in evidence-based nursing learning through case-based learning (CBL) and flipped learning (FL). DESIGN Embedded mixed methods study. METHODS In the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in-depth semi-structured interview is used. RESULTS Five themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, 'combine theory and practice' and 'select the best evidence from what is found in the search' have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied. CONCLUSIONS The combination of CBL and FL is an innovative strategy for learning evidence-based nursing courses. No Patient or Public Contribution.
Collapse
Affiliation(s)
- Jiannan Yao
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
- The First Affiliated Hospital of the China Medical UniversityShenyangChina
| | - Hua Yuan
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Mingyue Zhu
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Jia Wang
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Qiuchen Wang
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Zhiming Chen
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Yahong Chen
- China‐Japan Union Hospital of Jilin UniversityChangchunChina
| | - Xiuying Zhang
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| |
Collapse
|
6
|
Koto-Shimada K, Carandang RR, Shibanuma A, Kiriya J, Ong KIC, Touch S, Koy V, Jimba M. Understanding competency of nursing students in the course of case-based learning in Cambodia: a convergent mixed method study. BMC Nurs 2023; 22:265. [PMID: 37568231 PMCID: PMC10416455 DOI: 10.1186/s12912-023-01420-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Accepted: 07/24/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND In the last decade, nursing education has begun to reform to competency-based education worldwide, including in low-and middle-income countries. Case-Based Learning (CBL), an approach to delivering competency-based education, contributes to acquiring critical thinking competency, problem-solving, higher knowledge, professional value and attitude. However, it needs to be taught in a culturally appropriate manner. In Cambodia, CBL was initiated in a classroom and clinical practicum by faculty and preceptors who graduated from the upgrading course. This study examined the factors associated with the competency level of nursing students, explored the practice and perceptions of teaching-learning activities among students, faculty members and preceptors and assessed the coherence of qualitative and quantitative findings. METHODS This was a convergent, mixed methods study. Data were collected from eight educational institutions for quantitative and qualitative studies and seven hospitals for qualitative studies. From June to September 2019, a cross-sectional survey of nursing students in the third year of the three-year programme (n = 719), eight focus group discussions (FGDs; n = 55) with 6-8 members and 15 FGDs with faculty (n = 38) and clinical preceptors (n = 37) with 4-7 members were conducted to elicit the teaching-learning experience and perceptions. Multiple linear regression was performed to investigate the factors associated with student competency. Moreover, the study conducted thematic content analysis on the qualitative data. The integrated analysis was presented as side-by-side joint displays. RESULTS First, the quantitative and qualitative findings confirmed each other 's CBL learning experiences. Students had higher levels of nursing competencies if they had CBL experiences, both in the classroom and clinical practicum, both in a group manner. Next, the quantitative and qualitative findings complemented students' academic satisfaction with the teaching by faculty members and preceptors. Finally, the quantitative and qualitative findings were expanded to explain students' academic satisfaction with the programme. CONCLUSIONS The finding of CBL experiences in a group and students' satisfaction with faculty members' and preceptors' teaching improved nursing students' competency development. Meanwhile, students' satisfaction with the design and delivery of the educational programme provides implications for policy level to narrow the theory and practice gaps in low- and middle-income countries.
Collapse
Affiliation(s)
- Kyoko Koto-Shimada
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Rogie Royce Carandang
- Department of Public Health Sciences, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, Storrs, Connecticut, 06030-6325 USA
| | - Akira Shibanuma
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Junko Kiriya
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Ken Ing Cherng Ong
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| | - Sokneang Touch
- Department of Human Resource Development, Ministry of Health Cambodia, No:80, Samdach Penh Nouth Blvd (289), Sankat Beoungkak 2, Tuol Kork District, Phnom Penh, Cambodia
| | - Virya Koy
- Department of Hospital Service, Ministry of Health Cambodia, No:80, Samdach Penh Nouth Blvd (289), Sankat Beoungkak 2, Tuol Kork District, Phnom Penh, Cambodia
| | - Masamine Jimba
- Department of Community and Global Health, School of International Health, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyoku, Tokyo, 113-0033 Japan
| |
Collapse
|
7
|
Gholami M, Fayazi M, Hosseinabadi R, Anbari K, Saki M. Effect of triage training on nurses' practice and triage outcomes of patients with acute coronary syndrome. Int Emerg Nurs 2023; 68:101288. [PMID: 37001266 DOI: 10.1016/j.ienj.2023.101288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Revised: 01/06/2023] [Accepted: 03/09/2023] [Indexed: 03/31/2023]
Abstract
BACKGROUND Accurate assessment and prompt management of patients with acute coronary syndrome (ACS) is a complex process for emergency department (ED) nurses and has variable clinical outcomes. The aim of the present study was to determine the effectiveness of an educational intervention on nurses' practice during the triage of patients with ACS and the triage outcomes in this group of patients. METHODS In this quasi-experimental study, a pretest-posttest group of 24 nurses were included by convenience sampling method and 960 patients with ACS were selected by sequential sampling during the pre-intervention (n = 480) and post-intervention (n = 480) phases. A case-based learning (CBL) intervention was performed for nurses for one month considering the role of the triage nurse according to the American College of Cardiology (ACC) and the American Heart Association (AHA) recommendations as well as the factors affecting the proper identification and management of patients with ACS. During patient triage in the pre- and post-intervention phases, the "Triage Nurse Practice Checklist" and the "Medical Electronic Records" were used to assess nurses' practice and the triage outcomes in patients, respectively. RESULTS The overall mean score of the triage nurses' practice and its subscales, including Primary monitoring and assessment, cardiovascular risk factors assessment, evaluation of coronary heart disease (CHD) symptoms, chest pain management, and adherence to the ACC/AHA practice guidelines were significantly improved in the post-intervention phase compared with the pre-intervention phase (p < 0.001). There was no significant difference between the triage outcomes, including in-hospital mortality within 24 hours, death in ED, hospitalization in other wards, and discharge from ED in the pre and post-intervention phases (P = 0.723). CONCLUSION The development of a cardiac triage-specific educational program could improve the performance of nurses in the evaluation and management of patients with ACS, but had no effect on the triage outcomes in this group of patients. We recommend a quality improvement project or a critical outcomes-based triage system to assess ACS patients' care needs in the ED.
