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Fu TT, Wang XJ, Xiao SQ, Fan L. Development and evaluation of a PICC virtual simulator in neonatal nursing: A randomized controlled trial. NURSE EDUCATION TODAY 2024; 141:106306. [PMID: 39013290 DOI: 10.1016/j.nedt.2024.106306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Revised: 05/13/2024] [Accepted: 07/09/2024] [Indexed: 07/18/2024]
Abstract
BACKGROUND Peripherally Inserted Central Catheter (PICC) is essential in neonatal care, especially for critically ill infants. Traditional training for neonatal PICC insertion faces challenges such as high costs and limited practice opportunities. Virtual simulation technology has emerged as a potential training tool, providing a realistic, risk-free learning environment. OBJECTIVES The study aimed to assess the effectiveness of a virtual simulation teaching system in neonatal PICC care training, focusing on improving nursing students' knowledge, skills and interest in pediatric nursing. DESIGN A quasi-experimental design was used, with assessments conducted before and after the activity. PARTICIPANTS The study involved 58 graduate nursing students from China Medical University, divided into experimental and control groups. METHODS The System Usability Scale (SUS) was utilized to assess teachers' experiences with the PICC virtual simulation software. Students' perceptions of the software and their interest in pediatric nursing were measured using Self-Administered Questionnaires. Furthermore, Theoretical and Operational Assessments were applied to determine the extent of students' knowledge and practical skills before and after experimentation. RESULTS Teachers and students have favorably evaluated the software system, with notable improvements in theoretical scores following testing. While the virtual simulation system does not enhance practical skills, it does increase student interest in pediatric nursing and employment. CONCLUSIONS This neonatal virtual simulation software serves as a complement to, rather than a replacement for, traditional clinical training. Its integration into educational programs significantly enhances learning outcomes.
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Affiliation(s)
- Tong-Tong Fu
- Department of Nursing, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Xue-Jun Wang
- Department of Pediatric Intensive Care Unit, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China
| | - Shi-Qi Xiao
- Department of Nursing, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China.
| | - Ling Fan
- Department of Nursing, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China; Department of Nursing, China Medical University, Shenyang, Liaoning, China.
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Hraunfjord H, Sigurdardottir AO, Erlendsdottir RO, Svavarsdottir EK. Nurses' attitudes to family importance in nursing care: A two-sited cross-sectional study. Nurse Educ Pract 2024; 78:104006. [PMID: 38879908 DOI: 10.1016/j.nepr.2024.104006] [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: 09/08/2023] [Revised: 03/08/2024] [Accepted: 05/19/2024] [Indexed: 06/18/2024]
Abstract
AIM This study aimed to describe nurses' attitudes and beliefs towards the importance of family in nursing care and explore differences in nurses' attitudes and beliefs towards family-centered care between different healthcare institutions, such as community healthcare centers and hospitals. BACKGROUND Family significantly affects the well-being and health of individuals. Therefore, nurses should support family engagement in nursing care. In recent years, family nursing research has emphasized the importance of teaching family nursing skills in continued education in healthcare institutions. Research has indicated that nurses who believe that illness concerns the family as a whole are more likely to involve the family in patient care. DESIGN A cross-sectional research design was used. METHOD Data were collected at one timepoint between March and September 2019 from 425 nurses working at the Primary Health Care Centers of the Capital Area (n=112) and in clinical settings at the University Hospital in Iceland (n=313). RESULTS The main findings indicated that nurses working in the women-and-child division at the University Hospital reported significantly more positive attitudes towards family evolvement in patient care than nurses working in the intensive care or surgical units. For nurses working at healthcare centers, a significant difference was also found in the nurses' attitudes towards involving families in patient care. The nurses who were working in home care had significantly more positive attitudes when compared to those working in the infant and young children health promotion units. CONCLUSIONS Greater collaboration is required between healthcare providers and families to improve the quality of care and health-related outcomes. Therefore, it is crucial to enhance nurses' knowledge about the importance of families during patient care. TWEETABLE ABSTRACT This study aimed to describe nurses' attitudes and beliefs towards family care. Differences were found between nurse's attitudes by units but not by institutions.
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Affiliation(s)
- Henny Hraunfjord
- Landspítali - The National University Hospital of Iceland, Hringbraut, Reykjavik 101, Iceland; The Directorate of Health in Iceland, Reykjavik, Iceland.
| | - Anna Olafia Sigurdardottir
- University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiriksgata 34, Reykjavik 101, Iceland; Landspítali - The National University Hospital of Iceland, Hringbraut, Reykjavik 101, Iceland
| | | | - Erla Kolbrun Svavarsdottir
- University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiriksgata 34, Reykjavik 101, Iceland; Landspítali - The National University Hospital of Iceland, Hringbraut, Reykjavik 101, Iceland
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Rathnayaka Mudiyanselage AC, Saini R, Coyne E. Evaluation of the understandability, actionability and reliability of YouTube videos for brain, head, and neck cancer information. Eur J Oncol Nurs 2024; 70:102605. [PMID: 38795450 DOI: 10.1016/j.ejon.2024.102605] [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: 10/24/2023] [Revised: 03/12/2024] [Accepted: 05/03/2024] [Indexed: 05/28/2024]
Abstract
PURPOSE Online videos accessed via YouTube are a popular method to provide health education. Videos need to be critically evaluated for educational qualities as the information could influence health outcomes. The present study aimed to evaluate the understandability, actionability and reliability of videos available on YouTube regarding brain, head, and neck cancer information. METHODS A scoping review was conducted with a specific search strategy and inclusion/exclusion criteria based on previous studies. For each video, video characteristics and user engagement activities were recorded. Videos were evaluated using the PEMAT-A/V and modified DISCERN criteria. Spearman's rank correlation, Kruskal-Wallis test and Mann-Whitney U test were used for analysis. RESULTS Out of 200 retrieved videos, 37 were included and analysed. The median length of the video was 3 min and 33 s. The majority of videos were published by health institutional and private channels (43.2%, n = 16). Health institutional channels received the highest actionability (Md = 37.5, p = 0.049), while private channels resulted in lower views/day (Md = 0.46, p = 0.001) and likes/day (Md = 0.01, p = 0.002). Animated and narrated videos acquired the highest understandability score (Md = 92.31, p < 0.001). Videos with professional transcripts reported higher actionability (Md = 62.5, p = 0.004), reliability (Md = 3.33, p = 0.028), views/day (Md = 29.31, p = 0.026), and likes/day (Md = 0.272, p = 0.023). CONCLUSION YouTube videos pertaining to brain and head and neck cancer have low understandability, low actionability and moderate reliability. It is beneficial to have a stronger representation of trustworthy and credible organisations for sharing essential health information via YouTube. Including animations and professional video transcripts may improve their overall quality and consumer engagement.
