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Wang X, Liu J, Jia S, Hou C, Jiao R, Yan Y, Ma T, Zhang Y, Liu Y, Wen H, Wang YF, Zhu H, Liu XY. Hybrid teaching after COVID-19: advantages, challenges and optimization strategies. BMC MEDICAL EDUCATION 2024; 24:753. [PMID: 38997704 PMCID: PMC11241882 DOI: 10.1186/s12909-024-05745-z] [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: 04/10/2024] [Accepted: 07/03/2024] [Indexed: 07/14/2024]
Abstract
BACKGROUND In the post-pandemic era of higher education, hybrid teaching has emerged as a prevalent approach and is anticipated to persist as a defining trend in the future teaching reforms worldwide. However, despite its widespread adoption, certain limitations have become apparent. The objective of this study is to identify the genuine factors that impact students' performance, explore strategies that teachers can employ to enhance their teaching effectiveness and enhance students' academic self-efficacy. METHODS The study was performed among undergraduate medical students enrolled in Physiology course at Harbin Medical University in 2020 and 2022. Since 2020, influenced by the COVID-19 pandemic, a hybrid teaching method based on an established offline teaching model called BOPPPS was implemented. A questionnaire was performed in both 2020 and 2022 to evaluate students' satisfaction and efficiency of our hybrid teaching. A comparison was also carried out on the final examination scores of students majoring in Pharmacy and Clinical Pharmacy across the years 2020 to 2022. RESULTS The final examination scores of students in 2022 were significantly lower than those in 2020 and 2021 both in Pharmacy and Clinical Pharmacy majors. There was also a decrease of the score in students of Clinical Pharmacy in 2021 compared to 2020. The questionnaire indicated that over half (52.0%) of the students in 2022 preferred offline teaching method, in contrast to 39.1% in 2020. There were obvious changes in students from 2020 to 2022 about the disadvantages of hybrid teaching, the improvement of students' learning ability and the duration of students' autonomous learning. Through cross statistical analysis, online learning styles, learning ability improvement and students' learning burden have been identified as the primary factors influencing their preference for future teaching method. CONCLUSIONS Hybrid teaching is still a necessary trend in the future teaching reform base on its multiple advantages. However, in order to improve the teaching outcomes and foster students' participation and learning initiatives, it is imperative to undertake additional reforms in the future teaching process.
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Affiliation(s)
- Xiaoran Wang
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Jiangheng Liu
- Harbin Medical University Cancer Hospital, Harbin, Heilongjiang, 150086, China
| | - Shuwei Jia
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Chunmei Hou
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Runsheng Jiao
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Yan Yan
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Tengchuang Ma
- Harbin Medical University Cancer Hospital, Harbin, Heilongjiang, 150086, China
| | - Ying Zhang
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Yanyan Liu
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Haixia Wen
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China
| | - Yu-Feng Wang
- International Translational Neuroscience Research Institute, Zhejiang Chinese Medical University, Hangzhou, 310053, China
| | - Hui Zhu
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
| | - Xiao-Yu Liu
- School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
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Ott T, Demare T, Möhrke J, Silber S, Schwab J, Reuter L, Westhphal R, Schmidtmann I, Dietz SO, Pirlich N, Ziebart A, Engelhard K. Does an instructional video as a stand-alone tool promote the acquisition of practical clinical skills? A randomised simulation research trial of skills acquisition and short-term retention. BMC MEDICAL EDUCATION 2024; 24:714. [PMID: 38956562 PMCID: PMC11221112 DOI: 10.1186/s12909-024-05714-6] [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: 02/23/2023] [Accepted: 06/25/2024] [Indexed: 07/04/2024]
Abstract
BACKGROUND The effectiveness of instructional videos as a stand-alone tool for the acquisition of practical skills is yet unknown because instructional videos are usually didactically embedded. Therefore, we evaluated the acquisition of the skill of a humeral intraosseous access via video in comparison to that of a self-study with an additional retention test. METHODS After ethical approval, we conducted two consecutive studies. Both were designed as randomised controlled two-armed trials with last-year medical students as independent samples at our institutional simulation centre of a tertiary university hospital centre. In Study 1, we randomly assigned 78 participants to two groups: Vid-Self participants watched an instructional video as an intervention, followed by a test, and after seven days did a self-study as a control, followed by a test. Self-Vid ran through the trial in reverse order. In Study 2, we investigated the influence of the sequence of the two teaching methods on learning success in a new sample of 60 participants: Vid-Self watched an instructional video and directly afterward did the self-study followed by a test, whereas Self-Vid ran through that trial in reverse order. In Studies 1 and 2, the primary outcome was the score (worst score = 0, best score = 20) of the test after intervention and control. The secondary outcome in Study 1 was the change in score after seven days. RESULTS Study 1: The Vid-Self (Participants n = 42) was superior to the Self-Vid (n = 36) (mean score 14.8 vs. 7.7, p < 0.001). After seven days, Self-vid outperformed Vid-Self (mean score 15.9 vs. 12.5, p < 0.001). Study 2: The Vid-Self (n = 30) and Self-Vid (n = 30) scores did not significantly differ (mean 16.5 vs. mean 16.5, p = 0.97). CONCLUSION An instructional video as a stand-alone tool effectively promotes the acquisition of practical skills. The best results are yielded by a combination of an instructional video and self-study right after each other, irrespective of sequence. TRIAL REGISTRATIONS ClinicalTrials.gov: NCT05066204 (13/04/2021) (Study 1) and NCT04842357 (04/10/2021) (Study 2).
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Affiliation(s)
- Thomas Ott
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany.
| | - Tim Demare
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Julia Möhrke
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Saskia Silber
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Johannes Schwab
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Lukas Reuter
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Ruben Westhphal
- Institute of Medical Biostatistics, Epidemiology, and Informatics, University Medical Centerof the, Johannes Gutenberg-University Mainz, Obere Zahlbacher Str. 69, Mainz, 55131, Germany
| | - Irene Schmidtmann
- Institute of Medical Biostatistics, Epidemiology, and Informatics, University Medical Centerof the, Johannes Gutenberg-University Mainz, Obere Zahlbacher Str. 69, Mainz, 55131, Germany
| | - Sven-Oliver Dietz
- Department of Orthopaedics and Traumatology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Nina Pirlich
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Alexander Ziebart
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Kristin Engelhard
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
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Kodikara K, Seneviratne T, Premaratna R. Procedural simulation in venipuncture for medical undergraduates and its transfer to the bedside: a cluster randomized study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:967-985. [PMID: 37878118 DOI: 10.1007/s10459-023-10293-0] [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: 02/23/2023] [Accepted: 10/01/2023] [Indexed: 10/26/2023]
Abstract
Simulation is accepted as an effective method of learning procedural skills. However, the translational outcomes of skills acquired through simulation still warrants investigation. We designed this study to assess if skills laboratory training in addition to bedside learning (intervention group [IG]) would provide better learning results than bedside learning alone (control group [CG]) in the context of venipuncture training. This prospective, cluster-randomized, single-blind study took place at the Faculty of Medicine, University of Kelaniya, Sri Lanka. Seventeen clusters of second-year medical students were randomly assigned to either IG or CG. The IG trained on venipuncture in the skills laboratory, receiving instruction after modified Payton's Four Step Method. Following the training, students of both IG and CG underwent bedside learning for one month. Afterward, students of both groups performed venipuncture on actual patients in a clinical setting. An independent, blinded assessor scored students' performance using the Integrated Procedural Protocol Instrument (IPPI) and a checklist. Patients assessed students' performance with the Communication Assessment Tool (CAT). Eight and nine clusters were randomized to the intervention and control groups, respectively. IG completed significantly more single steps of the procedure correctly (IG: 19.36 ± 3.87 for checklist items; CG: 15.57 ± 4.95; p < 0.001). IG also scored significantly better on IPPI ratings (median: IG: 27 (12) vs. CG: 21 (8); p < 0.001). Rated by patients, students' communication skills did not significantly differ between the two groups. Simulation-based venipuncture training enabled students to perform the procedure on actual patients with a higher technical accuracy than students who learned venipuncture at the bedside. Students were able to transfer the skills acquired through venipuncture training at the skill laboratory to the bedside.
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Affiliation(s)
- Kaumudee Kodikara
- Department of Medical Education, Faculty of Medicine, University of Kelaniya, Ragama, Sri Lanka.
| | - Thilanka Seneviratne
- Department of Pharmacology, Faculty of Medicine, University of Peradeniya, Peradeniya, Sri Lanka
| | - Ranjan Premaratna
- Department of Medicine, Faculty of Medicine, University of Kelaniya, Ragama, Sri Lanka
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Langan L, Frazer K, Darley A, Goodman L, Browne F, Fulfilled P, Halligan P, Redmond C. Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review. J Adv Nurs 2024. [PMID: 38940383 DOI: 10.1111/jan.16284] [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: 07/24/2023] [Revised: 05/21/2024] [Accepted: 06/06/2024] [Indexed: 06/29/2024]
Abstract
BACKGROUND Equality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation-based learning in the undergraduate nursing education literature. AIMS To map the evidence regarding the adoption of inclusive pedagogy in online simulation-based learning in undergraduate nursing education. DESIGN A scoping review. METHODS Data were extracted, synthesized and presented in narrative and table format. DATA SOURCES A systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022. RESULTS Thirty-eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback. CONCLUSION Inclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE Utilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students. IMPACT This review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education. REPORTING METHOD This scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews checklist. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Lisa Langan
- MTU Department of Nursing and Healthcare Sciences, Munster Technological University, Kerry, Ireland
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Kate Frazer
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Andrew Darley
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Lizbeth Goodman
- UCD School of Mechanical and Materials Engineering, University College Dublin, Dublin, Ireland
| | - Freda Browne
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Patrick Fulfilled
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Phil Halligan
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Catherine Redmond
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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Weppner J, Conti A, Locklear TM, Mayer RS. Traditional Lecture Versus Procedural Video Randomized Trial: Comparative Analysis of Instructional Methods for Teaching Baclofen Pump Management. Am J Phys Med Rehabil 2024; 103:510-517. [PMID: 38261785 DOI: 10.1097/phm.0000000000002397] [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: 01/25/2024]
Abstract
OBJECTIVE This study compared the effectiveness of traditional lectures and microvideos in teaching baclofen pump programming and refilling to physicians who have completed less than 10 refills for the previous 2 yrs. DESIGN A mixed-method approach was used with 60 participating physicians specializing in physical medicine and rehabilitation or pain management. Preintervention and postintervention assessments were conducted using a rubric, and the participants' perceptions and preferences were gathered through focus group sessions. RESULTS Two thirds of the participants specialized in physical medicine and rehabilitation. No significant differences in the preintervention, postintervention, or knowledge retention scores were found between the traditional lecture and microvideo groups. Both methods demonstrated comparable effectiveness in improving the baclofen pump refilling and programming skills. Qualitatively, participants perceived both approaches as equally helpful, but those in the microvideo group raised concerns because of instructors' unavailability and online platform navigation. Nevertheless, they preferred the convenience, accessibility, and time efficiency of the microvideos. CONCLUSIONS The study concluded that microvideos are an effective alternative to traditional lectures for acquiring knowledge on baclofen pump programming and refilling. Further research should consider learners' characteristics and investigate the benefits of blended learning in medical education.
