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Wang W, Han L, Lu Q, Lv X, Liu Y, Wang D. Research on the impact of the socio-educational environment on the academic performance of college students: the mediating role of study motivation. Front Psychol 2024; 14:1289064. [PMID: 38250122 PMCID: PMC10797049 DOI: 10.3389/fpsyg.2023.1289064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 12/18/2023] [Indexed: 01/23/2024] Open
Abstract
Background Enhancing the academic performance (AP) of college students can contribute to the overall scientific literacy among this population, thereby fostering societal progress. Objective The study investigates the correlation between college students' AP and the socio-educational environment (SEE, including family, roommates, and teachers), study motivation (SM, including self-efficacy and study behaviors). Based on the research findings, recommendations are offered to students, educators, and school administrators. Settings Utilizing a stratified sampling approach, data was collected by selecting a sample of 330 first-year computer science students from a specific local university in Hebei Province, China. Methods Data will be collected through a hierarchical sampling method. Using correlation analysis, difference analysis, and structural equation modeling (SEM) as data analysis methods. The data passed reliability and validity analysis (Cronbach's Alpha = 0.88, KMO = 0.88, χ2/df = 1.49RMSEA = 0.04). Results The independent sample T-test results showed that female students had higher academic performance than male students (p < 0.001), and there was no significant difference in academic performance between students from single parent or orphan families and students from normal families (p = 0.14), from non urban areas and from urban areas (p = 0.67). The results of the mediating effect analysis indicate that SM exerts complete mediation in the association between SEE and AP, with a mediating effect value of 0.18. Conclusion The educational disparity between urban and rural areas in China is gradually narrowing. Support policies for students from impoverished families in higher education institutions are showing initial effectiveness. The conducive learning environment and educational atmosphere for students can indirectly influence their psychological state, thus impacting their academic performance during their university years.
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Affiliation(s)
- Weiqin Wang
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
| | - Lu Han
- College of Economics and Management, Hebei Agricultural University, Baoding, Hebei, China
| | - Qingjiao Lu
- Department of Basic Courses, Hebei Agricultural University, Huanghua, Hebei, China
| | - Xingjun Lv
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
| | - Yu Liu
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
| | - Dongxuan Wang
- College of Science and Technology, Hebei Agricultural University, Huanghua, Hebei, China
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Sun Y, Huang T, Xu Y, Zhu X. The role practice approach for exercise and enhancement of nursing research capacity: A qualitative study. NURSE EDUCATION TODAY 2023; 130:105926. [PMID: 37591112 DOI: 10.1016/j.nedt.2023.105926] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 07/15/2023] [Accepted: 08/02/2023] [Indexed: 08/19/2023]
Abstract
BACKGROUND Strategies to improve the teaching effectiveness of nursing research courses are a fundamental objective of contemporary nursing educators. The role practice method is the sum of ways, means, and procedures used to perform role-specific practical learning activities through the adaptation of concepts, models and subjective abilities in an authentic environment. This technique enhances teaching effectiveness by encouraging students to actively participate in practice. OBJECTIVE The main aim of this study was to explore the effectiveness of the role practice approach within the framework of nursing research courses and provide guidance for subsequent teaching efforts. METHODS The purposive sampling method was used to recruit 16 students who participated in teaching of the role practice approach and completed all tasks set within the nursing research course in the third year of the undergraduate nursing program of a comprehensive university in south China. Data obtained from semi-structured interviews were analyzed using Colaizzi's seven-step analysis method. RESULTS Three themes were evaluated, specifically, self-improvement, self-inadequacy and course optimization. CONCLUSION The role practice method is effective in teaching nursing research courses and can enhance the ability of students to conduct research activities. However, deficiencies in the implementation plan exist that need further revision.