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Affiliation(s)
- Anjali Chamika Rathnayaka Mudiyanselage
- School of Nursing & Midwifery, Griffith University, Queensland, 4215, Australia; Department of Nursing, Faculty of Allied Health Sciences, University of Peradeniya, Sri Lanka.
| | - Rashi Saini
- School of Nursing & Midwifery, Griffith University, Queensland, 4215, Australia
| | - Elisabeth Coyne
- School of Nursing & Midwifery, Griffith University, Queensland, 4215, Australia
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Chang CL, Dyess NF, Johnston LC. Simulation in a blended learning curriculum for neonatology. Semin Perinatol 2023; 47:151824. [PMID: 37748941 DOI: 10.1016/j.semperi.2023.151824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
Blended learning is a learner-centered educational method that combines online and traditional face-to-face educational strategies. Simulation is a commonly utilized platform for experiential learning and an ideal component of a blended learning curriculum. This section describes blended learning, including its strengths and limitations, educational frameworks, uses within health professions education, best practices, and challenges. Also included is a brief introduction to simulation-based education, along with theoretical and real-world examples of how simulation may be integrated into a blended learning curriculum. Examples of blended learning in Neonatal-Perinatal Medicine, specifically within the Neonatal Resuscitation Program, procedural skills training, and the National Neonatology Curriculum, are reviewed.
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Affiliation(s)
- Catherine L Chang
- Department of Pediatrics, Weill Cornell Medicine, New York, NY, United States
| | - Nicolle Fernández Dyess
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, United States
| | - Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, United States.
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Garcia-Ara A, Sandoval-Barron E, Seguino A. Survey of students' learning experience using a virtual slaughterhouse simulator in three UK veterinary schools during the COVID-19 pandemic. Vet Rec 2023; 193:e3307. [PMID: 37621129 DOI: 10.1002/vetr.3307] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 07/05/2023] [Accepted: 07/13/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND Although visiting an abattoir is mandatory for all UK veterinary students, this was challenging during the COVID-19 pandemic and virtual simulators were temporarily approved by the Royal College of Veterinary Surgeons. Subsequently, the virtual slaughterhouse simulator (VSS) was used by the University of Nottingham School of Veterinary Medicine and Science, the University of Liverpool School of Veterinary Science and the Royal (Dick) School of Veterinary Studies in Edinburgh. This study aimed to evaluate the student learning experience using the VSS. METHODS An online survey containing satisfaction and assessment questions was distributed to all final-year students who used the VSS from September 2020 to August 2021. RESULTS A total of 207 students completed the survey (n = 207/488, 42%). Students were mostly highly satisfied and found the VSS very useful for their learning (n = 164/207,79%); however, anxiety levels to visit a real abattoir lowered for less than half of the students (n = 97/207, 46%). Most students obtained an overall mark over 50% in the assessment questions (n = 197/207, 95%). LIMITATIONS Although the findings were very positive, extrapolation to other veterinary schools and postgraduate curricula should be done cautiously. CONCLUSION The VSS is a valid tool for training veterinary students. However, more research is advised to compare virtual and real experiences and assess students' long-term performance.
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Affiliation(s)
- Amelia Garcia-Ara
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Elsa Sandoval-Barron
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Alessandro Seguino
- The Royal (Dick) School of Veterinary Studies, University of Edinburgh, Midlothian, UK
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Lin H, Liu G, Wang X, Xu Q, Guo S, Hu R. A virtual simulation-based training program on birthing positions: a randomized controlled trial. BMC Nurs 2023; 22:318. [PMID: 37715171 PMCID: PMC10503076 DOI: 10.1186/s12912-023-01491-7] [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: 02/28/2023] [Accepted: 09/08/2023] [Indexed: 09/17/2023] Open
Abstract
BACKGROUND Restricting parturient women in healthcare facilities from choosing positions that provide the greatest comfort and benefit during labor is a global barrier. Several complex factors, including caregiver preference and medical intervention, shape the limitation. Therefore, a practical need exists to train midwives on the knowledge and skills to change this condition. METHODS The study used a parallel, single-blind, randomized controlled trial at a provincial maternity and child health hospital in Fujian, China, from June 1 to December 31, 2019. The midwives in a birth suite were selected and randomly enrolled in a one-month simulation-based hybrid training or face-to-face teaching in September 2019. The four-level Kirkpatrick's model, including reaction, learning, behavior, and results, was used to evaluate training effects before and after the program. Data were analyzed with SPSS 25.0 using Student's t-test, Spearman's correlation test, Mann-Whitney U test, Wilcoxon signed-rank test, and chi-square test analysis of variance. The significance level was set at p < 0.05. RESULTS Forty-two midwives were initially randomized to either the virtual simulation group or the face-to-face group. One midwife was excluded from the analysis due to intervention discontinuation, resulting in a final analysis of 41 midwives (n1 = 21, n2 = 20). Post-intervention, the virtual simulation group exhibited higher satisfaction and learning effects compared to the face-to-face group, while the rate of perineal incision in primiparas was lower (p<0.05). No significant changes or differences were observed in self-rated behavior between the two groups (p>0.05). The virtual simulation group demonstrated an increase in non-supine birth rate (p = 0.030) and a decrease in perineal incision rate among primiparas compared to pre-intervention (p = 0.035). Moreover, knowledge performance was associated with the duration of virtual simulation (r = 0.664, p = 0.001). CONCLUSIONS Virtual simulation is a fascinating innovation that enables midwives to develop birthing positions without practicing on real pregnant women and is one solution to achieve work competency within a shortened training period.
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Affiliation(s)
- Huimin Lin
- The School of Nursing, Fujian Medical University, Fuzhou City, China
- Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fuzhou City, China
| | - Guihua Liu
- The School of Nursing, Fujian Medical University, Fuzhou City, China
- Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fuzhou City, China
| | - Xiaoyan Wang
- The School of Nursing, Fujian Medical University, Fuzhou City, China
| | - Qin Xu
- The School of Nursing, Fujian Medical University, Fuzhou City, China
| | - Shengbin Guo
- Fujian Maternity and Child Health Hospital, College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fuzhou City, China.
| | - Rongfang Hu
- The School of Nursing, Fujian Medical University, Fuzhou City, China.
