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Benko E, Peršolja M. Nursing students' views of the impact of geriatric role-play workshops on professional competencies: survey. BMC Nurs 2023; 22:203. [PMID: 37316872 DOI: 10.1186/s12912-023-01373-y] [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: 02/03/2023] [Accepted: 06/09/2023] [Indexed: 06/16/2023] Open
Abstract
BACKGROUND Simulation and role-playing are the most commonly used experiential teaching methods in nursing education. The purpose of the study was to describe the impact of geriatric role-play workshops on the knowledge and skills of nursing students. We set one hypothesis: Students believe that learning through experiential role-play improves their professional competencies. METHODS We conducted a descriptive quantitative study, collecting the data with a questionnaire. The study included 266 first-year nursing students who underwent 10 h of role-playing workshops in geriatric nursing in 2021. The questionnaire was compiled for the purpose of the present study, and its' internal consistency was 0.844 (n = 27). We used descriptive and correlation statistical analysis. RESULTS Respondents were convinced that they gained and consolidated knowledge and connected theory with practice through role-playing. They especially emphasized the abilities they acquired to communicate in a group, engage in constructive reflection, be more sensitive to one's own emotions, and feel empathy. CONCLUSIONS Respondents understand the use of the role-play method as an effective form of learning in geriatric nursing. They are convinced that they will be able to use the experience when working with an elderly patient in a clinical setting.
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Affiliation(s)
- Ester Benko
- Faculty of Health Sciences, University of Primorska, Koper, Slovenia
| | - Melita Peršolja
- Faculty of Health Sciences, Unit Vipava, University of Primorska, Koper, Slovenia.
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Smith JM, Smith J, Cho S(C, Olson R, dela Cruz A. A commentary on suicide prevention training: The process of implementing an ASIST pilot in postsecondary nursing education. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2023.02.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
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The Use of an Interactive Social Simulation Tool for Adults Who Stutter: A Pilot Study. Eur J Investig Health Psychol Educ 2023; 13:187-198. [PMID: 36661764 PMCID: PMC9858588 DOI: 10.3390/ejihpe13010014] [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: 12/02/2022] [Revised: 12/30/2022] [Accepted: 01/09/2023] [Indexed: 01/14/2023] Open
Abstract
This study reports a user evaluation of a DVD-based social simulator, developed for people who stutter to potentially gain confidence in using a learned fluency technique. The aim was to examine and evaluate the pilot of the DVD-based social simulator, Scenari-Aid, to inform the development of an online version of the program. Thirty-seven adults who were stuttering were recruited to the study from non-professional groups in Australia. The DVD comprised scenarios with actors in real-life settings that were designed to elicit verbal responses. Participants worked through the scenarios at their own rate and then completed an online survey. The survey comprised 29 statements requiring responses on a 5-point Likert scale and provided information about users' perceptions of participating in the social simulations. There was high positive agreement among the participants on all statements, the most important being that they perceived the scenarios represented in everyday speaking situations and that they felt immersed in them. Participants also agreed that both their fluency and confidence increased in everyday speaking situations as a result of working through the DVD scenarios. The developers were satisfied that, despite the subjective nature of the findings, the study provided sufficient support for constructing the online version, which is now available to the public free of charge. Further research is needed to provide empirical evidence of the contribution it can make to the efficacy of speech programs for adults who stutter.
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Brown LG, Chidume T. Don't forget about role play: An enduring active teaching strategy. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2022.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
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Baek KH, Cho JH, Park J. Effects of developing scenario learning in a fundamental nursing course: a pilot study. BMC MEDICAL EDUCATION 2022; 22:402. [PMID: 35614507 PMCID: PMC9134697 DOI: 10.1186/s12909-022-03462-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 05/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND This pilot study aimed to investigate the effects of developing scenario learning (DSL) on team efficacy, systems thinking, and proactivity in problem-solving in a fundamental nursing course. METHODS A total of 53 second-year nursing students were enrolled in the study; the DSL nursing education program was implemented for 15 weeks from March 4 to June 17, 2021. Data on team efficacy, systems thinking, and proactivity in problem-solving were measured before and after the DSL-based nursing education program. The collected data were analyzed using the IBM SPSS Statistics version 22.0. RESULTS The results demonstrated that nursing students' team efficacy (t = - 8.228, p < .001, Cohen's d = 1.079), systems thinking (t = - 9.757, p < .001, Cohen's d = .731), and proactivity in problem-solving (t = - 8.635, p < .001, Cohen's d = .992) significantly increased after the program. CONCLUSIONS The findings of this study can contribute to the development of nursing competency in nursing students without experience in nursing practicum. The authors recommend incorporating DSL in the nursing curriculum to promote early adaptation in clinical settings.
