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Kurt E, Eskimez Z, Nazik E. Examination of nursing diagnosis skills of students receiving online education: A cross-sectional study. Int J Nurs Knowl 2024; 35:213-219. [PMID: 37340768 DOI: 10.1111/2047-3095.12436] [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: 01/24/2023] [Accepted: 06/09/2023] [Indexed: 06/22/2023]
Abstract
AIM This study aims to examine the nursing diagnosis skills of students who took the case-based online nursing processes course during the COVID-19 pandemic. METHODS The study followed a descriptive and cross-sectional design. The participants were first-year students (n = 148) enrolled in the nursing principles course in the spring semester of the 2020-2021 academic year in the nursing department of a university. The course on nursing processes was delivered online due to the COVID-19 pandemic. At the end of the course, students who volunteered to participate in the study developed nursing diagnoses for the cases assigned to them. The data were collected from the students using two forms and were evaluated using a form developed by the researchers. The data were analyzed with numeric and percentage calculations. FINDINGS Although 56.8% of the students stated that they had difficulty making nursing diagnoses, 56.8% of them thought online education was not useful. The most commonly made diagnoses by the students who participated in the study included hyperthermia (66.2%), ineffective breathing pattern (54.7%), risk of falling (39.9%), fatigue (34.5%), and anxiety (33.8%). It was also found that students were able to identify objective data more easily as diagnosis criteria, whereas they were not able to identify abstract concepts. CONCLUSIONS It was seen that the students who participated in the study had low levels of nursing diagnoses. Based on the findings, it is recommended that different teaching methods be employed in the online nursing processes course, and these methods be evaluated in terms of their effects on students' learning outcomes. IMPLICATIONS FOR NURSING PRACTICES The online nursing process course should be made more efficient. First-year nursing students are not yet ready to identify nursing diagnoses in terms of knowledge and skills.
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Affiliation(s)
- Ece Kurt
- Faculty of Health Sciences, Nursing Department, Çukurova University, Adana, Turkey
| | - Zehra Eskimez
- Faculty of Health Sciences, Nursing Department, Çukurova University, Adana, Turkey
| | - Evşen Nazik
- Faculty of Health Sciences, Nursing Department, Çukurova University, Adana, Turkey
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Cui L, Dong Y, Zhang S, Ma W, Li M. Construction and application of procedural pathways combined with information management in nursing staff skills training system. BMC MEDICAL EDUCATION 2024; 24:687. [PMID: 38907202 PMCID: PMC11193268 DOI: 10.1186/s12909-024-05593-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 05/22/2024] [Indexed: 06/23/2024]
Abstract
OBJECTIVE To explore the application effect of procedural pathways combined with information management in the construction of nursing staff skills training system. METHODS This was a quasi-experimental study with a control group and an experimental group. A total of 300 newly admitted nurses or nurses who required training within three years of admission were selected as the experimental group, and 267 nurses who were trained in the same hospital during the same period in 2020 were selected as the control group. The experimental group received skills training using a system that combines procedural pathways with information management, while the control group received traditional teaching mode. The outcome measures included theoretical score, operation score, nurse competency, patient satisfaction, and nursing-related adverse events. The data were analyzed using t-test, chi-square test, and rank-sum test. RESULTS The experimental group had higher scores in theoretical assessment, skills assessment, nurse competency, and patient satisfaction, and lower incidence of nursing-related adverse events than the control group (P < 0.05). CONCLUSION The strategy of procedural pathways combined with information management provides a new perspective and method for nursing operation skills training, effectively improves clinical nursing quality and ensures patient safety.
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Affiliation(s)
- Liping Cui
- Department of nursing, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yuting Dong
- Department of nursing, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Shan Zhang
- Department of ICU, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Wenxia Ma
- Department of general surgery, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Min Li
- Department of Breast Surgery, Tongji Shanxi Hospital, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Taiyuan, 030032, China.
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
- Department of Breast Surgery, Tongji Shanxi Hospital, Tongji Hospital, Tongji Medical College, Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Huazhong University of Science and Technology, No. 99 of Longcheng Street, Xiaodian District, Taiyuan, 030032, China.
