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Hawkins S, Fogg N, Wilson C, Browne J. Establishing a tutoring and academic support center: Collaborating with nurse educator students. J Prof Nurs 2022; 39:19-25. [DOI: 10.1016/j.profnurs.2021.12.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 12/17/2021] [Accepted: 12/20/2021] [Indexed: 10/19/2022]
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Hensel D, Toronto C, Lawless J, Burgess J. A scoping review of Q methodology nursing education studies. NURSE EDUCATION TODAY 2022; 109:105220. [PMID: 34902708 DOI: 10.1016/j.nedt.2021.105220] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 10/29/2021] [Accepted: 11/09/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVES The purpose of this review was to examine the characteristics of published Q methodology nursing education studies including the purposes, the methodological variations, and the major implications to inform best practices. DESIGN Scoping review design using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews. DATA SOURCES Academic Search Complete, CINAHL Complete, Education Research Complete, Embase, ERIC, Proquest Nursing and Allied Health, PubMed, PsycInfo, SocINDEX, and the Web of Science Core Collection. REVIEW METHODS A comprehensive search of English language journal articles was conducted for Q methodology studies published between 2015 and 2020 that used undergraduate nursing students or nursing faculty as participants. Data were extracted using a modified version of the Assessment Review Instrument for Q Methodology. RESULTS Eighteen studies from five countries met inclusion criteria. The majority were single-site studies and used nursing students as participants. The number of stimuli for sorting in the Q sample ranged from 21 to 60. Study aims fell into three broad domains: attitudes about patient populations or settings (N = 7), perceptions about teaching methods (N = 9), or beliefs about professional/practice issues (N = 2). Seven studies specifically explored simulation. Unique viewpoints discovered ranged from one to five in each study. Findings were used to inform teaching, create curricula, evaluate programs, and to generate more questions for study. Strategies for reporting the Q methodology research steps and findings varied significantly. CONCLUSION Q methodology is a useful research approach to discover variations in perspectives to inform best educational practices. Use of a standardized flow sheet could enhance reporting the Q methodological approach which may lead to a better understanding and acceptance of the method in the discipline.
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Affiliation(s)
- Desirée Hensel
- Hensel Nursing Education Consulting, PO Box 1007, Doreset VT 05251, United States of America.
| | - Coleen Toronto
- Curry College School of Nursing, 1071 Blue Hill Avenue, Milton, MA 02186, United States of America.
| | - Jane Lawless
- Curry College, 1071 Blue Hill Avenue, Milton, MA 02186, United States of America.
| | - Johanna Burgess
- Curry College, 1071 Blue Hill Avenue, Milton, MA 02186, United States of America.
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Alharbi K, Alharbi MF. Nursing Students’ Satisfaction and Self-Confidence Levels After Their Simulation Experience. SAGE Open Nurs 2022; 8:23779608221139080. [DOI: 10.1177/23779608221139080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 10/23/2022] [Accepted: 10/30/2022] [Indexed: 11/19/2022] Open
Abstract
Background Nursing students should be well prepared before going to clinical setting as they provide direct care to patient. Simulation gives the learners the opportunity to be active learners who practice, train, and give a reflection on a specific experience. Objective To obtain an understanding of the human patient simulation experience and nursing students’ perceptions of satisfaction and self-confidence. Method Cross-sectional, descriptive design was undertaken. Using purposive sampling, 273 nursing students were enrolled in basic adult nursing courses at levels four and five at female nursing college at King Saud University, Riyadh, Saudi Arabia. A questionnaire was used to measure the demographic characteristics, simulation design characteristics, and simulation educational practice context. Student Satisfaction and Self-confidence in Learning Scale was used to measure students’ satisfaction and self-confidence. Bivariate analyses were utilized where needed and multiple linear regression analysis was performed to find the relationship between variables. Results The current study revealed overall, nursing students were satisfied and self-confident after their human patient simulation experience. A relationship was observed between demographic characteristics, simulation design characteristics, and simulation educational practice context with students’ satisfaction and self-confidence. Conclusion Simulation is an effective teaching strategy that prepares nursing students for real clinical practice. Findings provided policymakers with information on nursing students’ current levels of satisfaction and self-confidence that can lead to developing future policies.