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Affiliation(s)
- Justin Weppner
- From the Department of Internal Medicine, Virginia Tech Carilion School of Medicine, Roanoke, Virginia (JW, AC); Carilion Clinic, Roanoke, Virginia (JW, AC, TML); and Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, Maryland (RSM)
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Høium K, Erichsen T, Johannessen LM, Raaheim A, Torbjørnsen A. What characterizes the use of digital technology in bachelor-level practice placements in health programs? Nurse Educ Pract 2024; 75:103883. [PMID: 38266567 DOI: 10.1016/j.nepr.2024.103883] [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: 02/24/2023] [Revised: 11/17/2023] [Accepted: 12/15/2023] [Indexed: 01/26/2024]
Abstract
AIM The study aimed to investigate what characterizes the use of digital technology in bachelor-level practice placements in health programs. BACKGROUND Practice placement for health students in higher education is complex and suffers from a lack of personnel and scant resources. However, the requirements and expectations of the students in managing an evidence-based practice are increasing. This decade, digital transformation in society and higher education can potentially improve students learning in higher education and practice placement due to increased availability for closer communication and collaboration. DESIGN A systematic review of reviews was conducted based on Joanna Briggs Institute Framework. METHODS Bibliographical databases were searched for studies published between 2010-2022. Out of 4891 screened articles, 15 met eligibility criteria and were included in this review. RESULTS The analysis revealed three main topics that elucidate what characterises the use of digital technology in placements: Leveraging digital solutions for enhanced practical learning; Empowering student learning and confidence in practice placement; and The value of interactive collaboration. CONCLUSIONS The findings show that digital technology used in a structured pedagogical framework may support and enhance students learning in practice placement. However, further work needs to be done to keep up with the rapid development of digital technology in practice placement in health work environments.
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Affiliation(s)
- Kari Høium
- Department of Behavioral Science, Faculty of Health Science, Oslo Metropolitan University, Norway.
| | - Torunn Erichsen
- Department of Nurse Science and Health Promotion, Faculty of Health Science, Oslo Metropolitan University, Norway
| | | | | | - Astrid Torbjørnsen
- Department of Nurse Science and Health Promotion, Faculty of Health Science, Oslo Metropolitan University, Norway
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Zhang X, Wen YJ, Han N, Jiang Y. The Effect of a Video-Assisted Health Education Program Followed by Peer Education on the Health Literacy of COVID-19 and Other Infectious Diseases Among School Children: Quasi-Randomized Controlled Trial. JMIR Hum Factors 2024; 11:e43943. [PMID: 38285496 PMCID: PMC10862245 DOI: 10.2196/43943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 09/10/2023] [Accepted: 12/29/2023] [Indexed: 01/30/2024] Open
Abstract
BACKGROUND To improve the engagement and effectiveness of traditional health programs, it is necessary to explore alternative models of health education including video-assisted lectures and peer education. OBJECTIVE This study aimed to evaluate the effects of a combination of video-assisted lectures and peer education on health literacy related to infectious diseases among students. METHODS Third-grade classes from 11 pilot schools in Longgang District of Shenzhen, China, were randomized to the intervention and control groups. In the intervention group, a video-assisted interactive health education program was conducted twice over a time span of 5 months. Each of the 2 sessions included a 40-minute lecture on COVID-19 and other common infectious diseases in schools and a 5-minute science video. In addition, 5 "little health supervisors" at the end of the first session were elected in each class, who were responsible for helping class members to learn health knowledge and develop good hygiene habits. Students answered the same quiz before the first and after the second session. Models based on item response theory (IRT) were constructed to score the students' knowledge of infectious diseases based on the quiz. RESULTS In total, 52 classes and 2526 students (intervention group: n=1311; control group: n=1215) were enrolled. Responses of the baseline survey were available for 2177 (86.2%; intervention group: n=1306; control group: n=871) students and those of the postintervention survey were available for 1862 (73.7%; intervention group: n=1187; control group: n=675). There were significant cross-group differences in the rates of correctly answering questions about influenza symptoms, transmission, and preventive measures; chicken pox symptoms; norovirus diarrhea symptoms; mumps symptoms; and COVID-19 symptoms. Average IRT scores of questions related to infectious diseases in the intervention and control groups were, respectively, -0.0375 (SD 0.7784) and 0.0477 (SD 0.7481) before the intervention (P=.01), suggesting better baseline knowledge in the control group. After the intervention, the average scores of the intervention and control groups were 0.0543 (SD 0.7569) and -0.1115 (SD 0.7307), respectively (P<.001), suggesting not only significantly better scores but also greater improvement in the intervention group. CONCLUSIONS After the health education project, the correct answer rate of infectious disease questions in the intervention group was higher than that of the control group, which indicates significant effects of the combination of video-assisted lectures and peer education for the promotion of health literacy. In addition, the intervention effect of the first session persisted for at least 4 months up to the second session. As such, the proposed program was effective in improving the health literacy of school children in relation to infectious diseases and should be considered for massive health promotion campaigns during pandemics. TRIAL REGISTRATION ISRCTN ISRCTN49297995; https://www.isrctn.com/ISRCTN49297995.
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Affiliation(s)
- Xiaojuan Zhang
- School of Public Health (Shenzhen), Sun Yat-sen University, Shenzhen, Guangdong, China
- School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Yingkun Justin Wen
- School of Public Health (Shenzhen), Sun Yat-sen University, Shenzhen, Guangdong, China
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Ning Han
- Institute of Public Health Supervision of Longgang District, Shenzhen, China
| | - Yawen Jiang
- School of Public Health (Shenzhen), Sun Yat-sen University, Shenzhen, Guangdong, China
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Fernandes DR, dos Santos BN, Guimarães CS, Ferreira EB, Margatho AS, dos Reis PED, Pittet D, Silveira RCDCP. Educational technologies for teaching hand hygiene: Systematic review. PLoS One 2024; 19:e0294725. [PMID: 38227588 PMCID: PMC10790983 DOI: 10.1371/journal.pone.0294725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 11/06/2023] [Indexed: 01/18/2024] Open
Abstract
AIM To gather available scientific evidence on technologies used to teach hand hygiene to professional populations and lays involved in health care in the hospital setting. This systematic review was designed as proposed by Preferred Reporting Items for Systematic Reviews and Meta-Analysis, included studies reporting primary, original, quantitative research findings with no date limit and written in English, Spanish or Portuguese. The search was performed in the following electronic databases: Cochrane Library, Cumulative Index to Nursing and Allied Health Literature, Excerpta Medica dataBASE, Literatura Latino-Americana e do Caribe em Ciências da Saúde, US National Library of Medicine, Scopus, Web of Science, Google Scholar and ProQuest. The eligibility criteria were applied independently by two reviewers to select the studies, first by reading the titles and abstracts on the Rayyan platform and then by full text reading of the eligible studies. After a descriptive analysis, the studies were subjected to critical evaluation of their methodological quality using JBI tools. RESULTS Seven studies were included, addressing various methods for teaching hand hygiene using different technological resources, such as audiovisual electronic devices, videos, virtual reality, and gamification using tablets and smartphones, in different populations. CONCLUSION Using technologies to teach hand hygiene considerably helps patients, visitors, and relatives in learning the procedures and efficiently improves hand hygiene compliance rates among healthcare professionals, creating evidence-based repetitive learning opportunities for patients and caregivers.
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Affiliation(s)
| | | | | | | | - Amanda Salles Margatho
- Ribeirão Preto College of Nursing, University of São Paulo, Ribeirão Preto, São Paulo, Brazil
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Pettersson A, Karlgren K, Hjelmqvist H, Meister B, Silén C. An exploration of students' use of digital resources for self-study in anatomy: a survey study. BMC MEDICAL EDUCATION 2024; 24:45. [PMID: 38195470 PMCID: PMC10777562 DOI: 10.1186/s12909-023-04987-7] [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: 07/13/2023] [Accepted: 12/18/2023] [Indexed: 01/11/2024]
Abstract
BACKGROUND The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students' learning, there is a need to better understand students' experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy. METHODS A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference. RESULTS One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources. CONCLUSIONS Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.
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Affiliation(s)
- Anna Pettersson
- Department of Neurobiology, Care Sciences, and Society, Division of Physiotherapy, Karolinska Institutet, Solna, Sweden.