Collapse
|
8
|
Berg E, Lepp M. The Meaning and Application of Student-Centered Learning in Nursing Education: An Integrative Review of the Literature. Nurse Educ Pract 2023; 69:103622. [PMID: 37054488 DOI: 10.1016/j.nepr.2023.103622] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 03/19/2023] [Accepted: 03/21/2023] [Indexed: 03/29/2023]
Abstract
AIM The aim of this study was to review empirical articles to explore the meaning and the application of student-centered learning in nursing education. BACKGROUND Teachers in higher education are encouraged to adopt student-centered learning principles, but research shows that many still apply teacher-centered methods. There is therefore a need to clarify the meaning of student-centered learning, including how it is performed and the reasons to apply it in nursing education. DESIGN This study employed an integrative review method, following Whittemore and Knafl's framework. METHODS The databases CINAHL, Education Database and Education Research Complete were searched for related literature published from 2010 to 2020. The initial search located 308 articles. After screening and checking for eligibility, 25 articles were critically appraised. Data were extracted from the articles and displayed in matrices to be categorized and compared. RESULTS Three themes with attendant sub-themes emerged through the analysis: foundation, using core concepts to define and explain student-centered learning, eligibility, enhancing student knowledge, developing student abilities and supporting student self-reliance and realization, learning in interaction with peers, learning individually and learning in interaction with the teacher. CONCLUSION Student-centered learning in nursing education is an approach where the teacher is a facilitator of student learning and students are empowered to take control of their own studies. Students study together in groups; they are listened to by the teacher and their needs are taken into consideration. The main reasons to apply student-centered learning are to enhance students' theoretical and practical learning; to improve their generic competencies, such as problem-solving and critical-thinking abilities; and to strengthen students' self-reliance.
Collapse
|
9
|
Sider S, Maich K, Specht J, Treadgold C, Winger H. "Choose Your Own Adventure": Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals. JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION 2023; 18:132-154. [PMID: 36909253 PMCID: PMC9994267 DOI: 10.1177/19427751211046978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These "choose your own adventure" case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.
Collapse
Affiliation(s)
- Steve Sider
- Wilfrid Laurier University, Waterloo,
ON, Canada
| | | | | | | | - Hillary Winger
- Wilfrid Laurier University Faculty of
Education, Waterloo, ON, Canada
| |
Collapse
|
10
|
Prasad S, O'Malley CB, DeLeon R, Levy AS, Griffin DP. Inclusive LGBTQIA+ healthcare: An interprofessional case-based experience for cultural competency awareness. Front Public Health 2023; 10:993461. [PMID: 36684971 PMCID: PMC9846843 DOI: 10.3389/fpubh.2022.993461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 12/02/2022] [Indexed: 01/06/2023] Open
Abstract
Introduction Lesbian, Gay, Bi-sexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA+) patients report experiences of discrimination within healthcare settings due to a lack of provider knowledge and biases of healthcare workers. There is an identified need among all health professions to provide more culturally competent healthcare for this community. Early interventions during healthcare profession training programs may be effective to address this need. The overall goal of this study was to assess the educational impact of an active learning session that was specifically designed to enhance LGBTQIA+ cultural competency awareness using an interprofessional setting. Methods This 2-year study involved students from 16 healthcare professional programs joining virtually to form interprofessional teams. A small group case-based learning approach was used and included pre/post-activity surveys to measure the change in student attitude and confidence, as well as the change in perception of the importance of the activity. Results Results indicate an increase in perception of importance (p < 0.005) and in overall level of confidence (p < 0.001) with respect to LGBTQIA+ issues post-session. Key themes established through the session represent an overall recognition of the importance of interprofessional education and awareness of LGBTQIA+ healthcare needs. Discussion The results demonstrate the effectiveness of a case-based approach for enhancing cultural competency awareness across different healthcare professions programs. This session also provided an interprofessional learning environment to allow multiple healthcare professions program students to interact and share perspectives. The positive impact of this intervention in a highly collaborative virtual learning environment also highlights that this immersive active learning approach that can be adopted across different programs and institutions.
