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Cui L, Dong Y, Zhang S, Ma W, Li M. Construction and application of procedural pathways combined with information management in nursing staff skills training system. BMC MEDICAL EDUCATION 2024; 24:687. [PMID: 38907202 PMCID: PMC11193268 DOI: 10.1186/s12909-024-05593-x] [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: 06/15/2023] [Accepted: 05/22/2024] [Indexed: 06/23/2024]
Abstract
OBJECTIVE To explore the application effect of procedural pathways combined with information management in the construction of nursing staff skills training system. METHODS This was a quasi-experimental study with a control group and an experimental group. A total of 300 newly admitted nurses or nurses who required training within three years of admission were selected as the experimental group, and 267 nurses who were trained in the same hospital during the same period in 2020 were selected as the control group. The experimental group received skills training using a system that combines procedural pathways with information management, while the control group received traditional teaching mode. The outcome measures included theoretical score, operation score, nurse competency, patient satisfaction, and nursing-related adverse events. The data were analyzed using t-test, chi-square test, and rank-sum test. RESULTS The experimental group had higher scores in theoretical assessment, skills assessment, nurse competency, and patient satisfaction, and lower incidence of nursing-related adverse events than the control group (P < 0.05). CONCLUSION The strategy of procedural pathways combined with information management provides a new perspective and method for nursing operation skills training, effectively improves clinical nursing quality and ensures patient safety.
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Affiliation(s)
- Liping Cui
- Department of nursing, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yuting Dong
- Department of nursing, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Shan Zhang
- Department of ICU, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Wenxia Ma
- Department of general surgery, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Min Li
- Department of Breast Surgery, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China.
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
- Department of Breast Surgery, Tongji Shanxi Hospital, Tongji Hospital, Tongji Medical College, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Huazhong University of Science and Technology, No. 99 of Longcheng Street, Xiaodian District, Taiyuan, 030032, China.
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Lin CC, Han CY, Chen LC, Huang YL, Hwang SL. Undergraduate nurses' reflections on visual thinking learning to construct inductive reasoning through situated patient pictures: A mixed-method study. NURSE EDUCATION TODAY 2023; 131:105991. [PMID: 37865014 DOI: 10.1016/j.nedt.2023.105991] [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: 05/16/2023] [Revised: 08/21/2023] [Accepted: 10/15/2023] [Indexed: 10/23/2023]
Abstract
BACKGROUND/OBJECTIVE Deductive logic has often been used to develop critical thinking. However, inductive logical thinking, essential to care decision-making, has yet to be emphasized. This study aimed to explore visual thinking learning among undergraduate nursing students by asking them to draw situated patient pictures in order to integrate theoretical knowledge and promote inductive logical thinking. METHODS A mixed-methods research design was used to obtain quantitative and qualitative data from a convenience sample of 100 students. The study was conducted in a Taiwanese university from September 2022 to January 2023. In the quantitative component, learners' views of situated patient pictures were captured based on 15 paired identifiers and two questions: (a) What word should be used in describing the situated patient's picture? (b) How strongly do you feel about the selection? Written feedback was analyzed using qualitative content analysis. RESULTS Quantitative analysis identified specific, unpretentious, humorous, harmonious, conservative, realistic, rational, entire, image performance, professional performance, understandable, expressive, static performance, rigorous, and profuse with a reasonable degree of choice. Qualitative analysis identified four stages in participants' development of inductive reasoning through situated patient pictures and visual thinking learning. These were: exploration, intuition, theme, and logic and creation. CONCLUSIONS The results suggest that visual thinking learning is a practical pedagogical approach to increasing learners' communication abilities, group cooperation, theoretical knowledge integration, and logical thinking. Neither educators nor learners required any artistic skills. Nonetheless, participants demonstrated creativity and innovation through continuous visual thinking learning.
