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Li H, Xu R, Gao D, Fu H, Yang Q, Chen X, Hou C, Gao J. Evidence-based practice attitudes, knowledge and skills of nursing students and nurses, a systematic review and meta-analysis. Nurse Educ Pract 2024; 78:104024. [PMID: 38901274 DOI: 10.1016/j.nepr.2024.104024] [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: 01/25/2024] [Revised: 05/05/2024] [Accepted: 06/07/2024] [Indexed: 06/22/2024]
Abstract
AIM/OBJECTIVE This study aims to carry out a meta-analysis of attitudes, knowledge, and skills level of nursing students and nurses in EBP, providing a reference for optimizing EBP education strategies. BACKGROUND At present, no meta-analysis has been performed to quantitatively synthesize the attitudes, knowledge and skill levels of nursing students and nurses toward EBP. This makes it difficult to precisely identify the true level of EBP among nurses, implying that there is no evidence to support the adoption of EBP teaching strategies approaches. DESIGN A total of 9 Chinese and English databases including CNKI, Wan fang, VIP, CBM, PubMed, Embase, Web of Science, Cochrane Library and CINAHL were used to search cross-sectional quantitative articles on EBP attitudes, knowledge and skills level of nurses and nursing students. The search time limit was from the inception of the database to September 2023. METHODS Two researchers independently screened the literature and extracted the data. The Agency for Healthcare Research and Quality (AHRQ) was used to assess the quality of the included studies. Stata15.0 software was used for statistical analysis to summarize the scores of EBP attitude, knowledge and skills level of nursing students and nurses included in the study. RESULTS A total of 25 cross-sectional studies from 13 countries were included, involving 11363 nursing students and nurses. The meta-analysis results revealed that nursing students and nurses lacked evidence-based practical knowledge and skills, with pooled mean scores of 3.06 (95 % CI: 2.72, 3.39), 2.91 (95 % CI: 2.60, 3.22), 4.31 (95 % CI: 4.08, 4.54) and 4.45 (95 % CI: 4.20, 4.70). In contrast, nursing students and nurses revealed a positive attitude towards EBP, with pooled mean scores of 3.57 (95 % CI: 3.28, 3.86) and 5.11 (95 % CI: 4.80, 5.42). Subgroup analysis revealed that senior nursing students and nurses with master's degree or above had higher attitudes, knowledge and skills. CONCLUSIONS In summary, nursing students and nurses have a positive attitude towards EBP. However, they seem to lack the necessary knowledge and skills. Therefore, nursing educators should consider this as an opportunity to strengthen the teaching of their evidence-based practical knowledge and skills. This will lay a reference for developing nursing discipline.
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Affiliation(s)
- Hang Li
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Ran Xu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Di Gao
- Hospital of Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan, 610032, China.
| | - Han Fu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Qing Yang
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - XinYu Chen
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Chaoming Hou
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
| | - Jing Gao
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, Sichuan 611137, China.
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Sümen A, Adibelli D. The effect of case-based teaching method on professional competence and clinical decision-making levels of public health nursing students: A sequential explanatory mixed-methods study. Public Health Nurs 2024; 41:446-457. [PMID: 38450824 DOI: 10.1111/phn.13301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Revised: 12/04/2023] [Accepted: 02/22/2024] [Indexed: 03/08/2024]
Abstract
OBJECTIVES To evaluate the effect of case-based teaching method applied to fourth year nursing students on their professional competence and clinical decision-making levels. DESIGN A quasi-experimental design study with a sequential-exploratory mixed-method approach. SAMPLE 64 nursing students enrolled in the Public Health Nursing course. METHODS A case-based teaching program was applied to the students that cover the topics of the Public Health Nursing course. Quantitative phase data were collected with the Clinical Decision Making in Nursing Scale and Nursing Students' Competence Scale. For the qualitative part, focus group interviews were conducted with a Structured Interview Form. RESULTS It was determined that the total and subscale posttest scores of the students increased significantly compared to their pretest scores (p < .001). A moderate positive correlation was found between the total scores received from the scale and a significant positive correlation was found between researching information and adopting new information impartially and all sub-dimensions except care (p < .05). Three main themes emerged from the focus group interviews conducted after the case-based teaching method experience: usefulness, limitations, and improvement. CONCLUSIONS Case-based teaching method is effective on students' professional competence and clinical decision-making scores. Students' professional competence levels positively affect their clinical decision-making levels.