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Khalil AI, Hantira NY, Alnajjar HA. The Effect of Simulation Training on Enhancing Nursing Students' Perceptions to Incorporate Patients' Families Into Treatment Plans: A Randomized Experimental Study. Cureus 2023; 15:e44152. [PMID: 37638259 PMCID: PMC10460116 DOI: 10.7759/cureus.44152] [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: 08/26/2023] [Indexed: 08/29/2023] Open
Abstract
INTRODUCTION As clinical placement in bachelor's nursing programs becomes increasingly difficult, simulation is becoming increasingly common to enhance learning. Blended learning incorporating simulation videos provides students with the opportunity to observe and learn from exemplary practices while bridging the gap between theoretical knowledge and its practical application. This study aimed to investigate the effect of simulation training on enhancing nursing students' perception of integrating patient's families' assessments into their treatment plan. METHODS A quantitative, experimental research design was used, with a control (56) and intervention group (67) from levels 7 and 8 senior nursing students at King Saud Bin Abdulaziz University for Health Sciences, College of Nursing, Jeddah, assigned randomly to each group. The tool consists of three sections: personal information, a Van Gelderen family rubric, and a role-play survey. The validity and reliability of the tools were confirmed by the original developer. In the current study, the reported Cronbach's alpha was 95%. RESULTS A total of 123 students participated in the study. Their ages ranged between 19 and 23 years and 23 years and above, with a mean age of 21.3 ± 1.3 among the control group and 22.2 ± 1.1 among the experimental group. There was an improvement in the mean scores in the post-training phase compared to the pre-training phase in the experimental group, with a statistically significant difference at p < 0.05. However, there were no significant differences noted between the control and experimental groups in the pre-training phase compared to the statistically significant difference noted between the two groups in the post-training phase. CONCLUSION AND RECOMMENDATIONS The findings of the study indicated that the utilization of scenario-based standardized patient-simulated exercises, guided by dedicated faculty and accompanied by reflective debriefing exercises, proved to be an effective approach for bridging the gap between theoretical knowledge and its application in clinical practice. Therefore, the study prompts curriculum revisions to incorporate family assessment into nursing practices, as well as evidence-based strategies, such as learning activities that use standardized patient or high-fidelity simulation technology to address and possibly reduce the theory-practice gap for graduates when entering clinical practice.
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Affiliation(s)
- Amal I Khalil
- Psychiatry and Mental Health Nursing, College of Nursing, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
- Faculty of Nursing, Menoufia University, Shibin el Kom, EGY
| | - Neama Y Hantira
- College of Nursing, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
- Faculty of Nursing, Alexandria University, Alexandria, EGY
| | - Hend A Alnajjar
- College of Nursing, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU
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Nayak KR, Nayak V, Punja D, Badyal DK, Modi JN. Simulated patient videos to supplement integrated teaching in competency-based undergraduate medical curriculum. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:296-306. [PMID: 36951628 DOI: 10.1152/advan.00167.2022] [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: 07/12/2022] [Revised: 03/06/2023] [Accepted: 03/13/2023] [Indexed: 06/18/2023]
Abstract
The competency-based undergraduate medical curriculum in the preclinical years requires clinical topics to be taught using a linker clinical case for students to appreciate the clinical application of basic sciences. The objective of this study was to evaluate student and faculty satisfaction regarding the construct and delivery of an aligned and integrated curriculum that involved the use of linker clinical cases. We aimed at evaluating the perceptions and performance of students when paper cases were supplemented with a simulated patient (SP) video. This interventional study was conducted by inviting 250 medical students from the first professional phase from the 2020-2021 batch. Integrated modules were prepared for two clinical conditions: myocardial infarction (MI) and nephrotic syndrome (NS). The topic NS was taught with a paper-based case while the topic MI was supplemented with an SP video. Feedback from students and faculty was collected using a newly developed and validated questionnaire and focused group discussions. The students performed significantly better in the assessment conducted after the topic MI compared to NS. The majority of the students (80%) expressed a preference for the video to understand the clinical relevance when compared to the paper case. Overall, the students (83-87%) expressed satisfaction with integrated teaching sessions using clinical cases. Using linker clinical cases in an aligned and integrated preclinical curriculum allowed students to interrelate the subjects and apply them to clinical contexts. The SP videos prepared from an authentic setting facilitated learner engagement with a better understanding of the clinical relevance of the basic sciences.NOTE & NOTEWORTHY In this study, we have introduced linker cases to teach clinical correlation of basic sciences for integrated modules in the competency-based undergraduate medical curriculum. The novelty of our study is the inclusion of simulated patient video that was internally prepared and validated to supplement linker clinical paper cases in integrated modules.
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Affiliation(s)
- Kirtana Raghurama Nayak
- Department of Physiology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, India
- Department of Medical Education, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Veena Nayak
- Department of Pharmacology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India
- Department of Medical Education, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Dhiren Punja
- Department of Physiology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, India
| | - Dinesh K Badyal
- Department of Medical Education and Pharmacology, Christian Medical College, Ludhiana, India
| | - Jyoti Nath Modi
- Department of Obstetrics and Gynaecology, All India Institute of Medical Sciences, Bhopal, India
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Jiang L, Wang D, Yan J, Yang M. Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study. Nurs Open 2023. [PMID: 36938819 DOI: 10.1002/nop2.1688] [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: 09/08/2021] [Revised: 10/20/2022] [Accepted: 02/09/2023] [Indexed: 03/21/2023] Open
Abstract
AIM The study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education. DESIGN This was a quasi-experimental post-test design. METHODS The study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face-to-face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post-test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi-square (χ2 ) test was used to evaluate categorical variables. The Mann-Whitney test was used to analyse continuous variables. RESULTS Participants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self-learning.