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Affiliation(s)
- Chun-Chih Lin
- Department of Nursing, Chang Gung University of Science and Technology, 2, West Sec. Jiapu Rd., Pu-tz City 613, Chiayi County, Taiwan; Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Built and Operated by Chang Gung Medical Foundation, 6, Sec., 2, Jincheng Rd., Tucheng Dist., New Taipei City 263, Taiwan.
| | - Chin-Yen Han
- Department of Nursing, Chang Gung University of Science and Technology, Linkou Campus, 261, Wenhua 1st Rd., Guishan Dist., Taoyuan City 33303, Taiwan; Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Built and Operated by Chang Gung Medical Foundation, 6, Sec., 2, Jincheng Rd., Tucheng Dist., New Taipei City 263, Taiwan.
| | - Li-Chin Chen
- Department of Nursing, New Taipei Municipal TuCheng Hospital, Built and Operated by Chang Gung Medical Foundation, No. 6, Sec. 2, Jincheng Rd., Tucheng Dist., New Taipei City 236, Taiwan.
| | - Ya-Ling Huang
- Faculty of Health (Nursing), Southern Cross University, Gold Coast Campus B7.47, Locked Mail Bag 4, Coolangatta (Southern Cross University), QLD 4225, Australia; Department of Emergency Medicine, Gold Coast Hospital and Health Service, Gold Coast University Hospital, Gold Coast Campus B7.47, Locked Mail Bag 4, Coolangatta (Southern Cross University), QLD 4225, Australia.
| | - Su-Lun Hwang
- Department of Nursing, Chang Gung University of Science and Technology, 2, West Sec. Jiapu Rd., Pu-tz City 613, Chiayi County, Taiwan; Associate Research Fellow (joint appointment), Chronic Diseases and Health Promotion Research Center, Chang Gung University of Science and Technology, 2, West Sec. Jiapu Rd., Pu-tz City 613, Chiayi County, Taiwan; Associate Research Fellow (joint appointment), Division of Thoracic Oncology, ChiaYi Chang Gung Memorial Hospital, Chang Gung Medical Foundation, 2, West Sec. Jiapu Rd., Pu-tz City 613, Chiayi County, Taiwan.
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Moorman M. The transformative palette: the use of art and Visual Thinking Strategies in nursing. Int Rev Psychiatry 2023; 35:658-662. [PMID: 38461385 DOI: 10.1080/09540261.2023.2260473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Accepted: 09/13/2023] [Indexed: 03/11/2024]
Abstract
Visual Thinking Strategies is a teaching technique initially studied in primary education but recently has been used to teach nursing students and other healthcare professionals. VTS has been found to help participants think and see differently, explore learning in safe environments, and develop ethical competencies. Experiences with VTS can create rich discussions and present opportunities for nurses to talk about issues and concerns that may not always present in the classroom. VTS can provide participants with the ability to explore meanings and engage in conversations about diversity and social determinants of health. This article explores how teachers can use VTS to create meaningful dialogue with participants and relate it to their care of patients.
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Affiliation(s)
- Margaret Moorman
- Faculty Innovating for Nursing Education (FINE) Center, Indiana University School of Nursing, Indianapolis, IN, USA
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Hartigan-Rogers JA, d'Eon P. Engaging the creative heArts of nurse educators: a novel conceptual model. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0131. [PMID: 37452636 DOI: 10.1515/ijnes-2022-0131] [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: 12/15/2022] [Accepted: 06/19/2023] [Indexed: 07/18/2023]
Abstract
OBJECTIVES Nurse educators are increasingly challenged in preparing future nurses to be creative thinkers. The purpose of this innovative quality improvement initiative is to share nursing students' interpretations of the value arts-based pedagogy (ABP) brings to their nursing practice. METHODS Braun and Clarke's approach to thematic analysis was utilized to identify and report patterns of ideas within learners' interpretations of engaging in an ABP assignment. RESULTS The analysis of students' interpretations led to the creation of a novel conceptual model to encourage and support nurse educators in the use of innovative ABP approaches. CONCLUSIONS ABP can be seamlessly integrated within teaching and learning methodologies to cultivate meaningful student learning. IMPLICATIONS FOR INTERNATIONAL AUDIENCE The intent of the conceptual model is to encourage and support nurse educators in the use of innovative ABP approaches designed for engaging nursing students in active, creative, and challenging learning environments.
