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Monica P, Jen A. The influence of intensive clinical skills 'bootcamps' on nursing students' perceptions of ability to provide acute care: A mixed methods study. NURSE EDUCATION TODAY 2024; 134:106099. [PMID: 38281352 DOI: 10.1016/j.nedt.2024.106099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 08/31/2023] [Accepted: 01/16/2024] [Indexed: 01/30/2024]
Abstract
OBJECTIVES To examine the influence of an intensive clinical skill bootcamp on students' perceptions to provide care in acute situations. SETTING Evidence indicates that the recognition and response to patient change can be a challenge in nursing practice and especially so for undergraduate students (Goldsworthy et al., 2022). Additionally, the impact of the pandemic interrupted the preparation of undergraduate nursing students across the world. It is suggested that intensive clinical skills practice can enhance clinical skills, confidence and time management (Hinton and Chirgwin, 2010). However, little is known about the value of these intensive programs on the perceived ability of nursing students to provide care in acute situations. METHODS An embedded mixed methods design was employed with a quasi-experimental repeated pre-post design using the Perception to Care in Acute Situations scale (Sterner et al., 2020) and qualitative focus groups. The intervention comprised 4 h of technical skills simulation and 2 h of immersive simulation. Data were analysed using descriptive and inferential statistics and inductive thematic analysis. RESULTS From 130 final year nursing student who participated in the bootcamp, 73 responses to the survey were obtained. Fifty-four responses from students before the simulation activities and 19 responses after. Significant changes in student perceptions of their abilities to provide care in acute situations were noted. Three focus groups were conducted with four themes recognised in the qualitative data including interrupted preparation; factors that influence learning; role modelling; and making connections. CONCLUSION The pandemic interrupted student preparation for clinical placement. Intensive clinical skills bootcamps develop student perceived confidence by providing feedback and opportunities for reflection to make connections. Opportunities for student reflection on their current competence supports developing realistic insights into perceived capabilities.
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Affiliation(s)
- Peddle Monica
- School of Nursing and Midwifery, Deakin University, 221 Burwood Highway, Burwood, Australia.
| | - Austerberry Jen
- School of Nursing and Midwifery, La Trobe University, Kingsbury Drive, Bundoora, Australia
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Ni ZH, Huang J, Yang DP, Wang J. Nursing students'experience of flipped classroom combined with problem-based learning in a paediatric nursing course: a qualitative study. BMC Nurs 2024; 23:88. [PMID: 38308302 PMCID: PMC10835821 DOI: 10.1186/s12912-024-01744-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2023] [Accepted: 01/18/2024] [Indexed: 02/04/2024] Open
Abstract
BACKGROUND Problem-based learning (PBL) is a student-centred approach that triggers learning by presenting problems cenarios early in the learning process.Flipped classrooms have been used in various disciplines using various models.Pre-class e- learning in aflipped classrooms can enrich knowledge acquisition in PBL teaching. This study was conducted to explore nursing students'experience of flipped classroom combined with problem-based learning in a paediatric nursing course. METHOD This descriptive qualitative study was conducted between January and June 2022.Semi-structured interviews were conducted with nursing students who were participated in flipped classrooms combined with PBL teaching in a paediatric nursing course at Soochow university in China. Nursing students were selected using a purposive sampling method until no new data were generated (n = 16). RESULTS We identified ten sub-themes and four higher-order themes based on these sub-themes: (1)stimulating interest in learning and enhancing autonomous learning,(2)improving independent thinking and problem-solving skills,(3)cultivating team work spirit, and (4) gaining knowledge and improving skills.The findings of our research contribute to show the effectiveness of the flipped classroom combined with PBL in a paediatric nursing course. CONCLUSION The flipped classroom combined with PBL in a paediatric nursing course can enhances communication and cooperation abilities among nursing students, promoting common progress and the comprehensive development of nursing students.
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Affiliation(s)
- Zhi Hong Ni
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China.
| | - Jie Huang
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China
| | - Dao Ping Yang
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China
| | - Jing Wang
- Children's Hospital of Soochow University, No. 92, Zhong nan St, 215025, Suzhou, China
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Chou CH, Tai HC, Chen SL. The effects of introducing virtual reality communication simulation in students' learning in a fundamentals of nursing practicum: A pragmatic randomized control trials. Nurse Educ Pract 2024; 74:103837. [PMID: 38006647 DOI: 10.1016/j.nepr.2023.103837] [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: 07/24/2023] [Revised: 10/12/2023] [Accepted: 11/03/2023] [Indexed: 11/27/2023]
Abstract
AIM This study was conducted to examine the effectiveness of a virtual reality communication simulation (VRCS) in teaching communication skills in fundamentals of nursing practicum. BACKGROUND Effective communication skills are an integral part of the nursing profession and the foundation of high-quality nursing care. Effective communication not only addresses the needs of patients but is also necessary for maintaining patient safety. Many studies have reported the inadequacy of nursing students in communicating with patients. Nursing students often experience stress due to their lack of adequate skills to communicate effectively with patients and their family members. DESIGN A pragmatic randomized controlled trial research with four within-subjects assessments (at the baseline (T0), 1st week (T1) and 3rd week (T2) of the clinical practice and 1 week after the end of the clinical practice (T3)) and between-subjects assessments. SETTINGS AND PARTICIPANTS Eighty-four nursing students at a university of Science and Technology in central Taiwan. METHODS The students were randomly assigned to an experimental group (n = 42) and a control group (n = 42). The experimental group received a VRCS, whereas the control group received the nurse-patient communication teaching video. The data were collected from April 2022 to August 2022. The Kalamazoo Essential Element Communication Checklist, Communication Self-Assessment Scale, Learning Satisfaction Questionnaire and Stress Scale for Nursing Students in Clinical Practice were used for data collection. RESULTS At baseline, the control group had higher scores on communication ability and confidence compared with the experimental group (t = -3.91, p <.001; and t = -2.35, p =.021). In the first week of clinical practice, the experimental group had significantly higher mean scores for communication ability compared with the control group (β = 15.99, 95 % confidence interval [CI] 13.79, 18.18) and communication confidence and learning satisfaction compared with controls at T1, T2 and T3 of the clinical practice (all, p <.001). The clinical practice stress scores of the experimental group were significantly lower than those of the control group at T1, T2 and T3 of the clinical practice (all, p <.05). CONCLUSIONS The newly developed VRCS is acceptable and worthwhile for training nursing students to develop communication abilities. This study suggests that VRCS practice should be arranged as early as possible in fundamentals of nursing practice courses and before the fundamentals of nursing practicum so as to facilitate the learning of effective communication. Follow-up research is needed to evaluate the long-term effects of virtual reality education in nursing practice.