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Yeh CH, Yang YP. Comparing the effect of assessment-simulation-animation-based against traditional education on nursing students' anxiety and self-efficacy in maternity clinical practicum. Nurse Educ Pract 2024; 76:103932. [PMID: 38471238 DOI: 10.1016/j.nepr.2024.103932] [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: 11/08/2023] [Revised: 01/18/2024] [Accepted: 02/25/2024] [Indexed: 03/14/2024]
Abstract
BACKGROUND The clinical practicum is the practical course that causes the most anxiety in nursing undergraduates. Although high-fidelity simulation education has been demonstrated to boost nursing students' self-efficacy and decrease anxiety in patient care, it is also associated with excessive psychological stress. Assessment-simulation-animation-based (ASA-based) education has been developed to solve the drawbacks of simulation-based education while preserving positive learning outcomes. OBJECTIVES To compare the effects of ASA-based education and traditional education in reducing anxiety and improving self-efficacy of junior nursing students in their maternity clinical practicum. DESIGN This study used a two-group pre-post quasi-experimental design. The comparison group was studied first followed by the experimental group. SETTINGS Department of Nursing and affiliated medical center at a medical university in southern Taiwan. PARTICIPANTS We enrolled 114 junior nursing students from two different class years. METHODS A convenience sample of junior nursing students was used in this study, with 55 in the experimental group and 59 in the comparison group. The intervention included online ASA-based education videos with pamphlets and was conducted three days a week for five weeks encompassing the maternity nursing clinical practicum. We developed and applied the Clinical Situation Anxiety Scale (CS-AS) and Clinical Situation Self-Efficacy Scale (CS-SES) before and after the intervention. Qualitative feedback was assessed after the intervention. Data were collected from both the comparison and experimental groups during the fall and spring terms of both the 2019-2020 and 2020-2021 academic years. RESULTS Compared with the comparison group, the total CS-AS and CS-SES scores significantly improved from before to after the intervention in the experimental group. The students responded to the intervention by demonstrating clinical consistency, knowing what to do and how to do it and more confidently practicing health education. CONCLUSION Our results suggest that ASA-based education with videos and pamphlets contributed to reducing anxiety and increasing self-efficacy in nursing students during their maternity clinical practicum.
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Affiliation(s)
- Ching-Hsueh Yeh
- School of Nursing, Kaohsiung Medical University, Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Ya-Ping Yang
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan.
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Ma J, Wang Y, Joshi S, Wang H, Young C, Pervez A, Qu Y, Washburn S. Using immersive virtual reality technology to enhance nursing education: A comparative pilot study to understand efficacy and effectiveness. APPLIED ERGONOMICS 2024; 115:104159. [PMID: 37924578 DOI: 10.1016/j.apergo.2023.104159] [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: 09/23/2022] [Revised: 10/05/2023] [Accepted: 10/19/2023] [Indexed: 11/06/2023]
Abstract
The U.S. faces a national shortage of nurses. The emergence of human-centered digital technologies has directly impacted nursing education. Using immersive Virtual Reality related digital technology to assist and enhance nurse education is promising but not yet fully understood. This study aims to understand the effectiveness and efficacy of immersive Virtual Reality nursing education approaches through a comparative pilot study. Three immersive Virtual Reality scenarios based on basic nursing skills were developed. A traditional video lecture approach including the same contents was used as a comparable approach to investigate the effectiveness and efficacy performance of the proposed immersive Virtual Reality approach. 22 participants were recruited from a college. Effectiveness was measured through motivation and knowledge gain, while efficacy was evaluated through simulation sickness, user experience, and system usability. The results showed that the VR approach has above "acceptable" efficacy performance, which indicates participants are willing to accept this novel education approach. The effectiveness results indicate that the VR approach has similar performance with the video approach in delivering nursing contents. One limitation of this investigation is that the sample size is relatively small and further larger sample sizes are needed for future analysis.
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Affiliation(s)
- Junfeng Ma
- Department of Industrial and Systems Engineering, Mississippi State University, Mississippi State, MS, 39762, USA.