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Affiliation(s)
- Yu Sun
- School of Nursing, Jinan University, Guangzhou, China
| | - Ting Huang
- Department of Nursing, Guangzhou Red Cross Hospital, Guangzhou, China
| | - Yinuo Xu
- School of Nursing, Jinan University, Guangzhou, China
| | - Xiaowen Zhu
- School of Nursing, Jinan University, Guangzhou, China.
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Barzegar M, Faghihi SA, Amini M, Zarifsanaiey N, Boushehri E. Outpatient education, a momentous in clinical education: a qualitative study of medical students', faculty members', and residents' perspectives. BMC MEDICAL EDUCATION 2023; 23:719. [PMID: 37789306 PMCID: PMC10548757 DOI: 10.1186/s12909-023-04694-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 09/18/2023] [Indexed: 10/05/2023]
Abstract
BACKGROUND Even though a lot of scholars have been looking at outpatient education lately because it has become more popular and they want to know about its successes, failures, and problems, we have not been able to find a complete study. Therefore, our study aims to gain a deeper understanding of the various aspects of outpatient education based on the actual experiences of medical students, faculty, and residents. METHODS Face-to-face and semi-structured interviews were used to collect data for this qualitative study. Until data saturation was reached, the interviews continued. A total of 21 participants from Shiraz University of Medical Sciences, including medical students, residents, and teachers, were enrolled. The Guba and Lincoln-first written standards for scientific accuracy in qualitative research were used to figure out how reliable the data were. RESULTS Fourteen categories were extracted from four main themes. The results show that four categories: "physical space and equipment," "prerequisites related to the curriculum," "teaching skills development," and "near-peer teachers" should be considered for outpatient education preparation. Theme 2, "implementation requirements," included "student dimension," "faculty's commitment to planning," and "program supervision." Theme 3, "challenges of outpatient education," was described by five related categories, including "curriculum implementation challenges," "student challenges," "faculty challenges," "system-related challenges," and "patient-related challenges." Finally, two categories emerged about facilitators of outpatient education: internal and external facilitators. CONCLUSION Outpatient clinics represent a crucial aspect of medical practice. To effectively leverage this resource, preliminary planning, considering all the prerequisites, paying attention to the implementation requirements, getting to know the challenges, and trying to solve them, especially with incentives, are essential.
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Affiliation(s)
- Marziyeh Barzegar
- Clinical Education Research Center, Department of Medical Education, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Seyed Aliakbar Faghihi
- Clinical Education Research Center, Department of Medical Education, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Department of Medical Education, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nahid Zarifsanaiey
- E-Learning Department, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Elham Boushehri
- Department of Medical Education, School of Medicine, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
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Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci 2022; 19:e12469. [PMID: 34984830 DOI: 10.1111/jjns.12469] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 10/05/2021] [Accepted: 11/16/2021] [Indexed: 11/30/2022]
Abstract
AIM In nursing education, innovative approaches are crucial to enhancing students' competence and preparing them to respond to the complex healthcare needs of society. The aim of the current study was to compare the efficacy of the flipped classroom and traditional educational approaches on the acquisition of urinary system knowledge and skill level, and on the motivation and learning strategies of first-year nursing students. METHODS This study was implemented with a single blind and randomized controlled design in the nursing department of a university's faculty of health sciences between December 2018 and December 2019, with 94 first-year undergraduate nursing students (47 in the experimental group adopting a flipped classroom approach, 47 students in the traditional approach control group). The study was conducted over pre-test and posttest phases for both groups. RESULTS The experimental group had higher mean scores than the controls in intrinsic goal orientation, task value, self-efficacy, rehearsal, elaboration, and organization and effort regulation, but lower scores in test anxiety (p < 0.001). The theoretical and skill exam scores of the experimental group were higher than those of the control group (p < 0.001). CONCLUSION The flipped classroom approach was effective for improving urinary system knowledge and skill level, and for the motivation and learning strategies of nursing students. This innovative education approach can be recommended as a student-centered method in nursing education for teaching theoretical knowledge and evidence-based practices.