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Affiliation(s)
| | - Paula d'Eon
- School of Nursing (Yarmouth Campus), Dalhousie University Faculty of Health, Halifax, NS, Canada
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Taşdelen Baş M, Özpulat F, Molu B, Dönmez H. The effect of decorative arts course on nursing students' creativity and critical thinking dispositions. NURSE EDUCATION TODAY 2022; 119:105584. [PMID: 36279658 DOI: 10.1016/j.nedt.2022.105584] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2022] [Revised: 09/12/2022] [Accepted: 09/28/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Nurses use their critical thinking skills and creativity to solve complex problems. Nursing students should access effective and appropriate educational materials to develop critical thinking skills and creativity. OBJECTIVE This study investigated the effect of the "decorative arts" course on nursing students' creativity and critical thinking dispositions. METHOD The study was conducted in the nursing departments of two universities between May 2021 and December 2021. The sample consisted of 141 nursing students. Data were collected using a sociodemographic characteristics questionnaire, the Critical Thinking Disposition Scale (CTDS), and the Marmara Creative Thinking Dispositions Scale (MCTDS). RESULTS Fourth-year students had a significantly higher mean CTDS score than third-year students (p = 0.009). Participants who took the "decorative arts" course for two semesters had a significantly higher mean CTDS score than those who took it for one semester at most (p < 0.05). CONCLUSION The "decorative arts" course helped nursing students develop critical thinking skills and creativity.
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Affiliation(s)
- Melike Taşdelen Baş
- Selçuk University Akşehir Kadir Yallagöz Health School, Department of Nursing, Konya/Turkey.
| | - Funda Özpulat
- Selçuk University Akşehir Kadir Yallagöz Health School, Department of Nursing, Konya/Turkey
| | - Birsel Molu
- Selçuk University Akşehir Kadir Yallagöz Health School, Department of Nursing, Konya/Turkey
| | - Hatice Dönmez
- Karamanoğlu Mehmetbey University, Department of Midwifery, Karaman/Turkey
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Mata FR, Fernández-Donaire L, Canet-Velez O, Torralbas-Ortega J, Sastre-Rus M, Roca J. Nursing student learning of biosciences through movies and concept maps: A mixed study. NURSE EDUCATION TODAY 2022; 117:105480. [PMID: 35905596 DOI: 10.1016/j.nedt.2022.105480] [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: 08/25/2021] [Revised: 03/24/2022] [Accepted: 07/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND acquisition of bioscience knowledge is challenging for nursing students. This calls for teaching methodologies that allow them to acquire this knowledge and add value in the nursing context. OBJECTIVE to evaluate a teaching experience using a movie clip and the collaborative use of C-Maps in first-year bioscience learning in nursing students. DESIGN embedded mixed methods study. PARTICIPANTS 143 students. METHODS data were collected in two phases: first, collecting quantitative data through a questionnaire on utility, satisfaction and perceived competency development, and collecting qualitative data on learning, teaching materials and developed competencies through an open-question instrument. The second phase consisted of a focus group to explore in greater depth learning experience. RESULTS six themes emerged from the qualitative analysis: using C-Maps as a learning process; developing group competencies; knowledge integration and transfer; teacher-student relationship; art as a didactic support; and difficulties encountered and proposals for improvement. Regarding utility, the students highlighted learning and relating concepts. Elements of satisfaction were working in small groups and having the teacher as a guide. Finally, the competencies most developed were teamwork and learning ability. CONCLUSION the combination of a movie clip and a C-Map is an innovative strategy motivating and valuable for learning biosciences.
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Affiliation(s)
- Francisca Ruiz Mata
- School of Nursing Gimbernat, University Autònoma de Barcelona, Av. De la Generalitat, 202-206, 08174 Barcelona, Spain.
| | - Lidia Fernández-Donaire
- School of Nursing Gimbernat, University Autònoma de Barcelona, Av. De la Generalitat, 202-206, 08174 Barcelona, Spain.
| | - Olga Canet-Velez
- Faculty of Health Sciences Blanquerna, University Ramon Llull, Spain; Global Health, Gender and Society Research Group (GHenderS), 326-332 Padilla, St, 08025 Barcelona, Spain.
| | - Jordi Torralbas-Ortega
- Mental Health Center, Parc Taulí Hospital Universitari, GRItauli member of Institut d'Investigació i Innovació Parc Taulí I3PT, Universitat Autònoma de Barcelona, Sabadell, Spain.
| | - Meritxell Sastre-Rus
- School of Nursing Gimbernat, University Autònoma de Barcelona, Av. De la Generalitat, 202-206, 08174 Barcelona, Spain.
| | - Judith Roca
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain.