| | - Yu Wang
- Center for Continuing Education, Mississippi State University, Mississippi State, MS, 39762, USA
| | - Sayali Joshi
- Department of Industrial and Systems Engineering, Mississippi State University, Mississippi State, MS, 39762, USA
| | - Haifeng Wang
- Department of Industrial and Systems Engineering, Mississippi State University, Mississippi State, MS, 39762, USA
| | - Carlton Young
- Meridian Division of Business, Mississippi State University, Mississippi State, MS, 39762, USA
| | - Adam Pervez
- Meridian Division of Business, Mississippi State University, Mississippi State, MS, 39762, USA
| | - Yingge Qu
- Meridian Division of Business, Mississippi State University, Mississippi State, MS, 39762, USA
| | - Shey Washburn
- Master pf Physical Assistant Studies, Meridian Division of Arts & Sciences, Mississippi State University, Mississippi State, MS, 39762, USA
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Hernon O, McSharry E, Simpkin A, MacLaren I, Carr PJ. Effectiveness of structured self-evaluation of video recorded performance on peripheral intravenous catheter insertion: a randomised control trial study protocol. Trials 2023; 24:182. [PMID: 36906582 PMCID: PMC10008594 DOI: 10.1186/s13063-023-07200-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 02/23/2023] [Indexed: 03/13/2023] Open
Abstract
BACKGROUND Clinical psychomotor skills training is a core component of undergraduate nursing education. Performing technical skills competently involves the use of cognitive and motor function. The training of these technical skills is typically carried out in clinical simulation laboratories. Peripheral intravenous catheter/cannula insertion is an example of a technical skill. It is the most common invasive procedure performed in the healthcare environment. Owing to unacceptable clinical risk and complications to patients, it is imperative that practitioners performing these skills are trained effectively to provide patients with best practice and high-quality care. Technologies identified as innovative teaching methods to help train students in this skill and in the skill of venepuncture include virtual reality, hypermedia and simulators. However, little high-quality evidence exists to confirm such educational approaches are effective. METHODS/DESIGN This study is a single-centre, non-blinded, two-group, pre-test and post-test randomised control trial. The randomised control trial will investigate whether a formal structured self-evaluation of videoed performance (experimental group) has an impact on nursing students' peripheral intravenous cannulation knowledge, performance and confidence. The control group will also be videoed performing the skill but they will not view or self-evaluate their videoed performance. The peripheral intravenous cannulation procedures will be carried out in a clinical simulation laboratory using a task trainer. The data collection tools will be completed online using survey forms. Students will be randomised into the experimental group or into the control group using simple random sampling. The primary outcome measures the nursing students' knowledge level of the skill of peripheral intravenous cannulation insertion. Secondary outcomes evaluate procedural competence and self-reported confidence and practices in the clinical environment. DISCUSSION This randomised control trial will investigate whether this pedagogical approach, using video modelling and self-evaluation, will positively influence students' knowledge, confidence and performance in the skill of peripheral intravenous cannulation. Evaluating such teaching strategies using stringent methodologies may be impactful in influencing the training provided to healthcare practitioners. TRIAL REGISTRATION The randomised control trial detailed in this article is an educational research study and so does not fall under the ICMJE definition of a clinical trial as "any research project that prospectively assigns people or a group of people to an intervention, with or without concurrent comparison or control groups, to study the relationship between a health-related intervention and a health outcome".
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Affiliation(s)
- Orlaith Hernon
- School of Nursing and Midwifery, University of Galway, Galway, Ireland
| | - Edel McSharry
- grid.6142.10000 0004 0488 0789School of Nursing, Health Sciences and Disability Studies, St. Angela’s College, Sligo, Ireland
| | - Andrew Simpkin
- School of Mathematical and Statistical Sciences, University of Galway, Galway, Ireland
| | - Iain MacLaren
- Centre for Excellence in Learning and Teaching, University of Galway, Galway, Ireland
| | - Peter J. Carr
- School of Nursing and Midwifery, University of Galway, Galway, Ireland
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Hernon O, McSharry E, MacLaren I, Carr PJ. The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: A state-of-the-art literature review. J Prof Nurs 2023; 45:35-50. [PMID: 36889892 DOI: 10.1016/j.profnurs.2023.01.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 01/16/2023] [Accepted: 01/18/2023] [Indexed: 02/11/2023]
Abstract
BACKGROUND An integral part of both undergraduate and postgraduate nursing and midwifery programmes, is the teaching and assessment of clinical psychomotor skills. In order to provide safe care, there is an expectation that technical nursing procedures are performed competently and effectively. Due to limited opportunities to practice clinical skills there is a challenge to advance and implement innovative teaching approaches. Technological advances provide us with alternative options, outside of the traditional teaching approaches, to teach these skills. OBJECTIVE The aim of this state-of-the-art review was to examine and provide an overview of the current use of educational technologies in nursing and midwifery education in teaching clinical psychomotor skills. METHODS A-state-of -the-art literature review was carried out, as this type of evidence synthesis design reveals the current knowledge on a topic and identifies gaps for future research. We used a focused search strategy with the expertise of a research librarian. Data extraction included research designs and educational theories guiding the included studies along with the type of technologies studied. A descriptive summary of each study's findings in relation to the educational outcomes was performed. FINDINGS Sixty studies were sourced which met this reviews' eligibility criteria. Technologies in which most research was carried out included; simulation, video and virtual reality. The most common research design noted included randomized or quasi-experimental studies. The vast majority of studies (n = 47) did not elaborate whether educational theories guided them, while of the remaining thirteen studies, eleven theoretical frameworks were reported. CONCLUSION Technology use in nursing and midwifery educational research surrounding psychomotor skills education is present. The educational outcomes reported by the majority of studies on the use of educational technology in teaching and/or assessing clinical psychomotor skills are encouraging. Additionally, the majority of studies noted that students evaluated the technology positively and were satisfied with its use in their education. Future research may include evaluating the technologies in both undergraduate and postgraduate populations. Finally, opportunities exist to expand the evaluation of student learning or assessment of these skills using technologies from the educational environment to the clinical environment. REGISTRATION Not registered.