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
| | - Klas Karlgren
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Department of Research, Education, Development and Innovation, Södersjukhuset, Stockholm, Sweden
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Hans Hjelmqvist
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Björn Meister
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
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Li YR, Zhang ZH, Li W, Wang P, Li SW, Su D, Zhang T. Effectiveness and learning experience from undergraduate nursing students in surgical nursing skills course: a quasi- experimental study about blended learning. BMC Nurs 2023; 22:396. [PMID: 37858120 PMCID: PMC10588121 DOI: 10.1186/s12912-023-01537-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Accepted: 09/26/2023] [Indexed: 10/21/2023] Open
Abstract
BACKGROUND Blended learning is increasingly being adopted, and yet a gap remains in the related literature pertaining to its skill performance, learning engagement and inner experience in undergraduate surgical nursing skills course. OBJECTIVES To investigate the changes in skills performance and learning engagement in the application of blended learning, and what it actually brings to nursing students. DESIGN The study uses a historical control, two-armed, mixed and quasi-experimental design. METHODS The blended learning version of the course was offered to the 2019 class of 334 nursing undergraduates. Quantitative and qualitative data were collected after the course to obtain a comprehensive understanding of the course effects compared with the 304 nursing undergraduates of grade 2017 who adapted traditional learning. Quantitative data were analyzed by descriptive and inferential statistics using IBM SPSS 26.0, and qualitative data were encoded using Nvivo11.0. RESULTS There were significant differences in skill performance and learning engagement between the class of 2017 and 2019 (p < 0.001). Combined with further analysis of the interview data, 3 first-level nodes and 8 secondary nodes were determined. Students' opinions, comments and suggestions on the application of blended learning are refreshing. CONCLUSION Moving forward with blended learning: opportunities and challenges go hand in hand. Researchers need to continually modify their research designs to respond to variable educational environments.
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Affiliation(s)
- Yan Ran Li
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China
| | - Zong Hao Zhang
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China
| | - Wen Li
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China
| | - Pan Wang
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China
| | - Shu Wen Li
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China.
| | - Dan Su
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China
| | - Ting Zhang
- School of Nursing, Anhui Medical University, No.15 Fei Cui Road, Hefei, 230601, Anhui, China
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Hogan A, Hughes L, Coyne E. Understanding nursing assessment of health literacy in a hospital context: A qualitative study. J Clin Nurs 2023; 32:7495-7508. [PMID: 37340615 DOI: 10.1111/jocn.16809] [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: 01/16/2023] [Revised: 05/25/2023] [Accepted: 06/09/2023] [Indexed: 06/22/2023]
Abstract
PROBLEM Nurses are fundamental in presenting information to their patients to ensure understanding of information, and health directions enabling improved health outcomes. Limited research exists exploring how nurses assess patient's health literacy in Australia. AIM To explore Australian nurses' perceptions of patients' health literacy and how nurses assess health literacy to provide patient education. DESIGN A qualitative study underpinned by phenomenology. METHODS Registered Nurses (N = 19) across five Queensland hospitals participated in semi-structured interviews which explored nurses' assessment of patient's health literacy level and their practices of delivering education. The transcripts were analysed using an inductive process with interpretative analysis. RESULTS Four themes were identified: how we assess patient health literacy; challenges with health literacy assessment; consumer focused assessment; and building assessment strategies. Participants relied on cues from the patient to identify when information has not been understood. Participants felt that online training programs in the workplace would assist in education for assessment techniques; identification of patients with low health literacy; and how to best communicate with patients that have low health literacy. CONCLUSION Formal health literacy assessments should be introduced to hospitals in Australia, but training is required to enable the nurse, the confidence and ability for health literacy assessment. Tailored education based on health literacy assessment would enhance the patient's understanding and improve discharge planning, which may reduce health service costs and readmissions. REPORTING METHOD The Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative research were followed. PATIENT OR PUBLIC CONTRIBUTION Registered Nurses (N = 19) participated in qualitative interviews, providing data for analysis. RELEVANCE TO CLINICAL PRACTICE This study shows that nurses are already conducting informal assessments, simply by using observation and looking for cues. More education for nurses about health literacy and how to tailor their discussions with patients will improve communication.
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Affiliation(s)
- Alana Hogan
- School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia
| | - Lynda Hughes
- School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia
| | - Elisabeth Coyne
- School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia
- University of Southern Denmark, Odense, Denmark
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12
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Fairs J, Conan A, Yvorchuk-St. Jean K, Gingerich W, Abramo N, Stahl D, Walters C, Artemiou E. The Evaluation of a High-Fidelity Simulation Model and Video Instruction Used to Teach Canine Dental Skills to Pre-Clinical Veterinary Students. Vet Sci 2023; 10:526. [PMID: 37624313 PMCID: PMC10458249 DOI: 10.3390/vetsci10080526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2023] [Revised: 08/10/2023] [Accepted: 08/11/2023] [Indexed: 08/26/2023] Open
Abstract
In recent years, there has been an increased focus on the teaching of small-animal dentistry to veterinary students in order to address the recognized gap between dental skill training and the expectations of employers regarding the competencies of new graduates in this field. In this study, third-year veterinary students were trained in three canine dental core skills using either a high-fidelity model (Group A) or video instruction (Group B). An objective structured clinical examination was used to assess skill acquisition and questionnaires were distributed in order to assess student confidence and perceptions related to small-animal dentistry practice and related skills before and after the training. All results were compared between the two groups. Group A outperformed Group B in skill acquisition (p < 0.001) and there was greater improvement in skill confidence for Group A than Group B (p < 0.001). There was no statistical difference in perceptions related to small-animal dentistry between the two groups after the training (p ≥ 0.1). Group A rated their training experience more highly than Group B (p < 0.001). Although dental skill acquisition shows greater improvement when training is provided by models rather than video instruction, a blended approach to teaching dental skills is likely to be the best approach to optimizing dental skill acquisition.
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Affiliation(s)
- James Fairs
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Anne Conan
- Centre for Applied One Health Research and Policy Advice, City University of Hong Kong, 31 To Yuen Street, Kowloon, Hong Kong SAR 999077, China;
| | - Kathleen Yvorchuk-St. Jean
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Wade Gingerich
- Pet Dental Center, 9250 Corkscrew, STE 18, Estero, FL 33928, USA;
| | - Nicole Abramo
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Diane Stahl
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Carly Walters
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Elpida Artemiou
- Texas Tech University School of Veterinary Medicine, 7671 Evans Dr., Amarillo, TX 79106, USA;
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Bobbink P, Gschwind G, Probst S. Nursing students' skills in applying short-stretch compression bandages using the control of compression bandaging score. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:S28-S35. [PMID: 37344137 DOI: 10.12968/bjon.2023.32.12.s28] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/23/2023]
Abstract
AIM To assess the feasibility using the Control of Compression Bandaging (CCB) score to measure skills development on short-stretch compression therapy during a second-year nursing students' workshop. DESIGN A quasi-experimental pilot study with one group. METHOD All students followed a blended learning unit comprising an e-learning unit on leg ulcers and compression therapy including videos, followed by hands-on workshops where they could exercise how to apply short-stretch compression bandages. Clinical nurse specialists in wound care collected pre- and post-workshop measures. Data collection included feasibility, absolute pressure under compression bandages and the CCB score. RESULTS Six clinical nurse specialists (CNSs) collected data and 16 students participated in this pilot study. The mean application time was 8.02 minutes (min=2, max=20) pre and 9.25 minutes (min=5, max=17) post workshop. Pressure under compression bandages increased at the forefoot (P=0.01) and the calf muscle base (P=0.03) post workshop. One extreme outlier was observed. In addition, the CCB score increased from 3.57 to 4.47 (P=0.16). Using pressure measuring devices was described as essential by all the CNSs and the CCB score was easy to use. CONCLUSION Using the CCB score and pressure measuring devices were feasible during an undergraduate education session. Recruitment procedure and modality of data collection were satisfactory. This score may be a valuable way to assess students' skills in short-stretch compression therapy. If used for formal assessment, a passing score should be defined.
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Affiliation(s)
- Paul Bobbink
- Lecturer, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland; University Institute of Higher Education and Research in Healthcare, University of Lausanne, Switzerland
| | - Géraldine Gschwind
- Assistant Lecturer, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland
| | - Sebastian Probst
- Professor, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland; Care Directorate, University Hospital Geneva, Switzerland; College of Medicine Nursing and Health Sciences, University of Galway, Galway, Ireland
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14
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Juhi A, Pinjar MJ, Marndi G, Hungund BR, Mondal H. Evaluation of Blended Learning Method Versus Traditional Learning Method of Clinical Examination Skills in Physiology Among Undergraduate Medical Students in an Indian Medical College. Cureus 2023; 15:e37886. [PMID: 37214074 PMCID: PMC10199722 DOI: 10.7759/cureus.37886] [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] [Accepted: 04/19/2023] [Indexed: 05/23/2023] Open
Abstract
Introduction Clinical skills are crucial for medical professionals and are a vital part of a physician's identity. Medical students start learning these skills during their pre-clinical years of study. However, little research has been done on how novice medical students learn to improve these skills. Along with traditional teaching-learning methods, an approach to incorporating e-learning into medical education is through blended learning, which combines traditional classroom instruction with online learning activities. Objective This study aimed to compare the effectiveness of blended learning and traditional learning methods in teaching clinical examination skills to first-year undergraduate medical students by evaluating the objective structured clinical examination (OSCE) test scores. Methodology This was a two-arm prospective cross-over randomized study involving first-year MBBS students. The experimental group (group A) received blended learning, while the control group (group B) received traditional learning for the cardiovascular system examination (phase 1). The groups were then switched for the respiratory system examination (phase 2). An unpaired student t-test was used to compare the mean OSCE scores between the experimental and control groups in each phase, with statistical significance defined as a p-value < 0.05. Results The study involved 25 students in each group during phase 1 and 22 students in each group during phase 2. The experimental group had a mean age of 18.4 (±0.96) years in phase 1 and 18.35 (±1) years in phase 2, while the control group had a mean age of 18.06 (±1.04) years in phase 1 and 18.55 (±0.74) years in phase 2. In phase 1, the experimental group had a higher mean OSCE score (43 {±2.92}) than the control group (26.4 {±2}) (p <0.001). After switching in phase 2, the experimental group (previously the control group) had a higher mean OSCE score (47.82 {±1.68}) than the control group (33.59 {±1.59}) (p <0.001). Conclusion Blended learning is more effective than traditional learning in teaching clinical examination skills to medical undergraduate students. This study suggests that blended learning has the potential to replace the traditional method of learning clinical skills.