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Affiliation(s)
- Berna Aksoy
- Department of Nursing, Faculty of Health Sciences, Trakya University, Edirne, Turkey
| | - Eylem Pasli Gurdogan
- Department of Nursing, Faculty of Health Sciences, Trakya University, Edirne, Turkey
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Han L, Cao Q, Xie T, Chen X, Liu Y, Bai J. Exploring the experience of nursing undergraduates in using gamification teaching mode based on the flow theory in nursing research: A qualitative study. NURSE EDUCATION TODAY 2021; 107:105158. [PMID: 34607296 DOI: 10.1016/j.nedt.2021.105158] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Revised: 09/18/2021] [Accepted: 09/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND With the development of evidence-based nursing practice, nursing research courses are important in undergraduate programs. However, nursing research courses are highly theoretical, which is difficult for students to understand. Improving the teaching quality of nursing research courses is a challenge for educators. OBJECTIVES To understand the learning experience and the effect of gamification teaching on nursing undergraduates, and to provide new ideas for nurse educators. DESIGN A qualitative research design using individual semi-structured interviews. SETTINGS Gamification teaching was applied in an undergraduate nursing research course over one semester at a university in Central China. PARTICIPANTS Purposive sampling was adopted to select nine undergraduate nursing students who had recently completed gamification teaching in a nursing research course. METHODS Data were collected through semi-structured interviews and analyzed using Colaizzi's phenomenological method. RESULTS Three major themes and seven subthemes emerged from the interviewees' experience: (1) positive attitude (e.g., acceptance with pleasure and flow experience); (2) self-perceived competence improvement (e.g., creative thinking, collaboration, and knowledge internalization and application); and (3) challenges of gamification teaching (e.g., learning pressure and rationality of game design). CONCLUSIONS The gamification teaching mode based on the flow theory had a positive effect on the students' learning experience in the nursing research course. It is recommended to improve the game design model and to enhance its effectiveness for classrooms in the future.
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Affiliation(s)
- Lu Han
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Qiongya Cao
- School of Nursing, Hubei University of Medicine, No. 30, Renmin South Road, Shiyan 442000, Hubei, China.
| | - Tianqu Xie
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Xiangxu Chen
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Yanqun Liu
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Jinbing Bai
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA 30322, USA.
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Testing Two Student Nurse Stress Instruments in Chinese Nursing Students: A Comparative Study Using Exploratory Factor Analysis. BIOMED RESEARCH INTERNATIONAL 2021; 2020:6987198. [PMID: 33083478 PMCID: PMC7563080 DOI: 10.1155/2020/6987198] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Accepted: 08/24/2020] [Indexed: 12/16/2022]
Abstract
Background The development and transformation of nursing within professional tertiary education have exerted a great pressure and challenge upon nursing students. Stress experienced by nursing students is a common precursor of psychological distress and attrition. However, no scale is specifically used to evaluate the sources of stress experienced by nursing students in Mainland China. Aims and Objective. This study is aimed at testing and comparing the reliability and validity including sensitivity and specificity of two nursing students' stress instruments, the Chinese version of Student Nurse Stress Index Scale (SNSI-CHI), and the Stressors in Student Nursing Scale (SINS-CN) in Chinese nursing students, and describing the stress status of nursing students in China. Methods A cross-sectional survey was conducted in two nursing schools in Henan Province from August 2017 to January 2018. Data were collected by using a questionnaire comprising the Chinese version of SNSI (SNSI-CHI), the Chinese version of SINS (SINS-CN), and the Chinese Perceived Stress Scale (CPSS). Homogeneity and stability, content, construct and concurrent validity, and sensitivity and specificity were assessed. Results The Cronbach's alpha (α) of SNSI-CHI was 0.90, and the item-to-total correlations ranged from 0.35 to 0.66. The Cronbach's α of SINS-CN was 0.93, and the item-to-total correlations ranged from 0.19 to 0.61. The findings of exploratory factor analysis (EFA) confirmed a good construct validity of SNSI-CHI and SINS-CN. The Pearson's rank correlation coefficients, between total scores of SNSI-CHI and CPSS and SINS-CN and CPSS, were assessed to 0.38 (P < 0.01) and 0.39 (P < 0.01), respectively. Regarding the CPSS, as the criterion, the cut-points of SNSI-CHI and SINS-CN for the area under the receiver operator characteristic (ROC) curve were 0.77and 0.66, respectively. Conclusion Both scales are valid and reliable for evaluating the source of stress of student nurses in China. Each has its own characteristics, but the SNSI-CHI demonstrated marginal advantage over the SINS-CN. The SNSI-CHI is short, is easily understood, and with clear dimension for the nursing students, and the SNSI-CHI is more acceptable for the users in China.