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Affiliation(s)
- Chia-Hui Chou
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC
| | - Hui-Chen Tai
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC
| | - Shu-Ling Chen
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC.
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Hamilton D, Taylor C, Maben J. How Does a Group Reflection Intervention (Schwartz Rounds) Work within Healthcare Undergraduate Settings? A Realist Review. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:550-564. [PMID: 38144671 PMCID: PMC10742148 DOI: 10.5334/pme.930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 11/11/2023] [Indexed: 12/26/2023]
Abstract
Introduction Schwartz Rounds ("Rounds") are a confidential group reflection forum, increasingly adopted to support pre-registration healthcare students. This realist review aims to understand what the available literature and key informant interviews can tell us about Rounds in this setting, asking what works, for whom, in what circumstances, and why? Methods Published literature discussing Rounds in undergraduate settings were analysed using realist methods to describe how, for whom and in which contexts Rounds work. Four key informants were interviewed using realist methods, to further develop, test and refine a programme theory of Rounds in undergraduate settings. Results We identified five core features and five contextual adaptations.Core: Rounds provide a reflective space to discuss emotional challenges; Rounds promote an open and humanised professional culture; Rounds offer role-modelling of vulnerability, enabling interpersonal connectedness; Rounds are impactful when focused on emotional and relational elements; Rounds offer reflective insights from a wide range of perspectives.Contextual adaptations: Rounds allow reflection to be more engaging for students when they are non-mandatory; perceptions of safety within a Round varies based on multiple factors; adapting timing and themes to students' changing needs may improve engagement; resonance with stories is affected by clinical experience levels; online adaptation can increase reach but may risk psychological safety. Discussion Schwartz Rounds are a unique intervention that can support healthcare students through their pre-registration education. The five "core" and five "contextual adaptation" features presented identify important considerations for organisations implementing Rounds for their undergraduates.
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Affiliation(s)
- Duncan Hamilton
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, UK
| | - Cath Taylor
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, UK
| | - Jill Maben
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, UK
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Xu L, Lou Y, Willmer M, Engström M. Nursing Students' Self-rated Nurse Professional Competence at the End of an International Collaborative Education Program and Follow-up 1 Year Later. Nurse Educ 2023; 48:E141-E146. [PMID: 36916984 PMCID: PMC10467814 DOI: 10.1097/nne.0000000000001391] [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] [Accepted: 02/19/2023] [Indexed: 03/15/2023]
Abstract
BACKGROUND International collaborative programs and student active learning are encouraged; yet, little is known about them. PURPOSE To compare nursing students' self-rated nurse professional competence (NPC) and general self-efficacy between those enrolled in an international collaborative program, which focused on student active learning, and those enrolled in a traditional lecture-based program at the end of graduation and 1 year later. METHODS This prospective comparative study distributed a questionnaire to 137 nursing students enrolled in the 2 bachelor-level programs at a university in southeastern China. RESULTS At the end of graduation, students enrolled in the international collaborative program reported higher scores for NPC factors, medical and technical care and general self-efficacy, than those enrolled in the traditional lecture-based program. One year later, they reported higher scores for total NPC, value-based nursing care, medical and technical care, care pedagogics, documentation and administration of nursing care, and general self-efficacy than others. CONCLUSION This study found that the nursing students enrolled in the international collaborative program reported higher self-rated competence.
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Affiliation(s)
- Lijuan Xu
- Professor (Dr Xu), Teacher (Ms Lou), Medicine College, Lishui University, Lishui City, China; Associate Professor (Dr Willmer) and Professor (Dr Engström), Department of Caring Science, Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
| | - Yan Lou
- Professor (Dr Xu), Teacher (Ms Lou), Medicine College, Lishui University, Lishui City, China; Associate Professor (Dr Willmer) and Professor (Dr Engström), Department of Caring Science, Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
| | - Mikaela Willmer
- Professor (Dr Xu), Teacher (Ms Lou), Medicine College, Lishui University, Lishui City, China; Associate Professor (Dr Willmer) and Professor (Dr Engström), Department of Caring Science, Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
| | - Maria Engström
- Professor (Dr Xu), Teacher (Ms Lou), Medicine College, Lishui University, Lishui City, China; Associate Professor (Dr Willmer) and Professor (Dr Engström), Department of Caring Science, Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden
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Dastyar N, Nazari M, Rafati F. Design, Implement, and Evaluate a Short-term Blended Training Program on Nursing Students' Disaster Response Self-efficacy in Iran. Disaster Med Public Health Prep 2023; 17:e382. [PMID: 37128803 DOI: 10.1017/dmp.2022.269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
OBJECTIVE This study aimed to design, implement, and evaluate a training program on nursing students' disaster response self-efficacy. METHODS This study was conducted using a pre-test, post-test, and follow up design. A total of 92 nursing students participated in the study. The developed program was implemented both theoretically (online) and practically (in person). Nursing students' disaster response self-efficacy was measured using the Disaster Response Self-Efficacy Scale that was filled out 1 week before the intervention, and 2 months after the intervention by the students. The students' satisfaction with the program and their views on the program were also surveyed. RESULTS Overall score and all items score had significant improvement in short-, and long-term except in 1 item (item 22). The highest increase in score was related to practical items and referral for psychiatric treatment (items 7, 8, 10, and 18) and the lowest increase was related to communication and ethical skill items (items 20, 21, and 22). It is possible that the students had a higher perception of communication and ethical skills even before the training. Most of the students were satisfied with the program. CONCLUSIONS A training intervention that can provide theoretical materials online, as well as face-to-face practical programs, can increase nursing students' disaster response self-efficacy.