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Affiliation(s)
- Li Jiang
- School of Health Sciences, Jiangsu Vocational Institute of Commerce, Nanjing, China
| | - Duoduo Wang
- School of Life Science and Technology, Jingjiang College, Jiangsu University Jingjiang College, Zhenjiang, China
| | - Jie Yan
- School of Medicine, Jiangsu University, Zhenjiang, China
| | - Min Yang
- School of Nursing, Nanjing University of Chinese Medicine, Nanjing, China
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[Adaptation and validation of an instrument to evaluate the competence on a Brief Tobacco Intervention. BTI-Prof©]. Aten Primaria 2022; 54:102495. [PMID: 36347122 PMCID: PMC9618997 DOI: 10.1016/j.aprim.2022.102495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 09/28/2022] [Accepted: 09/30/2022] [Indexed: 12/14/2022] Open
Abstract
OBJECTIVE Adaptation and validation of the BTI-St© to assess the level of competence in brief tobacco intervention in general practitioners and nurses in Primary Health Care. DESIGN Cross-sectional study of adaptation and psychometric validation of a criterion-referenced test. SETTING Primary Health Care. PARTICIPANTS One hundred fifty-five general practitioners and nurses working at Primary Health Care. INTERVENTIONS Three clinical scenarios were designed. Using an online platform, participants first viewed each scenario in which brief tobacco intervention was given. Health professional had to assess whether or not the scenarios were carried out in accordance with the 5A+5R model. MAIN MEASURES Competence in brief tobacco intervention measured by the BTI-Prof©. RESULTS Results related to reliability were obtained through Kuder-Richardson coefficient, being for scenario 1, 0.880, for scenario 2, 0.829, and for scenario 3, 0.826. The test-retest shows adequate temporal stability: intraclass correlation coefficient for scenario 1 0.857 (95% CI 0.734-0.923), p<0.0001, for scenario 2 0.829 (95% CI 0.676-0.909), p<0.001, and for scenario 3 0.869 (95% CI 0.76-0.928), p<0.0001. CONCLUSIONS The BTI-Prof© is a robust tool with adequate psychometric properties to assess competence in brief tobacco intervention in Primary Health Care general practitioners and nurses.
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Lee PY, Lee BO. Effectiveness of simulation-based education on nursing students’ professional knowledge, attitude and self-confidence in handling child abuse cases. Nurse Educ Pract 2022; 65:103480. [DOI: 10.1016/j.nepr.2022.103480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 10/08/2022] [Accepted: 10/21/2022] [Indexed: 11/06/2022]
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A blended learning perineal suturing programme for midwifery students: An evaluative descriptive study. Nurse Educ Pract 2022; 64:103453. [DOI: 10.1016/j.nepr.2022.103453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 09/12/2022] [Accepted: 09/15/2022] [Indexed: 11/23/2022]
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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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Abbasi A, Bazghaleh M, Fadaee Aghdam N, Basirinezhad MH, Tanhan A, Montazeri R, Mirhosseini S. Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi-experimental study. Nurs Open 2022; 10:165-171. [PMID: 35856875 PMCID: PMC9748117 DOI: 10.1002/nop2.1291] [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: 09/16/2021] [Revised: 05/21/2022] [Accepted: 07/05/2022] [Indexed: 01/04/2023] Open
Abstract
AIM This research investigated the effectiveness of simulated video on test anxiety in the Objective Structured Clinical Examination (OSCE) among nursing and midwifery students. DESIGN A quasi-experimental study with a two-group pre-test and post-test design. METHODS This study was conducted on 118 nursing and midwifery students in Shahroud northeast of Iran in 2019 using the census sampling method. The intervention group received a 15-minute OSCE simulation video half an hour before the test. Data were collected using the Sarason test anxiety questionnaire in two stages: one week before the test and after the simulation film was screened. Data were analysed using descriptive and inferential statistics (Independent t-test, Chi-square, Exact fisher and Paired t-test). RESULTS At baseline, no significant difference was observed between groups in the total mean score of test anxiety. The mean score of test anxiety significantly decreased in the OSCE simulation video group after the intervention.
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Affiliation(s)
- Ali Abbasi
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Milad Bazghaleh
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Nasrin Fadaee Aghdam
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Mohammad Hasan Basirinezhad
- Department of Epidemiology and Biostatistics, School of Public HealthShahid Sadoughi University of Medical SciencesYazdIran
| | - Ahmet Tanhan
- Department of Counseling, UNC GreensboroThe University of North Carolina at GreensboroGreensboroNorth CarolinaUSA,Economic and Social Research Center – ESAMAnkaraTurkey,Department of CounselingAdiyaman UniversityAdiyamanTurkey
| | - Rasoul Montazeri
- Student Research Committee, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
| | - Seyedmohammad Mirhosseini
- Department of Nursing, School of Nursing and MidwiferyShahroud University of Medical SciencesShahroudIran
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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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Todorovic M, Coyne E, Gopalan V, Oh Y, Landowski L, Barton M. Twelve tips for using Facebook as a learning platform. MEDICAL TEACHER 2021; 43:1261-1266. [PMID: 33290122 DOI: 10.1080/0142159x.2020.1854708] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic has forced health educators to adapt quickly to teaching and supporting students online. Social media platforms - of which Facebook is presently the most popular worldwide-has demonstrated its utility in facilitating online learning and fostering student support. In order for educators to get the most out of the platform, they should consider adopting a systematic and evidence-based approach. This article draws upon current literature and the authors' experiences to offer practical tips for health educators wanting to use Facebook as a learning platform and support tool for their students. We offer twelve tips, organized into prescriptive steps for creating and managing a Facebook group, and suggestions for utilizing Facebook's features to foster student learning, collaboration, communication, and socialization.
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Affiliation(s)
- Michael Todorovic
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
- School of Nursing and Midwifery, Griffith University, Nathan, Australia
| | - Elisabeth Coyne
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
- School of Nursing and Midwifery, Griffith University, Nathan, Australia
| | - Vinod Gopalan
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
- School of Medicine, Griffith University, Gold Coast, Australia
| | - Youn Oh
- School of Nursing and Midwifery, Griffith University, Nathan, Australia
| | - Lila Landowski
- School of Medicine, University of Tasmania, Hobart, Australia
| | - Matthew Barton
- Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
- School of Nursing and Midwifery, Griffith University, Nathan, Australia
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Temsah MH, Alrabiaah A, Al-Eyadhy A, Al-Sohime F, Al Huzaimi A, Alamro N, Alhasan K, Upadhye V, Jamal A, Aljamaan F, Alhaboob A, Arabi YM, Lazarovici M, Somily AM, Boker AM. COVID-19 Critical Care Simulations: An International Cross-Sectional Survey. Front Public Health 2021; 9:700769. [PMID: 34631644 PMCID: PMC8500233 DOI: 10.3389/fpubh.2021.700769] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Accepted: 08/23/2021] [Indexed: 11/13/2022] Open
Abstract
Objective: To describe the utility and patterns of COVID-19 simulation scenarios across different international healthcare centers. Methods: This is a cross-sectional, international survey for multiple simulation centers team members, including team-leaders and healthcare workers (HCWs), based on each center's debriefing reports from 30 countries in all WHO regions. The main outcome measures were the COVID-19 simulations characteristics, facilitators, obstacles, and challenges encountered during the simulation sessions. Results: Invitation was sent to 343 simulation team leaders and multidisciplinary HCWs who responded; 121 completed the survey. The frequency of simulation sessions was monthly (27.1%), weekly (24.8%), twice weekly (19.8%), or daily (21.5%). Regarding the themes of the simulation sessions, they were COVID-19 patient arrival to ER (69.4%), COVID-19 patient intubation due to respiratory failure (66.1%), COVID-19 patient requiring CPR (53.7%), COVID-19 transport inside the hospital (53.7%), COVID-19 elective intubation in OR (37.2%), or Delivery of COVID-19 mother and neonatal care (19%). Among participants, 55.6% reported the team's full engagement in the simulation sessions. The average session length was 30-60 min. The debriefing process was conducted by the ICU facilitator in (51%) of the sessions followed by simulation staff in 41% of the sessions. A total of 80% reported significant improvement in clinical preparedness after simulation sessions, and 70% were satisfied with the COVID-19 sessions. Most perceived issues reported were related to infection control measures, followed by team dynamics, logistics, and patient transport issues. Conclusion: Simulation centers team leaders and HCWs reported positive feedback on COVID-19 simulation sessions with multidisciplinary personnel involvement. These drills are a valuable tool for rehearsing safe dynamics on the frontline of COVID-19. More research on COVID-19 simulation outcomes is warranted; to explore variable factors for each country and healthcare system.