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Oozageer Gunowa N, Hutchinson M, Brooke J, Aveyard H, Jackson D. Evidencing diversity: development of a structured tool for investigating teaching of pressure injury on people with darker skin tones. Nurse Res 2021; 29:17-24. [PMID: 33792211 DOI: 10.7748/nr.2021.e1761] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/29/2020] [Indexed: 11/09/2022]
Abstract
BACKGROUND Dismantling structural racism challenges nurses to consider the extent to which issues of inclusion, diversity and race are operationalised in day-to-day professional practice. This includes nurse education. To be truly effective, any examination of teaching content in nurse education needs to be investigated through document analysis plus observation in the classroom. However, tools to ensure consistency between these methods of collecting data are limited. AIM To design a structured tool for collecting data by analysing teaching materials and observing teaching on pressure injuries and people with darker skin tones. DISCUSSION This novel approach of using a single tool provides a unique opportunity to explore teaching materials and what is actually taught in the classroom. The data collected can assist with comparative analysis, enabling an in-depth view of curriculum content. CONCLUSION The nuanced and subtle data gathered using the complementarity of analysis between teaching materials and teaching observations in the exemplar tool presented created a unique data set for examination. IMPLICATIONS FOR PRACTICE This tool has broad applications for nurse researchers, particularly for examining topics that are often perceived to be sensitive, such as race and skin tone. It can be used for in-depth scrutiny of classroom teaching, to develop and influence curriculum content and team discussions, and in larger studies exploring nurse education content.
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Affiliation(s)
- Neesha Oozageer Gunowa
- Faculty of Health, Social Care and Education, Faculty of Health and Life Sciences, Oxford Institute of Nursing, Midwifery and Allied Health Research HQ, Oxford Brookes University, Oxford, England
| | | | | | | | - Debra Jackson
- University of Technology Sydney, Ultimo, NSW, Australia
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Jiao L, Sui Y, Yang G, Wang P, Li Q, Chen J, Liu L, Yang C. The construction of the evaluation system of nurses' post-training and the application of the system in 25 grade-A general hospitals in China. Nurs Open 2021; 8:482-497. [PMID: 33318856 PMCID: PMC7729556 DOI: 10.1002/nop2.651] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 08/29/2020] [Accepted: 09/09/2020] [Indexed: 11/08/2022] Open
Abstract
Aims To make the evaluation more scientific, structured and systematic, this study aims to develop an evaluation index system for nurses training and to explore clinical effect of system. Design The evaluation index system of nurses' post-training was constructed using the Delphi method. Methods Introducing the system, we used the pre-work training of new nurses as an example for discussing the specific implementation scheme of the system. Twenty-five tertiary and first-class general hospitals in 14 provinces and municipalities were evaluated on the spot, and the application effect of the system was evaluated comprehensively. Results The index system consisted of three first-grade indexes, seven second-grade indexes and 23 third-grade indexes. There were three levels in teaching and training ability, and the distance had statistical significance.