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Affiliation(s)
- Neda Dastyar
- Department of Midwifery, Nursing and Midwifery School, Jiroft University of Medical Sciences, Jiroft, Iran
| | - Masoumeh Nazari
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Foozieh Rafati
- Associated Professor of Nursing, School of Nursing and Midwifery, Jiroft University of Medical Sciences, Jiroft, Iran
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Arruzza E, Chau M, Kilgour A. Problem-based learning in medical radiation science education: A scoping review. Radiography (Lond) 2023; 29:564-572. [PMID: 36989592 DOI: 10.1016/j.radi.2023.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Revised: 03/05/2023] [Accepted: 03/11/2023] [Indexed: 03/29/2023]
Abstract
INTRODUCTION The current educational and technological environment in medical radiation science is dynamic. Educators must seek both proven and contemporary methods to ensure graduates are equipped for the clinical environment. This scoping review sought to assess the evidence regarding the value of problem-based learning (PBL) as part of medical radiation undergraduate curricula. METHODS A systematic search of Medline, Emcare, and CINAHL was undertaken. Studies using both quantitative and qualitative methodologies were eligible if they reported the outcomes relating to PBL intervention for medical radiation science students in undergraduate education (diagnostic radiography, radiation therapy, or nuclear medicine). Outcomes included self-perceived benefits, disadvantages, and skills. Screening and data extraction was conducted independently by two reviewers. RESULTS Eleven studies were included. Data regarding perceived benefits, perceived disadvantages, and skills were gathered. Pre-post studies demonstrated statistically significant findings suggesting better preparedness and improved attitudes for PBL students. Across institutions globally, there is evidence suggesting PBL is positively received by medical radiation students. High satisfaction was experienced amongst participants. Negative feedback included lack of resources, limitations in realism, and issues associated with groupwork. CONCLUSION PBL may positively impact student satisfaction, knowledge acquisition, and skills, though this necessitates further research. IMPLICATIONS FOR PRACTICE Medical radiation is an evolving discipline, and problem-based learning poses an educational tool to equip graduates with adaptive qualities.
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Affiliation(s)
- E Arruzza
- UniSA Allied Health & Human Performance, University of South Australia, Adelaide SA, Australia.
| | - M Chau
- Faculty of Health, University of Canberra, Bruce ACT, Australia.
| | - A Kilgour
- School of Health & Biomedical Sciences, RMIT University, Mill Park VIC, Australia.
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Mehralian G, Yusefi AR, Dastyar N, Bordbar S. Communication competence, self-efficacy, and spiritual intelligence: evidence from nurses. BMC Nurs 2023; 22:99. [PMID: 37024881 PMCID: PMC10077309 DOI: 10.1186/s12912-023-01262-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 03/22/2023] [Indexed: 04/08/2023] Open
Abstract
INTRODUCTION Communication skills and acceptable levels of spiritual intelligence (SI) are the prerequisites of the nursing profession, which can significantly impact the individual and organizational performance of nurses. This study aimed to investigate the competency and self-efficacy of communication and its relationship with the SI of nurses. METHODS This cross-sectional study was conducted in 2021 and included 312 nurses working in a COVID-19 hospital in the south of Iran. The data collection instruments were the Standard Communication Competence Scale, Communication Self-Efficacy, and SI Questionnaires. Data were analyzed with SPSS software version 23 using descriptive and inferential statistics, and t-test, ANOVA, Pearson's correlation coefficient, and multiple linear regression were performed at 5% significance level. RESULTS The mean scores of nurses' communication competence, communication self-efficacy, and SI were 89.11 ± 7.32 out of 180, 64.45 ± 5.61 out of 120, and 147.13 ± 11.26 out of 210, respectively. A direct and significant correlation was observed between competence (r = 0.527, p<0.001) and communication self-efficacy (r = 0.556, p<0.001) with spiritual intelligence. The dimensions of spiritual intelligence, including the ability to deal with and interact with problems, self-awareness, love and affection, general thinking and doctrinal dimension, and dealing with moral issues, were identified as predictors of nurses' communicative competence and self-efficacy (p<0.05). There was a positive and significant correlation between nurses' competence and self-efficacy with their age (p<0.05). The nurses' mean communication competence and self-efficacy score were different regarding their level of education and the number of shifts (p<0.05). The mean scores of self-efficacy revealed a statistically significant difference between the participants' gender and the number of patients under observation (p<0.05). Moreover, the nurses' SI significantly correlated with age, and the mean scores of this intelligence had statistically significant differences regarding gender (p<0.05). CONCLUSION The nurses' communication competence and self-efficacy were at a moderate level. Considering the correlation and predictive role of SI and its dimensions, it is recommended to promote problem-solving skills, improve self-awareness, and pay attention to moral standards to nurture communication competence and self-efficacy among nurses.
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Affiliation(s)
| | - Ali Reza Yusefi
- Department of Public Health, School of Health, Jiroft University of Medical Sciences, Jiroft, Iran.
| | - Neda Dastyar
- Department of midwifery, Nursing and Midwifery School, Jiroft University of Medical Sciences, Jiroft, Iran
| | - Shima Bordbar
- Health Human Resources Research Center, School of Health Managemet and Information Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Giménez-Espert MDC, Maldonado S, Prado-Gascó V. Influence of Emotional Skills on Attitudes towards Communication: Nursing Students vs. Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4798. [PMID: 36981707 PMCID: PMC10048995 DOI: 10.3390/ijerph20064798] [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: 01/10/2023] [Revised: 03/01/2023] [Accepted: 03/04/2023] [Indexed: 06/18/2023]
Abstract
Communication in nursing is essential to the quality of care and patients' satisfaction, and personal variables such as empathy and emotional intelligence (EI) can improve it; however, no studies have to date analyzed these competencies and their relations among nursing students compared with nurses. The aims of this study are, therefore, to analyze the differences between nursing students and nurses in the means for empathy, EI and attitudes towards communication in order to assess the impact of empathy and EI on nurses' and nursing students' attitudes towards communication, and their influence on the behavioral dimension of attitude. A cross-sectional descriptive study was performed on a convenience sample of 961 nursing students and 460 nurses from the Valencian Community, Spain. T-test and hierarchical regression models (HRM) were used. The data was collected in the selected universities in the 2018/2019 academic year. The results showed high levels in all the variables analyzed (i.e., empathy, EI, and attitudes towards communication) in both samples. The HRM results suggested that empathy was a better predictor than EI of the attitudes towards patient communication among both the nursing students and nurses. In the behavioral dimension of the attitude, the cognitive and affective dimensions had greater weight than the emotional component (i.e., empathy and EI). Developing empathy and the cognitive dimension of the attitude in nursing students and nurses could, therefore, help improve EI and attitudes towards communication. These findings are important for developing intervention programs adjusted to real needs.