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Affiliation(s)
- Mohamad-Hani Temsah
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Intensive Care Unit, Pediatric Department, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Abdulkarim Alrabiaah
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Infectious Disease Unit, Pediatric Department, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Ayman Al-Eyadhy
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Intensive Care Unit, Pediatric Department, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Fahad Al-Sohime
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Intensive Care Unit, Pediatric Department, King Saud University Medical City, Riyadh, Saudi Arabia
- Clinical Skills & Simulation Center, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Abdullah Al Huzaimi
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Division of Pediatric Cardiology, Department of Cardiac Sciences, College of Medicine, King Saud University Medical City, Riyadh, Saudi Arabia
- Heart Center, King Faisal Specialist Hospital & Research Center, Riyadh, Saudi Arabia
| | - Nurah Alamro
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Department of Family and Community Medicine, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Khalid Alhasan
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Nephrology Unit, Pediatric Department, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Vaibhavi Upadhye
- Clinical Lead in Simulation, Dr. Indumati Amodkar Simulation Center, Deenanath Mangeshkar Hospital and Research Center, Pune, India
| | - Amr Jamal
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Department of Family and Community Medicine, King Saud University Medical City, Riyadh, Saudi Arabia
- Evidence-Based Health Care & Knowledge Translation Research Chair, King Saud University, Riyadh, Saudi Arabia
| | - Fadi Aljamaan
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Critical Care Department, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Ali Alhaboob
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Intensive Care Unit, Pediatric Department, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Yaseen M. Arabi
- National Guard Health Affairs, Riyadh, Saudi Arabia
- King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Marc Lazarovici
- Ludwig-Maximilians-University, Munich University Hospital, Munich, Germany
| | - Ali M. Somily
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Department of Pathology and Laboratory Medicine, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Abdulaziz M. Boker
- Anesthesia and Critical Care Department, King Abdulaziz University Hospital, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
- Clinical Skills and Simulation Centre, King Abdulaziz University, Jeddah, Saudi Arabia
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Cordeiro ALPDC, Braga FTMM, Mata LRFD, Mendes KDS, Fófano RC, Dalri MCB. Blended learning program for the development of skills in the aspiration of artificial airways. Rev Lat Am Enfermagem 2021; 29:e3462. [PMID: 34468621 PMCID: PMC8432571 DOI: 10.1590/1518-8345.4539.3462] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Accepted: 01/11/2021] [Indexed: 11/23/2022] Open
Abstract
Objective: to develop and validate a blended learning program, of the inverted classroom type, on the aspiration of artificial airways. Method: applied and methodological research that involved technological production for teaching a Nursing Intervention, based on Vygotsky’s theoretical frameworks and on the Nursing Process. For elaboration and validation, a classic instructional design model was followed. The general and pedagogical requirements were validated, as well as those for videos and interface. For the analysis, the Content Validity Index and the First-order agreement coefficient were used. Results: 34 experts participated, 27 of whom were nurses and seven were professionals in Information Technology. In the nurses’ opinion, the general and pedagogical requirements obtained a Content Validity Index of 0.99 and 0.98 was obtained for the videos and for the interface. The interface for the IT professionals was 0.94. All requirements showed almost perfect agreement. Conclusion: the teaching program was elaborated and validated by experts and constitutes an innovative proposal to train nurses. The mediation of teaching by means of duly validated technologies can favor learning and reaching positive results in the development of skills in the practice of aspiration of artificial airways.
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Affiliation(s)
| | - Fernanda Titareli Merizio Martins Braga
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | | | - Karina Dal Sasso Mendes
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | | | - Maria Célia Barcellos Dalri
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
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Umoren R, Bucher S, Hippe DS, Ezenwa BN, Fajolu IB, Okwako FM, Feltner J, Nafula M, Musale A, Olawuyi OA, Adeboboye CO, Asangansi I, Paton C, Purkayastha S, Ezeaka CV, Esamai F. eHBB: a randomised controlled trial of virtual reality or video for neonatal resuscitation refresher training in healthcare workers in resource-scarce settings. BMJ Open 2021; 11:e048506. [PMID: 34433598 PMCID: PMC8390148 DOI: 10.1136/bmjopen-2020-048506] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Accepted: 08/05/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To assess the impact of mobile virtual reality (VR) simulations using electronic Helping Babies Breathe (eHBB) or video for the maintenance of neonatal resuscitation skills in healthcare workers in resource-scarce settings. DESIGN Randomised controlled trial with 6-month follow-up (2018-2020). SETTING Secondary and tertiary healthcare facilities. PARTICIPANTS 274 nurses and midwives assigned to labour and delivery, operating room and newborn care units were recruited from 20 healthcare facilities in Nigeria and Kenya and randomised to one of three groups: VR (eHBB+digital guide), video (video+digital guide) or control (digital guide only) groups before an in-person HBB course. INTERVENTIONS eHBB VR simulation or neonatal resuscitation video. MAIN OUTCOMES Healthcare worker neonatal resuscitation skills using standardised checklists in a simulated setting at 1 month, 3 months and 6 months. RESULTS Neonatal resuscitation skills pass rates were similar among the groups at 6-month follow-up for bag-and-mask ventilation (BMV) skills check (VR 28%, video 25%, control 22%, p=0.71), objective structured clinical examination (OSCE) A (VR 76%, video 76%, control 72%, p=0.78) and OSCE B (VR 62%, video 60%, control 49%, p=0.18). Relative to the immediate postcourse assessments, there was greater retention of BMV skills at 6 months in the VR group (-15% VR, p=0.10; -21% video, p<0.01, -27% control, p=0.001). OSCE B pass rates in the VR group were numerically higher at 3 months (+4%, p=0.64) and 6 months (+3%, p=0.74) and lower in the video (-21% at 3 months, p<0.001; -14% at 6 months, p=0.066) and control groups (-7% at 3 months, p=0.43; -14% at 6 months, p=0.10). On follow-up survey, 95% (n=65) of respondents in the VR group and 98% (n=82) in the video group would use their assigned intervention again. CONCLUSION eHBB VR training was highly acceptable to healthcare workers in low-income to middle-income countries and may provide additional support for neonatal resuscitation skills retention compared with other digital interventions.