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Affiliation(s)
- Ayesha Juhi
- Physiology, All India Institute of Medical Sciences, Deoghar, Deoghar, IND
| | | | - Gujaram Marndi
- Pharmacology, Dharanidhar Medical College and Hospital, Keonjhar, IND
| | | | - Himel Mondal
- Physiology, All India Institute of Medical Sciences, Deoghar, Deoghar, IND
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Zhang Y, Zhang N, Liu H, Kan Y, Zou Y. The impact of distance education on nursing students course performance in a sino-foreign cooperative program during the onset of COVID-19: a quasi-experimental study. BMC Nurs 2023; 22:16. [PMID: 36639630 PMCID: PMC9837464 DOI: 10.1186/s12912-022-01136-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 12/02/2022] [Indexed: 01/15/2023] Open
Abstract
BACKGROUND The outbreak of COVID-19 changed many studies' teaching mode in higher education profoundly, including nursing. This study evaluated the impact of distance education on the course performance of nursing students in a nursing fundamentals course during the epidemic of COVID-19. METHODS This is a comparative prospective and retrospective quasi-experimental study. Nursing students in a Sino-foreign cooperative program were allocated to either an intervention group (distance education, n = 48) or control group (face-to-face teaching, n = 36). A self-efficacy questionnaire, an academic engagement scale and grades of the final written examination were used to evaluate the students' self-efficacy, academic engagement and academic performance, respectively. The data in this study were analyzed by two independent sample t-tests and the Chi-square test. Students experiencing distance teaching had worse academic performance (p = 0.001) and lower levels of learning behavior self-efficacy (p<0.05). The total score of academic engagement (p = 0.04) for students experiencing distance teaching were significantly lower than the scores of those students in the control group. CONCLUSIONS In the context of COVID-19, nursing students conducted using distance education had poor course performance.
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Affiliation(s)
- Yu Zhang
- grid.268415.cSchool of Nursing, Yangzhou University, Jiang Yang Road 136, Yangzhou, Jiangsu Province China
| | - Ning Zhang
- grid.268415.cSchool of Nursing, Yangzhou University, Jiang Yang Road 136, Yangzhou, Jiangsu Province China
| | - Hongyuan Liu
- grid.268415.cSchool of Nursing, Yangzhou University, Jiang Yang Road 136, Yangzhou, Jiangsu Province China
| | - Yinshi Kan
- grid.268415.cSchool of Nursing, Yangzhou University, Jiang Yang Road 136, Yangzhou, Jiangsu Province China
| | - Yan Zou
- grid.268415.cSchool of Nursing, Yangzhou University, Jiang Yang Road 136, Yangzhou, Jiangsu Province China
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Use and Effectiveness of Virtual Simulations in Nursing Student Education: An Umbrella Review. COMPUTERS, INFORMATICS, NURSING : CIN 2023; 41:31-38. [PMID: 35926237 DOI: 10.1097/cin.0000000000000932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Computer-based virtual simulation in nursing is a rapidly developing field. A summary of current research could benefit nursing faculty who are incorporating this pedagogy into online teaching due to social distancing requirements. This umbrella review aimed to explore the use and effectiveness of virtual simulations in prelicensure nursing education. Our umbrella review approach was informed by The Johanna Briggs Institute guidelines. The 18 included reviews captured the experiences of over 7600 nursing students who engaged with five different virtual (screen-based) simulation modalities. Results indicated that virtual simulations can be effective in developing nursing students' knowledge and psychomotor and psychosocial skills, for example, in medication administration and communication. There was no study that showed a conclusive benefit of virtual simulations for developing clinical reasoning. Students enjoyed virtual simulations, claiming they were accessible, fun, and engaging ways to learn. Many benefits of virtual simulations and some technological challenges were identified in a mapped model. In the future, more rigorous and experimental studies are needed to confirm effects on learning outcomes. Nursing curriculum designers need to define the place and purposes of the pedagogy to ensure that knowledge and skills learned during virtual simulations can be applied to real-world, patient-centered care.
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17
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Magnabosco P, Godoy SD, Mendes IAC, Raponi MBG, Toneti BF, Marchi-Alves LM. Production and validation of an educational video on the use of the Z-Track Technique. Rev Bras Enferm 2023; 76:e20220439. [PMID: 36946814 PMCID: PMC10021943 DOI: 10.1590/0034-7167-2022-0439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 10/22/2022] [Indexed: 03/23/2023] Open
Abstract
OBJECTIVE to create and validate an educational video on intramuscular drug administration using the Z-track technique. METHODS the Delphi Technique was used to validate the script. PhDs in Nursing and PhDs in Social Communication with experience in the production of educational videos participated in the process. After editing, the video was validated by three nursing professors and assessed by students of the undergraduate nursing program at a public university. RESULTS the video was validated by the examiners with 100% agreement in three rounds for script validation and in two for video validation after editing. The duration of the video was 9 minutes. CONCLUSION after validation by the examiners, students assessed the video and considered it suitable for learning. We This video is expected to aid in the training of nursing professionals and the enhancement of patient care.
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Affiliation(s)
| | - Simone de Godoy
- Universidade de São Paulo. Ribeirão Preto, São Paulo, Brazil
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18
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Currie J, Thompson C, Grootemaat P, Andersen P, Finnegan A, Carter M, Halcomb E. A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries. J Clin Nurs 2023; 32:283-297. [PMID: 35146817 PMCID: PMC10078692 DOI: 10.1111/jocn.16239] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/06/2022] [Accepted: 01/14/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. BACKGROUND Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. DESIGN A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines. RESULTS One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. CONCLUSION There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.
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Affiliation(s)
- Jane Currie
- Queensland University of Technology, Kelvin Grove Campus, Brisbane, Queensland, Australia.,Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Cristina Thompson
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Pam Grootemaat
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia.,School of Nursing, Midwifery and Social Science, CQ University, Queensland, Australia
| | - Alan Finnegan
- University of Chester, Riverside Campus, Chester, UK
| | - Michael Carter
- University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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Talati R, Fonseca B, Mallitt KA, Mackenzie J. Is slide-based or video-based eLearning better at achieving behavioural change in bronchiolitis management? A cluster-based randomised control trial. J Paediatr Child Health 2022; 58:2177-2182. [PMID: 36054685 PMCID: PMC10087590 DOI: 10.1111/jpc.16178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Revised: 08/08/2022] [Accepted: 08/09/2022] [Indexed: 11/30/2022]
Abstract
AIM This cluster-based randomised control trial examines the comparative efficacy of two eLearning programs that teach clinicians evidence-based bronchiolitis management for children less than 12 months of age. METHODS Six hospitals, matched for size, were randomly allocated to either video-based (arm A) or slide-based (arm B) eLearning programs. To assess behavioural change, participants (doctors and nurses) were asked to declare how they would manage a video scenario of an infant with bronchiolitis, before and after either eLearning method. Measured outcomes included the number of investigations and treatments ordered, admissions to hospital and discharge planning. Confidence scores and change in understanding for bronchiolitis management were also measured. RESULTS Both methods of eLearning instruction resulted in reductions in unnecessary investigations and treatments performed, as well as improved confidence and understanding of bronchiolitis management on the video scenario. Video-based eLearning instruction additionally demonstrated a significant reduction in unnecessary hospital admissions and better discharge planning, based on learners' declarations to the video scenario, relative to slide-based learning. CONCLUSION Slide-based and video-based eLearning both demonstrate improvements in reported bronchiolitis management. However, video-based eLearning may yield more significant practice changes, improved clinician confidence in management, as well as improved patient experience.
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Affiliation(s)
- Rutty Talati
- Sydney Children's Hospital Randwick, Sydney, New South Wales, Australia.,The University of New South Wales, Sydney, New South Wales, Australia
| | - Bob Fonseca
- The University of New South Wales, Sydney, New South Wales, Australia.,Department of Paediatrics, St George Hospital, Sydney, New South Wales, Australia
| | - Kylie-Ann Mallitt
- Sydney School of Public Health, The University of Sydney, Sydney, New South Wales, Australia.,School of Psychiatry, The University of New South Wales, Sydney, New South Wales, Australia
| | - John Mackenzie
- The University of New South Wales, Sydney, New South Wales, Australia.,Prince of Wales Hospital, Sydney, New South Wales, Australia
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20
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[Digital and innovative teaching in dermatology : Practically oriented teaching online]. DERMATOLOGIE (HEIDELBERG, GERMANY) 2022; 73:829-837. [PMID: 36167913 DOI: 10.1007/s00105-022-05062-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/24/2022] [Indexed: 12/13/2022]
Abstract
BACKGROUND Due to the corona pandemic and also to the new competence-oriented catalogue of learning objectives in medicine and the master plan for medical studies 2020, the development of digital and practical teaching concepts has experienced a great increase in importance. AIM OF THE WORK As a result of this development, it was an important task to establish this combination and incorporate it into the curricular teaching process. MATERIAL AND METHODS The "Toolkit dermatology" was established, which was sent to a total of more than 650 students at German university dermatology clinics. Using educational films, the students were able to practice their skills. In a further development, the toolkit was combined with classroom lectures and the students were asked to evaluate the toolkit online. RESULTS The vast majority of students (95-100%) clearly stated that the toolkit helped them to develop their practical skills. Some of them were in fact motivated to complete a clinical traineeship/practical tertial year in dermatology (21-88%). The combination of toolkit and subsequent classroom teaching was also rated very positively (82.2%), as this hybrid mode of teaching provided a better understanding. DISCUSSION Digital teaching formats as part of the concept of blended learning, i.e. the combination of virtual and analogue teaching formats, are becoming increasingly more important. Solutions for the disadvantages, such as the lack of real interaction and suitable examination formats, still remain to be found; however, the toolkit project demonstrates that hands-on and digital teaching can lead to high student motivation as well as a high educational standard.