Collapse
Affiliation(s)
- Samiksha Prasad
- Dr. Kiran C. Patel College of Allopathic Medicine, Department of Medical Education, Nova Southeastern University, Fort Lauderdale, FL, United States
| | - Chasity B. O'Malley
- Dr. Kiran C. Patel College of Allopathic Medicine, Department of Medical Education, Nova Southeastern University, Fort Lauderdale, FL, United States
- Boonshoft School of Medicine, Wright State University, Dayton, OH, United States
| | - Rolando DeLeon
- Dr. Kiran C. Patel College of Allopathic Medicine, Department of Medical Education, Nova Southeastern University, Fort Lauderdale, FL, United States
- Division of Obstetrics and Gynecology, HCA Florida Mercy Hospital, Miami, FL, United States
| | - Arkene S. Levy
- Dr. Kiran C. Patel College of Allopathic Medicine, Department of Medical Education, Nova Southeastern University, Fort Lauderdale, FL, United States
| | - Daniel P. Griffin
- Dr. Kiran C. Patel College of Allopathic Medicine, Department of Medical Education, Nova Southeastern University, Fort Lauderdale, FL, United States
| |
Collapse
|
11
|
EVGİN D, SÜMEN A. Effect of Online Case-Based Teaching Method on Professional Development of Nursing Students. CLINICAL AND EXPERIMENTAL HEALTH SCIENCES 2022. [DOI: 10.33808/clinexphealthsci.942370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/20/2023]
Abstract
Objective: This study was conducted to determine the effect of online case-based education, as part of distance education, on nursing students’ professional values, professional behavior, problem-solving, critical-thinking skills, and self-directed learning skills.
Methods: The study was conducted using a single-group pretest-posttest quasi-experimental design. A total of 58 3rd grade nursing students participated in this study The data before the study were collected electronically with the Google forms application using the personal information forms and scales (Self-Directed Learning Skills Scale, Problem Solving Inventory, California Critical Thinking Disposition Scale, Nurses Professional Values Scale, Nursing Students Professional Behaviors Scale).
Results: After online case-based nursing process teaching, the difference in the total mean score of the students in all scales was found to be statistically significant (p< 0.01). It was found that, after the training had been provided through case-based education, the score average of students’ professional values, professional behaviors, problem-solving, critical thinking skills and self-directed learning increased.
Conclusion: Use of online case-based teaching is useful for increasing nursing students’ nursing skills in distance education.
Collapse
Affiliation(s)
- Derya EVGİN
- AKDENİZ ÜNİVERSİTESİ, KUMLUCA SAĞLIK BİLİMLERİ FAKÜLTESİ
| | | |
Collapse
|
12
|
ALTINBAŞ Y, DERYA İSTER E. Learning Experiences of Nursing Students With Case-Based Learning Technique: A Qualitative Study. KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNIVERSITESI TIP FAKÜLTESI DERGISI 2022. [DOI: 10.17517/ksutfd.1123476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
Abstract
Objective: The aim of this study was to explore the experiences of undergraduate nursing students of the implementation of case-based learning technique with group work in in clinical setting at the Surgical Diseases Nursing.
Material and methods: A qualitative design was used. The sample consisted of sophomore students (n=84) who took Surgical Diseases Nursing at a University School of Health in the Spring Semester of 2018-2019. The students were divided into 14 groups by random sampling method according class list. The practice instructors advised the gropus in the process of Case-Based Learning technique for 8 weeks and groups took real case (patient) in clinical setting and gave nursing care. Groups used Surgical Diseases Nursing Patient Assesment form. The students planned their nursing care plans using NANDA nursing diagnoses with group work and then evaluated the result by applying the care plan. In the last two weeks of the academic year, the students were able to present their presentations.
Results: The experiences of the students are explained in three main themes and 9 sub-themes. Main themes were; case presentation experience, case presentation in nursing practice, a good case presentation.
Conclusion: As a result, Case-Based Learning facilitates learning, provides materialization and permanence of knowledge, offers the opportunity to combine the application with the theory and preparing students for the profession.
Collapse
|
13
|
Das S, Ponnusamy KA, Tripathi A, Jaison J, Rathinam BAD. Case-based learning: A 'Case' for restructuring anatomy education in Indian nursing curriculum. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:258. [PMID: 36325206 PMCID: PMC9621371 DOI: 10.4103/jehp.jehp_710_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Accepted: 02/15/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Teaching anatomy in a clinical context can aid students in appreciating how the subject will apply to their future career as nurses as well as in other administrative roles. Anatomy is voluminous, making it difficult to retain the factual information in the long run; therefore, this study primarily focuses on whether case-based learning (CBL) with integrated anatomy learning can help in retention of the information over short as well as long spans of time. It also focuses on how profitable would the students be with this different style of learning, and whether it can facilitate in better understanding of the basic and clinical concepts. MATERIALS AND METHODS The current study was conducted in the Nursing College of All India Institute of Medical Sciences, Bhopal, India to integrate CBL and evaluate its effect compared to the highly compartmentalized, didactic lectures among the nursing students. The extent of knowledge retention was analyzed by conducting a series of tests before as well as after CBL intervention. Feedback and suggestions were obtained from the students by using the 5-point Likert scale method. RESULTS The post-test scores of the students improved by 21% after the CBL. More than 85% of the students opined that CBL improves critical thinking, team work, self-directed learning, and communication skills. CONCLUSION CBL promotes effective short-term retention and facilitates comprehension of key concepts. CBL also plays an important role in improving the professional skills of the students, which otherwise is not taught, and equips them for their future careers.
