Youtube for millennial nursing students; using internet technology to support student engagement with bioscience

Developing a Tool for Assessing the Process of Seeking Health Information: Online Think-Aloud Method

Nursing students can access massive amounts of online health data to drive cutting-edge evidence-based practice in clinical placement, to bridge the theory-practice gap. This activity requires investigation to identify the strategies nursing students apply to evaluate online health information. Online Think-Aloud sessions enabled 14 participants to express their cognitive processes in navigating various educational resources, including online journals and databases, and determining the reliability of sources, indicating their strategies for information-seeking, which helped to create this scoring system. Easy access and user convenience were clearly the instrumental factors in this behavior, which has troubling implications for the lack of use of higher-quality resources (e.g., from peer-reviewed academic journals). The identified challenges encountered during resource access included limited skills in the critical evaluation of information credibility and reliability, signaling a requirement for improved information literacy skills. Participants acknowledged the importance of evidence-based, high-quality information, but faced numerous barriers, such as restricted access to professional and specialty databases, and a lack of academic skills training. This paper develops and critiques a Performative Tool for assessing the process of seeking health information using an online Think-Aloud method, and explores factors and strategies contributing to evidence-based health information access and utilization in clinical practice, aiming to provide insight into individuals' information-seeking behaviors in online health contexts.

Substance Use Disorder Education: A Statewide Assessment of Core Content in Nursing Schools

Of individuals who need treatment for substance use disorder (SUD), 12.6% do not receive it. One reason for this failure to treat is an inadequately prepared health care workforce, including nurses. To establish a state-wide baseline of SUD curricular content, we collected information about topics taught and barriers to teaching important topics using an anonymous survey sent to all 55 nursing programs in Indiana. Topics deemed important were taught more frequently, such as opioid withdrawal (60.6%). Lack of expertise was more commonly reported as a barrier than lack of time (25.3% vs. 7.1%). Findings suggest that nursing students in Indiana are not taught requisite content related to SUD. We have provided pragmatic recommendations to enhance content in schools of nursing and address lack of expertise among faculty. Leaders need to actively evaluate and augment the content of their curriculums to include SUD. [Journal of Psychosocial Nursing and Mental Health Services, 61(9), 15-23.].

YouTube and science: models for research impact

Video communication has been rapidly increasing over the past decade, with YouTube providing a medium where users can post, discover, share, and react to videos. There has also been an increase in the number of videos citing research articles, especially since it has become relatively commonplace for academic conferences to require video submissions. However, the relationship between research articles and YouTube videos is not clear, and the purpose of the present paper is to address this issue. We created new datasets using YouTube videos and mentions of research articles on various online platforms. We found that most of the articles cited in the videos are related to medicine and biochemistry. We analyzed these datasets through statistical techniques and visualization, and built machine learning models to predict (1) whether a research article is cited in videos, (2) whether a research article cited in a video achieves a level of popularity, and (3) whether a video citing a research article becomes popular. The best models achieved F1 scores between 80% and 94%. According to our results, research articles mentioned in more tweets and news coverage have a higher chance of receiving video citations. We also found that video views are important for predicting citations and increasing research articles' popularity and public engagement with science.

Learning engagement; nursing students' experiences in an online environment at a university

AIM

The aim of this study was to understand students' engagement with learning in an online environment at a university in Namibia.

DESIGN

A qualitative descriptive design was applied.

METHODS

Data were collected using in-depth telephonic interviews among 12 purposively selected nursing students. Data were analysed thematically.

RESULTS

While the students did practice engagement, their understanding of learning engagement was not clear. The students considered online learning to be a safe space for engagement that enhanced active participation. They also noted that it forced them to reflect on their pre-existing knowledge before learning new information and ultimately enhanced their understanding of the learning material. The findings of this research suggest that online platforms and apps can support nursing students' learning engagement, in particular behavioural engagement, but they are less conducive to cognitive and affective engagement.

Online videos: The hidden curriculum

INTRODUCTION

Dental undergraduates will access the Internet searching for learning materials to complement their training; however, open access content is not generally recommended by dental schools. This study aimed to evaluate how dental students are using online video content.

MATERIALS AND METHODS

Students from eight Universities (Athens, Birmingham, Brescia, Cardiff, Melbourne, Paris, Sao Paulo and Valdivia) representing three continents were invited to complete a survey on their access and learning from online videos.

RESULTS

International students behave similarly when studying dental content online. Of 515 respondents, 94.6% use the Internet as a learning tool. It was observed that videos are not frequently recommended during didactic lectures (9.6%). But many students (79.9%) will use YouTube for their learning which includes clinical procedures. Students will check online content before performing procedures for the first time (74.8%), to understand what was explained in class (65.9%) or read in books (59.5%), to relearn clinical techniques (64.7%) and to visualise rare procedures (49.8%). More than half of the students do not fully trust the accuracy or the reliability of online content. This does not prevent students from watching and sharing dental videos with classmates (64.4%). The content watched is not shared with teachers (23.3%) even when it contradicts what was learnt in the school (38.2%).