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Horne M, Youell J, Brown L, Brown-Wilson C, Dickinson T, Simpson P. Feasibility and acceptability of an education and training e-resource to support the sexuality, intimacy and relationship needs of older care home residents: a mixed methods study. Age Ageing 2022; 51:6776176. [PMID: 36309975 PMCID: PMC9618283 DOI: 10.1093/ageing/afac221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 09/01/2022] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND sexuality, intimacy and relationship needs are often a neglected aspect of the care of older adults in residential care facilities. Improving awareness, knowledge and improving attitudes about these needs among care staff could enhance quality of care and lead to better outcomes for residents. OBJECTIVE to evaluate the feasibility and acceptability of a co-designed education and training e-resource to help care staff support their residents' sexuality, intimacy and relationship needs. METHODS we delivered the education and training e-resource to five UK care homes over a 6-month period in a pre-post mixed methods study using surveys, focus groups and individual interviews. RESULTS fifty-nine members of staff from participating care homes undertook the education and training e-resource. 18/59 (31%) of participants completed all six modules and the pre-post surveys. Eleven participants participated in focus groups/interviews to explore experiences of using the e-resource. The e-resource was successfully implemented in the study homes and found to be acceptable. We found preliminary evidence of positive changes in staff attitudes. Factors that facilitated implementation included support from the care home manager. Barriers identified included IT infrastructure and technology. CONCLUSIONS the findings provide initial evidence that a co-designed education and training e-resource raised awareness of, and improved attitudes towards, older adults' sexuality and intimacy needs. This work provides the foundation for a next phase to establish the effectiveness of the e-resource on staff practice and resident outcomes.
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Affiliation(s)
- Maria Horne
- Address correspondence to: Maria Horne, Faculty of Medicine and Health, School of Healthcare, University of Leeds, Leeds LS1 9JT, UK.
| | - Jane Youell
- Faculty of Medicine and Health, School of Healthcare, University of Leeds, Leeds, UK
| | - Laura Brown
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
| | | | - Tommy Dickinson
- Department of Mental Health Nursing, King’s College London University, London, UK
| | - Paul Simpson
- School of Social Sciences, University of Manchester, Manchester, UK
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Zarei M, Mojarrab S, Bazrafkan L, Shokrpour N. The role of continuing medical education programs in promoting iranian nurses, competency toward non-communicable diseases, a qualitative content analysis study. BMC MEDICAL EDUCATION 2022; 22:731. [PMID: 36280836 PMCID: PMC9589750 DOI: 10.1186/s12909-022-03804-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: 05/28/2022] [Revised: 10/08/2022] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Continuing medical education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and nurses' vital role in improving health care. It is, therefore, imperative to explore the nurses' experience of CME courses and the extent to which such programs are effective. OBJECTIVE The present qualitative study aimed to explore and describe nurses' experiences of the effect of CE programs in promoting their competencies toward non-communicable diseases. METHODS This qualitative content analysis study was conducted from December 2019 to April 2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran) and based on the principles of conventional content analysis. The target population was nurses who actively worked in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nine nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews guided by an interview guide, and data collection continued until data saturation was achieved. Each interview took about 30-45 min. Follow up questions were used for clarification when needed. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln. RESULTS Analysis of the interview data resulted in 230 primary codes, based on 8 categories, and three themes were identified. The extracted themes were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. The associated categories were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. CONCLUSION Professional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning, and implementation of training programs based on professional needs and effective assessment of the teaching/learning process.
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Affiliation(s)
- Maryam Zarei
- Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sadaf Mojarrab
- School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Bazrafkan
- Clinical Education Research Centre, Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran, Sina Sadra Halls, Neshat Ave, 7134874689.
- , Shiraz, Iran.
| | - Nasrin Shokrpour
- English Department, Faculty of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Cant R, Ryan C. An Educator's Anthology of Virtual Simulation Applications for Nursing Curricula: A Mapping Review. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Clark-Maxwell AL. Transforming staff training at an acute trust in response to COVID-19. Nurs Stand 2022; 37:45-49. [PMID: 35634659 DOI: 10.7748/ns.2022.e11772] [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] [Accepted: 06/14/2021] [Indexed: 06/15/2023]
Abstract
In nursing, there has traditionally been significant emphasis on face-to-face staff training, but in 2020 methods of delivering staff training had to be overhauled in response to the coronavirus disease 2019 (COVID-19) pandemic. Rapid and extensive changes to staff training were made across care settings to ensure that service needs were met and that everyone's safety was maintained. At one large acute trust in London, the clinical nurse education team used Lewin's change model to make adaptations to staff training and embed these changes in practice. The team transferred most of the training onto a virtual learning platform and used this as an opportunity to review and enhance the accessibility and inclusiveness of training. This article describes how staff training was transformed and how the role of clinical nurse educator evolved at the trust during the COVID-19 pandemic. The author also demonstrates how Lewin's model of change can be applied to make changes and embed them in practice.
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Affiliation(s)
- Amy Louise Clark-Maxwell
- learning and organisational development, Northwick Park Hospital, London North West University Healthcare NHS Trust, London
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Coyne E, Winter N, Carlini J, Robertson J, Dieperink K. Developing video resources to reduce the burden of caring for persons with brain cancer. Eur J Oncol Nurs 2022; 60:102187. [DOI: 10.1016/j.ejon.2022.102187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 07/21/2022] [Accepted: 07/27/2022] [Indexed: 11/04/2022]
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Health Care Transition Planning: Educational Needs of Pediatric Nurses and Pediatric Nurse Practitioners. J Pediatr Health Care 2022; 36:e6-e16. [PMID: 35501202 DOI: 10.1016/j.pedhc.2022.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 03/24/2022] [Accepted: 04/02/2022] [Indexed: 11/21/2022]
Abstract
INTRODUCTION The purpose was to identify the educational needs of pediatric nurses and pediatric nurse practitioners providing direct care to transition-aged youth with chronic illness and disability and to identify strategies to develop health care transition planning (HCTP) expertise. METHOD Mixed-methods descriptive analyses were performed on survey data extracted from a larger national study exploring the provision of HCTP activities performed by nurses of two pediatric nursing professional organizations. RESULTS Items querying educational needs were completed by 1,162 pediatric nurses serving in advanced practice and staff roles. Twenty percent reported having specialized HCTP education. Of which more than half received it outside of the workplace. Factor analysis revealed two constructs explaining 73.4% of the variance in nurses' reported level of knowledge. DISCUSSION HCTP education and the development of nurse-led services to facilitate optimal health care transitions outcomes are necessitated. Academia and service have a shared responsibility in educating nurses.
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Blanie A, Shoaleh C, Marquion F, Benhamou D. Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study. BMC MEDICAL EDUCATION 2022; 22:357. [PMID: 35538481 PMCID: PMC9092872 DOI: 10.1186/s12909-022-03437-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 05/03/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Active learning methods, including low-fidelity simulation, are useful but the incremental learning effect of each method is however limited. We designed this study to assess if combining flipped classroom and the modified Peyton's « 4-steps» method during procedural simulation (intervention group [IG]) would provide better learning results than simulation alone (control group [CG]) in the context of central venous catheter insertion training. METHODS This prospective, single-center, and randomized study took place in 2017 in a single simulation center. All first year Anesthesiology residents of Ile de France area at the start of their residency were randomly included either in the IG or CG during a seminar aimed at providing initial procedural skills with low-fidelity simulation. A composite learning score which included knowledge MCQ and a questionnaire assessing satisfaction and value of the training session was recorded after training (primary outcome, /100). A randomized sub-group of learners of each group were video-recorded during central venous catheter insertion at the end of training and their skills were evaluated with validated tools, including a specific checklist and a global rating scale (GRS). RESULTS Among 89 anesthesiology residents, 48 and 41 learners were randomized in the intervention and control groups respectively. Of the IG residents, 40/48 (83%) had read the learning material prior to the session. There was no significant difference regarding the composite outcome ([IG]= 81.1 vs [CG] = 80.5 /100 (p = 0.68)). Results of the post-session MCQ knowledge questionnaire were also non-significantly different. Residents were similarly satisfied and described a significant improvement of their knowledge and skills after training. Learners highly valued the training session as a mean to improve their future practice. No significant differences regarding checklist and GRS scores were observed. CONCLUSIONS A multimodal active learning strategy of procedural learning did not provide better learning outcomes when compared to a traditional simulation method. In both groups, satisfaction was high and perception of the acquired theoretical and practical knowledge was improved after training.
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Affiliation(s)
- Antonia Blanie
- Centre de simulation LabForSIMS, Faculté de médecine Université Paris Saclay, 94275, Le Kremlin-Bicêtre, France.
- Département d'Anesthésie-Réanimation, CHU Bicêtre, 94275, Le Kremlin Bicêtre, France.
- CIAMS, Univ. Paris-Saclay, Université Paris-Saclay, 91405, Orsay Cedex, France.
- Université d'Orléans, 45067, Orléans, France.
| | - Cécile Shoaleh
- Centre de simulation LabForSIMS, Faculté de médecine Université Paris Saclay, 94275, Le Kremlin-Bicêtre, France
| | - Fabien Marquion
- Centre de simulation LabForSIMS, Faculté de médecine Université Paris Saclay, 94275, Le Kremlin-Bicêtre, France
| | - Dan Benhamou
- Centre de simulation LabForSIMS, Faculté de médecine Université Paris Saclay, 94275, Le Kremlin-Bicêtre, France
- Département d'Anesthésie-Réanimation, CHU Bicêtre, 94275, Le Kremlin Bicêtre, France
- CIAMS, Univ. Paris-Saclay, Université Paris-Saclay, 91405, Orsay Cedex, France
- Université d'Orléans, 45067, Orléans, France
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Wang D, Zhou J, Wu Q, Sheng G, Li X, Lu H, Tian J. Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning. Front Public Health 2022; 9:813577. [PMID: 35155361 PMCID: PMC8826080 DOI: 10.3389/fpubh.2021.813577] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Accepted: 12/13/2021] [Indexed: 11/29/2022] Open
Abstract
Blended learning is a learning approach that combines face-to-face classroom lectures and e-learning. It has grown rapidly to be commonly used in medical institutions, especially in the local medical universities where there is lack of qualified teachers and instructional materials. Massive open online courses (MOOCs) are the latest revolution in e-learning and provides learners with access to quality educational resources. Nevertheless, there is seldom reports concerning how to effectively integrate MOOCs into blended learning in local universities, as well as the evaluation of knowledge outcomes. In order to achieve this aim, a blended learning approach was carried out in teaching pathophysiology in Guilin Medical University. This blended learning model was based on combination of Chinese University MOOC with case based learning (CBL), as an alternative to conventional learning. The medical students in the 2017 and 2018 classes received the blended learning method, while the medical students in the 2015 class received the traditional classroom instruction. The results showed that students in the 2017 and 2018 performed significantly better than students in the 2015 class at mid-term exam and the final exam. Perception surveys also revealed that both students and teachers had positive attitude toward blended learning, and they shared similar viewpoints of blended learning. A large proportion of students and teachers believed that the blended learning enhanced students' motivation to learn independently, improved their time management skills, and allowed them to experience personalized learning. Also, most students and teachers recognized that Chinese University MOOC provided substantial educational resources suitable for their need. In addition, teachers indicated that the blended learning improved student learning quality, facilitated interaction between teachers and students, and helped them to establish a student-centered model in teaching pathophysiology. Overall, the blended learning method that combines Chinese University MOOC with CBL is effective in enhancing students' achievement and motivation in pathophysiology than the traditional learning method, and helps to strengthen the cultivation of talent in local medical universities.