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Affiliation(s)
- Kyoung-Hwa Baek
- Department of Nursing, Gyeongbuk College of Health, Gimcheon, Republic of Korea
| | - Jeong-Hwa Cho
- Department of Nursing, Daejeon Institute of Science and Technology, Daejeon, Republic of Korea
| | - Jongmin Park
- College of Nursing, Research Institute of Nursing Science, Pusan National University, Yangsan, Republic of Korea.
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Cruz TH, Bachyrycz A, Rodriguez DE, Ma X, Roberts MH, Chambers S, Rafi J, Sanchez A, Bakhireva L. CONSIDER New Mexico: Effects of naloxone training among pharmacists and pharmacy technicians. J Am Pharm Assoc (2003) 2021; 62:757-765. [PMID: 35016857 DOI: 10.1016/j.japh.2021.12.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 12/17/2021] [Accepted: 12/20/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Pharmacists serve a critical role in providing health care, especially in medically underserved areas. Despite the opioid crisis and legislation in most states allowing pharmacists to dispense naloxone without a prescription from another provider, pharmacists face multiple barriers to dispensing naloxone. OBJECTIVE This study tested the effectiveness of CONSIDER New Mexico, an innovative educational initiative designed to increase naloxone dispensing by pharmacies. METHODS A quasi-experimental study was conducted in New Mexico in 2019-2020. Community pharmacists and pharmacy technicians were recruited from a purposive sample of pharmacies. Data were collected through pre- and postintervention surveys with 65 pharmacists and 44 technicians from 49 pharmacies. Data analysis included hybrid fixed-effects regression models of variables associated with pre-post intervention change in intent to dispense naloxone and generalized least squares with maximum likelihood estimation for pre-post intervention change in naloxone dispensing. RESULTS Positive intervention effects were observed for measures of normative beliefs, self-efficacy, and intent to dispense naloxone (P < 0.05). Changes in normative beliefs and self-efficacy were associated with greater intent to offer naloxone to patients (P < 0.05). In addition, the median number of naloxone prescriptions dispensed per month increased 3.5 times after intervention. A statistically significant positive association was observed between the intervention and naloxone dispensing after adjusting for other factors (P < 0.001). Pharmacies providing more than 4 additional health services were more likely to increase naloxone dispensing postintervention than pharmacies offering not more than 2 services (P < 0.01). This difference averaged 19 naloxone prescriptions per month. Estimated change in dispensing postintervention was statistically significantly lower at independent, clinic-based, and other pharmacies where an average of 36 fewer naloxone prescriptions were dispensed per month compared with chain drug stores (P = 0.03). CONCLUSION The CONSIDER New Mexico intervention effectively increased self-efficacy, intent to dispense, and naloxone dispensing. Findings will inform future research examining widespread dissemination and implementation of the intervention and the sustainability of intervention effects.
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Active Learning: Basic Science Workshops, Clinical Science Cases, and Medical Role-Playing in an Undergraduate Biology Course. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11080370] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Effective undergraduate courses increasingly blend elements of active learning with a more traditional lecture format. Designing and implementing active learning sessions that engage, educate, and are challenging and workable in a group setting are essential for student learners. In addition, active learning sessions take concepts of fundamental knowledge and apply them to a more relevant and real-world environment. Thus, effective active learning lesson plans enable students to thrive in their educational experience, and this potentially enhances material retention. Presented here are examples of the critical components of active learning engagement in an undergraduate biology course. First, basic science workshops let students apply basic scientific principles to biomedical science scenarios. Second, clinical science case studies help students understand the interplay between basic and clinical sciences in a patient-based medical case format. Finally, medical role-playing allows student teams to understand the complexity of medical care, moving from the patient’s presenting symptoms to formulating a diagnosis and treatment plan. These exercises strengthen several aspects of active learning, especially those related to student-team-based collaboration, conversation, coordination, and compilation.