Collapse
Affiliation(s)
- Sebi Das
- Nursing College, All India Institute of Medical Sciences Bhopal, Bhopal, Madhya Pradesh, India
| | | | - Apoorva Tripathi
- Department of Anatomy, All India Institute of Medical Sciences Bhopal, Bhopal, Madhya Pradesh, India
| | - Judith Jaison
- Department of Anatomy, All India Institute of Medical Sciences Bhopal, Bhopal, Madhya Pradesh, India
| | - Bertha A. D. Rathinam
- Department of Anatomy, All India Institute of Medical Sciences Bhopal, Bhopal, Madhya Pradesh, India
| |
Collapse
|
14
|
Adejumo PO, Oluwasanu MM, Ntekim A, Awolude OA, Kotila OA, Aniagwu T, Brown BJ, Dzekem BS, Duncan S, Tito-Ilori M, Ajani O, Lee SM, Babalola CP, Ojengbede O, Huo D, Hammad N, Olopade OI. Oncology Training Needs Assessment Among Health Care Professionals in Nigeria. JCO Glob Oncol 2022; 8:e2200017. [PMID: 35594507 PMCID: PMC9173573 DOI: 10.1200/go.22.00017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
This study investigated the status of training and preparedness for oncology practice and research and degree of interprofessional collaboration among health care professionals in the six geopolitical regions of Nigeria.
Collapse
Affiliation(s)
- Prisca Olabisi Adejumo
- Department of Nursing, Faculty of Clinical Sciences, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Mojisola Morenike Oluwasanu
- Department of Health Promotion and Education, Faculty of Public Health, African Regional Health Education Center, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Atara Ntekim
- Department of Radiation Oncology, Faculty of Clinical Sciences, College of Medicine/University College Hospital, University of Ibadan, Ibadan, Nigeria
| | - Olutosin Alaba Awolude
- Department of Obstetrics and Gynecology, Faculty of Clinical Sciences, College of Medicine, University of Ibadan/University College Hospital, Ibadan, Nigeria
| | - Olayinka Adejoke Kotila
- Department of Pharmaceutical Chemistry, Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria.,Centre for Drug Discovery Development and Production (CDDDP), Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria
| | - Toyin Aniagwu
- Department of Health Promotion and Education, Faculty of Public Health, African Regional Health Education Center, College of Medicine, University of Ibadan, Ibadan, Nigeria.,School of Occupational Health Nursing, University College Hospital, Ibadan, Nigeria
| | - Biobele Jotham Brown
- Department of Pediatrics, Faculty of Clinical Sciences, College of Medicine, University of Ibadan/University College Hospital, Ibadan, Nigeria
| | - Bonaventure Suiru Dzekem
- Section of Hematology/Oncology, Center for Global Health, University of Chicago Comprehensive Cancer Center, Chicago, IL
| | - Susan Duncan
- Section of Hematology/Oncology, Center for Global Health, University of Chicago Comprehensive Cancer Center, Chicago, IL
| | - Moyinoluwalogo Tito-Ilori
- Center for Population and Reproductive Health, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Olufadekemi Ajani
- Center for Population and Reproductive Health, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Sang Mee Lee
- Department of Public Health Sciences, University of Chicago, Chicago, IL
| | - Chinedum Peace Babalola
- Department of Pharmaceutical Chemistry, Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria.,Centre for Drug Discovery Development and Production (CDDDP), Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria.,Institute for Advanced Medical Research and Training, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Oladosu Ojengbede
- Department of Obstetrics and Gynecology, Faculty of Clinical Sciences, College of Medicine, University of Ibadan/University College Hospital, Ibadan, Nigeria.,Center for Population and Reproductive Health, College of Medicine, University of Ibadan, Ibadan, Nigeria
| | - Dezheng Huo
- Department of Public Health Sciences, University of Chicago, Chicago, IL
| | - Nazik Hammad
- Department of Oncology, Queen's University, Kingston, Ontario, Canada
| | - Olufunmilayo I Olopade
- Section of Hematology/Oncology, Center for Global Health, University of Chicago Comprehensive Cancer Center, Chicago, IL
| |
Collapse
|
15
|
Scheirer TF. Using Universal Design Principles in a Fundamentals Course to Promote Student Transition to Nursing Education. Nurs Educ Perspect 2021; 42:E111-E113. [PMID: 32472866 DOI: 10.1097/01.nep.0000000000000672] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The transition to "thinking like a nurse" can present challenges to contemporary student nurses. Nurse educators are called to provide meaningful learning experiences to students with diverse learning needs and promote critical thinking application. Multiple stakeholders encourage nursing faculty to innovate their teaching practices and reflect on the process to promote the life-long learning necessary in professional nursing. Universal design for instruction uses multiple pedagogies, resources, and technologies to create accessible learning environments for all students. This article highlights the evolution of a case exemplar course design in a fundamentals nursing course that utilizes universal design for instruction principles in nursing education.