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Affiliation(s)
- Orlaith Hernon
- School of Nursing and Midwifery, University of Galway, Ireland.
| | - Edel McSharry
- Department of Nursing, Health Sciences and Disability Studies, St. Angela's College, Sligo, Ireland
| | - Iain MacLaren
- Centre for Excellence in Learning & Teaching, University of Galway, Ireland
| | - Peter J Carr
- School of Nursing and Midwifery, University of Galway, Ireland
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Slater N, Mason T, Micallef R, Ramkhelawon M, May L. Enabling Access to Pharmacy Law Teaching during COVID-19: Student Perceptions of MyDispense and Assessment Outcomes. PHARMACY 2023; 11:pharmacy11020044. [PMID: 36961022 PMCID: PMC10037602 DOI: 10.3390/pharmacy11020044] [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: 12/20/2022] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/03/2023] Open
Abstract
During the COVID-19 pandemic, it was not always possible to teach pharmacy practice and practical dispensing skills in person. Second-year pharmacy students (n = 147) were given access to a virtual simulation tool, MyDispense, to supplement their learning. This software enabled students to work remotely and access exercises in a 'safe' community pharmacy setting. This study evaluated second-year pharmacy students' perceptions of MyDispense, and the impact on assessment performance in the pharmacy law and ethics module. Students were able to access 22 MyDispense activities throughout the academic year (2020/2021). Exercise completion rates and assessment marks were analysed, along with findings from a cross-sectional survey about user experience. MyDispense data were available for all students (n = 147), and 76.1% (n = 115) completed the survey. The mean number of MyDispense exercises completed was nine. Higher levels of MyDispense exercise completion were associated with higher pass rates and mean scores (no exercises completed versus 1-10 activities completed: mean score 77.1 versus 83.1, respectively) and a statistically significant association between exercise usage and in-class assessed prescription scores. Overall, 46.1% (n = 53/115), 33.0% (n = 38/115) and 33.9% (n = 39/115) of students felt that MyDispense had helped them to prepare for their assessed prescriptions, mid-module test, and final exam, respectively. MyDispense has provided an accessible alternative to in-person teaching for students during the COVID-19 pandemic, and results showed a positive association with assessment performance in pharmacy law and ethics.
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Affiliation(s)
- Natasha Slater
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Thuy Mason
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Ricarda Micallef
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Madhvee Ramkhelawon
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Leanne May
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
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Student Confidence and Interest in Acute Care Physical Therapy Through Peer Simulation. JOURNAL OF ACUTE CARE PHYSICAL THERAPY 2022. [DOI: 10.1097/jat.0000000000000205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Chen Y, Li Z, Zou X, Yang Q, Guan B, Ming WK. Nursing Students' Perceptions of Using Virtual Patients to Prepare for Clinical Practice. J Nurs Educ 2022; 61:398-402. [PMID: 35858137 DOI: 10.3928/01484834-20220613-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Educators are called on to provide opportunities for students to practice and integrate skills and knowledge to ensure preparation for the complexities of today's health care environment. This study explored nursing students' perceptions of using virtual patients to prepare for clinical practice. METHOD This study used an exploratory qualitative design. Four focus group interviews were conducted with 25 third-year nursing students. Data were collected and analyzed using thematic content analysis. RESULTS Four main themes and eight subthemes emerged. Main themes included personal engagement, learning environment, organizational factors, and improvement needed. Subthemes included being a computer game player, becoming confident in clinical practice, convenient to practice, an authentic stressful learning environment, organization, better to be combined with mannequin-based simulation, technology difficulties, and aural factors. CONCLUSION Although some perceived disadvantages were identified, the use of virtual patients could be an effective strategy to improve nursing students' preparation for clinical preparation. [J Nurs Educ. 2022;61(7):398-402.].