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Abstract
Twenty-first century learners live in a highly visual world, being constantly surrounded by visual, technologized stimuli and the educational system, be it general or specialized—as in the case of higher education—needs to creatively meet and answer these learning requirements. Among the plethora of new or updated approaches, the concept of Visual Thinking Strategies (VTS) designed by Philip Yenawine and Abigail Housen has gained extensive popularity due to its capacity of being adapted to a wide range of specialized fields with notable improvement results. The main purpose of the present review is to synthetically and critically present relevant scientific work related to the application of the VTS procedure and to further identify possible study areas that would highly benefit from the insertion of this procedure. Thus, the theoretical perspective is tackled from a cognitive-psychology standpoint, followed by a rendering of the research variety in applied VTS contexts pertaining to different study domains, as well as online VTS web clustering. These contexts have shown a predilection for VTS usage, which improves higher-education students’ specialized vocabulary and speaking skills in the same target language, but not in the case of ESP (English for specific purposes) classes.
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Choi J, Lee SE, Choi S, Kang B, Kim SH, Bae J, Tate JA, Son YJ. Integration of visual thinking strategies to undergraduate health assessment course: A mixed-method feasibility study. NURSE EDUCATION TODAY 2022; 113:105374. [PMID: 35462324 PMCID: PMC9014655 DOI: 10.1016/j.nedt.2022.105374] [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: 11/03/2021] [Revised: 02/07/2022] [Accepted: 04/12/2022] [Indexed: 06/13/2023]
Abstract
BACKGROUND The COVID-19 pandemic has accelerated demands for a shift from traditional face-to-face learning to online learning. Visual Thinking Strategies (VTS) is an inquiry-based teaching method using various visual artworks to improve critical thinking and interpersonal skills. VTS has been studied in health professional education mostly in art gallery settings. Implementing VTS during online learning in nursing education has not yet been investigated. OBJECTIVES This study evaluated the feasibility of incorporating VTS into an undergraduate nursing health assessment course and explored students' perceptions and experiences of VTS. DESIGN A single-group, posttest-only, concurrent mixed-methods design was used. SETTING This study was conducted in an urban nursing college in Seoul, Korea. PARTICIPANTS A convenience sample of 60 second-year undergraduate nursing students enrolled in a health assessment course. METHODS We integrated VTS into three skills lab sessions (assessment of older adults, skin assessment, and musculoskeletal system assessment) via on-site sessions or real-time online videoconferencing sessions. Through an online survey, we obtained sociodemographic information, previous VTS experience, measures of teaching orientation, perception of arts-based learning, and VTS evaluation. Additionally, participants were asked to comment on their VTS experiences through free-response questions. RESULTS Participants rated VTS as an interesting and easy-to-concentrate learning method compared with traditional classes during a COVID-19 pandemic. In participants' narratives, being able to learn diverse perspectives, expanding the scope of thoughts and observations, and sustainable learning were the most commonly positive experiences. A lack of familiarity and the open-ended nature of observations were reported as the most common challenges. CONCLUSION Applying VTS in undergraduate nursing education may help students develop critical thinking, communication, and collaboration skills. As an alternative to traditional teaching, implementing VTS via online may have potential to motivate students' engagement to active learning. Future randomized controlled trials are warranted to build evidence on the benefits of VTS.
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Affiliation(s)
- JiYeon Choi
- Yonsei University College of Nursing, Mo-Im Kim Nursing Research Institute, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Seung Eun Lee
- Yonsei University College of Nursing, Mo-Im Kim Nursing Research Institute, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Seongmi Choi
- Yonsei University College of Nursing and Brain Korea 21 FOUR Project, 50-1 Yonsei-ro, Seodaemun-gu, Seoul, 03722, Korea.
| | - Bada Kang
- Yonsei University College of Nursing, Mo-Im Kim Nursing Research Institute, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Soo Hyun Kim
- Yonsei University College of Nursing, 50-1 Yonsei-ro, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Juyeon Bae
- Department of Nursing, Yeoju Institute of Technology, 12652, Sejong-ro 338, Yeoju-si, Gyeonggi-do, Republic of Korea.
| | - Judith A Tate
- The Ohio State University College of Nursing, 386 Newton Hall, 1585 Neil Ave., Columbus, OH 43210, USA.
| | - Youn-Jung Son
- Chung-Ang University Red Cross College of Nursing, 84 Heukseok ro, Dongjak-gu, Seoul 06974, Republic of Korea.