Collapse
Affiliation(s)
- Tracy Fogarty Scheirer
- About the Author Tracy Fogarty Scheirer, PhD, RN, CMSRN, CNE, is an assistant professor of nursing at Alvernia University, Reading, Pennsylvania. For more information, contact her at
| |
Collapse
|
16
|
Jessee MA. An Update on Clinical Judgment in Nursing and Implications for Education, Practice, and Regulation. JOURNAL OF NURSING REGULATION 2021. [DOI: 10.1016/s2155-8256(21)00116-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
|
17
|
Addressing Positionality Within Case-Based Learning to Mitigate Systemic Racism in Health Care. Nurse Educ 2021; 46:284-289. [PMID: 33156141 DOI: 10.1097/nne.0000000000000937] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Case-based learning has historically focused on the individual patient; however, there is often little consideration within this teaching method of how social determinants of health, such as structural racism and its adverse health effects, bear upon patients' health status and consequent patient outcomes. PROBLEM Implementing case studies necessitates taking into account the positionality of patients, as well as health care providers, to counter the racial oppression and discrimination embedded in existing health care and educational systems. APPROACH We describe a process for creating an inclusive, antiracist environment for case-based learning within nursing education, outlining steps for preparing students to more effectively examine case studies through social determinants of health framing and lens to mitigate harmful impacts from systemic racism and racial discrimination in clinical care. CONCLUSIONS Addressing positionality in case-based learning is one antiracist strategy to begin rectifying health disparities and moving health care toward equity.
Collapse
|
18
|
Nsouli R, Vlachopoulos D. Attitudes of nursing faculty members toward technology and e-learning in Lebanon. BMC Nurs 2021; 20:116. [PMID: 34193112 PMCID: PMC8247129 DOI: 10.1186/s12912-021-00638-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2021] [Accepted: 06/15/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Our transition to an "information society" means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. METHOD A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. RESULTS Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. CONCLUSIONS Identification of the nursing faculty members' attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.
Collapse
Affiliation(s)
- Rona Nsouli
- EdD Online Programme, School of Histories, Languages and Cultures, University of Liverpool, Liverpool, UK
| | - Dimitrios Vlachopoulos
- Digital Society School, Faculty of Digital Media & Creative Industries, Amsterdam University of Applied Sciences, Amsterdam, Netherlands.
| |
Collapse
|
19
|
Yu Z, Hu R, Ling S, Zhuang J, Chen Y, Chen M, Lin Y. Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Educ Pract 2021; 53:103080. [PMID: 34044341 DOI: 10.1016/j.nepr.2021.103080] [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: 05/26/2020] [Revised: 05/03/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
OBJECTIVE This study aimed to compare the effect of blended and offline case-centred learning on medical nursing education for undergraduate nursing students. BACKGROUND Technological advancements are rapidly changing nursing education in higher educational settings. Educational reform, especially regarding methods of teaching, has been the focus of nursing educators in recent years. DESIGN The research was conducted between September 2018 and July 2019 in China. METHODS Second-year undergraduate nursing students in two classes were enrolled for this study by cluster sampling. The study outcomes were academic performance and critical thinking ability, measured using the Critical Thinking Disposition Inventory-Chinese Version. RESULTS Students in the experimental class showed significantly higher improvements in academic performance than those in the control class. Compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p = 0.037). In the experimental class, there was a significant improvement over the baseline in the dimension of critical thinking self-confidence (p = 0.022). In the control class, there was a significant improvement over the baseline in the total score (p = 0.029) and two of the seven dimensions: truth-seeking (p = 0.016) and systematicity (p = 0.005). CONCLUSIONS The use of blended case-centred learning showed promising results in improving students' academic performance. Both blended and offline case-centred learning were indicated to be effective educational approaches to improve the critical thinking ability of undergraduate nursing students and could be implemented for other nursing subjects in the future.
Collapse
Affiliation(s)
- Zhenzhen Yu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Rong Hu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China.
| | - Shen Ling
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Jiayuan Zhuang
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yimin Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Meijing Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yazhu Lin
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| |
Collapse
|
20
|
Ghezzi JFSA, Higa EDFR, Lemes MA, Marin MJS. Strategies of active learning methodologies in nursing education: an integrative literature review. Rev Bras Enferm 2021; 74:e20200130. [PMID: 33787786 DOI: 10.1590/0034-7167-2020-0130] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Accepted: 08/19/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to analyze the scientific evidence on the strategies of active learning methodologies used in the training of nurses, as well as their contributions and obstacles in training. METHODS integrative literature review conducted with 33 selected articles in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases. RESULTS among the strategies, simulation, problem-based learning and flipped classroom were highlighted. The active search, the integration of theory and practice and group work were examples of contributions to the training of nurses. However, the lack of preparation of the actors and the lack of structural support contribute to the dissatisfaction of the students. FINAL CONSIDERATIONS the active learning methodology places the student at the heart of the learning process, favors critical thinking and the ability to make decisions.