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Gause G, Mokgaola IO, Rakhudu MA. Technology usage for teaching and learning in nursing education: An integrative review. Curationis 2022; 45:e1-e9. [PMID: 35792609 PMCID: PMC9257720 DOI: 10.4102/curationis.v45i1.2261] [Citation(s) in RCA: 27] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 03/11/2022] [Accepted: 04/26/2022] [Indexed: 12/04/2022] Open
Abstract
Background The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today’s teaching and learning and has noticeably improved higher education, including nursing education. Objectives The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education. Method A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use. Results Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19. Conclusion Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend. Contribution The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.
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Affiliation(s)
- Gopolang Gause
- School of Nursing, Faculty of Health Sciences, North-West University, Mmabatho.
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Influência do ambiente virtual de aprendizagem no desempenho acadêmico de estudantes de enfermagem. ACTA PAUL ENFERM 2022. [DOI: 10.37689/acta-ape/2022ao0247345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Improving Active Collaborative Clinical Learning Through a Mobile Application for Undergraduate Nursing Students. Comput Inform Nurs 2022; 41:309-315. [PMID: 35551144 DOI: 10.1097/cin.0000000000000918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Innovative teaching and learning strategies in pediatric clinical education are needed to ensure that learning outcomes are achieved efficiently and to improve students' satisfaction with the learning process. We developed a mobile application to enhance the clinical learning of nursing students during pediatric clinical practice and explored the participants' perceptions of the learning method. A mixed-method design and an online survey were used to assess participants' perceived achievement of learning objectives and satisfaction with the clinical practicum. Focus groups explored the participants' experience of using the application. The overall achievement of learning outcomes was 4.1 out of 5, and participants reported high satisfaction with the clinical practicum using the mobile application. Qualitative analysis of the transcripts revealed four major themes: (1) facilitation of collaborative learning through real-time interactions and communication; (2) engagement in active learning through an application; (3) a useful tool for enhancing critical thinking; and (4) the "curate's egg" nature of the application. The mobile application can be incorporated into the clinical education of nursing students to promote self-regulated learning and collaboration with faculty. Clear guidance on how to use the application in a clinical environment should be provided to students and preceptors to achieve better learning outcomes.
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Impact of 3D Simulation Game as a Method to Learn Medication Administration Process: Intervention Research for Nursing Students. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Rad RF, Sadrabad AZ, Nouraei R, Khatony A, Bashiri H, Bozorgomid A, Rezaeian S. Comparative study of virtual and face-to-face training methods on the quality of healthcare services provided by Kermanshah pre-hospital emergency staff (EMS): randomized educational Intervention trial. BMC MEDICAL EDUCATION 2022; 22:203. [PMID: 35337312 PMCID: PMC8957122 DOI: 10.1186/s12909-022-03277-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Emergency medical centers are globally one of the most important pillars of pre-hospital care. The most important purpose of this system is to provide satisfactory services in the shortest possible time and in accordance with the modern scientific standards of the world. The present study aimed to compare the effect of virtual and face-to-face training methods on the quality of service provided by Kermanshah pre-hospital emergency personnel, Iran. METHODS This was a randomized educational intervention trial performed among the staff of Kermanshah Emergency Medical Center. Individuals were randomly divided into two training groups of virtual and face-to-face. Participants in the face-to-face group received slides, lectures, and practical work with moulage for 6 h a day. Subjects were taught the four skills of intubation, laryngeal mask airway (LMA), cardiopulmonary resuscitation (CPR) and attenuated electrical device (AED). Participants in the virtual group received the same content in the form of a training video on CD with a full explanation of the project's objectives. Pre- and post-test scores of participants were compared within and between the groups by Stata 14.0 software. RESULTS Eighty-seven individuals were participated in the study, 43 of whom were assigned to the face-to-face training group and 44 to the virtual training group. There was no significant difference between the two groups in terms of work experience and educational level (P > 0.05). Post-training scores in both groups were significantly higher than pre-training in the four skills (P ≤ 0.005). After adjusting for educational level and work experience, however, the quality of CPR, intubation, and AED was higher in the face-to-face training group than in the virtual group. However, the increase in the mean score of LMA in the virtual training was not significantly different than that of the face-to-face training group. CONCLUSION The results of our study showed the same efficacy of both face-to-face and virtual methods in improving the performance of personnel in tracheal intubation, LMA, CPR and AED shock skills. E-learning methods can be used as a complement to face-to-face methods in education.