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McIntosh T, Antes AL, DuBois JM. Navigating Complex, Ethical Problems in Professional Life: a Guide to Teaching SMART Strategies for Decision-Making. JOURNAL OF ACADEMIC ETHICS 2021; 19:139-156. [PMID: 34177401 PMCID: PMC8221192 DOI: 10.1007/s10805-020-09369-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This article demonstrates how instructors of professionalism and ethics training programs can integrate a professional decision-making tool in training curricula. This tool can help trainees understand how to apply professional decision-making strategies to address the threats posed by a variety of psychological and environmental factors when they are faced with complex professional and ethical situations. We begin by highlighting key decision-making frameworks and discussing factors that may undermine the use of professional decision-making strategies. Then, drawing upon findings from past research, we present the "SMART" professional decision-making framework: seeking help, managing emotions, anticipating consequences, recognizing rules and context, and testing assumptions and motives. Next, we present a vignette that poses a complex ethical and professional challenge and illustrate how each professional decision-making strategy could or should be used by characters in the case. To conclude, we review a series of educational practices and pedagogical tools intended to help trainers facilitate trainee learning, retention, and application of "SMART" decision-making strategies.
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Affiliation(s)
- Tristan McIntosh
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - Alison L. Antes
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - James M. DuBois
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
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Carvalho JCM, da Fonseca PIMN, de Melo Tavares CM. Poetry as a way to express emotions in mental health. JOURNAL OF POETRY THERAPY 2021. [DOI: 10.1080/08893675.2021.1921474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Heidarzadeh H, Heidarzadeh Z, Azadi A. Comparison of pre-hospital triage training by role playing and lecture on nursing students' knowledge, attitude and performance. Nurs Open 2020; 7:935-942. [PMID: 32587711 PMCID: PMC7308685 DOI: 10.1002/nop2.464] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2020] [Accepted: 02/10/2020] [Indexed: 12/28/2022] Open
Abstract
Aim The objective of this study was to determine and compare the effectiveness of two methods of role playing and lecture on knowledge, attitude and performance of nursing' students in the context of pre-hospital triage. Design This was a pre-test-posttest quasi-experimental study. Methods A total of 66 nursing students (third year) were assigned to two groups, the control group (N = 23) and intervention group (N = 23). START pre-hospital triage was taught to two groups by using a lecture (control group) and role playing (intervention group) method. Immediately before the intervention and 4 weeks after the training, students' knowledge, attitude and practice in both groups were assessed through a questionnaire and a checklist. Data were analysed using SPSS software version 21. Results The results showed that the mean scores of knowledge, attitude and performance increased after intervention in both groups (p < .05). The mean (SD) difference of total performance score from baseline to follow-up in the experimental group and the control group was 23.91 (13.83) and 7.00 (13.20), respectively (p < .001). While there was no significant difference between the mean (SD) difference of knowledge and attitude scores in the experimental group and the control group before and after the intervention (p > .05).
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Affiliation(s)
- Hamid Heidarzadeh
- Department of NursingFaculty of Nursing and MidwiferyIlam University of Medical SciencesIlamIran
| | | | - Arman Azadi
- Department of NursingFaculty of Nursing and MidwiferyIlam University of Medical SciencesIlamIran
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Uhm JY, Ko Y, Kim S. Implementation of an SBAR communication program based on experiential learning theory in a pediatric nursing practicum: A quasi-experimental study. NURSE EDUCATION TODAY 2019; 80:78-84. [PMID: 31280009 DOI: 10.1016/j.nedt.2019.05.034] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Revised: 04/08/2019] [Accepted: 05/20/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Effective communication by nurses is crucial to ensure patient safety. A structured communication program increases communication clarity, education satisfaction, and positivity during interprofessional collaboration among students. In an effort to facilitate effective communication between nurses and physicians, the well-known structured communication tool SBAR (Situation, Background, Assessment, and Recommendation) has been extensively used in clinical and educational settings. OBJECTIVES The purpose of the study is to investigate the impact of an SBAR communication program on communication performance, perception, and practicum-related outcomes in senior-year nursing students. METHOD The study employed a non-equivalent control group quasi-experimental design and implemented the tool in the pediatric nursing practicum of a nursing school. The experimental group participated in a SBAR program, where role playing using SBAR techniques for different scenarios was used to improve practical communication among nursing students. The SBAR program was developed based on Kolb's Experiential Learning Theory. Communication performance was assessed via the SBAR communication tool and the communication clarity scale. Communication perception was measured by handover confidence level. Practicum-related outcomes of clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction, were also evaluated. RESULTS The experimental group demonstrated significantly higher SBAR communication (p < .001), communication clarity (p < .001), and handover confidence (p < .001) than the control group. Clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction did not differ. CONCLUSIONS The SBAR program in a pediatric nursing practicum improves SBAR communication, communication clarity, and perceived handover confidence in senior-year nursing students.