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Affiliation(s)
- Linlin Jiao
- Key Laboratory of Clinical NursingNursing DepartmentLiaocheng People's HospitalLiaochengChina
| | - Yuanda Sui
- Department of Critical Care MedicineLiaocheng People's HospitalLiaochengChina
| | - Guihua Yang
- Nursing DepartmentLiaocheng People's HospitalLiaochengChina
| | - Pulin Wang
- Booking Information CenterLiaocheng People's HospitalLiaochengChina
| | - Qiaofeng Li
- Nursing DepartmentLiaocheng People's HospitalLiaochengChina
| | - Junhong Chen
- Breast CenterLiaocheng People's HospitalLiaochengChina
| | - Lili Liu
- Internal Medicine‐Cardiovascular DepartmentLiaocheng People's HospitalLiaochengChina
| | - Chunling Yang
- Nursing DepartmentLiaocheng People's HospitalLiaochengChina
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Masha'al D, Rababa M. Nursing students’ perceptions towards branching path simulation as an effective interactive learning method. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.05.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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Li BZ, Cao NW, Ren CX, Chu XJ, Zhou HY, Guo B. Flipped classroom improves nursing students' theoretical learning in China: A meta-analysis. PLoS One 2020; 15:e0237926. [PMID: 32853214 PMCID: PMC7451570 DOI: 10.1371/journal.pone.0237926] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Accepted: 08/05/2020] [Indexed: 02/02/2023] Open
Abstract
OBJECTIVE At present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes. METHODS In this review, we analyze flipped-learning nursing students' scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02-1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23-1.93; P < 0.001). CONCLUSIONS The results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students' theoretical scores. However, the problems of heterogeneity and publication bias in this study need to be remedied high-quality future studies.
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Affiliation(s)
- Bao-Zhu Li
- Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, China
- Anhui Province Key Laboratory of Major Autoimmune Diseases, Hefei, Anhui, China
- * E-mail:
| | - Nv-Wei Cao
- Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, China
- Anhui Province Key Laboratory of Major Autoimmune Diseases, Hefei, Anhui, China
| | - Chun-Xia Ren
- Department of Surgery, The First Affiliated Hospital of Anhui Medical University, Hefei, Anhui, P.R. China
| | - Xiu-Jie Chu
- Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, China
- Anhui Province Key Laboratory of Major Autoimmune Diseases, Hefei, Anhui, China
| | - Hao-Yue Zhou
- Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, China
- Anhui Province Key Laboratory of Major Autoimmune Diseases, Hefei, Anhui, China
| | - Biao Guo
- Department of Human Resource, The Second Affiliated Hospital of Anhui Medical University, Anhui, Hefei, China
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Lopes JDL, Baptista RCN, Domingues TAM, Ohl RIB, Barros ALBLD. Development and validation of a video on bed baths. Rev Lat Am Enfermagem 2020; 28:e3329. [PMID: 32813782 PMCID: PMC7426138 DOI: 10.1590/1518-8345.3655.3329] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Accepted: 04/08/2020] [Indexed: 11/21/2022] Open
Abstract
Objective: develop and validate a video on bed bathing directed to nursing professionals and students. Method: the video was based on the literature and presents the definition of bed bath, indications for its performance, steps to perform it, and potential complications. Nursing professors and nurses validated it. They assessed the pertinence of content, clarity, and language of the video scenes. The Delphi Technique was used in this phase. After recording, three nursing professors, along with undergraduate nursing students from a public university, assessed the educational video. The professors first watched the video and suggested changes, and then the students watched the video after the changes were implemented. Results: six rounds were needed for experts to validate the video script using the Delphi Technique. After the video recording, undergraduate students considered the video of easy understanding. Conclusion: the video script was composed of four topics and was validated by experts after six rounds. The video was assessed by the professors and nursing undergraduate students, who considered the topics and the video as a whole as apprehensible. This study is expected to contribute to professional training and improvement of the knowledge and skills of nursing students.