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Affiliation(s)
- Dan Wang
- Education Evaluation and Faculty Development Center, Guilin Medical University, Guilin, China
| | - Junhai Zhou
- Department of Foreign Languages, Guilin Medical University, Guilin, China
| | - Qiuhui Wu
- Department of Pathophysiology, Guilin Medical University, Guilin, China
| | - Guannan Sheng
- Department of Mathematics and Physics, Guilin Medical University, Guilin, China
| | - Xin Li
- Department of Pathophysiology, Guilin Medical University, Guilin, China
| | - Huiling Lu
- Department of Pathophysiology, Guilin Medical University, Guilin, China
| | - Jing Tian
- Department of Physiology, Guilin Medical University, Guilin, China
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Lee T, Yoon SW, Fernando S, Willey S, Kumar A. Blended (online and in-person) Women's Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students. Aust N Z J Obstet Gynaecol 2022; 62:596-604. [PMID: 35435241 PMCID: PMC9544949 DOI: 10.1111/ajo.13531] [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] [Indexed: 11/28/2022]
Abstract
BACKGROUND Blended teaching combines traditional in-person components (simulation-based training and clinical-based placement) with online resources. Due to the COVID-19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program - to develop core obstetric and gynaecological skills - into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. AIMS To qualitatively evaluate the blended teaching program and explore how it contributes to learning. MATERIALS AND METHODS This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. RESULTS Students reported that in-person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: 'low-pressure simulation environments', 'peer-assisted learning', 'haptic learning', 'scaffolded learning' and 'the impact of online discourse'. DISCUSSION In-person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical-based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in-person opportunities and resources. Our study reveals key pedagogies of a blended (online and in-person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning.
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Affiliation(s)
- Timothy Lee
- Department of Obstetrics and Gynaecology, Monash University, Clayton, Victoria, Australia
| | - Si Woo Yoon
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Shavi Fernando
- Department of Obstetrics and Gynaecology, Monash University, Clayton, Victoria, Australia
| | - Suzanne Willey
- Monash Nursing and Midwifery, Monash University, Frankston, Victoria, Australia
| | - Arunaz Kumar
- Department of Obstetrics and Gynaecology, Monash University, Clayton, Victoria, Australia
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Hamoen EC, De Jong PGM, Van Blankenstein FM, Reinders MEJ. Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study. JMIR MEDICAL EDUCATION 2022; 8:e29624. [PMID: 35389362 PMCID: PMC9030912 DOI: 10.2196/29624] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 08/19/2021] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Clinical workplace learning takes place in a dynamic and complex learning environment that is designated as a site for patient care and education. Challenges in clinical training can be overcome by implementing blended learning, as it offers flexible learning programs suitable for student-centered learning, web-based collaboration, and peer learning. OBJECTIVE The aim of this study is to evaluate the Small Private Online Course (SPOC) by interns' first impressions and satisfaction measures (N=20) on using the SPOC. This study describes the design process of a SPOC from a theoretical and practical perspective and how it has been integrated into a clinical internship in internal medicine. METHODS The design of the SPOC was based on general theoretical principles that learning should be constructive, contextual, collaborative, and self-regulated, and the self-determination theory to stimulate intrinsic motivation. Interns' impressions and level of satisfaction were evaluated with a web-based questionnaire and group interview. RESULTS Interns thought the web-based learning environment to be a useful and accessible alternative to improve knowledge and skills. Peer learning and web-based collaboration through peer interaction was perceived as less effective, as student feedback was felt inferior to teacher feedback. The interns would prefer more flexibility within the course, which could improve self-regulated learning and autonomy. CONCLUSIONS The evaluation shows that the SPOC is a useful and accessible addition to the clinical learning environment, providing an alternative opportunity to improve knowledge and skills. Further research is needed to improve web-based collaboration and interaction in our course.
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Affiliation(s)
- Esther C Hamoen
- Department of Internal Medicine, Leiden University Medical Center, Leiden, Netherlands
| | - Peter G M De Jong
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, Netherlands
| | | | - Marlies E J Reinders
- Department of Internal Medicine, Leiden University Medical Center, Leiden, Netherlands
- Nephrology and Transplantation, Internal Medicine, Erasmus Medical Center Transplantation Institute, Erasmus Medical Center, Rotterdam, Netherlands
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Townsend-Chambers C, Powers K, Coffman M, Okoro F, Robinson PA. Closing the gap: Using simulation to improve public health clinicians’ affirming beliefs and behaviors with LGBT clients. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.03.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Du L, Zhao L, Xu T, Wang Y, Zu W, Huang X, Nie W, Wang L. Blended learning vs traditional teaching: the potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis. Nurse Educ Pract 2022; 63:103354. [DOI: 10.1016/j.nepr.2022.103354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 03/15/2022] [Accepted: 04/20/2022] [Indexed: 11/15/2022]
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Cant R, Cooper S, Ryan C. Using virtual simulation to teach evidence-based practice in nursing curricula: A rapid review. Worldviews Evid Based Nurs 2022; 19:415-422. [PMID: 35261156 DOI: 10.1111/wvn.12572] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2021] [Revised: 09/08/2021] [Accepted: 09/18/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Virtual simulation is an interactive teaching and learning strategy used in undergraduate nursing student education, especially since the onset of the COVID-19 pandemic. Few published studies have reviewed the impact of virtual simulation as a strategy for teaching nursing students the elements of evidence-based practice. AIM To describe types of virtual simulation that are relevant to nursing student education and examine how these modalities are applied to teach elements of evidence-based practice. METHODS A rapid review of literature was conducted to discern the use and impact of virtual simulation. Thirty-seven studies published between 2017 and May 2021 that addressed nursing students' educational outcomes were reviewed and summarized as a narrative analysis. RESULTS Virtual simulation and virtual reality simulation engage learners in role-plays via a computer screen or hand-held phone. Various levels of realism and immersion were apparent across different modalities and with the utilization of educational games. Most studies related to the teaching of best practice evidence-based clinical nursing topics. Twenty primary studies reported objective measures of students' improvement such as knowledge, performance, better documentation, or communication accuracy. Sixteen studies that measured knowledge identified significant knowledge gains. All studies endorsed virtual simulation as a teaching method. LINKING EVIDENCE TO ACTION Virtual simulation approaches offer an innovative and feasible option for teaching nursing students. Such approaches should be included in undergraduate nursing curricula. While it is apparent that evidence-based practice guidelines inform the design of the virtual simulation scenarios, the effectiveness of the modality for teaching specific elements of evidence-based practice to nursing students is not yet confirmed. Nursing curricula need to include ways of teaching nursing students to search for and critically appraise trustworthy sources of knowledge for clinical practice.
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Affiliation(s)
- Robyn Cant
- School of Health, Federation University Australia, Berwick, Victoria, Australia
| | - Simon Cooper
- School of Health, Federation University Australia, Berwick, Victoria, Australia
| | - Colleen Ryan
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, Queensland, Australia
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Multifactorial falls interventions for people over 65 years in the acute hospital setting: An integrative review. Collegian 2022. [DOI: 10.1016/j.colegn.2021.05.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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Adánez-Martínez MG, Palacio-Gaviria MP, Díaz-Agea JL, Jiménez-Ruiz I, Ramos-Morcillo AJ, Ruzafa-Martínez M, Molina Durán F, Leal-Costa C. Improving learning in the management of gender violence. Educational impact of a training program with reflective analysis of dramatized video problems in postgraduate nurses. NURSE EDUCATION TODAY 2022; 109:105224. [PMID: 34810027 DOI: 10.1016/j.nedt.2021.105224] [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: 07/26/2021] [Revised: 11/02/2021] [Accepted: 11/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Most gender-based violence victims who sought help in Spain did so through health services. Training on gender-based violence with active learning methodologies promotes the management of knowledge, reflection, and adaptation to change. Nurses, along with an educator, can construct knowledge with the same strategies they will use professionally. PURPOSE To evaluate the knowledge, skills, and attitudes associated of postgraduate nurses on gender-based violence before and after a reflection-based training program with dramatized problem-videos. The secondary objectives were to evaluate the knowledge in the activation of protocols, skills, and attitudes in the management of women who are victims of gender-based violence, the consolidation of learning, and the applicability to the workplace. METHODS Pre-post quasi-experimental study without a control group. A specifically validated and designed instrument was utilized to evaluate the dimensions of knowledge, skills, and attitudes when facing gender-based violence, before and after the training sessions, along with additional questions to assess if the participants possessed better tools to address gender-based violence. RESULTS The difference between the pre and post-tests was statistically significant for the dimensions knowledge, skills, and attitude (p < 0.05), with a smaller effect size in the dimensions skills and attitude. Also, high scores were observed in the consolidation of learning and applicability to the workplace. CONCLUSION Reflection-based training with dramatized problem-videos improved the acquisition of tools necessary for the detection and management of gender-based violence of nurses.