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Affiliation(s)
- Ju-Yeon Uhm
- Department of Nursing, Daegu Haany University, 1 Haanydaero, Gyeongsan-si, Gyeongsangbuk-Do, 38610, Republic of Korea
| | - YoungJi Ko
- Department of Nursing, Daegu Haany University, 1 Haanydaero, Gyeongsan-si, Gyeongsangbuk-Do, 38610, Republic of Korea.
| | - Suhee Kim
- School of Nursing and Research Institute of Nursing Science, Hallym University, 1 Hallimdaehak-gil, Chuncheon-si, Gangwon-do 24252, Republic of Korea.
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Implementing a Resilience-Promoting Education Program for New Nursing Graduates. J Nurses Prof Dev 2018; 34:263-269. [DOI: 10.1097/nnd.0000000000000484] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Salari M, Roozbehi A, Zarifi A, Tarmizi RA. Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC MEDICAL EDUCATION 2018; 18:195. [PMID: 30097035 PMCID: PMC6086017 DOI: 10.1186/s12909-018-1305-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 07/30/2018] [Indexed: 05/25/2023]
Abstract
BACKGROUND Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students. METHODS In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA. RESULTS Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028). CONCLUSIONS It may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.
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Affiliation(s)
- Mohsen Salari
- Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Amrollah Roozbehi
- Education Development Center, School of Medicine, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Abdolvahed Zarifi
- English Language Department, Faculty of Humanities, Yasouj University, Yasouj, Iran
| | - Rohani Ahmad Tarmizi
- Faculty of Educational Studies, University Putra Malaysia, Serdang, Selangor Malaysia
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Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using? TEACHING AND LEARNING IN NURSING 2018. [DOI: 10.1016/j.teln.2018.03.003] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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McConnell DA, Chapman L, Czajka CD, Jones JP, Ryker KD, Wiggen J. Instructional Utility and Learning Efficacy of Common Active Learning Strategies. ACTA ACUST UNITED AC 2018. [DOI: 10.5408/17-249.1] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- David A. McConnell
- Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, 2800 Faucette Drive, Campus Box 8208, Raleigh, North Carolina 27695, USA
| | - LeeAnna Chapman
- Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, 2800 Faucette Drive, Campus Box 8208, Raleigh, North Carolina 27695, USA
| | - C. Douglas Czajka
- Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, 2800 Faucette Drive, Campus Box 8208, Raleigh, North Carolina 27695, USA
| | - Jason P. Jones
- Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, 2800 Faucette Drive, Campus Box 8208, Raleigh, North Carolina 27695, USA
| | - Katherine D. Ryker
- Department of Geography and Geology, Eastern Michigan University, 301 West Mark Jefferson, Ypsilanti, MI 48197, USA
| | - Jennifer Wiggen
- Department of Marine, Earth and Atmospheric Sciences, North Carolina State University, 2800 Faucette Drive, Campus Box 8208, Raleigh, North Carolina 27695, USA
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Rakhudu MA, Davhana-Maselesele M, Useh U. A model of collaboration for the implementation of problem-based learning in nursing education in South Africa. Curationis 2017; 40:e1-e10. [PMID: 28893071 PMCID: PMC6091810 DOI: 10.4102/curationis.v40i1.1765] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 07/25/2017] [Accepted: 05/16/2017] [Indexed: 11/09/2022] Open
Abstract
Background The idea of collaboration between key stakeholders in nursing education for the implementation of problem-based learning (PBL) may have far-reaching implications for the institutions and students. Main objective To develop a model of collaboration to facilitate the implementation of PBL in nursing education. Methodology An exploratory sequential design was used. Qualitative data were collected from purposively recruited nurse educators from three universities in South Africa offering PBL and nurse managers from all the three hospitals in North West Province where PBL students are placed for clinical learning. A questionnaire was used to obtain data from respondents who were conveniently recruited. Model development, concept analysis, construction of relationships, description and evaluation were followed. Results This model has six elements: higher education and nursing education (context), institutions initiating PBL, clinical services, colleges affiliated to PBL universities, students and healthcare users (recipients), champions in PBL (agents), effective implementation of PBL (terminus), collaboration (process) and commitment, communication, trust and respect (dynamics). Conclusion Collaboration in implementing PBL can be a functional reality in the delivery of quality educational experiences and has far-reaching implications for the institutions and students. The implementation of the model in South African nursing education institutions may be necessary in the light of the revision of the preregistration qualifications. Recommendations Managerial commitment, training of collaborators on PBL and collaboration skills, memorandum of agreement, monitoring and evaluation are critical. More research is required to pilot the model and evaluate collaboration in implementing PBL at different levels of operations.