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Affiliation(s)
- María del Carmen Giménez-Espert
- Nursing Department, Faculty of Nursing and Chiropody, University of Valencia, Avd/ Menéndez Pelayo, s/n, 46010 Valencia, Spain
| | - Sandra Maldonado
- Nursing Department of the School of Health Sciences, Human Services and Nursing, Lehman College, CUNY, 250 Bedford Park West, New York, NY 10468, USA
| | - Vicente Prado-Gascó
- Social Psychology Department, Faculty of Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain
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Huaman N, Morales-García WC, Castillo-Blanco R, Saintila J, Huancahuire-Vega S, Morales-García SB, Calizaya-Milla YE, Palacios-Fonseca A. An Explanatory Model of Work-family Conflict and Resilience as Predictors of Job Satisfaction in Nurses: The Mediating Role of Work Engagement and Communication Skills. J Prim Care Community Health 2023; 14:21501319231151380. [PMID: 36718818 PMCID: PMC9893370 DOI: 10.1177/21501319231151380] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023] Open
Abstract
BACKGROUND The Job Demands and Resources (JD-R) model is used to examine predictors of well-being, work engagement, and individual or organizational outcomes. According to the model, work engagement and communication skills play a mediating role between work-family conflict and resilience to job satisfaction in nurses. METHODS A cross-sectional study was conducted considering 431 Peruvian nurses of mean age (M = 40.31 years; SD = 10.94) ranging from 22 to 68 years working in public hospitals in the Lima region. Data were collected using a self-reported form of the Job Satisfaction Scale, communication skills, work engagement, work-family conflict, and resilience. The theoretical model was evaluated using structural equation modeling (SEM). RESULTS A theoretical model with adequate fit was obtained [χ2(2) = 6.0, P < .001, CFI = 0.995, RMSEA = 0.068, SRMR = 0.015]. Results indicated an inverse relationship between work-family conflict with communication skills (β = -.24, P < .001) and work engagement (β = -.10, P = .003). Likewise, resilience had an influence on communication skills (β = .55, P < .001) and work engagement (β = .33, P < .001). In addition, the model explains 71% of job satisfaction. Also, the results indicate the influence of work-family conflict and resilience through the mediating role of work engagement and work-family conflict on job satisfaction. CONCLUSIONS The model confirmed that work engagement and communication skills are valid moderators to mitigate work-family conflict and strengthen resilience that favors job satisfaction in nurses.
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Affiliation(s)
| | - Wilter C. Morales-García
- Universidad Peruana Unión (UPeU), Lima,
Perú,Wilter C. Morales-García, Unidad de
Posgrado en Salud Pública, Universidad Peruana Unión (UPeU), Jr. Garcia Naranjo
982, Lurigancho-Chosica 15464, Lima 15033, Perú.
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Sharma S, Saragih ID, Tarihoran DETAU, Chou FH. Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2023; 120:105631. [PMID: 36427452 DOI: 10.1016/j.nedt.2022.105631] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2022] [Revised: 10/25/2022] [Accepted: 11/03/2022] [Indexed: 05/10/2023]
Abstract
OBJECTIVE To investigate the effectiveness of problem-based learning (PBL) in nursing students, including recently reported trials. DESIGN Meta-analysis was performed to obtain summary conclusions on the influence of PBL on nursing students' learning outcomes. DATA SOURCES Academic Search Complete, CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, and Web of Science were searched for relevant studies from the period between database inception and March 3, 2022. REVIEW METHODS A random-effects model was used to generate pooled standardized mean differences (SMD) for critical thinking, problem-solving, and self-confidence. The heterogeneity of each variable in the pooled estimate was determined using a random-effects model. RESULTS Overall, PBL had a greater positive effect than traditional learning on critical thinking (SMD: 0.44; 95 % CI: 0.14-0.73), analysis (SMD: 0.72; 95 % CI: 0.84-1.25), and evaluation (SMD: 0.33; 95 % CI: 0.05-0.61). However, the impact of PBL on problem-solving and self-confidence need further investigation. CONCLUSIONS PBL appears to improve nursing students' critical thinking skills, especially their ability to analyze and evaluate. The findings of this study may be used as evidence of PBL being a more effective method than traditional/conventional learning techniques for increasing students' critical thinking.
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Affiliation(s)
- Sapna Sharma
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | | | - Dame Elysabeth Tuty Arna Uly Tarihoran
- School of Nursing, Universitas Kristen Krida Wacana, Jakarta, Indonesia; School of Nursing Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Fan-Hao Chou
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Chi M, Wang N, Wu Q, Cheng M, Zhu C, Wang X, Hou Y. Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design. Healthcare (Basel) 2022; 10:healthcare10122572. [PMID: 36554095 PMCID: PMC9778695 DOI: 10.3390/healthcare10122572] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/13/2022] [Accepted: 12/14/2022] [Indexed: 12/23/2022] Open
Abstract
Background: Medical Nursing is one of the most important core courses in nursing education, and the emergence of the flipped classroom has made up for the shortcomings of traditional teaching and improved the effectiveness of teaching. However, it is worth exploring how to maximize the effect of students’ self-study before class while making full use of classroom teaching to promote the cultivation of students’ abilities, so that the flipped classroom can have a maximal teaching effect. Therefore, this study explored the effect of a flipped-classroom teaching mode based on a small private online course (SPOC) combined with problem-based learning (PBL) in a course of Medical Nursing. Methods: Nursing undergraduates from the years 2018 (control group) and 2019 (experimental group), respectively, used the traditional lecture method and the flipped-classroom teaching mode based on a SPOC combined with PBL. The teaching effect was evaluated by teaching-mode-recognition evaluation, critical thinking measurement, and academic achievement. Results: The scores of teaching-mode recognition evaluated by the students in the experimental group were higher than those in the control group in the following five aspects: “helping to improve learning interest” (p = 0.003), “helping to improve autonomous learning ability” (p = 0.002), “helping to improve communication and cooperation ability” (p < 0.001), “helping to cultivate clinical thinking” (p = 0.012), and “helping to promote self-perfection and sense of achievement” (p = 0.001). Compared with the control group, the score on the “analytical ability” dimension of the Critical Thinking Disposition Inventory in the experimental group was higher (p = 0.030). The excellent rates of the final theoretical examination (p = 0.046) and comprehensive case analysis (p = 0.046) in the experimental group were higher than those in the control group. Conclusions: The flipped-classroom teaching mode based on a SPOC combined with PBL can promote students’ abilities of autonomous learning, communication and cooperation, and clinical and critical thinking; improves their academic performance; and is recognized and welcomed by them. However, to extend the flipped-classroom teaching model of a SPOC combined with PBL to other nursing education courses, more optimization and evaluation are required.