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Affiliation(s)
- Kholoud Alharbi
- Nursing Department, Nursing College, King Saud University, Riyadh, Saudi Arabia
| | - Manal F. Alharbi
- Maternal & Child Health Department, Nursing College, King Saud University, Riyadh, Saudi Arabia
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Clarke D, Williamson G, Stebbings A. A Systematic Review and Narrative Synthesis of the Effectiveness of Peer- versus Faculty-led Simulation for Clinical Skills Acquisition in Undergraduate Student Nurses. MSc Project Findings. Open Nurs J 2021. [DOI: 10.2174/1874434602115010273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
Clinical skills learning is an integral part of undergraduate nursing programmes in United Kingdom nurse education. Faculty staff teach some elements of clinical skills, and some are taught by clinicians in practice. International evidence indicates that some students feel overly anxious when taught by faculty members but less so with their peers, meaning that peer-led clinical skills teaching and learning might reduce anxiety and facilitate the acquisition and retention of skills education.
Objective:
The objective of this systematic review was to explore the research relating to undergraduate student nurses’ acquisition of skills within the simulation setting, particularly the associations between peer-led and lecturer-led learning.
Methods:
A systematic review of the literature was used to find all available evidence. A search of nine healthcare databases using Boolean and MeSH search terms including ‘Peer-to-peer’, ‘Clinical Skill*’, ‘Simulat*’, and ‘Student Nurs*’ was undertaken. Due to the heterogeneity of the research found, statistical meta-analysis was not possible, and so a narrative synthesis based on thematic analysis was conducted, which involved three-person research team critically appraising nine articles for inclusion in the review.
Results:
Articles were located from worldwide sources.
Three main themes in the findings were: psychological factors, motor skills, and educational issues. The use of peers can help to increase students’ motor skills, improved the psychological impact of skills and learning, and offered students a chance to be active participants in their education.
Conclusion:
Having explored the literature, we conclude that peer-to-peer teaching and learning could have a place in undergraduate nursing education; however, it is not clear if student nurses’ skills acquisition is more effective if mediated by peer- or lecturer-led teaching. Further research is required in this area to quantify and compare outcomes.
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Kang KI, Lee N, Joung J. Nursing students' experience of online peer tutoring based on the grow model: A qualitative study. NURSE EDUCATION TODAY 2021; 107:105131. [PMID: 34509028 PMCID: PMC9756855 DOI: 10.1016/j.nedt.2021.105131] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 08/20/2021] [Accepted: 09/02/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND With the drastic change in the nursing education environment due to the coronavirus pandemic, several attempts have been made in Korea to help nursing students better adapt to the new learning environment. OBJECTIVE This study aimed to explore nursing students' experience of online peer tutoring based on the Goal-Reality-Options-Will (GROW) model. DESIGN A qualitative study using content analysis. SETTINGS This study was conducted in the department of nursing at two universities in South Korea. PARTICIPANTS The participants were 14 nursing students who participated as tutors and tutees in the online peer tutoring. METHODS Three focus group interviews were conducted with the 14 students. Data were transcribed and analyzed using content analysis. RESULTS Three categories and nine subcategories were extracted. Online peer tutoring allowed participants to learn using a new approach, promoted their efficiency of studying in multiple aspects, and encouraged them to persevere and advance in academics, thus proving its usefulness as an auxiliary strategy to enhance the efficiency of online learning. CONCLUSIONS Structured online peer tutoring can be a useful tool for enhancing the effectiveness of non-face-to-face education for nursing students. This study's results can serve as meaningful basic data for planning and composing learning activities optimized for the future online nursing education environment.