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Incorporating Relationship-Based Care Into a Nurse Education Program for Managing Disruptive Patient Behaviors. CLIN NURSE SPEC 2017; 31:201-209. [PMID: 28594671 DOI: 10.1097/nur.0000000000000309] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE In the hospitalized patient, stressors can be manifested as disruptive behaviors. Nursing staff confronted with disruptive behaviors from their patients or families may have difficulty delivering care and developing therapeutic relationships. The purpose of this project was to evaluate the effects of an education program using the concepts of relationship-based care with role-play and reflective practice on the knowledge, attitudes, and confidence of the nursing staff in managing disruptive patient behaviors. DESCRIPTION Nursing staff (N = 68) from an adult medical unit participated in an interactive education program. We compared participants' self-responses about knowledge, attitudes, and confidence before intervention and at 3-month and 1-year postintervention. The number of disruptive incidents requiring hospital security was also measured. OUTCOME At 3-month and 1-year postintervention, staff reported higher levels of knowledge, attitudes, and confidence in managing disruptive behaviors. The number of disruptive incidents per 1000 patient days decreased from 0.78 to 0.39. CONCLUSION Effectively managing disruptive behaviors creates a safe, healthy environment for patients and nurses. Role-play and reflective practice are useful educational methods to teach skills to manage these encounters. Clinical nurse specialists can play a key role in developing innovative education programs through interprofessional collaboration.
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Riegel B, Dickson VV. A qualitative secondary data analysis of intentional and unintentional medication nonadherence in adults with chronic heart failure. Heart Lung 2016; 45:468-474. [DOI: 10.1016/j.hrtlng.2016.08.003] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2016] [Revised: 08/01/2016] [Accepted: 08/02/2016] [Indexed: 02/08/2023]
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Chan ZCY. Student peer reviewers' views on teaching innovations and imaginative learning. NURSE EDUCATION TODAY 2016; 39:155-160. [PMID: 27006049 DOI: 10.1016/j.nedt.2016.02.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 01/07/2016] [Accepted: 02/01/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. AIM This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. DESIGN A focus group interview. METHODS Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. RESULTS Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. CONCLUSIONS It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations.
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Affiliation(s)
- Zenobia C Y Chan
- School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
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Heyman I, Webster BJ, Tee S. Curriculum development through understanding the student nurse experience of suicide intervention education--A phenomenographic study. Nurse Educ Pract 2015; 15:498-506. [PMID: 26025505 DOI: 10.1016/j.nepr.2015.04.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2014] [Revised: 02/11/2015] [Accepted: 04/30/2015] [Indexed: 11/27/2022]
Abstract
Suicide remains a global public health issue and a major governmental concern. The World Health Organisation argues for continued investment in education for front-line professionals, with a particular focus on nurses, to address the rising suicide levels. Considering this rate, it could be argued that suicide has impacted on the lives of many, including the student nurse population. Understanding the psychological impact, and influence on learning, whilst developing suicide intervention knowledge is crucial. However, little is known of the student experience in this complex and challenging area of skills development. This phenomenographic study examines the experiences of second year Bachelor of Nursing (mental health) students who participated in the Applied Suicide Intervention Skills Training (ASIST). Experiences were illuminated through two focus groups, Experiences were distilled and categorised through hierarchically relationships to construct a group experiential field to illustrate understandings of the impact this approach has on learning Students found ASIST to be emotionally challenging yet an extremely positive experience through bonding, peer learning, and class cohesion. The supportive workshop facilitation was essential allowing for full immersion into role simulation thus developing student confidence. Appropriate pedagogy and student support must be considered whilst developing suicide intervention in the pre-registration curricula.