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Affiliation(s)
- Meixuan Chi
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Naijuan Wang
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Qing Wu
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Ming Cheng
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Chenya Zhu
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
| | - Xiaohua Wang
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
- Correspondence: (X.W.); (Y.H.); Tel.: +86-139-1405-5084 (Y.H.)
| | - Yunying Hou
- Nursing Department, The First Affiliated Hospital of Soochow University, Suzhou 215006, China
- School of Nursing, Suzhou Medical College of Soochow University, Suzhou 215123, China
- Correspondence: (X.W.); (Y.H.); Tel.: +86-139-1405-5084 (Y.H.)
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Cai X, Li Z, Zhang J, Peng M, Yang S, Tian X, Yang Q, Yan F. Effects of ARCS model-based motivational teaching strategies in community nursing: A mixed-methods intervention study. NURSE EDUCATION TODAY 2022; 119:105583. [PMID: 36206633 DOI: 10.1016/j.nedt.2022.105583] [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: 03/19/2022] [Revised: 09/09/2022] [Accepted: 09/26/2022] [Indexed: 06/03/2023]
Abstract
BACKGROUND Learning motivation is important for students to master professional knowledge. Teaching strategies play a role in promoting learning motivation and cultivating nursing students' critical thinking. OBJECTIVES To apply the Attention, Relevance, Confidence, and Satisfaction (ARCS) model-based motivational teaching strategies in a community nursing course and evaluate the effects on learning motivation, critical thinking, and self-learning ability. DESIGN A mixed-methods study using a quasi-experimental design and descriptive qualitative analysis. METHODS Thirty-six third-year nursing students were divided into two groups. The experimental group was exposed to motivational teaching strategies based on the ARCS model in the 12-week community nursing course. The control group received traditional teaching. Students' critical thinking, self-learning ability and academic performance were quantitatively assessed, with t-tests performed to compare learning outcomes. Qualitative outcomes were evaluated through semi-structured interviews, analyzed by using thematic analysis. RESULTS Students in the experimental group demonstrated significantly greater critical thinking and higher test scores than those in the control group. The self-learning ability and learning motivation of the students exposed to ARCS were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies. CONCLUSIONS Applying the ARCS model-based motivational teaching strategies in community nursing courses is feasible and associated with improved learning motivation and outcomes among Chinese nursing undergraduates.
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Affiliation(s)
- Xiaoyan Cai
- School of Nursing, Jinan University, Guangzhou, China
| | - Zhiying Li
- School of Nursing, Jinan University, Guangzhou, China
| | - Jiahui Zhang
- School of Nursing, Jinan University, Guangzhou, China
| | - Mingmei Peng
- School of Nursing, Jinan University, Guangzhou, China
| | - Shuai Yang
- School of Nursing, Jinan University, Guangzhou, China
| | - Xiaoying Tian
- School of Nursing, Jinan University, Guangzhou, China
| | - Qiaohong Yang
- School of Nursing, Jinan University, Guangzhou, China.
| | - Fengxia Yan
- School of Nursing, Jinan University, Guangzhou, China.
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Li P, Jiang F, Yin L, Chen YQ, Shao L, Li Y, Gao YJ, Lu MH. Perceptions of the CanMEDS Competencies of Faculty and Students in Different Curriculum Systems of a Medical School in China. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1061-1070. [PMID: 36132622 PMCID: PMC9484775 DOI: 10.2147/amep.s367129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/19/2022] [Accepted: 09/06/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The Ottawa-Shanghai Joint School of Medicine (OSJSM) has adopted the uOttawa's undergraduate medical education (UGME) program vertically integrated (VI) curriculum.However, limited information is available regarding whether the VI and non-VI curricula foster different perspectives on necessary competencies. METHODS This study included 167 undergraduate medical students and 142 faculty members from different curricula at the Shanghai Jiao Tong University School of Medicine. Participants completed a questionnaire, rating the importance of competencies relating to the seven CanMEDS roles. RESULTS The cognitive level regarding the competencies required to be a successful clinician was significantly higher among participants from VI versus non-VI curricula. All participants gave the highest ratings to the Medical Expert and Professional roles, and rated the Health Advocate role as least important. Competency ratings did not significantly differ between students from VI versus non-VI curricula. Ratings between VI and non-VI faculty showed only one significant difference, namely the competence of"Constantly update clinical knowledge and professional skills" was ranked significantly higher by faculty of non-VI curricula. In the top rated 10 competencies, the Communicator role was considered more important by participants from VI versus non-VI curricula. CONCLUSION The cognitive level regarding the competencies was related to the curriculum system. The Communicator role seemed to be paid more attention in VI curricula, however, other competencies was not demonstrated to be related to the curriculum system.
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Affiliation(s)
- Pingping Li
- Department of Medical Teaching, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
| | - Fan Jiang
- Department of Developmental and Behavior Pediatrics, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
| | - Lei Yin
- Department of Nephrology, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
| | - Yi Qi Chen
- School of Pediatrics, Shanghai Jiao Tong University School of Medicine, Shanghai, People’s Republic of China
| | - Li Shao
- Office of Educational Administration, Shanghai Jiao Tong University School of Medicine, Shanghai, People’s Republic of China
| | - Yi Li
- School of Clinical Medicine, Renji Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, People’s Republic of China
| | - Yi Jin Gao
- Department of Hematology/Oncology, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
| | - Mei Hua Lu
- Department of Medical Teaching, Shanghai Children’s Medical Center, School of Medicine, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
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Lee J, Son HK. Effects of simulation problem-based learning based on Peplau's Interpersonal Relationship Model for cesarean section maternity nursing on communication skills, communication attitudes and team efficacy. NURSE EDUCATION TODAY 2022; 113:105373. [PMID: 35468458 PMCID: PMC9371470 DOI: 10.1016/j.nedt.2022.105373] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 03/15/2022] [Accepted: 04/12/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND In the coronavirus disease-impacted era, many medical institutions have not permitted clinical practice at hospitals or have operated their training on a restricted basis. The effective strategy for improving therapeutic communication and team cooperation as a nursing core competency is required. OBJECTIVES The study aimed to verify the effects of simulation problem-based learning on nursing students' communication skills, communication attitudes, and team efficacy. DESIGN Non-equivalent control group pretest-posttest design. SETTINGS A university in South Korea. PARTICIPANTS Nursing students who were classified as advanced beginners were randomly allocated to the control group (n = 46) or the experimental group (n = 47). METHODS The experimental group's students participated in the simulation problem-based learning for cesarean section maternity nursing. The control group's students participated in a conventional type of maternity nursing clinical practice. The communication skills, communication attitudes, and team efficacy were measured by using a self-reported questionnaire. RESULTS As compared with the pretest, the communication attitudes increased significantly (t = 2.41, p = .020) in the posttest for the experimental group. The communication skills (t = 1.47, p = .150) and team efficacy (F = 3.30, p = .073) were not statistically significant. CONCLUSIONS The simulation problem-based learning in clinical practice is recommended to improve communication attitudes for nursing students and to apply the learned knowledge in simulated nursing situations through experiential learning. Future research is particularly needed the standardized educational program to identify the long-term effects in various cases and settings.