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Affiliation(s)
- Reza Farahmand Rad
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Department of Emergency Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Akram Zolfaghari Sadrabad
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran.
- Department of Emergency Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Reza Nouraei
- Shohada Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Alireza Khatony
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Homayoon Bashiri
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Arezoo Bozorgomid
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Shahab Rezaeian
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Burton R. Nursing Students Perceptions of Using YouTube to Teach Psychomotor Skills: A Comparative Pilot Study. SAGE Open Nurs 2022; 8:23779608221117385. [PMID: 35923914 PMCID: PMC9340322 DOI: 10.1177/23779608221117385] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/10/2022] [Accepted: 07/16/2022] [Indexed: 11/17/2022] Open
Abstract
Introduction Current techniques to teach psychomotor skills to nursing students involve
the traditional modeled performance by an instructor followed by rote
memorization and practice. This outdated model presents many issues
including no reference to refer back to, lacks technology integration, and
only meets a few learning styles. A developmental study utilizing the social
media platform YouTube was examined to gain student’s perspective on this as
a teaching tool to assist in skill acquisition. Objective Do nursing students, who are enrolled in a Bachelor of Science Nursing (BSN)
program and who are taught psychomotor nursing skills via demonstration on
the social media platform YouTube, prefer this technology to traditional
demonstration, and to evaluate their overall perceptions of YouTube? Methods Data collection was done utilizing a nursing cohort enrolled in a BSN
program. Participants were split into two groups. The control group was
taught intravenous (IV) skills in the traditional teacher demonstration
followed by practice. Experimental group was given access to a YouTube video
series consisting of the identified IV skills. After testing for competency
was concluded, control group was given access to the videos. A questionnaire
was developed and sent out for evaluation. Results Participants reported that their preferred learning style when learning new
nursing skills was visual (41.7%) followed by a combination of visual,
tactile, and auditory (41.7%). All respondents (100%) reported YouTube
videos increased their learning. Respondents (100%) also noted that having
access to the videos better prepared them. In experimental group, all
participants (100%) watched the videos, and in the control group, only
(16.7%) of students watched the videos after the skill had been learned. Conclusion Results demonstrated that students prefer YouTube videos when learning new
skills. They reported feeling better prepared to learn. YouTube is a
potential way to increase skill acquisition and integrate technology into
the nursing curriculum.
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Isa MH, Lim K, Jaafar MJ, Mohd Saiboon I. The Effectiveness of Self-Instructional Video vs. Classroom Teaching Method on Focused Assessment With Sonography in Trauma Among House Officers in University Hospital. Front Surg 2021; 8:698774. [PMID: 34485373 PMCID: PMC8415983 DOI: 10.3389/fsurg.2021.698774] [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: 04/22/2021] [Accepted: 07/23/2021] [Indexed: 11/29/2022] Open
Abstract
Background: The aim of this study was to compare the effectiveness of self-instructional-video (SIV) and classroom training method (CTM) in learning Focus-Assessment with Sonography-in-Trauma (FAST) among house officers (HO). Method: A randomized controlled study involving house officers working in the university hospital in Malaysia was conducted where participants were randomized into SIV group (intervention) and CTM group (control). Each group had to undergo a 4 h hands-on training. The intervention group has undergone self-training using the video material without any facilitation while the control group received lecture and hands-on training with facilitators. Participants' performance was assessed using a validated Objective Structured Clinical Examination checklist for landmark identification and interpretation of images generated. Learning preference and confidence level were also assessed. Result: A total of 33 HO were enrolled in this study. Marks obtained in image acquisition by the intervention and control were 25.3 (SD = 5.3) and 25.6 (SD = 2.3) p > 0.05, respectively. While in image interpretation, the mean score for the intervention and control group was 10.3 (SD 1.7) and 9.8 (SD = 1.7) p > 0.05, respectively. Overall performance assessment, showed the intervention group obtained 35.6 (SD = 5.9) compared to control 35.3 (SD = 3.4), p > 0.05. Based on pre-specified determinant these scores difference falls within the 10% of non-inferiority margin. The absolute difference between both groups was 0.3 (CI = −3.75 to 3.21, p = 0.871), which proves non-inferiority but not superiority. In terms of learning preference and confidence to perform FAST, most of the participants preferred the control group approach. Conclusion: The SIV method is as effective as the CTM for learning FAST among the house officers and served as an alternative to classroom teaching. However, this technique needs improvement in promoting their confidence and preference. Perhaps incorporating a feedback session after going through the SIV would improve the confidence.