CONCLUSION

This study concludes that students regularly integrate open access digital resources into learning portfolios but are hesitant to inform their teachers about their viewing habits. Students wish to receive critical skills on how to evaluate the material they encounter outside their traditional learning space.

The value of social media use in improving nursing students' engagement: A systematic review

AIM

This systematic review was undertaken to investigate the impact of social media use in relation to student engagement in nursing education.

BACKGROUND

The availability of social media has transformed global connectivity within education systems. Social media has been used in various educational contexts. The widespread use of social media has prompted a demand for a better understanding of how it might be used in nursing education. While research has previously explored the positive effects of using social media on a range of learning outcomes in nursing education, studies have not specifically focused on how these positive features have an impact on students' engagement as a vital component of successful learning.

DESIGN

This review uses the Joanna Briggs Institute approach to conducting systematic reviews and follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting a systematic review.

METHODS

Following predefined inclusion criteria, a search of electronic databases was performed using a three-step strategy to identify relevant studies. The following databases were searched: Cumulative Index of Nursing and Allied Health Literature (CINAHL), Education Resources Information Centre (ERIC), MEDLINE and PubMed. A further manual search was performed to identify potentially relevant articles. The included studies were assessed for methodological quality by all reviewers using the Mixed Methods Appraisal Tool. NVivo software was used for organising data and developing themes.

RESULTS

Data from sixteen studies with different designs were extracted and thematically synthesised. The synthesised findings yielded five themes: 1) interaction and communication; 2) managing stress; 3) positive online community; 4) time spent; and 5) digital literacy and e-professionalism.

CONCLUSIONS

This review reveals that using social media to support nursing students' learning has positive benefits in terms of promoting several aspects of their engagement, such as rapid interaction and communication. Further empirical studies, however, should aim to measure social media's effects on nursing students' engagement with their courses and their academic attainment.

Lecturers' information literacy experience in remote teaching during the COVID-19 pandemic

The advent of coronavirus disease 2019, or COVID-19, continues to trigger several important disruptions/innovations in practically every sector around the world. Additionally, the impacts are predominant in certain educational systems and in creating opportunities. Previous studies had addressed possible effective methods in handling distant learning and student interactions. This qualitative study explored lecturers' information literacy experience during online classes as a result of the pandemic. Semi-structured interview techniques were applied among participants, made up of 15 lecturers in the Humanities Faculty, Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed the focus of lecturers' information literacy experience was primarily on student interactions and knowledge of various online learning platforms. However, information repackaging was a significant initial consideration during virtual classes, after identifying salient student characteristics. In summary, the present study have contributed to the theoretical understanding of information literacy and may be of benefit to the teaching faculties for enhancing teaching and learning activities, as well as providing student support.

Youtube videos as an educational resource for ventrogluteal injection: A content, reliability and quality analysis

BACKGROUND

YouTube has become an important social media platform for teaching nursing skills. However, the content, reliability and quality levels of the videos on this platform are not adequately known.

OBJECTIVES

This study aims to evaluate the content, reliability and quality of YouTube videos on ventrogluteal injection application.

DESIGN

Descriptive.

SETTINGS

Online.

PARTICIPANTS

26 videos about ventrogluteal injection.

METHODS

Videos were searched using the keyword "ventrogluteal injection". The content of the 26 videos meeting the inclusion criteria were evaluated using the "Ventrogluteal Intramuscular Injection Skill Form", the reliability with the "DISCERN Questionnaire", and the quality levels using the "Global Quality Scale". The videos were categorized by their theme, type and upload source, and analysed statistically.

RESULTS

Of the 26 videos meeting the inclusion criteria, 21 (80.8%) were classified as useful information, 5 (19.2%) as misleading information by theme, 22 (84.6%) as educational, 4 (15.4%) as hormone therapy by type, 5 (19.2%) as official institutions, 13 (50%) as individual by source of uploads. The content, reliability, quality score of useful videos were higher than misleading videos. There was a significant difference (p < 0.05) between reliability score and the source of video uploads. Pairwise comparisons indicated that there was no statistically significant difference (p > 0.05) between the source of uploads of video and characteristics.

CONCLUSIONS

The use of the examined YouTube videos in the training of injection into the ventrogluteal site appears to have various risks in terms of ethics and patient safety. It may be suggested that the injection videos should be prepared by competent institutions/individuals, using best practice guides to increase the content, reliability and quality levels. It should particularly be borne in mind that videos on hormone therapy can be a public health threat.

A blended learning teaching strategy strengthens the nursing students' performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course - A quasi-experimental study

In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen's d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher's expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students' study experience.