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Affiliation(s)
- Jeongim Lee
- Department of Nursing, Eulji University, Seongnam city 13135, Republic of Korea
| | - Hae Kyoung Son
- Department of Nursing, Eulji University, Seongnam city 13135, Republic of Korea.
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16
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Arad M, Alilu L, Habibzadeh H, Khalkhali H, Goli R. Effect of spiritual intelligence training on nurses' skills for communicating with patients - an experimental study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:127. [PMID: 35677273 PMCID: PMC9170219 DOI: 10.4103/jehp.jehp_1483_20] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 07/31/2021] [Indexed: 06/15/2023]
Abstract
BACKGROUND Since poor communication with the patient has a negative impact on the quality of nursing care, taking the necessary measures to strengthen the relationship with the patient seems necessary. This study was conducted to determine the effect of spiritual intelligence training on nurses' skills for communicating with patients. MATERIALS AND METHODS This experimental study with the control group and the pretest-posttest design was conducted on 70 nurses working in Imam Khomeini Hospital, Mahabad, in 2019. Randomized stratified sampling was used to recruit participants. Then, participants were randomly assigned to the two groups of control and intervention. The demographic information form and the patient-nurse communication skill questionnaire were used to collect the data. For the intervention group, 7 spiritual intelligence training sessions were held as a workshop in 2 months. Two weeks and a month after the intervention, both groups completed the questionnaires. Data were analyzed with the SPSS software version 17.0. RESULTS The findings showed that the mean communication skill scores in the intervention group before training were 44.71 ± 7.62, which significantly increased to 66.22 ± 8.43 2 weeks after training. Bonferroni multiple comparisons showed the mean communication skill scores significantly increased before, 2 weeks later and in the follow-up phase in the intervention group (P < 0.001). CONCLUSION Spiritual intelligence training is effective in improving the communication skills of nurses. It is recommended that the prepared content can be provided to in-service training units; consequently, nurses can improve their communication skills by individual and group learning.
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Affiliation(s)
- Mansour Arad
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Leyla Alilu
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Hosein Habibzadeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Hamidreza Khalkhali
- Department of Biostatistics and Epidemiology, Inpatient's Safety Research Center, Urmia University of Medical Sciences, Urmia, Iran
| | - Rasoul Goli
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
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Allert C, Dellkvist H, Hjelm M, Andersson EK. Nursing students' experiences of applying problem-based learning to train the core competence teamwork and collaboration: An interview study. Nurs Open 2022; 9:569-577. [PMID: 34664786 PMCID: PMC8685840 DOI: 10.1002/nop2.1098] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 08/31/2021] [Accepted: 09/29/2021] [Indexed: 01/19/2023] Open
Abstract
AIM To explore nursing students' experiences of applying problem-based learning to train the core competence teamwork and collaboration. DESIGN The study used a qualitative descriptive design. METHOD The data were collected using individual interviews with a purposive sample of 11 students and analysed using inductive qualitative content analysis. RESULTS The students' experiences of applying problem-based learning to train the core competence teamwork and collaboration were described in two generic categories: prerequisites to train teamwork and collaboration and abilities practised in the base group. The generic category "prerequisites to train teamwork and collaboration" includes three subcategories: previous experience and education, composition of the base group, and common goals and values in the base group. The generic category "abilities practised in the base group" includes four subcategories: taking personal responsibility, practising role distribution and leadership, developing communication skills and creating togetherness in the base group.
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Affiliation(s)
- Camilla Allert
- Department of HealthBlekinge Institute of TechnologyKarlskronaSweden
- Faculty of Health and Life SciencesLinnaeus UniversityKalmarSweden
| | - Helén Dellkvist
- Department of HealthBlekinge Institute of TechnologyKarlskronaSweden
| | - Markus Hjelm
- Department of HealthBlekinge Institute of TechnologyKarlskronaSweden
| | - Ewa K. Andersson
- Department of HealthBlekinge Institute of TechnologyKarlskronaSweden
- Faculty of Health and Life SciencesLinnaeus UniversityVäxjöSweden
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Giménez-Espert MDC, Maldonado S, Pinazo D, Prado-Gascó V. Adaptation and Validation of the Spanish Version of the Instrument to Evaluate Nurses' Attitudes Toward Communication With the Patient for Nursing Students. Front Psychol 2021; 12:736809. [PMID: 34899479 PMCID: PMC8654807 DOI: 10.3389/fpsyg.2021.736809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Accepted: 10/19/2021] [Indexed: 11/18/2022] Open
Abstract
Communication is essential to the quality of care and patient satisfaction. It has been linked to positive patient outcomes, increased engagement, improved health outcomes, and safe practices. Given these benefits and the association between attitudes and behaviors, as behaviors can be predicted by studying attitudes, assessing attitudes of nursing students toward patient communication is critical for future nursing professionals. For this purpose, the main aim of this study was to adapt and validate an instrument to measure nurses’ attitudes toward communication (ACO) for nursing students. The ACO with patients was analyzed. Then, differences in the dimensions of the instrument (ACO) for nursing students according to an academic course and the correlations were calculated. A cross-sectional study was carried out in a convenience sample of 1,417 nursing students from five universities in the Valencian Community (Spain) during the 2018/2019 academic year and 83.8% (1,187) were women. The reliability was analyzed by using Cronbach’s alpha and composite reliability (CR). Analysis of construct validity was performed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The instrument adapted from nurses to nursing students was composed of 25 items grouped in three dimensions: affective, cognitive, and behavioral. The psychometric properties suggested that the instrument ACO for nursing students was reliable and valid. The ACO of nursing students was positive with high levels in cognitive and behavioral dimensions, while scores were worst in the affective component. The second-year nursing students showed more positive attitudes in the affective dimension, while in the cognitive and behavioral dimensions, the most positive attitudes were found in the first year. In the correlations, the behavioral and cognitive dimensions showed a significant, positive, and very high correlation. These findings should be considered in developing academic plans to improve the effectiveness of the communication education process of the students to increase the quality of patient care and well-being of nursing students.