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Affiliation(s)
- Kyung Im Kang
- Department of Nursing, College of Nursing, Dongguk University, Gyeongju, Republic of Korea
| | - Nayoon Lee
- Department of Nursing, College of Nursing, Catholic University of Pusan, Busan, Republic of Korea.
| | - Jaewon Joung
- College of Nursing, Research Institute of Nursing Science, Jeonbuk National University, Jeonju, Republic of Korea
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Hencklein LC, da Silva RLF, Campos DG, Spagnol GS, Silva JLG, de Oliveira Sanfelice CF, de Souza Oliveira-Kumakura AR. Effectiveness of Clinical Simulation and Peer-Assisted Learning to Teaching About the Sexuality of People With Spinal Cord Injury. J Neurosci Nurs 2021; 53:208-214. [PMID: 34369432 DOI: 10.1097/jnn.0000000000000608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT BACKGROUND: The sexuality of people with spinal cord injury (SCI) is a subject often neglected by healthcare professionals because of their lack of knowledge or understanding of how to proceed in this context. Different teaching strategies can be used to fill this knowledge gap, such as clinical simulation and peer-assisted learning. This study evaluates the effects of an educational intervention on nursing students' knowledge acquisition about the sexuality of individuals with SCI and on the students' self-confidence and satisfaction with the experience. METHODS: Quasi-experimental, pretest-posttest design was conducted with nursing students (N = 54). The intervention was the application by a senior-level nursing student of 2 scenarios of high-fidelity clinical simulation. The primary outcome was the knowledge about the sexuality of people with SCI. The secondary outcome was the satisfaction and self-confidence in learning. We performed descriptive and inferential statistics and built multiple linear regression models. RESULTS: The effect of the intervention on knowledge acquisition ranged from the mean of 1.26 in the pretest to 3.10 in the posttest. The means in the scores of satisfaction and self-confidence were considered excellent and correlated with knowledge acquisition. Previous attendance of a class on SCI positively interfered in the scale of knowledge acquisition. CONCLUSION: We verified an effect size ranging from medium to large magnitude for knowledge acquisition, and great satisfaction and self-confidence in learning through the use of simulated experience and peer-assisted learning.
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Luo D, Yang BX, Liu Q, Xu A, Fang Y, Wang A, Yu S, Li T. Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers. PeerJ 2021; 9:e11519. [PMID: 34178445 PMCID: PMC8214848 DOI: 10.7717/peerj.11519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 05/04/2021] [Indexed: 11/20/2022] Open
Abstract
Background Although simulated teaching was introduced to China in the 1990s, it remains underused in nursing education. Determining how Chinese nurse educators feel about using simulation in their institutions is very important for faculty training and has the potential to influence simulation implementation. Method This cross-sectional descriptive study was undertaken to identify the nurse educators’ experiences in the use of simulation from various regions of China. One hundred and thirty-six nurse educators provided demographic data and information about simulation implementation within their institutions and explored the perceived barriers and benefits of simulation usage. Results The survey data shows that 108 participants have used simulation in their work, but less than 92 (67.6%) of the respondents had used this teaching strategy more than ten times in last year. The study identified four factors hindering nurse faculty from simulation adoption: (1) concerns with student readiness; (2) the need for faculty team-building for simulation teaching; (3) lack of adequate simulation resources; and (4) thoughtful integration of simulation into nursing curricula. Conclusions Study data suggest that faculty training programs for simulation should be based on the nurse educators’ training needs, including systematically designed training topics, and the provision of hands-on learning simulation activities with expert feedback to help nurse educators achieve the competencies required for effective simulation-based education.