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Affiliation(s)
- Juliana de Lima Lopes
- Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, SP, Brazil
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Zhang F, Zhao L, Zeng Y, Xu K, Wen X. A comparison of inquiry-oriented teaching and lecture-based approach in nursing ethics education. NURSE EDUCATION TODAY 2019; 79:86-91. [PMID: 31108384 DOI: 10.1016/j.nedt.2019.05.006] [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: 12/24/2018] [Revised: 03/31/2019] [Accepted: 05/03/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND With developing nursing ethics education, the traditional methods of teaching could not meet the learning needs of undergraduates. Improving ethical decision-making to undergraduates is necessary toward promoting nursing ethics. OBJECTIVE The aim of study is to compare the effect of inquiry-oriented teaching and lecture-based approach on nursing ethics education for undergraduates. DESIGN A quasi-experimental study was conducted for undergraduate nursing students. SETTINGS Two nursing schools participated in the study in mainland China. PARTICIPANTS A total of 97 undergraduate nursing students participated in the study. METHODS The study adopted a quasi-experimental design. RESULTS The inquiry-oriented teaching group was significantly higher on average scoring than the lecture-based group after intervention in 2 aspects including: professional relationship (P = 0.015) and ethical decision making (P = 0.021). Contrarily, this study also showed that in the lecture-based group the score of foundational theories of nursing ethics was higher than Inquiry-oriented group (P = 0.038). A statistically significant difference was not found between the two groups in 3 scenarios: ethics related to nursing practice, ethics related to nursing research and necessity of learning nursing ethics. CONCLUSION Combination of inquiry-oriented teaching and lecture-based approach is suggested as part of design for curriculum of nursing ethics education.
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Affiliation(s)
- Fengying Zhang
- West China School of Nursing, Sichuan University, 37#, Guoxuexiang, Wuhou District, Chengdu 610041, China; Department of Gerontological Home Care and Long-Term Care Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan.
| | - Li Zhao
- West China School of Public Health, Sichuan University, 17#, Section 3, South Remin Road, Chengdu, Sichuan 610041, China
| | - Yanli Zeng
- School of Nursing, Chengdu University of Traditional Chinese Medicine, 1166# Liutai Avenue, Wenjiang District, Chengdu, Sichuan 611137, China
| | - Kai Xu
- School of Business, Chengdu University, 2025#, Chenglue Avenue, Longquanyi District, Chengdu 610106, China
| | - Xin Wen
- Kunming Medical University, 1168#, Chunrong west road, Kunming, Yunnan 650500, China
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Guo L, Jones MC, Liu Y, Yv S, Zhu Y, Guo Y. Cross-cultural validation of the Student Nurse Stress Index Scale: A descriptive survey targeting student nurses in China. J Affect Disord 2019; 251:31-38. [PMID: 30901599 DOI: 10.1016/j.jad.2019.03.017] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2018] [Revised: 02/08/2019] [Accepted: 03/03/2019] [Indexed: 12/16/2022]
Abstract
BACKGROUND Currently, relatively little is known regarding the sources and levels of stress experienced by nursing students in China. This is largely because there is no reliable and valid, culturally appropriate measure of student nurse' stress. A culturally acceptable, Chinese Version of the Student Nurse Stress Index Scale (SNSI-CHI), with established reliability and validity, is needed to identify sources of stress in Chinese nursing students. METHODS This validation study used a cross-sectional descriptive survey design. Stratified cluster random sampling was used to collect data from August 2017 to January, 2018 from 1100 nursing students in Henan Province, China. A demographic questionnaire, SNSI-CHI and Perceived Stress Scale (PSS-14) were administered. Exploratory and confirmatory factor analysis was carried out on two randomly selected samples (each N = 538) from the overall return. The content, construct, predictive and concurrent validity of the translated SNSI-CHI were examined. RESULTS 1076 nursing students returned the survey (97.82% response rate). The average total score of SNSI-CHI was 58.455 ± 13.903. The internal consistency, test-retest reliability and content validity of the SNSI-CHI was excellent with a content validity index of 0.954. A four factor simple structure was revealed and confirmed using exploratory (explaining 75% of the variance) and confirmatory factor analysis (x2/df = 1.347, GFI = 0.956, AGFI = 0.945, RMR = 0.032, RMSEA = 0.025, NFI = 0.974, IFI = 0.993, TLI = 0.992, CFI = 0.993). This structure, i.e. academic load, clinical concerns, interface worries and personal problems compared well with the original SNSI. The SNSI-CHI totals and subscales showed good concurrent and predictive validity with the PSS-14 as comparator or criterion. A score of higher than 65 on the SNSI-CHI indicates high levels of perceived stress symptoms. Some 10.5% of respondents experience high levels of stressful demand. Sensitivity and specificity values of 71.7% and 75.1% respectively, demonstrated good predictive validity. LIMITATIONS This study sample was confined to the Henan Province, which may limit its generalizability. A larger and more diverse sample is needed in the future research. CONCLUSIONS The SNSI-CHI is both reliable and valid and culturally appropriate for use in China and its structure enables cross-cultural comparison.