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Affiliation(s)
| | | | - José Luis Díaz-Agea
- Department of Nursing, Faculty of Nursing, Catholic University of Murcia, 30107 Guadalupe, Murcia, Spain.
| | - Ismael Jiménez-Ruiz
- Department of Nursing, Faculty of Nursing, University of Murcia, 30100 Espinardo, Murcia, Spain.
| | | | - María Ruzafa-Martínez
- Department of Nursing, Faculty of Nursing, University of Murcia, 30100 Espinardo, Murcia, Spain.
| | - Francesc Molina Durán
- Professional Development Unit, General Directorate of Human Resources, Murcian Health Service, Murcia, Spain.
| | - César Leal-Costa
- Department of Nursing, Faculty of Nursing, University of Murcia, 30100 Espinardo, Murcia, Spain.
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Bobbink P, Teixeira CM, Charbonneau L, Chabal L, Guex C, Probst S. E-Learning and Blended-Learning Program in Wound Care for Undergraduate Nursing Students. J Nurs Educ 2022; 61:53-57. [PMID: 35025679 DOI: 10.3928/01484834-20211203-03] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Due to an increasing number of undergraduate students in a Bachelor of Nursing Science program, the existing teaching modalities in wound care were shifted into blended- and e-learning units. The aim is to present the development and implementation of a blended- and e-learning wound care curriculum in an actual nursing program. METHOD The development of the blended- and e-learning units is based on literature reviews and expert discussions. The process was guided by the learning outcomes defined by the European Wound Management Association. The implementation was planned for 3 years. RESULTS All 14 learning units were developed and implemented using 12 blended and two e-learning units. Flipped classrooms using asynchronous e-learnings and workshops with clinical wound care specialists were used for blended learning. CONCLUSION Blended and e-learning are valuable modalities to provide flexibility and deliver learning units based on the latest evidence. The effectiveness of this curriculum needs to be investigated. [J Nurs Educ. 2022;61(1):53-57.].
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[Anesthesiology Seminar in Times of COVID-19: a Hybrid Model evolving from Digital and Virtual Lessons]. Anasthesiol Intensivmed Notfallmed Schmerzther 2021; 56:782-790. [PMID: 34820816 DOI: 10.1055/a-1543-2913] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
On March 14, 2020, the first Bavaria-wide exit restriction was imposed and university teaching in its familiar form was drastically restricted. For intensive care physicians and anesthetists, there was a special area of tension in many places due to the extraordinary demand for the treatment of critically ill patients and the restructuring and maintenance of teaching. We report on the realignment of the anesthesia seminar in an online flipped classroom and the development towards a hybrid model. As such, an adequate transfer of knowledge could take place under difficult conditions and at the same time the teaching concept could be further developed.
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Chan E, Botelho MG, Wong GTC. A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students. PLoS One 2021; 16:e0258926. [PMID: 34679098 PMCID: PMC8535182 DOI: 10.1371/journal.pone.0258926] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 10/11/2021] [Indexed: 11/30/2022] Open
Abstract
Background Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition. Methods In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors. Results A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition. Conclusion The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools.
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Affiliation(s)
- Enoch Chan
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
| | - Michael George Botelho
- Division of Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
| | - Gordon Tin Chun Wong
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
- Department of Anaesthesiology, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
- * E-mail:
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Ashraf MA, Yang M, Zhang Y, Denden M, Tlili A, Liu J, Huang R, Burgos D. A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions. Psychol Res Behav Manag 2021; 14:1525-1541. [PMID: 34629910 PMCID: PMC8493276 DOI: 10.2147/prbm.s331741] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 09/18/2021] [Indexed: 11/23/2022] Open
Abstract
Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students' learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers' and students' individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.
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Affiliation(s)
- Muhammad Azeem Ashraf
- Research Institute of Education Science, Hunan University, Changsha, People's Republic of China
| | - Meijia Yang
- Research Institute of Education Science, Hunan University, Changsha, People's Republic of China
| | - Yufeng Zhang
- Research Institute of Education Science, Hunan University, Changsha, People's Republic of China
| | - Mouna Denden
- Research Laboratory of Technologies of Information and Communication & Electrical Engineering (LaTICE), Tunis Higher School of Engineering (ENSIT), Tunis, Tunisia
| | - Ahmed Tlili
- Smart Learning Institute, Beijing Normal University, Beijing, People's Republic of China
| | - Jiayi Liu
- School of Professional Studies, Columbia University, New York City, NY, USA
| | - Ronghuai Huang
- Smart Learning Institute, Beijing Normal University, Beijing, People's Republic of China
| | - Daniel Burgos
- Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Logroño, 26006, Spain
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Gaspar FDR, Abbad GDS, Rodrigues CML. Evidence of validity for a Health Teaching Skills Scale. PSICO-USF 2021. [DOI: 10.1590/1413-82712021260301] [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
Abstract There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors.
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Marchionni C, Connolly M, Gauthier M, Lavoie-Tremblay M. Innovative approaches to teaching vascular access to nursing students in the COVID-19 era. ACTA ACUST UNITED AC 2021; 30:S34-S41. [PMID: 34288748 DOI: 10.12968/bjon.2021.30.14.s34] [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: 11/11/2022]
Abstract
PURPOSE For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. METHODS An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. RESULTS Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. CONCLUSIONS The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.
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Gong J, Ruan M, Yang W, Peng M, Wang Z, Ouyang L, Yang G. Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students. PeerJ 2021; 9:e11690. [PMID: 34221742 PMCID: PMC8236236 DOI: 10.7717/peerj.11690] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 06/07/2021] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND The recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. We investigated the effects of blended learning and traditional teaching methods on clinical skill development. METHODS We sorted 200 medical students from Tongji Medical College at Huazhong University of Science and Technology into a control or experimental group. The control group was taught with a traditional lecture-based learning method and the experimental group was taught using a blended learning method. The two groups were compared after training to assess their theoretical and practical differences. A student satisfaction survey was given to participants in both groups. RESULTS The results of the experimental group's theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice. CONCLUSIONS Blended learning may address deficiencies in clinical skills, make up for limited time and space, and ensure learning efficiency and quality.
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Affiliation(s)
- Jie Gong
- The Clinical Skill Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Manzhen Ruan
- The Clinical Skill Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Wen Yang
- The Clinical Skill Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Miao Peng
- The Clinical Skill Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Zhen Wang
- The Clinical Skill Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Lichen Ouyang
- Department of Immunology, School of Medicine, Jianghan University, Wuhan, China
| | - Guangyao Yang
- The Clinical Skill Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
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Ma X, Ma X, Li L, Luo X, Zhang H, Liu Y. Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:409-417. [PMID: 34018832 DOI: 10.1152/advan.00180.2020] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the effectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students' satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills (P = 0.001), initiative (P = 0.002), self-control (P = 0.008), self-efficacy (P = 0.001), motivation (P = 0.004), and the academic performance (P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students' skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities.
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Affiliation(s)
- Xingming Ma
- School of Health Management, Xihua University, Chengdu, China
| | - Xuewei Ma
- School of Health Management, Xihua University, Chengdu, China
| | - Ling Li
- School of Health Management, Xihua University, Chengdu, China
| | - Xinyi Luo
- School of Health Management, Xihua University, Chengdu, China
| | - Hao Zhang
- School of Health Management, Xihua University, Chengdu, China
| | - Yuanqi Liu
- School of Health Management, Xihua University, Chengdu, China
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Yu Z, Hu R, Ling S, Zhuang J, Chen Y, Chen M, Lin Y. Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Educ Pract 2021; 53:103080. [PMID: 34044341 DOI: 10.1016/j.nepr.2021.103080] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 05/03/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
OBJECTIVE This study aimed to compare the effect of blended and offline case-centred learning on medical nursing education for undergraduate nursing students. BACKGROUND Technological advancements are rapidly changing nursing education in higher educational settings. Educational reform, especially regarding methods of teaching, has been the focus of nursing educators in recent years. DESIGN The research was conducted between September 2018 and July 2019 in China. METHODS Second-year undergraduate nursing students in two classes were enrolled for this study by cluster sampling. The study outcomes were academic performance and critical thinking ability, measured using the Critical Thinking Disposition Inventory-Chinese Version. RESULTS Students in the experimental class showed significantly higher improvements in academic performance than those in the control class. Compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p = 0.037). In the experimental class, there was a significant improvement over the baseline in the dimension of critical thinking self-confidence (p = 0.022). In the control class, there was a significant improvement over the baseline in the total score (p = 0.029) and two of the seven dimensions: truth-seeking (p = 0.016) and systematicity (p = 0.005). CONCLUSIONS The use of blended case-centred learning showed promising results in improving students' academic performance. Both blended and offline case-centred learning were indicated to be effective educational approaches to improve the critical thinking ability of undergraduate nursing students and could be implemented for other nursing subjects in the future.
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Affiliation(s)
- Zhenzhen Yu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Rong Hu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China.
| | - Shen Ling
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Jiayuan Zhuang
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yimin Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Meijing Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yazhu Lin
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
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Tebbs O, Hutchinson A, Lau R, Botti M. Evaluation of a blended learning approach to developing specialty-nursing practice. An exploratory descriptive qualitative study. NURSE EDUCATION TODAY 2021; 98:104663. [PMID: 33190953 DOI: 10.1016/j.nedt.2020.104663] [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: 04/05/2020] [Revised: 10/02/2020] [Accepted: 11/03/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND An ageing population and a transitioning workforce is creating demands on healthcare workforces. Clinical and procedural knowledge deficits cause anxieties in new and experienced nurses alike when integrating into new teams. Overcoming these boundaries can be achieved with Introductory programs. These develop knowledge, technical skills and non-technical skills. Investigating nurses drive to undertake such programs, and the benefits they perceive for themselves, will help to tailor future programs. OBJECTIVES To explore post-registration nurses' motivations for undertaking an introductory program that utilised a blended learning methodology. Identifying changes in participants understanding and clinical behaviours. METHODS An exploratory descriptive qualitative study design was used to evaluate the Introduction to Specialty Practice (ISP) program that is run by a large private healthcare provider in Melbourne, Australia. The health service includes eight campuses and four intensive care units across the group. Twelve participants from a mixture of critical care and acute care clinical areas were consented. They were interviewed using a semi-structured questionnaire. Responses were transcribed verbatim and thematic analysis of the transcripts then occurred. RESULTS The study demonstrated intrinsic and extrinsic factors influenced participant's desires to undertake this program. Three major themes were evident: 1) that caring without knowledge was daunting, 2) that participants needed to create a clinical and professional identity and 3) that participant's perspective on their delivery of care improved, along with their professional aptitude. CONCLUSION Maintaining currency with knowledge, skills, and technological developments is crucial for nurses to consistently deliver high-level care. The demands that nurses' face within their clinical areas affects their intention to stay within the workforce and their ability to deliver care. Introductory programs that utilise blended learning strategies have a role to play in enabling nurses to create their professional identity, find their position in clinical teams, and meet the requirements of organisations.