Collapse
|
21
|
Gholami M, Changaee F, Karami K, Shahsavaripour Z, Veiskaramian A, Birjandi M. Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course. J Prof Nurs 2021; 37:612-619. [PMID: 34016321 DOI: 10.1016/j.profnurs.2021.02.010] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND Meeting the learning needs and developing the thinking skills of nursing students in caring for injured patients with complex, emergency, and unpredictable conditions is essential. PURPOSE The present study aimed to compare the effects of case-based learning (CBL) with multi-episode case studies and lecture-based learning (LBL) on the perceived problem-solving ability and learning motivation of undergraduate nursing students in an emergency care course. METHODS This study was conducted with a quasi-experimental, within-subjects, pretest-posttest design. Forty-three third-year undergraduate nursing students (as a single cohort) enrolled in the fall semester were selected using convenience sampling. The theoretical course of emergency nursing was taught to them using the LBL method (control group) during the first six weeks of the semester and then using the CBL method (intervention group) during the second six weeks of the semester through multi-episode cases in five steps. Outcomes including perceived problem-solving ability and learning motivation were measured using the Problem-Solving Inventory (PSI) and the Instructional Materials Motivation Scale (IMMS). RESULTS There was a significant difference (P < 0.001) between the changes in the total mean score of perceived problem-solving ability and its subscales on the three measurement points, i.e. before lectures (pre-test), after lectures (mid-term test) and after CBL (final test). There was a significant difference between the LBL and CBL groups in terms of the students' total learning motivation score (t = 16.91, P = 0.000) and all its subscales after the CBL intervention. CONCLUSION The study suggests that the CBL method applied through multi-episode cases is an effective approach to improving the perceived problem-solving ability and learning motivation of nursing students.
Collapse
Affiliation(s)
- Mohammad Gholami
- School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
| | - Farahnaz Changaee
- Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Kimia Karami
- Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran; Department of Pediatric Nursing, Educational Development Center, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Zahra Shahsavaripour
- Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Atefeh Veiskaramian
- Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Mehdi Birjandi
- Department of Biostatistics and Epidemiology, School of Health and Nutrition, Lorestan University of Medical Sciences, Khorramabad, Iran
| |
Collapse
|
22
|
Kinyon K, D'Alton SV, Poston KM, Anderson BS. Changing Student Outcomes Without Sacrificing Student Satisfaction. J Nurs Educ 2021; 60:169-171. [PMID: 33657236 DOI: 10.3928/01484834-20210222-09] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2020] [Accepted: 08/03/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Faculty teaching a large class size implemented evidence-based teaching strategies (EBTS) to improve mastery of core concepts in an accelerated undergraduate pediatric nursing course. METHOD Pre- and poststudent outcomes were analyzed using data from course assessments and American Technologies Institute (ATI) concept mastery testing to evaluate the effectiveness of course revisions. ATI designates three proficiency levels to determine mastery. A proficiency of level two exceeds the minimum expectations for mastery, whereas a proficiency level of three suggests students exceed NCLEX-RN standards of content. RESULTS Data indicated implementation of new EBTS facilitated improvement in student content mastery. Students exceeded the minimum expectations for NCLEX-RN standards of pediatric content. Course revisions resulted in all students achieving benchmark on ATI concept mastery testing with a three-fold increase in students achieving the highest level of proficiency. CONCLUSION EBTS can be adapted for a large class size learning environment with improved learning outcomes. [J Nurs Educ. 2021;60(3):169-171.].
Collapse
|
23
|
Liu L, Li M, Zheng Q, Jiang H. The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 2020; 57:46958020964421. [PMID: 33111605 PMCID: PMC7786417 DOI: 10.1177/0046958020964421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Nursing skill education plays a very important part for the nursing education. It's necessary to analyze the role of the case-based teaching (CBT) in nursing skill education, to provide insights into the nursing education. The sophomore nursing students who received nursing skill teaching from September 2019 to January 2020 were selected. The students either underwent traditional teaching (control group) or CBT (CBT group) intervention. The objective structure clinical examination (OSCE), autonomous learning ability, questionnaire for effects evaluation of CBT, and student's satisfaction level on CBT were analyzed. A total of 146 participants were included. There were no significant differences in the gender, age and the final exam score as freshman between 2 groups (all P > .05). The OSCE scores and autonomous learning ability in CBT group were significantly higher than that of control group (all P < .05). The most students favored the use of CBT, and most students were satisfied with CBT. CBT is beneficial to improve the nursing skill and comprehensive ability of students, and it's conducive to increase the interest of students, which merits application in nursing education.