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Affiliation(s)
- Rachel Umoren
- Department of Pediatrics, University of Washington, Seattle, Washington, USA
| | - Sherri Bucher
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Daniel S Hippe
- Department of Radiology, University of Washington, Seattle, Washington, USA
| | | | | | | | - John Feltner
- Department of Pediatrics, University of Washington, Seattle, Washington, USA
| | | | | | - Olubukola A Olawuyi
- Department of Paediatrics, University of Lagos College of Medicine, Lagos, Nigeria
| | | | | | - Chris Paton
- Centre for Tropical Medicine, Nuffield Department of Clinical Medicine, Oxford, UK
| | - Saptarshi Purkayastha
- Department of BioHealth Informatics, Indiana University-Purdue University at Indianapolis, Indianapolis, Indiana, USA
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Naylor K, Torres K. Transitioning to Web-Based Learning in Basic Life Support Training During the COVID-19 Pandemic to Battle the Fear of Out-of-Hospital Cardiac Arrest: Presentation of Novel Methods. J Med Internet Res 2021; 23:e27108. [PMID: 33886488 PMCID: PMC8153032 DOI: 10.2196/27108] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 02/28/2021] [Accepted: 03/22/2021] [Indexed: 01/19/2023] Open
Abstract
Ongoing training in the area of basic life support aims to encourage and sustain the willingness to act in out-of-hospital cardiac arrest situations among first aiders. The contribution of witnesses and first aiders has diminished rapidly, as suspicion associated with the COVID-19 pandemic has risen. In this paper, we present teaching methods from the medical education field to create a new teaching-learning process for sustaining the prehospital involvement of first aiders and encourage new first aiders. The most important benefit-improving outcomes-can be achieved by introducing a variety of teaching-learning methods and formative assessments that provide participants with immediate feedback to help them move forward in the basic life support course. The new reality of web-based learning that has been introduced by the pandemic requires an innovative approach to traditional training that involves techniques and methods that have been proven to be useful in other fields.
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Affiliation(s)
- Katarzyna Naylor
- Department of Didactics and Medical Simulation, Medical University of Lublin, Lublin, Poland
| | - Kamil Torres
- Department of Didactics and Medical Simulation, Medical University of Lublin, Lublin, Poland
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21
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Rodríguez-Almagro J, Prado-Laguna MDC, Hernández-Martínez A, Monzón-Ferrer A, Muñoz-Camargo JC, Martín-Lopez M. The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020694. [PMID: 33467398 PMCID: PMC7831018 DOI: 10.3390/ijerph18020694] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 01/12/2021] [Accepted: 01/13/2021] [Indexed: 11/16/2022]
Abstract
The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject "Psychiatric Nursing". The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling.
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Affiliation(s)
- Julián Rodríguez-Almagro
- Department of Nursing, Physiotherapy and Occupational Therapy, Ciudad Real Faculty of Nursing, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain; (J.R.-A.); (M.d.C.P.-L.); (A.M.-F.); (J.C.M.-C.); (M.M.-L.)
| | - María del Carmen Prado-Laguna
- Department of Nursing, Physiotherapy and Occupational Therapy, Ciudad Real Faculty of Nursing, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain; (J.R.-A.); (M.d.C.P.-L.); (A.M.-F.); (J.C.M.-C.); (M.M.-L.)
| | - Antonio Hernández-Martínez
- Department of Nursing, Physiotherapy and Occupational Therapy, Ciudad Real Faculty of Nursing, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain; (J.R.-A.); (M.d.C.P.-L.); (A.M.-F.); (J.C.M.-C.); (M.M.-L.)
- Correspondence: ; Tel.: +34-676683843
| | - Adrián Monzón-Ferrer
- Department of Nursing, Physiotherapy and Occupational Therapy, Ciudad Real Faculty of Nursing, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain; (J.R.-A.); (M.d.C.P.-L.); (A.M.-F.); (J.C.M.-C.); (M.M.-L.)
| | - Juan Carlos Muñoz-Camargo
- Department of Nursing, Physiotherapy and Occupational Therapy, Ciudad Real Faculty of Nursing, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain; (J.R.-A.); (M.d.C.P.-L.); (A.M.-F.); (J.C.M.-C.); (M.M.-L.)
| | - Mairena Martín-Lopez
- Department of Nursing, Physiotherapy and Occupational Therapy, Ciudad Real Faculty of Nursing, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain; (J.R.-A.); (M.d.C.P.-L.); (A.M.-F.); (J.C.M.-C.); (M.M.-L.)