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Affiliation(s)
- Owen Tebbs
- Clinical Educator at Epworth HealthCare Richmond, Melbourne 03 9426 6666, Australia.
| | - Anastasia Hutchinson
- Deakin University/Epworth HealthCare Centre for Quality and Patient Safety Research, Australia.
| | - Rosalind Lau
- Deakin University/Epworth HealthCare Centre for Quality and Patient Safety Research, Australia.
| | - Mari Botti
- Deakin University/Epworth HealthCare Centre for Quality and Patient Safety Research, Australia.
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Johnsen HM, Briseid HS, Brodtkorb K, Slettebø Å, Fossum M. Nursing students' perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. NURSE EDUCATION TODAY 2021; 97:104675. [PMID: 33302184 DOI: 10.1016/j.nedt.2020.104675] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 10/15/2020] [Accepted: 11/17/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND There is a growing demand to provide complex healthcare services in patients' own homes. However, high quality home healthcare clinical placements are often difficult to obtain, and arranging laboratory-based simulations to provide relevant clinical-practical learning experiences for all students is resource intensive. OBJECTIVES The aim of this study was to explore nursing students' perceptions of using a blended simulation approach, including hands-on simulation with simulated patients and a video-based serious game, in preparation for their home healthcare clinical placements. DESIGN An exploratory qualitative design using focus group interviews was utilized. SETTING AND PARTICIPANTS Second- and third-year nursing students in home healthcare courses in Norway participated in this study. METHODS Five focus group interviews were conducted with a total of 26 nursing students. Data were collected over two semesters in three home healthcare courses. The data were analyzed using thematic content analysis. RESULTS The study identified four main themes that influenced students' perceptions of combining the two simulations. These included personal engagement, contextual and environmental factors, a safe and structured learning environment, as well as organizational and technical factors. In relation to the different themes, students expressed that disadvantages in one simulation were counteracted in the other. CONCLUSIONS The blended simulation approach was perceived to address curricular objectives in different but complementary ways. The blended simulation approach was perceived to facilitate personal engagement and reflections and to provide relevant clinical-practical learning experiences. However, results also indicated that the organization of such a blended simulation approach (i.e., group compositions and size), facilitation from teachers, and technical issues (i.e., with medical equipment and the serious game) may influence students' perceptions and satisfaction directly. The results should provide useful information for designing future teaching strategies in Bachelor of Nursing programs.
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Affiliation(s)
- Hege M Johnsen
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway.
| | - Hanne S Briseid
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway
| | - Kari Brodtkorb
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway
| | - Åshild Slettebø
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway
| | - Mariann Fossum
- Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway
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Chau JPC, Lo SHS, Chan KM, Chan MY, Lee VWY, Lam SKY, Choi KC, Thompson DR. Development and evaluation of a technology-enhanced, enquiry-based learning program on managing neonatal extravasation injury: A pre-test/post-test mixed-methods study. NURSE EDUCATION TODAY 2021; 97:104672. [PMID: 33278729 DOI: 10.1016/j.nedt.2020.104672] [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: 06/15/2020] [Revised: 10/02/2020] [Accepted: 11/12/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Extravasation injury remains a significant preventable cause of morbidity and mortality in neonates. Equipping nursing students with the requisite knowledge and skills is essential for appropriate prevention, early detection, and management of extravasation injury. OBJECTIVES To develop a technology-enhanced, enquiry-based learning program for nursing students on the prevention and management of neonatal extravasation injury and examine its impact on their knowledge, approaches to studying and experience of learning. DESIGN A pre-test/post-test study with qualitative evaluation. SETTINGS Two university pre-registration nursing programs in Hong Kong. PARTICIPANTS A total of 192 senior-year nursing students. METHODS A novel learning program was developed comprising 25 scenario-based video vignettes supplemented with critical-thinking exercises, discussion guides, interactive games, reading materials and a 3-hour in-class interactive workshop. Students received unlimited online access to the program. Data were collected at baseline and one-month post-workshop. Outcomes were students' level of knowledge of prevention and management of extravasation injuries and related care, approaches to studying, and experience of learning. Paired t-tests were performed on pre- post-test outcome data and individual semi-structured interviews were conducted at one-month post-workshop, transcribed verbatim and analyzed thematically. RESULTS There were statistically significant improvements in students' level of knowledge and use of a deep approach to learning at one month compared with baseline. Students were highly satisfied with the program, appreciating the video vignettes and interactive small group discussions with academics and clinicians. Suggestions for enhancing the program included more time for the workshop, interaction with clinicians, and details on the administration of neonatal medications and dosages. CONCLUSIONS This study showed that a novel technology-enhanced, enquiry-based learning program was effective in enhancing nursing students' knowledge of the prevention and management of neonatal extravasation injury, approaches to studying and experience of learning.
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Affiliation(s)
- Janita P C Chau
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
| | - Suzanne H S Lo
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
| | - Kam Ming Chan
- Department of Paediatrics and Adolescent Medicine, United Christian Hospital, Hospital Authority, Hong Kong.
| | - Man Yi Chan
- Department of Paediatrics and Adolescent Medicine, Princess Margaret Hospital, Hospital Authority, Hong Kong.
| | - Vivian W Y Lee
- Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong.
| | - Simon K Y Lam
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
| | - Kai Chow Choi
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, United Kingdom.
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Kang HY, Kim HR. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC MEDICAL EDUCATION 2021; 21:78. [PMID: 33509176 PMCID: PMC7845047 DOI: 10.1186/s12909-021-02508-y] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 01/21/2021] [Indexed: 05/24/2023]
Abstract
BACKGROUND A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. METHODS The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. RESULTS Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students' knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. CONCLUSIONS This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students' learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.
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Affiliation(s)
- Hee Young Kang
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju, 61452 South Korea
| | - Hae Ran Kim
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmun-daero, Dong-gu, Gwangju, 61452 South Korea
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Coyne E, Calleja P, Forster E, Lin F. A review of virtual-simulation for assessing healthcare students' clinical competency. NURSE EDUCATION TODAY 2021; 96:104623. [PMID: 33125979 DOI: 10.1016/j.nedt.2020.104623] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 09/11/2020] [Accepted: 10/01/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES Health professional education is transitioning to online platforms to meet students' need for flexibility and international access. However, there is a necessity for authentic presentation of educational material particularly in regard to clinical skills development. There has been major growth in the delivery of virtual simulated-based learning and assessment to provide clinical skill acquisition in an online platform. The aim of this review was to explore the use of virtual simulation to assess clinical competence in health education. DESIGN Integrative review. DATA SOURCES Peer reviewed studies published between 2008 to March 2020 were searched across PubMed, Embase, Cochrane Library, CINAHL Medline, Scopus, and PsycINFO. REVIEW METHODS The Preferred Reporting Items for Systematic reviews and Meta-Analyses was followed. Twenty-three studies, which met the inclusion criteria, were downloaded, and a quality appraisal and analysis was completed by the research team. RESULTS A thematic analysis identified four themes; pedagogy differences across disciplines, debriefing to enhance learning, preparing healthcare professionals in a safe and cost-effective environment, and managing challenges of virtual simulation. Debriefing with students within the online environment enabled students to share experience and reflect on choices for a deeper learning experience. CONCLUSIONS Virtual simulation can prepare students for the clinical environment by providing safe practice within complex clinical situations. Challenges related to managing and debriefing students must be overcome to ensure best student learning outcomes. Virtual simulation is a feasible strategy to assess students' clinical competency and support their learning in both medical and nursing programs, however simulation should be authentic and incorporate reflection.
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Affiliation(s)
- Elisabeth Coyne
- School of Nursing and Midwifery, Griffith University, Australia; Menzies Health Institute Queensland, Griffith University, Australia.
| | - Pauline Calleja
- School of Nursing and Midwifery, Griffith University, Australia; School of Nursing, Midwifery and Social Sciences, CQUniversity, Australia.
| | - Elizabeth Forster
- School of Nursing and Midwifery, Griffith University, Australia; Menzies Health Institute Queensland, Griffith University, Australia.
| | - Frances Lin
- School of Nursing and Midwifery, Griffith University, Australia; School of Nursing, Midwifery, and Paramedicine, University of the Sunshine Coast, Sunshine Coast Health Institute, Australia.
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Berga KA, Vadnais E, Nelson J, Johnston S, Buro K, Hu R, Olaiya B. Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 96:104622. [PMID: 33125980 DOI: 10.1016/j.nedt.2020.104622] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 08/19/2020] [Accepted: 10/02/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Blended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. OBJECTIVES To investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DESIGN This was a quasi-experimental pre-post test design. SETTING This study was conducted at an undergraduate university in Alberta, Canada. PARTICIPANTS A total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. METHODS A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). RESULTS There were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. CONCLUSION Blended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.
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Affiliation(s)
- Keri-Ann Berga
- Champlain Maternal Newborn Regional Program (CMNRP), 2305 St. Laurent Blvd Suite 300A, Ottawa, Ontario, Canada; MacEwan University, Canada.
| | - Elisha Vadnais
- College and Association of Registered Nurses of Alberta, Canada
| | | | | | - Karen Buro
- Department of Mathematics and Statistics, MacEwan University, Canada
| | - Rui Hu
- Department of Mathematics and Statistics, MacEwan University, Canada
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