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Affiliation(s)
- Lina Guo
- Department of Neurology, the first Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, People's Republic of China.
| | - Martyn C Jones
- School of Nursing and Health Sciences, University of Dundee, 11 Airlie Place, Dundee DD1 4HJ, UK, Dundee DD1 4HJ, UK.
| | - Yanjin Liu
- Department of Nursing, the first Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, Henan, People's Republic of China.
| | - Suyuan Yv
- Department of Neurology, the first Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, People's Republic of China
| | - Yiru Zhu
- Department of Neurology, the first Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, People's Republic of China
| | - Yvru Guo
- Department of Osteology, the First Affiliated Hospital of Zhengzhou University, Zhengzhou, 450052, Henan, People's Republic of China
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14
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Yang Z, Zhou Y, Chung JWY, Tang Q, Jiang L, Wong TKS. Challenge Based Learning nurtures creative thinking: An evaluative study. NURSE EDUCATION TODAY 2018; 71:40-47. [PMID: 30223169 DOI: 10.1016/j.nedt.2018.09.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Revised: 07/27/2018] [Accepted: 09/06/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The demand for more creative and innovative nurses and together with the rapid expansion of nurse education in Mainland China have called for new approaches to student learning. Challenge Based Learning, an active student-directed approach was incorporated into an elective course in an undergraduate nursing programme. Initially, the students were given some big ideas about the real world. They worked together in small groups to identify the most challenging problems from these ideas, develop some innovative solutions, formulate an action plan for a selected solution, carry out the actions and evaluate the outcome. OBJECTIVES To evaluate the effectiveness of Challenge Based Learning on students' creativity and innovativeness. DESIGN Quasi-experimental. SETTINGS A medical university in Guangzhou, China. METHOD AND PARTICIPANTS A convenience sample of 48 undergraduate nursing students from the bilingual class, who enrolled in the elective course, Innovation and Creative Thinking was invited to participate in the evaluative study. They completed the Creativity and Innovation Effectiveness Profile before and after the course. RESULTS Apart from descriptive statistics, the mean scores of the Creativity and Innovation Effectiveness Profile between the pretest and posttest assessments were analyzed using the Wilcoxon signed ranks test. The results showed that the mean scores of all 7 domains (i.e. creative consciousness, levels of curiosity, pattern breaking skills, idea nurturing ability, willingness to experiment and take risks, courage and resilience and energetic persistence) of Creativity and Innovation Effectiveness were significantly higher in the posttest. CONCLUSION Students can enhance their ability to innovate and create through learning. The successful practical experience of using CBL in the study provides a good reference for nurse teachers who want their students to be self-directed, creative and innovative.