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Affiliation(s)
- Adem Sümen
- Department of Public Health Nursing, Kumluca Faculty of Health Sciences, Akdeniz University, Antalya, Turkey
| | - Derya Adibelli
- Department of Public Health Nursing, Faculty of Health Sciences, Antalya Bilim University, Antalya, Turkey
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Zhao L, Dai X, Chen S. Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. Int J Nurs Sci 2024; 11:76-82. [PMID: 38352279 PMCID: PMC10859578 DOI: 10.1016/j.ijnss.2023.12.009] [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: 08/10/2023] [Revised: 11/18/2023] [Accepted: 12/11/2023] [Indexed: 02/16/2024] Open
Abstract
Objective This study aimed to evaluate the effect of case-based learning (CBL) method with virtual reality (VR) simulation technology (CBL-VR) on midwifery laboratory courses. Methods A quasi-experimental design was employed. A total of 135 midwifery students were recruited from Nursing College of Guilin Medical University in China from September 2020 to January 2022. Intervention group recruited students from the Class of 2019 (n = 59) and control group recruited students from the Class of 2018 (n = 76). The intervention group students received the CBL-VR method based on traditional laboratory teaching, the contents of course included four sections: eutocia (6 class hours), dystocia (6 class hours), umbilical cord prolapse (2 class hours), and neonatal asphyxia and resuscitation (4 class hours), 40 min per class hour. The control group students received the traditional laboratory teaching. Students' academic performance, Self-Directed Learning (SDL) Ability Questionnaire, and the education satisfaction questionnaire were used to evaluate the teaching efficacy between two groups. Results After intervention, the intervention group students achieved higher scores than the control group in individual operation ability (90.88 ± 2.14 vs. 89.24 ± 3.15), team operation ability (90.97 ± 2.33 vs. 81.28 ± 5.45), and midwifery case analysis ability (88.64 ± 3.19 vs. 86.70 ± 2.56) (P <0.01). Prior to the implementation of the course, there was no difference in the SDL ability scores between the two groups of students (P > 0.05). However, following the course intervention, the SDL ability scores of the intervention group were higher than those of the control group (94.78 ± 6.59 vs. 88.12 ± 8.36), and the scores in all dimensions of the intervention group were also higher (P < 0.05). Additionally, more than 94% of the students indicated that CBL-VR method developed comprehensive abilities, including independent-study enthusiasm, independent thinking, collaboration, and communication. Conclusion Using the CBL-VR method in midwifery lab courses improved students' course performance, SDL ability, and comprehensive ability. Students highly recognized the effectiveness of this approach.
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Affiliation(s)
- Lingyun Zhao
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| | - Xiaohong Dai
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| | - Siyu Chen
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
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Xu MM, Tian Q, Yu SH, Liu YT, Cao ML, Zhang W. Cognitive engagement of nursing undergraduates in blended learning: A parallel mixed method study. NURSE EDUCATION TODAY 2023; 130:105947. [PMID: 37660588 DOI: 10.1016/j.nedt.2023.105947] [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: 12/04/2022] [Revised: 07/28/2023] [Accepted: 08/19/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND Blended learning is being integrated into undergraduate nursing education at all levels and from all directions. Cognitive engagement is not only an embodiment and guarantee of students' engagement into the curriculum from a cognitive level, deep engagement and high-level thinking, but also an important indicator of whether students are effectively engaged in the blended learning curricula. However, no studies have been seen to investigate the cognitive engagement of nursing undergraduates in the blended learning curricula and its influential factors. OBJECTIVES To explore nursing undergraduates' cognitive engagement during the blended learning curricula and its influential factors. DESIGN A convergent parallel mixed-methods was used. Data were collected between November 2021 and May 2022, inclusive. SETTINGS AND PARTICIPANTS The study was carried out in the nursing school at a university in China. Participants including students undertaking entry to the blended learning curricula. METHODS In the quantitative component (n = 142), participants' cognitive engagement was investigated and factors associated with it were examined using univariate analysis, correlation analysis and multiple regression analysis. During this period, personal, semi-structured interviews were conducted with a subset of these participants (n = 15) to understand participants' cognitive engagement experiences. RESULTS The cognitive engagement of nursing undergraduates was at a moderate level and the cognitive engagement experiences were reflected in the four themes of Reconstitution, Connection, Elaboration and Retention. The influential factors of cognitive engagement were learning activities (β = 0.226, p = 0.004), autonomy (β = 0.158, p = 0.047), academic self-efficacy (β = 0.311, p < 0.001, β = 0.271, p < 0.001) and social interaction (β = 0.358, p < 0.001). CONCLUSIONS The cognitive engagement of nursing undergraduates in the blended learning curricula needs to be improved. To maximize promote cognitive engagement of nursing undergraduates in the blended learning curricula, educators should design diverse learning activities, engage in high quality social interactions with students, and maximize students' autonomy and self-efficacy.