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Affiliation(s)
- Dan Luo
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Bing-Xiang Yang
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Qian Liu
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Aijing Xu
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Yaxuan Fang
- School of Nursing, Southern Medical University, Guangzhou, China
| | - Ailing Wang
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Sihong Yu
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Ting Li
- School of Nursing, Southern Medical University, Guangzhou, China
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Students as Facilitators: Experiences of Reciprocal Peer Tutoring in Simulation-Based Learning. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.01.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Kim SC, Jillapali R, Boyd S. Impacts of peer tutoring on academic performance of first-year baccalaureate nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 96:104658. [PMID: 33186748 DOI: 10.1016/j.nedt.2020.104658] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 10/06/2020] [Accepted: 11/01/2020] [Indexed: 05/12/2023]
Abstract
BACKGROUND Peer tutoring has multiple benefits for students and the nursing program. However, little is known about the impacts of a peer tutoring on students' academic success. OBJECTIVES This study aimed to examine the impacts of a peer tutoring program on the course failure rates and exam scores among first-year baccalaureate nursing students. DESIGN A quasi-experimental study was conducted at a public university in the USA. A formal peer tutoring program was offered to the Class of 2020 over their first three semesters (n = 317), and the Class of 2018 without peer tutoring served as a historical comparison group (n = 285). The peer tutoring program provided free, one-on-one assistance to any students who needed additional academic support. RESULTS The overall course failure rate was 3.47% for the class with peer tutoring compared to 7.02% without peer tutoring (χ2 = 3.87; p = 0.049). For the class with peer tutoring, about one half attended the sessions. The attendees had lower first exam scores compared to the non-attendees, but the final exam scores of attendees improved by 4 points out of 100 possible (p < 0.001). For the non-attendees, the exam scores did not change significantly. Students who attended two or more sessions per semester improved their scores by about 5 points. There was a positive association between the improvements in exam scores and the frequency of tutoring sessions attended per semester (p = 0.002). CONCLUSIONS It appears that the peer tutoring was effective in reducing course failure rates as well as improving exam scores among first-year baccalaureate-nursing students. Peer tutoring may be a useful and cost-effective strategy to help at-risk nursing students as they adjust to the challenges of academic demands in nursing programs.
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Affiliation(s)
- Son Chae Kim
- School of Nursing, Point Loma Nazarene University, 2600 Laning Road, San Diego, CA 92106, United States of America.
| | - Regina Jillapali
- St. David's School of Nursing, Texas State University. 100 Bobcat Way, Round Rock, TX 78665, United States of America.
| | - Shawn Boyd
- St. David's School of Nursing, Texas State University. 100 Bobcat Way, Round Rock, TX 78665, United States of America.
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Osborne R, Janson C, Black L, Jensen GM. Motivations to Pursue Physical Therapy Residency Training: A Q-Methodology Study of Stakeholder Perspectives. Phys Ther 2020; 100:57-72. [PMID: 31596470 DOI: 10.1093/ptj/pzz142] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Revised: 10/09/2019] [Accepted: 06/21/2019] [Indexed: 11/13/2022]
Abstract
BACKGROUND Residency training is recognized as a valuable form of professional development and pathway to specialization. Currently residency is voluntary for physical therapists, with less than 12% of DPT students choosing to apply upon graduation. Motivations that drive the decision to pursue residency are currently unknown as is the extent of similarity and difference in perspective among various stakeholders. OBJECTIVE The purpose of this study was to identify the dominant perspectives on motivations to pursue residency held by various stakeholders. DESIGN This study was conducted using Q Methodology, which incorporates aspects of quantitative and qualitative techniques into the examination of human subjectivity. METHODS Program directors, faculty, and current residents from all accredited physical therapy residency programs were invited to complete a forced-choice sorting activity where potential motivations for residency were sorted by perceived level of importance. Principal component analysis was used to identify dominant perspectives, which were interpreted based on emergent themes in the cluster of motivations identified as most important. RESULTS Four dominant perspectives were identified: (1) desire to provide better patient care, (2) preparation for specialty practice, (3) fast track to expert practice, and (4) career advancement. These perspectives provided context and utility to 2 broad meta-motivations: improved clinical reasoning and receiving mentoring. Both within- and between-group differences among stakeholders were identified. However, subsets from each role-group population were found to share similar perspectives. LIMITATIONS Results from this study may not apply to potential residents in all specialty areas, and the implications of having a particular perspective are unknown. CONCLUSIONS Identification of the dominant perspective on motivations for pursuing residency may aid in promoting participation, program development, matching residents to programs and mentors, and future research.