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Affiliation(s)
- Zhi Yang
- School of Nursing, Guangzhou Medical University, China.
| | - Ying Zhou
- School of Nursing, Guangzhou Medical University, China.
| | - Joanne W Y Chung
- Faculty of Liberal Arts and Social Sciences, The Education University of Hong Kong SAR, China
| | - Qiubi Tang
- School of Nursing, Guangzhou Medical University, China
| | - Lian Jiang
- Guang Zhou Hui Ai Hospital, Guangzhou, China
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15
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Cui G, Yao M, Zhang X. Can nursing students' perceived teacher enthusiasm dampen their class-related boredom during theoretical lessons? A cross-sectional study among Chinese nursing students. NURSE EDUCATION TODAY 2017; 53:29-33. [PMID: 28426998 DOI: 10.1016/j.nedt.2017.04.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Revised: 12/23/2016] [Accepted: 04/03/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Class-related boredom experienced by nursing students during theoretical lessons may affect their health and learning outcomes. Perceived teacher enthusiasm of nursing students may dampen their boredom, but little empirical research has investigated their relationship. OBJECTIVES The aim of the current study is to investigate the dampening effects of nursing students' perceived teacher enthusiasm on their class-related boredom during theoretical lessons. The main theoretical framework is control-value theory of achievement emotions. DESIGN A cross-sectional survey was used. METHODS 352 nursing students during their theoretical lessons completed questionnaires on perceived teacher enthusiasm, boredom proneness, perceived task difficulty and class-related boredom. Correlation and classic multiple hierarchical analysis results supported the hypothesis about the relationships among variables. RESULTS After controlling the effects of demographic variables, boredom proneness and perceived task difficulty, perceived teacher enthusiasm negatively predicted class-related boredom significantly. CONCLUSION Perceived teacher enthusiasm of nursing students can predict their class-related boredom significantly.
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Affiliation(s)
- Guanyu Cui
- School of Psychology, Institute of Developmental Psychology, Beijing Normal University, Beijing, China; Department of Psychology, Henan Medical College, Zhengzhou, China
| | - Meilin Yao
- School of Psychology, Institute of Developmental Psychology, Beijing Normal University, Beijing, China.
| | - Xia Zhang
- Department of Nursing, Henan Medical College, Zhengzhou, China
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16
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Smith GD, Yang F. Stress, resilience and psychological well-being in Chinese undergraduate nursing students. NURSE EDUCATION TODAY 2017; 49:90-95. [PMID: 27889584 DOI: 10.1016/j.nedt.2016.10.004] [Citation(s) in RCA: 64] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2015] [Revised: 09/28/2016] [Accepted: 10/17/2016] [Indexed: 05/16/2023]
Abstract
BACKGROUND Globally, stress is a well-recognized feature of the life of undergraduate nursing students. However, there currently is little evidence to suggest what role resilience plays in this issue. OBJECTIVES To examine the relationship between stress and resilience on psychological well-being in a cohort of Chinese undergraduate student nurses. DESIGN/PARTICIPANTS A cross-sectional study was conducted using multivariate logistic regression and descriptive statistical analysis in three Chinese nursing schools. A total of 1538 nursing students participated in the study, completing three validated self-administered questionnaires. RESULTS Nursing students in their final year reported the highest mean General Health Questionnaire 12 (GHQ-12) scores (Mean 4.50 SD 2.89) and Stress in Nursing Student (SINS CN) scores (Mean 105.11 SD 25.37), Moderate levels of resilience were noted across all four years of nursing training programmes (Mean 121.59 SD 21.49). Resilience scale (RS) scores were negatively correlated with mean total score for stress (r=-0.236, P<0.01) and negatively correlated with psychological well-being (r=-0.411, P<0.01). CONCLUSION Psychological well-being appears impaired in Chinese nursing students, particularly final year students, prior to registration. Globally, more attention could be given to the potential role of resilience training and other forms effective coping strategies to deal with the inevitable sources of stress in student nurse training.
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Affiliation(s)
- Graeme D Smith
- Faculty School of Heath and Social Care of Health and Life Science, Edinburgh Napier University, Edinburgh, UK.
| | - Fang Yang
- School of Nursing of Zhejiang University City College, 310015, China.
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