- Department of Inorganic, Organic and Biochemical Chemistry, Regional Center of Biomedical Research (CRIB), Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain
- Department of Inorganic, Organic and Biochemical Chemistry, Faculty of Chemical Sciences and Technologies, Universidad de Castilla-La Mancha, 13071 Ciudad Real, Spain
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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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Chen HC, Ignacio J, Yobas P. Evaluation of the symptom-focused health assessment and empathy program for undergraduate nursing students: A randomized controlled trial. NURSE EDUCATION TODAY 2020; 94:104566. [PMID: 32942245 DOI: 10.1016/j.nedt.2020.104566] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 06/19/2020] [Accepted: 07/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Health assessments are a vital competency required of nurses. The more traditional ways of teaching and learning this skill require practice and are often limited by time constraints. With the rise of technology-based platforms, students can supplement their learning health assessment skills through other means, such as videos, that not only teach the steps but also allow them to learn in context. OBJECTIVES This study describes how a symptom-focused health assessment and empathy (SHAE) program, which primarily involves the use of a case-based health assessment video, was implemented and evaluated. DESIGN The study involved a single-centre, single-blind, parallel randomized controlled trial. SETTINGS The study was conducted at a university in Singapore. PARTICIPANTS Year one undergraduate nursing students enrolled in the Comprehensive Health Assessment (CHA) module during semester two of the academic year 2018/2019 participated in the study. METHODS Participants were randomized into one of the two parallel groups: the experimental group or the waitlisted control (WL) group. The experimental group received the SHAE program in addition to conventional learning methods (e-lectures, lab demonstration, and pair practice). The WL group received only the conventional learning methods. Pre- and post-test measures of the study variables such as knowledge, health assessment skills, confidence, empathy, and intention to learn were conducted. The WL group was given access to the SHAE program after the post-test. Analyses of covariance (ANCOVA) were used to compare the means of the study variables between the intervention and WL groups. RESULTS Participants in the intervention group had significantly higher scores on knowledge (p = 0.016), confidence (p = 0.03), and health assessment skills (p = 0.004). No significant differences in intention to learn and empathy between the two groups were found. CONCLUSION The use of a case-based video has the potential to be a valuable method of teaching health assessments in context to nursing students. The SHAE program has shown beneficial effects on students' knowledge, health assessment skills, and confidence. However, there was no effect on students' intentions to learn and their empathy. Further refinements of the program will need to focus on improving these domains.
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Affiliation(s)
- Hui-Chen Chen
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
| | - Jeanette Ignacio
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
| | - Piyanee Yobas
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
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Mackie BR, Mitchell M, Schults J. Application of the READY framework supports effective communication between health care providers and family members in intensive care. Aust Crit Care 2020; 34:296-299. [PMID: 33069591 PMCID: PMC7556260 DOI: 10.1016/j.aucc.2020.07.010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2020] [Revised: 07/29/2020] [Accepted: 07/30/2020] [Indexed: 11/17/2022] Open
Abstract
Effective communication between intensive care health care providers and family is crucial to support surrogate or shared decision-making and to individualise care. Despite its importance in health care standards and policy, the quality of communication with families in intensive care is regarded as suboptimal. Furthermore, an intensive care admission is an extremely stressful event for families, which may impact their understanding and subsequent decision-making. Communicating with family members is a routine practice in intensive care; however, health care providers often receive no formal communication training. To date, family-focused communication interventions in intensive care have targeted end-of-life care and are not generalisable across all types of family–health care provider communication interactions. Mugweni et al. recently reported the results of a multiprofessional training intervention involving 26 health care professionals to improve the delivery of different news to families during pregnancy and at birth. A critique of this article has been undertaken to inform routine communication with critically ill family members and optimise the delivery of care in intensive care units.
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Affiliation(s)
- Benjamin R Mackie
- Army School of Health, School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Australia; School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Australia.
| | - Marion Mitchell
- School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Australia; Intensive Care Unit, Princess Alexandra Hospital, Brisbane, Australia.
| | - Jessica Schults
- School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Australia; Department of Anaesthesia, Queensland Children's Hospital, Australia.
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Kelly M, Lapkin S, McGrath B, Holloway K, Nielsen A, Stoyles S, Campbell M, Dieckmann NF, Lasater K. A Blended Learning Activity to Model Clinical Judgment in Practice: A Multisite Evaluation. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.03.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Hanel E, Bilic M, Hassall K, Hastings M, Jazuli F, Ha M, Trotter B, Fraser C, Rutledge G. Virtual application of in situ simulation during a pandemic. CAN J EMERG MED 2020; 22:1-6. [PMID: 32327002 PMCID: PMC7218188 DOI: 10.1017/cem.2020.375] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic introduced challenges to the use of simulation, including limited personal protective equipment and restricted time and personnel. Our use of video for in situ simulation aimed to circumvent these challenges and assist in the development of a protocol for protected intubation and simultaneously educate emergency department (ED) staff. We video-recorded a COVID-19 respiratory failure in situ simulation event, which was shared by a facilitator both virtually and in the ED. The facilitator led discussions and debriefs. We followed this with in situ run-throughs in which staff walked through the steps of the simulation in the ED, handling medications and equipment and becoming comfortable with use of isolation rooms. This application of in situ simulation allowed one simulation event to reach a wide audience, while allowing participants to respect social distancing, and resulted in the education of this audience and successful crowdsourcing for a protocol amidst a pandemic.
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Affiliation(s)
- Erich Hanel
- St. Joseph's Healthcare Hamilton, Hamilton, ON
- Department of Family Medicine, Division of Emergency Medicine, McMaster University, Hamilton, ON
| | - Monika Bilic
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON
| | | | | | - Farah Jazuli
- Department of Medicine, Division of Emergency Medicine, McMaster University, Hamilton, ON
| | - Michael Ha
- St. Joseph's Healthcare Hamilton, Hamilton, ON
- Department of Medicine, Division of Emergency Medicine, McMaster University, Hamilton, ON
| | - Brendon Trotter
- St. Joseph's Healthcare Hamilton, Hamilton, ON
- Department of Medicine, Division of Emergency Medicine, McMaster University, Hamilton, ON
| | - Cory Fraser
- St. Joseph's Healthcare Hamilton, Hamilton, ON
| | - Greg Rutledge
- St. Joseph's Healthcare Hamilton, Hamilton, ON
- Department of Family Medicine, Division of Emergency Medicine, McMaster University, Hamilton, ON
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Leidl DM, Ritchie L, Moslemi N. Blended learning in undergraduate nursing education - A scoping review. NURSE EDUCATION TODAY 2020; 86:104318. [PMID: 31901747 DOI: 10.1016/j.nedt.2019.104318] [Citation(s) in RCA: 44] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Revised: 11/11/2019] [Accepted: 12/18/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVES To provide a comprehensive scoping review of the existing literature regarding the use of blended learning in undergraduate nursing education. To align the varied educational terms and definitions with the broad definition of blended learning. DESIGN Scoping review following established methodology. DATA SOURCES In consultation with library services, the academic literature was searched. Electronic databases searched included ERIC (OVID), Medline (OVID), PubMed, Nursing and Allied Health, and CINAHL Plus. REVIEW METHODS A total of 189 potentially relevant nursing research articles published between the years of 2009 and 2019. Three reviewers independently reviewed the articles, leaving 37 relevant primary articles in the nursing field to be included in the scoping review. RESULTS Nursing content delivered using blended learning approaches were organized into 8 themes. Themes include Professional Nursing Skills; Mental Health Nursing; Bioscience; Pharmacology, Specialty Populations; Nursing Assessment; Acute Care Nursing; and the Art of Nursing. A variety of blended learning approaches are being utilized in Undergraduate nursing education, the majority of which are happening in the classroom. CONCLUSION This scoping review presents explicit the degrees to which blended learning is referred to in the nursing education literature and expanded the definition of blended learning to encompass the terminology associated with distributed, decentralized, hybrid, and flexible learning. There is a wide, varied, and expanding number of blended learning approaches currently being utilized in nursing education to teach a wide range of nursing content and skills. An expanded scoping review focused on blended learning in psychiatric nursing, licenced practical nursing, nurse practitioners, and all graduate level nursing education programs is recommended as is additional research into the use of blended learning in the lab or clinical setting.