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Affiliation(s)
- Mohd Hisham Isa
- Department of Emergency Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Kristina Lim
- Emergency and Trauma Department, Hospital Raja Permaisuri Bainun, Ipoh, Malaysia
| | - Mohd Johar Jaafar
- Department of Emergency Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Ismail Mohd Saiboon
- Department of Emergency Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
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Campos MDOB, Monteiro AKDC, Mendes IAC, Avelino FVSD, Andrade JX, Andrade EMLR. Students' knowledge on intestinal ostomies before and after an online educational platform intervention. Rev Bras Enferm 2021; 74:e20201313. [PMID: 34406308 DOI: 10.1590/0034-7167-2020-1313] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Accepted: 02/28/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to evaluate undergraduate nursing students' knowledge about intestinal ostomies before and after an educational intervention via an online platform. METHODS before and after one-group type quasi-experimental research, carried out with 90 undergraduate nursing students from two higher education institutions in Piauí, from July to October 2014. For knowledge assessment, an instrument validated in Brazil was used. Nonparametric inferential statistics was used to compare the pre-test and post-test averages. RESULTS there was an increase in the average number of correct answers for undergraduate students after intervention in the online educational platform, from 23.67 (SD = 5.9) in the pre-test to 32.01 (SD = 2.72) in the post-test, and this difference was statistically significant (p = 0.000). CONCLUSIONS intervention via online educational platform is considered applicable for teaching undergraduate nursing students on intestinal ostomies.
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18
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The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case. SUSTAINABILITY 2021. [DOI: 10.3390/su13116363] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.
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Dohle NJ, Machner M, Buchmann M. Peer teaching under pandemic conditions - options and challenges of online tutorials on practical skills. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc7. [PMID: 33659612 PMCID: PMC7899113 DOI: 10.3205/zma001403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/18/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Background: Within days, the corona crisis has forced the "Lernzentrum", as well as all other places of training and further education, to discontinue classroom teaching at German universities and vocational schools. In order to start teaching online, tutors had to face the challenge to develop new digital learning formats (virtual classrooms) for the peer teaching of practical skills within a short time. This paper aims at outlining the project of developing e-tutorials with regard to the teaching of practical skills. Methodology: After analyzing the classroom lessons (n=30), some of the tutorials were transformed into digital formats. These so-called "e-tutorials" were held via a digital platform. They have been evaluated continuously with a standardized online questionnaire. The results of this evaluation have been analyzed descriptively. Results: From 27/04/2020 to 17/07/2020 eleven different e-tutorial formats were offered on 246 dates. The evaluation revealed a high degree of acceptance with these course offers as well as with the implementation by the tutors. Interpretation: During the pandemic crisis the substitution of peer teaching into forms of e-tutorials was considered valuable; however, these learning formats present challenges, especially with regard to the interaction between teachers and students. They cannot therefore fully replace the peer teaching of practical skills.
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Affiliation(s)
- Niklas Julian Dohle
- Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Lernzentrum, Campus Charité Mitte, Berlin, Germany
| | - Mareen Machner
- Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Lernzentrum, Campus Charité Mitte, Berlin, Germany
- Berliner Bildungscampus für Gesundheitsberufe, Bereich Weiterbildung, Berlin, Germany
| | - Maike Buchmann
- Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Lernzentrum, Campus Charité Mitte, Berlin, Germany
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20
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Research on Personalized Recommendation Methods for Online Video Learning Resources. APPLIED SCIENCES-BASEL 2021. [DOI: 10.3390/app11020804] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
It is not easy to find learning materials of interest quickly in the vast amount of online learning materials. The purpose of this study is to find students’ interests according to their learning behaviors in the network and to recommend related video learning materials. For the students who do not leave an evaluation record in the learning platform, the association rule algorithm in data mining is used to find out the videos that students are interested in and recommend them. For the students who have evaluation records in the platform, we use the collaborative filtering algorithm based on items in machine learning, and use the Pearson correlation coefficient method to find highly similar video materials, and then recommend the learning materials they are interested in. The two methods are used in different situations, and all students in the learning platform can get recommendation. Through the application, our methods can reduce the data search time, improve the stickiness of the platform, solve the problem of information overload, and meet the personalized needs of the learners.