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Affiliation(s)
- Raine Osborne
- Brooks Rehabilitation Institute of Higher Learning, 3901 University Boulevard South, Suite 103, Jacksonville, FL 32216 (USA); and Doctor of Physical Therapy Program, Brooks College of Health, University of North Florida, Jacksonville, Florida
| | - Chris Janson
- College of Education and Human Services, University of North Florida
| | - Lisa Black
- Department of Physical Therapy, Creighton University, Omaha, Nebraska
| | - Gail M Jensen
- Department of Physical Therapy, School of Pharmacy and Health Professions, Creighton University
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Chan ZCY. Nursing students' view of critical thinking as 'Own thinking, searching for truth, and cultural influences'. NURSE EDUCATION TODAY 2019; 78:14-18. [PMID: 31029953 DOI: 10.1016/j.nedt.2019.03.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Revised: 01/17/2019] [Accepted: 03/12/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Students should enhance their ability to think critically as part of a process of whole-person development. BACKGROUND Within nursing education, students should employ critical thinking to ensure quality of patient care and patient safety. AIM The aim of this study was to explore the perspectives of nursing students on critical thinking. DESIGN A descriptive qualitative study. METHODS This was a focus group study involving 65 nursing students from one school of nursing. A total of eleven focus group interviews were conducted. The semi-structured interview guideline was used. All interviews were audio recorded, transcribed in Chinese and translated into English. Thematic analysis was adopted. RESULTS Three themes centred on critical thinking were discerned: own thinking, searching for truth, and cultural influences. CONCLUSIONS It is suggested that future studies be conducted on how these factors might affect critical thinking. In addition, multiple nursing schools could become involved in these studies to obtain rich data and enrich the picture of students' views on critical thinking. If nurses have more time to think about what is going on, they could think critically about what they are actually doing. This would help to protect the safety of patients and to reduce the occurrence of medical accidents.
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Affiliation(s)
- Zenobia C Y Chan
- School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
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Carey MC, Kent B, Latour JM. Using meta-ethnography to develop a conceptual model of peer-assisted learning of nursing students in clinical practice. Nurs Open 2019; 6:473-481. [PMID: 30918698 PMCID: PMC6419144 DOI: 10.1002/nop2.229] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2018] [Revised: 10/24/2018] [Accepted: 11/12/2018] [Indexed: 12/04/2022] Open
Abstract
AIM The study presents the findings of a meta-ethnographic study, developing a conceptual model for peer-assisted learning for undergraduate nurses in clinical practice. DESIGN Qualitative meta-ethnography. METHODS Meta-ethnography was used to synthesize the findings of two ethnographic studies and a qualitative review related to the influence of peer-assisted learning on student nurses in clinical practice. RESULTS Four key themes were identified underpinned by six sub-themes: (a) "Social" whereby "connecting with peers" is an important part in peer-assisted learning. (b) "Enabling" peers through "collaborative support for advice and guidance" and "reducing anxiety/increasing confidence." (c) "Organizational" aspects in peer-assisted learning in "establishing structure and navigating practice" and "establishing the role of the PAL." (d) "Learning" as a product of developing knowledge and skills through "sharing of practice experience" and "enhancing knowledge of care." The conceptual model presents a structure outlining elements required for developing effective knowledge and skills through peer-assisted learning.
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Affiliation(s)
| | - Bridie Kent
- School of Nursing and MidwiferyUniversity of PlymouthPlymouthUK
| | - Jos M. Latour
- School of Nursing and MidwiferyUniversity of PlymouthPlymouthUK
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