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Domingo-Osle M, La Rosa-Salas V, Ulibarri-Ochoa A, Domenech-Climent N, Arbea Moreno L, Garcia-Vivar C. Co-Design and Validation of a Family Nursing Educational Intervention in Long-Term Cancer Survivorship Using Expert Judgement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1571. [PMID: 36674326 PMCID: PMC9864059 DOI: 10.3390/ijerph20021571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 01/01/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
The number of cancer survivors is increasing exponentially thanks to early screening, treatment, and cancer care. One of the main challenges for healthcare systems and professionals is the care of cancer survivors and their families, as they have specific needs that are often unmet. Nursing students, as future healthcare professionals, need education to face these new health demands. They will need to develop specific competencies to help them care for and empower this emerging population. The aim of the study was to co-design and validate an educational intervention on long-term cancer survivorship for nursing, through a multidisciplinary panel of experts. Group interviews were conducted with a panel of 11 experts, including eight professionals from different backgrounds (oncology, cancer nursing, pharmacology, and education), a long-term cancer survivor, a family member of a cancer survivor, and a nursing student. The experts validated a pioneer educational intervention to train nursing students in long-term cancer survival. The co-design and validation of the intervention from an interdisciplinary perspective and with the participation of long-term cancer survivors and their families was considered relevant as it included the vision of all the stakeholders involved in long-term cancer survivorship.
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Affiliation(s)
| | | | - Ainhoa Ulibarri-Ochoa
- Bioaraba, Osakidetza Basque Health Service, Araba University Hospital, 01009 Vitoria, Spain
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Zhang X, Zhang G, Liu J, Song X, Li M, Zhang Y, Hao J, Wang C, Li H. Cross-sectional study of the quality of randomized control trials on problem-based learning in medical education. Clin Anat 2023; 36:151-160. [PMID: 36349397 DOI: 10.1002/ca.23977] [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: 08/19/2022] [Revised: 10/24/2022] [Accepted: 11/04/2022] [Indexed: 11/11/2022]
Abstract
Problem-based learning (PBL) is increasingly being used in medical education globally, but its effectiveness in teaching remains controversial. A randomized controlled trial (RCT) is the method of choice for evaluating its effectiveness. The quality of an RCT has a significant effect on this evaluation, but to date we have not seen an assessment of the quality of RCTs for PBL. Two researchers searched MEDLINE and EMBASE for RCTs addressing PBL in medical education. The overall quality of each report was measured on a 28-point overall quality score (OQS) based on the 2010 revised Comprehensive Standards for Reporting and Testing (CONSORT) Statement. Furthermore, to study the key factors affecting OQS more effectively, a linear regression model of those factors was established using SPSS. After literature screening, 30 RCTs were eventually included and analyzed. The median OQS was 15 (range, 7-20), which meant that half of the items in the revised 2010 CONSORT statement were poorly reported in at least 40% of the RCTs analyzed. The regression model showed that the year of publication of RCTs and the impact factors of the journals in which they were published were the main factors affecting OQS. The overall quality of reporting of RCTs on PBL teaching in medical education was not satisfactory. Some RCTs were subjectively selective in reporting certain items, leading to heterogeneity in quality. It is expected that statisticians will develop new standards more suitable for evaluating RCTs related to teaching research and that editors and peer reviewers will be required to review the relevant RCTs more strictly.