Collapse
Affiliation(s)
- Lanfang Liu
- Jiangxi Health Vocational College, Nanchang, China
| | - Mengqian Li
- The First Affiliated Hospital of Nanchang University, Jiangxi, China
| | | | - Hua Jiang
- Jinggangshan University, Ji'an, Jiangxi, China
| |
Collapse
|
24
|
Abstract
Clinical alarm systems safety is a national healthcare concern in the United States. Physiologic monitors are the medical devices associated with the highest number of false and clinically insignificant alarms, producing alarm fatigue and a challenge to meet the national clinical alarm systems safety goal. Modern physiologic monitors are high-tech complex devices with multimeasurement modalities and high sensitivity for alarms. This complexity hinders safe operation of the monitors by nurses and appropriate management of associated alarms. Nurses need to integrate cognitive knowledge, psychomotor skills, and critical thinking to safely operate the monitors and support clinical decisions. Limited resources are available to support clinical education for nurses on physiologic monitor use and alarm management. This toolkit presents an educational framework for physiologic monitor use and alarm safety guided by adult learning principles. The components of the program are (1) knowledge, skills, and attitude of physiologic monitor use; (2) scenario-based learning model to support the knowledge, skills, and attitude necessary for safe monitor use; and (3) a framework for evaluating the educational program. Education should be ongoing and customized per facility to ensure safe use of complex technology and to decrease alarm fatigue, the leading cause of alarm-related sentinel events.
Collapse
|
25
|
Ha EH. Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing. NURSE EDUCATION TODAY 2020; 84:104249. [PMID: 31683133 DOI: 10.1016/j.nedt.2019.104249] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2019] [Revised: 09/26/2019] [Accepted: 10/15/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Peer-led written debriefing (PLWD) and peer-led observed debriefing (PLOD) are types of peer-led debriefing. Despite their advantages, these methods are sparingly used among debriefing experts. OBJECTIVE To identify effects of peer-led debriefing (written versus observed) using simulation with case-based learning (CBL) and compare levels of satisfaction with CBL, debriefing, and simulation-based learning (SBL) between the two groups. DESIGN Quasi-experimental study used a pretest-posttest non-equivalent control group. SETTING Department of Nursing in C province, South Korea. PARTICIPANTS Sixty-nine third-year undergraduate nursing students (PLWD, n = 33; PLOD, n = 36). METHODS Differences in clinical performance competency, and satisfaction of CBL, SBL, and debriefing between the PLWD and PLOD groups were determined. RESULTS Clinical performance competency scores of posttest in both the PLWD and PLOD groups were significantly higher than those of pretest. There were no significant differences in any item except for item of 'communication' (t = -2.150, p = .047) between the PLWD and PLOD groups. There were no significant differences in satisfaction with CBL (t = -0.874, p = .385), simulation (t = -0.701, p = .485), or debriefing (t = -1.024, p = .309) between the two groups. CONCLUSION This study suggests that both the PLWD and PLOD could be used to achieve students' learning outcomes when debriefing experts are unavailable.
Collapse
Affiliation(s)
- Eun-Ho Ha
- Department of Nursing, Jungwon University, 85, Munmu-ro, Goesan-eup, Goesan-gun, Chungbuk 367-805, Republic of Korea.
| |
Collapse
|
26
|
Mitchell C, Laing CM. Révision d’un cours d’oncologie de premier cycle en sciences infirmières à l’aide du processus d’évaluation des programmes de Taylor. Can Oncol Nurs J 2019; 29:52-57. [PMID: 31148630 DOI: 10.5737/236880762915257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Affiliation(s)
| | - Catherine M Laing
- Professeure adjointe, Faculté des sciences infirmières, Université de Calgary
| |
Collapse
|
27
|
Jacob SA, Dhing OH, Malone D. Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6597. [PMID: 31065163 PMCID: PMC6498206 DOI: 10.5688/ajpe6597] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2017] [Accepted: 09/20/2017] [Indexed: 05/30/2023]
Abstract
Objective. To determine the perceptions of lecturers toward case-based learning (CBL) and to elicit their feedback and opinions regarding the design of CBL sessions within the pharmacy curricula. Methods. One-on-one interviews were conducted with 10 academic staff members involved in teaching an undergraduate Bachelor of Pharmacy (BPharm) program. All sessions were audio-recorded and field notes were compiled. The recordings were transcribed, and thematic analysis of responses was performed. Results. Four key themes were identified: perceived benefits of CBL, challenges in implementing CBL within the curricula, characteristics of effective and engaging CBL, and relevance and implementation of CBL within the curriculum. Some of the specific benefits of CBL identified by participants included the applicability of knowledge learned to students' future role as pharmacists. Participants also identified challenges such as the design of CBL cases and course time constraints. Respondents also emphasized the need for more training for facilitators in how to design cases and facilitate sessions. Conclusion. While participants identified numerous benefits of CBL, they also identified challenges to implementing this learning method within the pharmacy school curriculum. Paying careful attention to selecting facilitators and providing appropriate facilitator training, in terms of facilitation and case design, is paramount in effectively implementing CBL sessions.
Collapse
Affiliation(s)
- Sabrina Anne Jacob
- School of Pharmacy, Monash University Malaysia, Selangor, Malaysia
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, United Kingdom
| | - Ong Hui Dhing
- School of Pharmacy, Monash University Malaysia, Selangor, Malaysia
| | - Daniel Malone
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Australia
| |
Collapse
|
28
|
Mitchell C, Laing CM. Revision of an undergraduate nursing oncology course using the Taylor Curriculum Review Process. Can Oncol Nurs J 2019; 29:47-51. [PMID: 31148640 DOI: 10.5737/236880762914751] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Patients diagnosed with cancer require intensive nursing care and support across all healthcare settings (Canadian Association of Nurses in Oncology [CANO], 2015). Advances in this nursing specialty and the resulting changes to practice add to the complexity of the nursing role. Clinical improvements impact the preparation of nursing students transitioning into this area of practice. The inclusion of an oncology curriculum in undergraduate programs can help to develop fundamental competencies for undergraduates in this specialty (Lockhart et al., 2013). A fourth-year undergraduate nursing oncology course was recently evaluated at the University of Calgary to ensure content was congruent with current practice. Since the course was initially developed in 2011, there have only been minor updates, potentially resulting in out-of-date content. A curriculum review process outlined by the Taylor Institute of Teaching and Learning was used to complete this course revision (Dyjur & Kalu, 2016). The findings of this course revision indicate the need to provide more student-centred learning, to discuss the implementation of recent treatments, and to provide more clinically centered literature on recent developments in oncology.