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Affiliation(s)
- Meng-Meng Xu
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China; Pingxiang Health Vocational College, No. 333 Wugongshan Street, Pingxiang 337000, Jiangxi Province, China
| | - Qi Tian
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Shuang-Han Yu
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Yan-Tong Liu
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Ming-Lu Cao
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Wei Zhang
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China.
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Yao J, Fu R, Zhu M, Dong X, Shi Y, Zhang X, Yuan H. Modelling the case-based learning preferences of undergraduate nursing students using a discrete choice experiment in China. NURSE EDUCATION TODAY 2023; 129:105893. [PMID: 37459830 DOI: 10.1016/j.nedt.2023.105893] [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: 02/06/2023] [Revised: 05/31/2023] [Accepted: 07/04/2023] [Indexed: 08/14/2023]
Abstract
PURPOSE To investigate the preferences for case-based learning programmes among undergraduate nursing students. METHOD A questionnaire was designed based on a discrete choice experiment, and 227 undergraduate nursing students were investigated. In STATA 15.0 software, the data were statistically analysed using a mixed logit model. RESULT All attributes in our study were found to have a significant influence on undergraduate nursing students' preferences for case-based learning programmes. The students' preference for the CBL programme was influenced by the clinical internship experience and type of university. Furthermore, the most ideal scenario was found to be video case modality, unfolding delivery, provided by academic experts and clinical instructors, group size 9-11, adequate feedback, and fragmented case content. CONCLUSION The undergraduate nursing students' preferences for case-based learning programmes were affected by the provider, case modality, modality, group size, feedback, and case content. Our results can provide useful information for nursing educators to gain insight into student preferences and formulate case-based learning programs.
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Affiliation(s)
- Jiannan Yao
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China; The First Affiliated Hospital of the China Medical University, Shenyang 110000, Liaoning Province, PR China
| | - Rong Fu
- Department of Fundamental Nursing, School of Nursing, Shenyang Medical College School, Shenyang 110000, Liaoning Province, PR China
| | - Mingyue Zhu
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Xueqi Dong
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Yu Shi
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Xiuying Zhang
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China.
| | - Hua Yuan
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China.
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Yao J, Fu R, Zhu M, Jia L, Dong X, Shi Y, Zhang X, Yuan H. Case-based learning interventions for undergraduate nursing students in a theoretical course: A review of design, implementation, and outcomes. J Prof Nurs 2023; 46:119-133. [PMID: 37188400 DOI: 10.1016/j.profnurs.2023.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 02/25/2023] [Accepted: 03/08/2023] [Indexed: 03/28/2023]
Abstract
BACKGROUND Case-based learning (CBL) is a contextualized learning and teaching method that can facilitate active and reflective learning to develop critical thinking and problem-solving skills. However, nursing educators have some difficulty in creating a CBL environment that matches the diverse professional nursing curriculum and students' needs, including developing relevant cases and appropriate CBL implementation processes. OBJECTIVE To summarize the case design, implementation process, and their relationship with CBL effectiveness. METHODS Electronic databases of PubMed, Embase, Web of Science, CINAHL, China National Knowledge Infrastructure (CNKI) and Wanfang Data (a Chinese database) were searched from inception until January 2022. Study quality was assessed using the Mixed Methods Appraisal Tool. A qualitative synthesis was then conducted to summarize the study findings. RESULTS The systematic mixed studies review included twenty-one quantitative studies, five qualitative studies and two mixed methods studies. The case design and implementation process were indispensable parts of each study, but the application process of CBL in each study was slightly different, basically including case design, preparation, small-group interaction and exploration, collaborative efforts, teacher summary, assignment and teacher feedback. There were three themes in this review that indicate the effect of CBL on students, namely, knowledge, competence and attitude. CONCLUSION The present review analyzes the available literature and suggests that there is no common format for the case design and CBL implementation process, but demonstrates that they are an indispensable part of each study. This review provides conceptual procedures for nurse educators to design and implement CBL in nursing theoretical courses to improve the effectiveness of CBL.
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