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21
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Egilsdottir HÖ, Heyn LG, Brembo EA, Byermoen KR, Moen A, Eide H. Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach. JMIR Mhealth Uhealth 2021; 9:e22633. [PMID: 33410756 PMCID: PMC7819782 DOI: 10.2196/22633] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2020] [Revised: 09/22/2020] [Accepted: 10/25/2020] [Indexed: 01/05/2023] Open
Abstract
Background As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.
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Affiliation(s)
- H Ösp Egilsdottir
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Lena Günterberg Heyn
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Espen Andreas Brembo
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Kirsten Røland Byermoen
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Anne Moen
- Institute for Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Hilde Eide
- Science Centre Health and Technology, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
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Vaquero-Álvarez E, Cubero-Atienza A, Martínez-Jiménez MP, Vaquero-Abellán M, Redel-Macías MD, Aparicio-Martínez P. Occupational Safety and Health Training for Undergraduates Nursing Students: A Spanish Pilot. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E8381. [PMID: 33198346 PMCID: PMC7696593 DOI: 10.3390/ijerph17228381] [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] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 11/10/2020] [Accepted: 11/10/2020] [Indexed: 12/28/2022]
Abstract
Most of blood borne and airborne pathogens are highly contagious, harmful and have prevalence among healthcare workers. In this group, healthcare students, especially nursing undergraduates, have even higher risk to be exposed and suffered a contagious accident. One of the main pillars to prevent exposure to such pathogens and decrease accidents seems to be through education. A prospective observational educational research focused on quantifying the students' knowledge, and prevention culture was carried out. The educational approach based on the development of a technological tool, its integration in the students' education, and posterior assessment. The Chi-square, ANOVA, Kruskal-Wallis, Man-Whitney U, and Spearman correlations were used to determine the effect of such educational methodology. The results, previous to the integration of the educational approach, showed differences between the elementary and proficient knowledge and correct procedure in each academic year (p < 0.05), being the best year the third academic year. The mean of elementary knowledge among second year students after the inclusion of the educational methodology improved for 2017/2018 with a mean of 7.5 (1.11) and in 2018/2019 with 7.87 (1.34). This study argued that the educational approach proposed could improve the prevention culture and knowledge among students and future healthcare professionals.
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Affiliation(s)
| | - Antonio Cubero-Atienza
- Departamento Ingeniería Rural, Ed Leonardo da Vinci, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain; (A.C.-A.); (M.D.R.-M.)
| | - María Pilar Martínez-Jiménez
- Applied Physics, Radiology and Physics Medicine Department, Albert Einstein Building, Campus de Rabanales, Universidad de Cordoba, 14014 Cordoba, Spain;
- Simulation Models in Energy, Transport, Physics, Engineering, Occupational Hazard Researcher Group, Junta de Andalucía, and Dpt. Applied Physics, Albert Einstein Building, Campus de Rabanales, Universidad de Cordoba, 14014 Cordoba, Spain
| | - Manuel Vaquero-Abellán
- GC12 Clinical and Epidemiological Research in Primary Care, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain;
- Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14014 Córdoba, Spain
| | - María Dolores Redel-Macías
- Departamento Ingeniería Rural, Ed Leonardo da Vinci, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain; (A.C.-A.); (M.D.R.-M.)
| | - Pilar Aparicio-Martínez
- GC12 Clinical and Epidemiological Research in Primary Care, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain;
- Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14014 Córdoba, Spain
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Akdeniz Kudubes A, Bektas M. The effect of web-based pediatric palliative care education on the palliative care knowledge level and practices of nursing students. Perspect Psychiatr Care 2020; 56:533-540. [PMID: 31840260 DOI: 10.1111/ppc.12463] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Accepted: 12/06/2019] [Indexed: 11/29/2022] Open
Abstract
PURPOSE This study is aimed to investigate the effect of web-based pediatric palliative care education on nursing students' knowledge level and practices related to palliative care. METHODS The study was conducted with 265 nursing students including an intervention and a control group. The intervention group was given web-based pediatric palliative care education. FINDINGS A statistically significant difference was found between the total and subscale pretest and posttest scores of the students in the intervention and control groups regarding the palliative care knowledge level and self-reported palliative care practices. PRACTICAL IMPLICATIONS The web-based pediatric palliative care education is an effective training model for nursing students to improve palliative care knowledge level and practices of the students.
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Affiliation(s)
- Aslı Akdeniz Kudubes
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey
| | - Murat Bektas
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, Izmir, Turkey
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Abuatiq A. E-Learning in Nursing: Tool Development for Evaluating Virtual Patient Learning Systems. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2019.06.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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