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Affiliation(s)
- Inga Heyman
- School of Nursing and Midwifery, Faculty of Health and Social Care, Robert Gordon University, Garthdee Road, Aberdeen, Scotland Ab10 7QG, UK.
| | - Brian J Webster
- Faculty of Health, Life & Social Sciences, Edinburgh Napier University, Sighthill Campus, Sighthill Court, Edinburgh, Scotland EH11 4BN, UK.
| | - Stephen Tee
- Florence Nightingale School of Nursing and Midwifery King's College London, 57 Waterloo Road, London SE1 8WA, UK.
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Cansever Z, Avsar Z, Tastan K. Third Year Medical School Students' Experiences of Revealing Patients' Stories through Role Playing. Eurasian J Med 2015; 47:26-31. [PMID: 25745342 DOI: 10.5152/eajm.2014.53] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2014] [Accepted: 06/17/2014] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE Studying medicine is hard and it takes longer time compared to other majors. In addition, medical students find medical education boring. It is now necessary to turn medical education into an enjoyable and interesting way. The aim of this study is to evaluate the impact of an educational program related to how to learn taking medical history and how an effective patient-doctor interview should be. The program is structured in various scenarios, on the students learning skills, by the "role playing" method. MATERIALS AND METHODS A scenario prepared by the lecturer was employed in this study. While one of the students acted in a doctor role, the other one played in the role of patient's relative. The lecturer always played in the role of patient. After performing the role playing, students' written and oral feedbacks were gathered. Data were analysed by using SPSS 20.0 program. RESULTS A total of 470 feedbacks (51.3% were given by the female students) were taken from the students. Thirty-three volunteer students, nineteen of them were male, took part in the role playing. In the patient-doctor interview, the field that students were best were greeting the patients and dealing only with patients during the examination. The mean scores were 3.81±0.95 and 3.79±0.94 respectively. The ability to "summarize" and to "address the patient with his/her name" had the lowest scores; the mean scores of the students in these areas were 2.94±1.11 and 2.70±1.31, respectively. CONCLUSION Medical education is a long and tough process. Therefore, it should be interesting, attention getting and cheerful. Role playing can be effective in meeting that need.
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Affiliation(s)
- Zeliha Cansever
- Department of Medical Education, Ataturk University Faculty of Medicine, Erzurum, Turkey
| | - Zeynep Avsar
- Department of Medical Education, Ataturk University Faculty of Medicine, Erzurum, Turkey
| | - Kenan Tastan
- Department of Family Medicine, Ataturk University Faculty of Medicine, Erzurum, Turkey
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de Oliveira LB, de Araújo Püschel VA, Díaz LJR, de Almeida Lopes Monteiro da Cruz D. The effectiveness of teaching strategies for the development of critical thinking in nursing undergraduate students: a systematic review protocol. ACTA ACUST UNITED AC 2015; 13:26-36. [DOI: 10.11124/jbisrir-2015-1073] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2013] [Revised: 10/14/2014] [Accepted: 11/11/2014] [Indexed: 10/31/2022]
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Kim JH, Shin JS. Effects of an online problem-based learning program on sexual health care competencies among oncology nurses: a pilot study. J Contin Educ Nurs 2014; 45:393-401. [PMID: 25153429 DOI: 10.3928/00220124-20140826-02] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2014] [Accepted: 06/02/2014] [Indexed: 11/20/2022]
Abstract
PURPOSE The purpose of this study was to test the effectiveness of an online problem-based learning (e-PBL) program that offers multimedia scenarios to develop sexual health care competencies. METHOD A pretest–posttest control group design was used with two randomized groups in one Korean tertiary hospital. The sample included 32 RNs who cared for oncology patients. The intervention group completed an e-PBL cycle consisting of eight tutorials. RESULTS Nurses in the intervention group scored significantly higher on knowledge than did those in the control group. The intervention group exhibited no significant differences in attitude and practices following the intervention. CONCLUSION The results show the potential of e-PBL to enhance traditional PBL by offering multimedia scenarios in an interactive and flexible learning environment.