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Affiliation(s)
| | - Sandra Maldonado
- Nursing Department of the School of Health Sciences, Human Services and Nursing, Lehman College, CUNY New York, Bronx, NY, United States
| | - Daniel Pinazo
- Developmental, Educational, Social and Methodological Psychology Department - Social Psychology, Universitat Jaume I, Castellón de la Plana, Spain
| | - Vicente Prado-Gascó
- Social Psychology Department, Faculty of Psychology, University of Valencia, Valencia, Spain
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The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11100640] [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
Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).
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20
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Szekeres M, MacDermid JC. Online learning versus workshops: a rank minimized trial comparing the effect of two knowledge translation strategies designed to alter knowledge, readiness to change, and self-efficacy with respect to rehabilitation outcome measures. Disabil Rehabil 2021; 44:6531-6538. [PMID: 34455882 DOI: 10.1080/09638288.2021.1965227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
PURPOSE Traditional face-to-face learning is often replaced by virtual learning because it can be more feasible and cost-effective, and more recently due to the need for social distancing. The objective was to evaluate the effectiveness of two innovative knowledge translation (KT) interventions; in-person stakeholder-hosted, interactive, problem-based seminars (SHIPS) versus online problem-based tutorials (e-PBL) in changing knowledge, readiness to change, and self-efficacy with respect to the use of rehabilitation outcome measures. METHODS Physical and occupational therapists (n = 124) were recruited from four sites across Canada to participate in either an e-PBL or SHIPS. Evaluations of KT impact measured knowledge, self-efficacy to implement outcome measures in practice, and readiness to change. RESULTS There were 112 participants who completed the study. Following the intervention, the mean knowledge scores for both groups improved, but there was greater improvement in participants who completed SHIPS. For self-efficacy and readiness to change, there was no significant difference between groups six months following the interventions. E-PBL was as good as a SHIPS for improving and retaining self-efficacy and readiness to change. CONCLUSIONS Knowledge improved more with workshops than online delivery, while improvements in self-efficacy and readiness to change improved similarly regardless of delivery.Implications for RehabilitationThis study compared the relative efficacy of internet and workshop-based education, focusing specifically on the use of outcome measures in physical and occupational therapy practice.Improvements in the self-efficacy of rehabilitation professionals with respect to outcome measure use had lasting effects regardless of KT intervention type, as it was retained six months following the intervention.Results from this study show that online interventions may be as effective as face-to-face workshops for improving readiness to change and self-efficacy for using outcome measures in practice by rehabilitation professionals.This is valuable information given the recent global pandemic, the need for social distancing, and the potential for learning interventions to focus within the online environment in the future.
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Affiliation(s)
- Mike Szekeres
- Lawson Health Research Institute, London, Canada.,The Roth McFarlane Hand and Upper Limb Centre, London, Canada
| | - Joy C MacDermid
- Health and Rehabilitation Sciences, Western University, London, Canada.,The Roth McFarlane Hand and Upper Limb Centre, London, Canada
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21
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Walker JKL, Richard-Eaglin A, Hegde A, Muckler VC. A deep learning approach to student registered nurse anesthetist (SRNA) education. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0068. [PMID: 34166591 DOI: 10.1515/ijnes-2020-0068] [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: 08/09/2020] [Accepted: 06/02/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES This manuscript describes the application of deep learning to physiology education of Student Registered Nurse Anesthetists (SRNA) and the benefits thereof. A strong foundation in physiology and the ability to apply this knowledge to challenging clinical situations is crucial to the successful SRNA. Deep learning, a well-studied pedagogical technique, facilitates development and long-term retention of a mental knowledge framework that can be applied to complex problems. Deep learning requires the educator to facilitate the development of critical thinking and students to actively learn and take responsibility for gaining knowledge and skills. METHODS We applied the deep learning approach, including flipped classroom and problem-based learning, and surveyed SRNA students (n=127) about their learning experience. RESULTS Survey responses showed that the majority of students favored the deep learning approach and thought it advanced their critical thinking skills. CONCLUSIONS SRNAs reported that their physiology knowledge base and critical thinking benefited from the use of the deep learning strategy.
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Affiliation(s)
- Julia K L Walker
- Duke University School of Nursing, Durham, NC, 27710, USA.,Duke University School of Medicine, Durham, NC, USA
| | | | - Akhil Hegde
- Duke University School of Nursing, Durham, NC, 27710, USA
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Spiegel-Steinmann B, Feusi E, Wieber F, Huber M. WIPAKO ® Winterthur interprofessional training concept "communication and cooperation in health professions": concept, development process and implementation. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc64. [PMID: 33824900 PMCID: PMC7994866 DOI: 10.3205/zma001460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Revised: 08/15/2020] [Accepted: 10/19/2020] [Indexed: 06/12/2023]
Abstract
Objective: The positioning and training of communicative and social competencies to improve interprofessional cooperation is and will be a challenge for educational institutions. The aim of this project was to reorient the interprofessional training elements of bachelor programs in terms of both content and structure, to improve the legally required practical relevance and to aim for a sustainable anchoring through the targeted design of the development process. WIPAKO® facilitates the acquisition of communicative and social competencies as a prerequisite for cooperation between the health and medical professions. Methodology: Once suitable process structures had been created, an interprofessional committee of experts defined the training elements (competencies, content, learning and teaching methods, learning objective review and evaluation) in an iterative consensus process based on various framework models and on the involvement of the various stakeholders in the individual study programs. Results: A training concept focusing on communicative and social competencies for interprofessional cooperation is available. The consistent interprofessional development of the concept promoted joint responsibility for training in the sense of an organizational development process. Conclusion: The outlined procedure for the conceptualization and implementation of a corresponding framework model and the framework model itself provide the basis for the empirical examination of competence acquisition and the sustainable anchoring of interprofessional training elements. This will provide suggestions for other educational institutions facing similar challenges.