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Affiliation(s)
- Xiaoli Zhang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Guanran Zhang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Jing Liu
- Department of Biostatistics, School of Public Health, Shandong University, Jinan, China
| | - Xinyi Song
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Manyu Li
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Yuhua Zhang
- Information-based Teaching Research Center, School of Basic Medical Sciences, Shandong University, Jinan, China
| | - Jing Hao
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Chuanzheng Wang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Han Li
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
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Jordan J, Missaghi B, Douglass A, Tolles J. Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate- and Long-term Knowledge Gain. AEM EDUCATION AND TRAINING 2021; 5:e10464. [PMID: 33796806 PMCID: PMC7995929 DOI: 10.1002/aet2.10464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2019] [Revised: 03/30/2020] [Accepted: 04/18/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Active learning techniques help with motivation, involvement, and retention during didactics. There are few studies comparing different active learning methods, and these have yielded mixed results. The objective of this study was to compare the effect of two active learning methods-small-group discussion and audience response system (ARS)-on immediate- and long-term knowledge gain. METHODS This was a prospective experimental study of emergency medicine (EM) subinterns and residents. Participants were randomized into two groups, and baseline knowledge was assessed with a multiple-choice pretest. Didactic sessions on salicylate toxicity and ocular trauma were given to both groups utilizing either small-group discussion or ARS. A crossover design was utilized to ensure that both groups received instruction by each method. A multiple-choice posttest was administered following the didactics and again 2 months later. Pre- and posttests were identical. All test items were written by an academic faculty member with advanced training in medical education and item writing and were based on the goals and objectives of the session. Test items were piloted with a reference group of learners. Didactic instructors were blinded to test items. Data were analyzed using a linear mixed-effects model. RESULTS Thirty-eight subinterns and residents participated in the study. Both instructional methods showed immediate- and long-term knowledge gain. The linear mixed-effects model did not demonstrate any significant difference between instructional methods on immediate knowledge gain (mean difference = 0.18, p = 0.62, 95% confidence interval [CI] = -0.52 to 0.88) or long-term knowledge gain (mean difference = -0.42, p = 0.36, 95% CI = -1.32 to 0.47). CONCLUSION In this small study, there was no significant difference between instructional methods on immediate- and long-term knowledge gain in EM subinterns and residents.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCAUSA
- David Geffen School of Medicine at UCLALos AngelesCAUSA
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
| | - Babak Missaghi
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
| | - Amy Douglass
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
| | - Juliana Tolles
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCAUSA
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Domingo-Osle M, La Rosa-Salas V, Ambrosio L, Elizondo-Rodriguez N, Garcia-Vivar C. Educational methods used in cancer training for health sciences students: An integrative review. NURSE EDUCATION TODAY 2021; 97:104704. [PMID: 33352353 DOI: 10.1016/j.nedt.2020.104704] [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: 04/10/2020] [Revised: 10/15/2020] [Accepted: 11/30/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To explore the educational methods used in the cancer training of undergraduate students in health sciences. DESIGN Integrative review with a systematic methodology was performed to obtain a comprehensive picture of the variety of educational methods used in cancer training. DATA SOURCES A search was performed in the PubMed, CINAHL, PsycINFO and Cochrane databases for the period 2008-2020. REVIEW METHODS The Critical Appraisal Skills Program (CASP) was used to assess the quality of included studies. Three reviewers extracted data and did quality appraisal. RESULTS A total of 40 articles referring to cancer training in medicine and nursing were included in the review; no articles referring to other health disciplines were found. The main educational methods used were expository methods, case studies, exercises and problems, problem-based learning, learning contracts and project-oriented learning. CONCLUSION This review shows the need to combine educational methods so that health sciences students acquire competency (knowledge, skill, attitude) for comprehensive cancer care. There is a gap in the training of undergraduate nursing students to provide person/family centered care in oncology. To improve the training and professional practice of future health professionals, interprofessional education and the involvement of people with cancer in simulation education are recommended.
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Roca J, Reguant M, Tort G, Canet O. Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study. NURSE EDUCATION TODAY 2020; 92:104520. [PMID: 32653810 DOI: 10.1016/j.nedt.2020.104520] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Revised: 04/07/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE This study sought to understand the effects of a pedagogical resource combining a multi-moment debriefing model with reflective journaling that is designed to develop reflective competence. DESIGN A qualitative educational study was used with an instrumental case study design. Participating in the study were 32 nursing students who wrote 96 individual reflective journals in accordance with each moment (M1, M2, M3) of the proposed reflective practice resource. The journaling was conducted during both the clinical simulation activity and the period of clinical practice. METHODS The reflective journals resulting from the high-fidelity clinical simulation process were used to explore three moments of learning: debriefing immediately after simulation, post-scenario debriefing, and clinical practice. The typology of content analysis used was classical content analysis, which followed a deductive logic, since to assess reflection levels the 5Rs Reflective Writing Scale was used. RESULTS In the post simulation moment (M1), students produced a greater number of meaningful units associated with a level of strategic narrative reflection. During clinical practice however reflection was more analytical, with the highest level of reflection. CONCLUSION Nursing students developed reflective competence through an iterative process of reflective practice establishing a continuum between simulation experience and clinical.