Collapse
|
29
|
Hines CB, Collins-Yoder A. Bone Cement Implantation Syndrome: Key Concepts for Perioperative Nurses. AORN J 2019; 109:202-216. [PMID: 30694541 DOI: 10.1002/aorn.12584] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Bone cement implantation syndrome (BCIS) is a potentially fatal complication of orthopedic surgeries that use cement. The symptoms of BCIS occur primarily during femoral fracture repairs, but this complication has been reported in a wide variety of cemented procedures. Clinical presentation of this syndrome begins as a cascade with hypoxia and hypotension; if it is not reversed, it ends with right-sided heart failure and cardiac arrest. This syndrome usually occurs at cementation, prosthesis insertion, joint reduction, or tourniquet deflation, and should be treated with aggressive resuscitation and supportive care. This article provides a comprehensive explanation of bone cement, the identification and management of BCIS, and the roles of the perioperative team in the event of cardiopulmonary collapse. It includes a case study that can be used as an educational tool for simulation, mock drills, or staff meetings; it also may be used as a framework for creating policies.
Collapse
|
30
|
|
31
|
Nursing students’ perceptions of preparation to engage in patient education. Nurse Educ Pract 2018; 28:1-6. [DOI: 10.1016/j.nepr.2017.09.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Revised: 09/13/2016] [Accepted: 09/08/2017] [Indexed: 11/20/2022]
|
32
|
Roca J, Reguant M, Canet O. Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies. NURSE EDUCATION TODAY 2016; 46:29-35. [PMID: 27589605 DOI: 10.1016/j.nedt.2016.08.018] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 07/31/2016] [Accepted: 08/16/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. OBJECTIVE To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. METHOD This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. RESULTS A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). CONCLUSIONS Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology.
Collapse
Affiliation(s)
- Judith Roca
- University of Lleida, Department of Nursing, 2 Montserrat Roig, St., 25198 Lleida, Spain.
| | - Mercedes Reguant
- University of Barcelona, Department of Research Methods and Diagnosis in Education, 171 Passeig de la Vall d'Hebron, St., 08035 Barcelona, Spain.
| | - Olga Canet
- Faculty of Health Sciences Blanquerna, University Ramon Llull, Degree of Nursing, 326-332 Padilla, St., 08025 Barcelona, Spain.
| |
Collapse
|
33
|
Gholami M, Saki M, Toulabi T, Kordestani Moghadam P, Hossein Pour AH, Dostizadeh R. Iranian Nursing Students' Experiences of Case-Based Learning: A Qualitative Study. J Prof Nurs 2016; 33:241-249. [PMID: 28577817 DOI: 10.1016/j.profnurs.2016.08.013] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2015] [Indexed: 11/27/2022]
Abstract
The purpose of this study was to explore the experiences of undergraduate nursing students of the implementation of case-based learning in an emergency nursing course. The present qualitative study was conducted using the qualitative content analysis method. Participants consisted of 18 third year undergraduate nursing students selected through purposive sampling, which continued until the saturation of the data. Data were collected using semistructured interviews and were analyzed concurrently with their collection through the constant comparison method. The process of data analysis led to the emergence of 4 main themes, including "the continuum of knowledge from production to transfer competence," "a positive atmosphere of interaction," "the process of stress relieving," "the sense of role-playing in professional life," and the emergence of 12 subthemes signifying participants' experiences and perceptions with regard to the implementation of case-based learning (CBL) in teaching the emergency nursing course. The results of the present study showed that CBL is a stressful but pleasant and empowering experience for Iranian nursing students that develops critical thinking and stress management skills, reinforces peers' potentials, improves diagnostic abilities, and helps acquire professional competencies for use in future practices through the creation of a positive environment.
Collapse
Affiliation(s)
- Mohammad Gholami
- Assistant professor of Nursing Education, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Mandana Saki
- Assistant professor of Nursing Education, Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Tahereh Toulabi
- Assistant professor of Nursing Education, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Parastou Kordestani Moghadam
- Assistant professor of Neuroscience, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Amir Hossein Hossein Pour
- Nursing student (BSN), School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Reza Dostizadeh
- Nursing student (BSN), School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran..
| |
Collapse
|
34
|
Kantar LD. Context-Based Pedagogy: A Framework From Experience. J Nurs Educ 2016; 55:391-5. [DOI: 10.3928/01484834-20160615-06] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2015] [Accepted: 04/20/2016] [Indexed: 11/20/2022]
|