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Affiliation(s)
- Brigitta Spiegel-Steinmann
- ZHAW Zurich University of Applied Sciences, School of Health Professions, Institute of Health Sciences, Winterthur, Switzerland
- University of Konstanz, Department of Psychology, Konstanz, Germany
| | - Emanuel Feusi
- ZHAW Zurich University of Applied Sciences, School of Health Professions, Institute of Health Sciences, Winterthur, Switzerland
| | - Frank Wieber
- ZHAW Zurich University of Applied Sciences, School of Health Professions, Institute of Health Sciences, Winterthur, Switzerland
- University of Konstanz, Department of Psychology, Konstanz, Germany
| | - Marion Huber
- ZHAW Zurich University of Applied Sciences, School of Health Professions, Institute of Health Sciences, Winterthur, Switzerland
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İbrahimoğlu Ö, Mersin S, Çağlar M. The Turkish adaptation of the compassionate communication scale: A validity and reliability study. Perspect Psychiatr Care 2021; 57:43-49. [PMID: 32314364 DOI: 10.1111/ppc.12522] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 04/06/2020] [Accepted: 04/12/2020] [Indexed: 11/26/2022] Open
Abstract
PURPOSE To determine the psychometric properties of the Turkish version of the compassionate communication scale (CCS). DESIGN AND METHODS The methodological and cross-sectional study design was used. The study was conducted with 319 nursing students in Turkey. Data were collected using an information form, the CCS, and the compassionate love scale. FINDINGS The explanatory factor analysis and confirmatory factor analysis results confirmed the three-factor structure of the scale. Cronbach's α, item-total correlation, test-retest analysis, and equivalent form analysis showed high reliability. The Turkish version of CCS is a valid and reliable instrument for evaluating sensitive communication. PRACTICE IMPLICATIONS CCS is a valid and reliable instrument to evaluate the communication skills of nursing students.
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Affiliation(s)
- Özlem İbrahimoğlu
- Department of Nursing, Faculty of Health Sciences, İstanbul Medeniyet University, İstanbul, Turkey
| | - Sevinç Mersin
- Department of Psychiatric and Mental Health Nursing, Faculty of Health Sciences, Bilecik Şeyh Edebali University, Bilecik, Turkey
| | - Merve Çağlar
- Department of Nursing, Faculty of Health Sciences, Bilecik Şeyh Edebali University, Bilecik, Turkey
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Huang CY, Wang YH. Toward an Integrative Nursing Curriculum: Combining Team-Based and Problem-Based Learning with Emergency-Care Scenario Simulation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124612. [PMID: 32604916 PMCID: PMC7345207 DOI: 10.3390/ijerph17124612] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 06/13/2020] [Accepted: 06/18/2020] [Indexed: 01/09/2023]
Abstract
Objective: The study intended to combine team-oriented, problem-based learning (PBL) with emergency-care simulation to investigate whether an integrative intervention could positively impact the core nursing competencies and teacher performance of nursing students. Methods: The study belonged to the domain of action research, which aimed to address the weaknesses of traditional teacher-led, lecture-based learning. An 18-week, single-case experimental design, in which 58 senior nursing students at a medical university in central Taiwan participated, was conducted to test the possible benefits of the intervention. The measures included the Scale of Core Nursing Competencies and the Teacher Performance Evaluation Scale. Results: The research results showed that nursing students who received integrative training that combined team-based PBL with emergency-care scenario simulation had stronger mastery over core nursing competencies. At the same time, they also evaluated both the “Emergency Care” course for which the curriculum was used and the teachers’ performance in that course more highly. Conclusions: The findings suggest that an integrative curriculum combining team-based PBL with scenario simulation is worth pursuing. Compared with traditional teacher-led, lecture-based teaching, this curriculum may be more effective in helping nursing students develop core competencies in their field.
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Affiliation(s)
- Cheng-Yi Huang
- School of Nursing, Chung Shan Medical University, Taichung 40201, Taiwan;
- Department of Nursing, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
| | - Ya-huei Wang
- Department of Applied Foreign Languages, Chung Shan Medical University, Taichung 40201, Taiwan
- Department of Medical Education, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
- Correspondence: ; Tel.: +886-4-24730022
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Mobile Application as a Learning Aid for Nurses and Nursing Students to Identify and Care for Stroke Patients: Pretest and Posttest Results. Comput Inform Nurs 2020; 38:358-366. [PMID: 32427611 DOI: 10.1097/cin.0000000000000623] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Cerebrovascular accident is a serious public health problem and requires the attention of professionals who can detect, diagnose, and provide care in a timely fashion. A quantitative quasi-experimental study was conducted using a mobile app called mSmartAVC for clinical evaluation of nursing care at the bedside. The study aimed at measuring the knowledge of nurses and nursing students in the detection and care of cerebrovascular accident. In this study, a total of 115 nurses from health services in the South of Brazil and 35 nursing students of a community university participated. The stages focused on development, modeling of clinical cases, problem-based learning, pretest (before) app use, and posttest (after) use of the app. The results of the pretest and posttest corrections showed a substantial statistical difference (P < .001), indicating a significant knowledge gain after the use of the app, particularly in terms of the detection scales and interpretation of the imaging tests. The mSmartAVC app used at the bedside supported decision-making for detection and nursing care. It was possible to confirm that the use of mobile apps plays an essential role as a learning tool for nurses and nursing students.
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Bindayna KM, Deifalla A. The Curriculum at the College of Medicine and Medical Sciences at Arabian Gulf University: A Way Forward to Meet the Future Medical Education Needs. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520932904. [PMID: 32699820 PMCID: PMC7357019 DOI: 10.1177/2382120520932904] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Accepted: 05/18/2020] [Indexed: 06/11/2023]
Abstract
Arabian Gulf University (AGU) follows a curriculum based on Problem Based Learning (PBL). PBL is a learner-centered approach that empowers students for life-long learning. Students are taught through problems that are designed based on global health problems customized to the local needs. The classroom teaching is complemented through adjunct programs like community health activities and professional skills program. Medical education aims to meet the changing needs of society. Demographics, disease epidemiology and healthcare needs of the gulf countries have changed over 38 years since the inception of AGU. To keep pace with the changing demands, it is imperative that the curriculum is reviewed in the light of advances in technology and newer techniques of medical education.In the present article the curriculum at AGU is reviewed based on the predictors for future medical education and alternative teaching methods that can be integrated to optimize the student outputs are explored.
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Affiliation(s)
- Khalid Mubarak Bindayna
- Department of Microbiology, Immunology & Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Abdelhalim Deifalla
- Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
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