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Chan ZC. Nursing problem-based learning activity: Song writing and singing. Nurse Educ Pract 2014; 14:380-4. [DOI: 10.1016/j.nepr.2014.01.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2012] [Revised: 10/15/2013] [Accepted: 01/30/2014] [Indexed: 10/25/2022]
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Chan ZCY. Exploration of artistry in nursing teaching activities. NURSE EDUCATION TODAY 2014; 34:924-928. [PMID: 24332859 DOI: 10.1016/j.nedt.2013.11.009] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2013] [Revised: 10/30/2013] [Accepted: 11/23/2013] [Indexed: 06/03/2023]
Abstract
BACKGROUND By promoting hope and providing care to patients, nurses serve as both artists and professionals in clinical contexts. However, current nursing education mainly emphasises the teaching of medical knowledge and skills. AIM The aim of this study is to explore the perspectives of year one nursing undergraduates on the definitions of artistry and the relationship of artistry with the sciences and nursing care. DESIGN A qualitative approach with content analysis was adopted in this study. METHODS Seventeen students from a nursing problem-based learning (PBL) class participated in three artistic activities, namely composing songs, writing poems, and drawing, and in two rounds of interviews. Content analysis and peer checking was implemented to ensure that the generated results were trustworthy. RESULTS According to the participants, it is probable that the artistic activities encouraged them to relate the arts to their daily lives. Some participants stated that they would like to show their consideration for patients through the arts. CONCLUSIONS Although there was no consensus among the participants on the relation between artistry and the sciences/nursing, most of the students gained a better understanding of artistry and some were able to link nursing care with artistry. Nursing educators are encouraged to think beyond the boundaries of traditional teaching approaches and nurture their students with the artistry of clinical practice.
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Affiliation(s)
- Zenobia C Y Chan
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
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Students' and experts' perspectives on three learning and teaching activities. Nurse Educ Pract 2014; 14:449-54. [PMID: 24679519 DOI: 10.1016/j.nepr.2014.03.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2012] [Revised: 01/16/2014] [Accepted: 03/04/2014] [Indexed: 11/21/2022]
Abstract
Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities.
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Shin IS, Kim JH. The effect of problem-based learning in nursing education: a meta-analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2013; 18:1103-20. [PMID: 23283571 DOI: 10.1007/s10459-012-9436-2] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2012] [Accepted: 12/02/2012] [Indexed: 05/21/2023]
Abstract
Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies.
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Affiliation(s)
- In-Soo Shin
- Department of Education, College of Education, Jeonju University, Jeonju, Republic of Korea
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Chan ZCY. A systematic review of creative thinking/creativity in nursing education. NURSE EDUCATION TODAY 2013; 33:1382-1387. [PMID: 23044463 DOI: 10.1016/j.nedt.2012.09.005] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2012] [Accepted: 09/10/2012] [Indexed: 06/01/2023]
Abstract
OBJECTIVE This systematic review aimed to identify the types of nursing course structure that promotes students' creative thinking and creativity. DESIGN Systematic review. DATA SOURCES Five electronic databases: The British Nursing Index, CINAHL, PsycINFO, Scopus and Ovid Medline. REVIEW METHODS The databases were systematically searched to identify studies that discussed the concept of creative thinking in nursing education or reported a strategy that improved students' creative thinking. Qualitative studies or studies that included qualitative data were included. After reading the full content of the included studies, key themes and concepts were extracted and synthesized. RESULTS Eight studies were identified. Four main themes relating to the course structure in teaching creativity were developed: diversity learning, freedom to learn, learning with confidence and learning through group work. CONCLUSIONS To promote creative thinking in nursing students, educators themselves need to be creative in designing courses that allow students to learn actively and convert thoughts into actions. Educators should balance course freedom and guidance to allow students to develop constructive and useful ideas. Confidence and group work may play significant roles in helping students to express themselves and think creatively.
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Affiliation(s)
- Zenobia C Y Chan
- FG421, School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
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Chan ZCY. Exploring creativity and critical thinking in traditional and innovative problem-based learning groups. J Clin Nurs 2013; 22:2298-307. [DOI: 10.1111/jocn.12186] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2012] [Indexed: 11/28/2022]
Affiliation(s)
- Zenobia CY Chan
- School of Nursing; The Hong Kong Polytechnic University; Hung Hom; Hong Kong SAR China
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