Strategies for sustaining and enhancing nursing students' engagement in academic and clinical settings: a narrative review

Students' engagement in academic-related learning activities is one of the important determinants of students' success. Identifying the best teaching strategies to sustain and promote nursing students' engagement in academic and clinical settings has always been a challenge for nurse educators. Hence, it is essential to provide a set of strategies for maintaining and enhancing the academic engagement of nursing students. The purpose of this review was to explore and summarize the strategies that nurse educators use to sustain and promote nursing students' engagement in academic and clinical settings. A narrative literature review was conducted. CINAHL (nursing content), ProQuest, Medline, the Cochrane, Google Scholar, and Scopus were searched. Of 1,185 retrieved articles, 32 teaching strategies were identified and extracted from the nursing literature. We used thematic analysis approach to organize these strategies into five main categories as follows: technology-based strategies (15 articles), collaborative strategies (10 articles), simulation-based strategies (two articles), research-based strategies (two articles), and miscellanea learning strategies (three articles). As a general comment, these strategies have the potential to promote nursing students' engagement. Among the strategies discussed in this review, the use of technology, particularly the response system and online learning, was more common among nursing educators, which is in line with today's advances in smart technologies. The collection presented in this review can be used as a starting point for future research to evaluate the effectiveness of an educational intervention on the academic engagement of nursing students. Nevertheless, due to the lack of experimental studies, the optimal strategies remain to be elucidated through future high-quality experimental study.

Blended learning in undergraduate nursing education - A scoping review

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.

The availability of open-access videos offered by dental schools

BACKGROUND

The Internet has become an established learning tool in dental education where students can access online videos on a range of dental subjects. However, finding reliable peer-reviewed content is not straightforward.

AIM

To evaluate the video content offered by UK and Republic of Ireland (RoI) Dental Schools on their YouTube channels and public websites.

METHODS

Free videos offered on UK and RoI Dental schools websites and YouTube channels were watched and set according to its purpose, as educational or non-educational. The number of views, length, category and date of publication were analysed.

RESULTS

A total of 627 videos offered by dental courses were evaluated. Videos were available on 83% of the websites, but only 9% was educational content. Dental courses YouTube channels received more than 2.3 million views, but less than 5% of the material offered is educational. Instructional videos found on the websites (3.2 min) were shorter than those found on YouTube (8.5 min) (P = .03). The majority of the videos, provided by Universities, were not educational and focused on promoting the dental courses. Most websites have demonstrated a password-protected area where quality content may be offered.

CONCLUSION

Students wishing to watch instructional videos will find limited educational content provided by UK and RoI dental courses. Therefore, they are likely to access course-related material elsewhere on the Internet that may not be necessarily peer-reviewed.

New Zealand nursing students' perceptions of biosciences: A cross-sectional survey of relevance to practice, teaching delivery, self-competence and challenges

BACKGROUND

Bioscience subjects are one of the most discussed nursing curricula contents in terms of the longed known teaching and learning challenges for nursing students. Recent studies examined the specific use of technology as teaching strategies. However, there are still significant gaps around nursing students' perception of biosciences within nursing education and the significance of teaching delivery methods to these perceptions.

OBJECTIVE

The study examined students' overall perception of biosciences within New Zealand undergraduate nursing programmes in terms of relevance to practice, teaching delivery, self-competence and challenges encountered.

METHOD

A descriptive, cross-sectional survey design on perceptions of New Zealand nursing students on biosciences was undertaken.

RESULTS

Five hundred and forty students were included. Fifty-five percent (55%) preferred biosciences papers be taught classroom - based but using a blended learning delivery instead of an exclusively traditional classroom setting (55% vs. 21%). Perception towards the biosciences was positive and the mean perception of older students and those in Year 3 was higher compared to the other students. Overall, students believed biosciences had relevance to the practice of nursing.

CONCLUSION

Positive perceptions of bioscience become more evident when nursing students reach their final year in the nursing programme. The contemporary profile (age) of students studying nursing are sensitive to their preferred teaching delivery. A fully online teaching approach to biosciences for nursing students will most likely require a robust approach and careful decision making for implementation.

The Use of Social Media in Anatomical and Health Professional Education: A Systematic Review

Social media is used by many students at universities, with sites such as Facebook, Twitter and YouTube being the most popular. Initially these social networking sites were mainly used for recreational purposes, but they have been increasingly used in an educational setting. Educators in the anatomical sciences and health professions have utilised many forms of technology to supplement and enhance a student's learning. However, the true effectiveness of using social media in anatomical and health professions education has not been fully explored. It has been hypothesised that social media in anatomical sciences and health professional education could enhance learner engagement, raise morale, relieve anxieties and improve communication. However, the evidence is limited. Therefore, the purpose of this study is to undertake a comprehensive literature review to examine the effectiveness, or otherwise, of these tools when implemented. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method for reviewing the literature. By using specific keywords and using Google Scholar, PubMed, ERIC and OVID, we performed an extensive literature search to examine the use of social media in anatomical sciences and health professional education. A total of 155 studies were identified in this systematic review, with 99 studies investigating a variety of social networking sites being included. Overall, the evidence is supportive, with 79.8% of the studies supporting the use social media in education. Furthermore, when the use of social media in the anatomical sciences and health professional was investigated, the majority of studies advocated for its implementation. Despite this, there are some factors that limit the significance of these results, and the amount of evidence was indeed limited. Additional research must be carried out if social media is to influence modern pedagogical practices, with more focus on how the intervention affects academic achievement.