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Guo J, Zhong Q, Tang Y, Luo J, Wang H, Qin X, Wang X, Wiley JA. Cultural adaptation, the 3-month efficacy of visual art training on observational and diagnostic skills among nursing students, and satisfaction among students and staff- a mixed method study. BMC Nurs 2021; 20:122. [PMID: 34229667 PMCID: PMC8259449 DOI: 10.1186/s12912-021-00646-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Accepted: 06/25/2021] [Indexed: 11/21/2022] Open
Abstract
Background Visual art training is a student-led approach using Western art pieces as the main teaching resources. It has been developed and applied in nursing and medical education in the United States. This study aimed to adapt visual art training to Chinese cultural context, then to compare the efficacy of the culturally-tailored visual art training versus traditional education on observational and diagnostic skills at 3-month follow-up among Chinese nursing students in master program. Methods This study included Phase 1 (cultural adaptation) and Phase 2 (3-month efficacy evaluation). It was conducted from June to September, 2019. In Phase 1, cultural barriers were identified and cultural adaptation strategy were made based on two focus group interviews. Phase 2 was a randomized controlled trial in a local museum. A total of 106 first-year nursing students in master program were randomized to the intervention group or the control group. Both groups received traditional education. In addition, intervention group received a visual art training (including a field-guided museum visit with observation and debriefing of Chinese oil paintings and clinical images, four teaching hours). Data were collected for both groups at baseline and 3-month follow-up on the observational and diagnostic skills measured by clinical image tests. Learning satisfaction with the visual art training was investigated among 53 intervention students and teaching satisfaction was done in 10 staff members by self-administered questionnaires. Results In phase 1, we adapted a culturally-tailored visual art training for nursing students in China. Observational skills of the intervention group increased significantly compared with the control group 3 months after the training (p < .001). A trend towards the improvement of diagnostic skills was indicated with increment of 2.92 points of the intervention group vs. 0.39 of the control group (p > .05). In general, all participants and staff were satisfied with the visual art training, especially the selected Chinese oil paintings and the student-led teaching process, but 34% (n = 18) were not satisfied with the long distance from the museum. Conclusions A culturally-tailored visual art training with great acceptability and feasibility was implemented in China. It had a sustained positive effect on improving the observational skills of Chinese nursing students. This study can be used for a reference to introduce visual art training to nursing students or nurses from other cultures. Trial registration Retrospectively registered in Chinese Clinical Trial Registry (ChiCTR2000037956) on 4th September, 2020.
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Affiliation(s)
- Jia Guo
- Xiangya School of Nursing, Central South University, NO.172 Tongzipo Road Yuelu District, Changsha, 410013, Hunan Province, China.
| | - Qinyi Zhong
- Xiangya School of Nursing, Central South University, NO.172 Tongzipo Road Yuelu District, Changsha, 410013, Hunan Province, China
| | - Ying Tang
- School of Architecture and Art, Central South University, Changsha, Hunan Province, China
| | - Jiaxin Luo
- Xiangya School of Nursing, Central South University, NO.172 Tongzipo Road Yuelu District, Changsha, 410013, Hunan Province, China
| | - Hongjuan Wang
- Xiangya School of Nursing, Central South University, NO.172 Tongzipo Road Yuelu District, Changsha, 410013, Hunan Province, China
| | - Xiaofen Qin
- Hainan General Hospital, Haikou, Hainan Province, China
| | - Xiuhua Wang
- Xiangya School of Nursing, Central South University, NO.172 Tongzipo Road Yuelu District, Changsha, 410013, Hunan Province, China
| | - James Allen Wiley
- Department of Family and Community Medicine, University of California, San Francisco, USA
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Al-Moteri M, Alrehaili AA, Plummer V, Yaseen RW, Alhakami RA, Thobaity AA, Faizo NL. Rapid Visual Search Games and Accuracy of Students' Clinical Observation Skills: A Comparative Study. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.03.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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