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Compassionate Care of the Patient Who Uses Substances: Implications for the Infusion Nurse. JOURNAL OF INFUSION NURSING 2020; 43:70-77. [PMID: 32106194 DOI: 10.1097/nan.0000000000000359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Given the high rate of infection secondary to substance use, infusion nurses have a unique opportunity to compassionately engage individuals with substance use problems. Compassion is an essential ingredient of nursing practice, yet compassionate care of the individual who uses substances may seem difficult to navigate. This article provides the infusion nurse with the essential principles of compassionate care of the patient who uses substances. A fundamental understanding of how to work with patients who use substances may enhance the infusion nurse's practice.
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Ventre R, Pardoe C, Cripps D. Millennial learners – a blended approach to simulation for sepsis. Future Healthc J 2020; 7:s108-s109. [DOI: 10.7861/fhj.7.1.s108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Vural Doğru B, Zengin Aydın L. The effects of training with simulation on knowledge, skill and anxiety levels of the nursing students in terms of cardiac auscultation: A randomized controlled study. NURSE EDUCATION TODAY 2020; 84:104216. [PMID: 31669966 DOI: 10.1016/j.nedt.2019.104216] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2019] [Revised: 07/12/2019] [Accepted: 09/14/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The use of simulation methods in nursing education is important in terms of decreasing anxiety of students in a safe and realistic environment due to the improvement of knowledge and skills of students in terms of cardiac auscultation and their attitudes to prepare for clinical applications. OBJECTIVES The aim of this study is to compare the effectiveness of high-fidelity simulator and traditional teaching method on nursing students' knowledge and skill development in terms of cardiac auscultation and their anxiety levels. DESIGN Randomized controlled study. SETTING The study was conducted in the simulation laboratory of the Nursing Department in the Health College and in the inpatient clinics of the Medicine Faculty Hospital. PARTICIPANTS 72 first-year nursing students (simulation group = 36, control group = 36). METHODS The students were randomly distributed to the simulation and control groups. The students in the simulation group received a cardiac auscultation training by using a high-fidelity simulator while the students in the control group received training with the traditional teaching method. After the training sessions, all students practiced their skills in the laboratory and on real patients in clinical setting under the supervision of the researcher. The data were collected by using the Demographic Information Form, Knowledge Assessment Form for Cardiac Auscultation, Skill Evaluation Form for Cardiac Auscultation and State Anxiety Inventory (SAI). RESULTS High-fidelity simulators and traditional teaching method were found to be effective in increasing the students' knowledge and skill levels in terms of cardiac auscultation. However, it was found that the high-fidelity simulator method was more effective than the traditional teaching method to increase the students' knowledge (p = 0.001) and skill (p < 0.001) levels; this increase was significant. In addition, it was found that the students in the high-fidelity simulator group showed a significant decrease in anxiety scores compared to the students who were trained with traditional education method (p < 0.001). CONCLUSIONS The results showed that the use of high-fidelity simulator in nursing education was more effective than traditional method in terms of improving the students' knowledge, skill levels for cardiac auscultation and reducing their anxiety.
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Affiliation(s)
- Birgul Vural Doğru
- Mersin University, Faculty of Nursing, Department of Medical Nursing, 33110 Mersin, Turkey.
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Ramos-Morcillo AJ, Leal-Costa C, García-Moral AT, Del-Pino-Casado R, Ruzafa-Martínez M. Design and Validation of an Instrument to Evaluate the Learning Acquired by Nursing Students from a Brief Tobacco Intervention (BTI-St©). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16203944. [PMID: 31623268 PMCID: PMC6843560 DOI: 10.3390/ijerph16203944] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2019] [Revised: 10/12/2019] [Accepted: 10/14/2019] [Indexed: 06/10/2023]
Abstract
The aim of this study was to design and validate an instrument, based on the WHO 5As+5Rs model, to test the acquisition by nursing students of a brief tobacco intervention (BTI) learning. A validation design of an instrument following the criterion referenced tests model using videos of simulated BTIs in the primary care setting was carried out. The study included 11 experts in smoking prevention/care and 260 second-year nursing students. The study was in two stages: (1) selection and recording of clinical simulations (settings), and (2) test construction. Content was validated by applying the Delphi consensus technique and calculating the Content Validity Ratio (CVR) and Content Validity Index (CVI). A pilot test was conducted for item analysis. Reliability was evaluated as internal consistency (Kuder-Richardson [KR-20]) and test-retest temporal stability (intraclass correlation coefficient [ICC]). Three simulation settings were recorded. An instrument (BTI-St®) was developed with 23 items for dichotomous (yes/no) response. CVR was >70% for all items, KR-20 of 0.81-0.88, and ICC between 0.68 and0.73 (p < 0.0001). The BTI-St® is a robust and reliable instrument that is easily and rapidly applied. It follows the WHO 5As+5Rs model and offers objective criterion-referenced evaluation of BTI learning in nursing students.
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Affiliation(s)
| | - César Leal-Costa
- Department of Nursing, Faculty of Nursing, University of Murcia, 30100 Espinardo, Spain.
| | - Ana Teresa García-Moral
- Jaén Nordeste Sanitary District, Regional Ministry of Health of the Andalusian Regional Government, Úbeda, 23400 Jaén, Spain.
| | - Rafael Del-Pino-Casado
- Department of Nursing, School of Health Sciences, University of Jaén, 23071 Jaén, Spain.
| | - María Ruzafa-Martínez
- Department of Nursing, Faculty of Nursing, University of Murcia, 30100 Espinardo, Spain.
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