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Affiliation(s)
- Judith Roca
- Faculty of Nursing and Physiotherapy, University of Lleida, Department of Nursing and Physiotherapy, 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.
| | - Glòria Tort
- Faculty of Nursing and Physiotherapy, University of Lleida, Department of Nursing and Physiotherapy, 2 Montserrat Roig, St., 25198, Lleida, Spain
| | - Olga Canet
- Faculty of Health Sciences Blanquerna, University Ramon LLull, Degree of Nursing, 326-332 Padilla, St., 08025, Barcelona, Spain
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Wood DB, Jordan J, Cooney R, Goldflam K, Bright L, Gottlieb M. Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med 2020; 21:999-1007. [PMID: 32726275 PMCID: PMC7390555 DOI: 10.5811/westjem.2020.5.46762] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Accepted: 05/12/2020] [Indexed: 11/11/2022] Open
Abstract
Emergency medicine residency programs around the country develop didactic conferences to prepare residents for board exams and independent practice. To our knowledge, there is not currently an evidence-based set of guidelines for programs to follow to ensure maximal benefit of didactics for learners. This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Programs can use these recommendations to further optimize their resident conference structure and content. Recommendations in this manuscript include best practices in formatting didactics, selection of facilitators and instructors, and duration of individual sessions. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism.
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Affiliation(s)
- D Brian Wood
- St. Joseph's Medical Center, Department of Emergency Medicine, Stockton, California
| | - Jaime Jordan
- Ronald Reagan UCLA Medical Center, David Geffen School of Medicine, Department of Emergency Medicine, Los Angeles, California
| | - Rob Cooney
- Geisinger Commonwealth School of Medicine, Department of Emergency Medicine, Scranton, Pennsylvania
| | - Katja Goldflam
- Yale University, Department of Emergency Medicine, New Haven, Connecticut
| | - Leah Bright
- Johns Hopkins University, Department of Emergency Medicine, Baltimore, Maryland
| | - Michael Gottlieb
- Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois
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Toolbox of teaching strategies. FRONTIERS OF NURSING 2018. [DOI: 10.1515/fon-2018-0033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Abstract
A teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.
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Roca J, Gros S, Canet O. Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain. NURSE EDUCATION TODAY 2018; 68:159-164. [PMID: 29935406 DOI: 10.1016/j.nedt.2018.06.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2017] [Revised: 04/25/2018] [Accepted: 06/05/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION The bachelor thesis, a final year subject to obtain a nursing degree, presents an ideal opportunity for the development and assessment of professional competencies. Thus, it is necessary to specify that the structure of the bachelor thesis works as an element of review and reflection from both a pedagogical and professional perspective. OBJECTIVE To analyse the main elements of the bachelor thesis in the nursing degree 2015-16 in Spain. METHODOLOGY A transversal descriptive study was conducted using a quantitative documentary analysis via study guides or grade reports. The variables were the main academic elements of the bachelor thesis subject (credits, competencies, learning outcomes, contents, methodologies, training activities and assessment). A probabilistic sample of 66 institutions was studied using descriptive statistics with statistical measures of central tendency and measures of variability. RESULTS The results showed a maximum range of 12 and a minimum of 6 European Credit Transfer and Accumulation System. The definition and number of competencies to be developed varied and the learning outcomes were formulated in only 40.9% of the guides consulted. The most widely used teaching methodologies and training activities were academic supervision (87.9%) and autonomous work (80.3%). Regarding types of work, basic investigation (34.8%), care plans (33.3%) and literature review (30,3%) ranked highest. No specific descriptors could be linked to the contents. Finally, two main assessment tools were found: process and product. The rubric is presented as a main element of the assessment. DISCUSSION AND CONCLUSIONS The bachelor thesis is conceived as autonomous, personal and original academic work. But no homogeneity was observed in the key development elements such as competencies, teaching strategies, or type of bachelor thesis. Therefore, the findings from the analysis and the bibliographic review are presented as recommendations as regards the outcome, structure and/or teaching elements linked to the bachelor thesis.
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Affiliation(s)
- Judith Roca
- University of Lleida, Department of Nursing, 2 Montserrat Roig, St., 25198 Lleida, Spain.
| | - Silvia Gros
- University of Lleida, Department of Nursing, 2 Montserrat Roig, St., 25198 Lleida, Spain.
| | - Olga Canet
- Faculty of Health Sciences Blanquerna, University Ramon Llull, Degree of Nursing, 326-332 Padilla, St., 08025 Barcelona, Spain.
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