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Jeon H, Shin H, Woo J. User experience and interface assessment for metaverse platforms on nurses and nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2024; 139:106222. [PMID: 38663053 DOI: 10.1016/j.nedt.2024.106222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Revised: 03/17/2024] [Accepted: 04/18/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND The metaverse, a rapidly evolving virtual environment, offers new opportunities for healthcare education. The effectiveness of the metaverse as a learning tool depends on user readiness and platform characteristics. AIM This study aimed to examine the current use of metaverse platforms among nurses and nursing students in South Korea and explore the relationship between user characteristics and their metaverse experience, focusing on presence, usability, and user experience. DESIGN This was a cross-sectional descriptive study. SETTINGS Registered nurses and nursing students from various healthcare settings and educational institutions in South Korea participated in this study. PARTICIPANTS This study included 428 participants, comprising 188 nurses and 240 nursing students. METHODS Between September and November 2022, participants provided voluntary informed consent. The participants engaged with one of the following two metaverse platforms: ZEPETO (mobile-based) or Gather (screen-based). After four structured exploration phases, the participants completed online questionnaires. These surveys assessed general characteristics, metaverse self-efficacy, sense of presence, usability, and user experience. RESULTS Most participants had previous experience with the metaverse and rated their metaverse self-efficacy at 3.60. Nurses scored higher than nursing students in terms of presence, usability, and user experience in the metaverse. Higher work self-efficacy in nurses and academic self-efficacy in nursing students were associated with more positive experiences in the metaverse. Nurses consistently rated higher across all subdomains of presence, usability, and user experience than nursing students. The type of metaverse platform also significantly influenced user experience. CONCLUSIONS A significant proportion of Korean nurses and nursing students are familiar with the metaverse, reflecting a global trend towards virtual environments in education and healthcare. Although the metaverse holds promise for healthcare education, its effectiveness depends on user readiness, platform characteristics, and the development of a reliable, structured, and user-friendly educational programme.
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Affiliation(s)
- Hyejin Jeon
- College of Nursing Science, Kyung Hee University, 26, Kyungheedae-ro, Dongdaemun-gu, Seoul 02447, Republic of Korea.
| | - Hyunsook Shin
- College of Nursing Science, Kyung Hee University, 26, Kyungheedae-ro, Dongdaemun-gu, Seoul 02447, Republic of Korea.
| | - Jiwon Woo
- College of Nursing Science, Kyung Hee University, 26, Kyungheedae-ro, Dongdaemun-gu, Seoul 02447, Republic of Korea.
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Nejadghaderi SA, Khoshgoftar Z, Fazlollahi A, Nasiri MJ. Medical education during the coronavirus disease 2019 pandemic: an umbrella review. Front Med (Lausanne) 2024; 11:1358084. [PMID: 39036099 PMCID: PMC11257851 DOI: 10.3389/fmed.2024.1358084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Accepted: 06/24/2024] [Indexed: 07/23/2024] Open
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic affected many aspects of lifestyle and medical education during the recent years. We aimed to determine the impacts of COVID-19 pandemic on medical education to provide an overview of systematic reviews on it. Methods We searched PubMed, Scopus, Web of Science, Cochrane library, Google Scholar, and medRxiv, with the following keywords: "SARS-CoV-2," "COVID-19," "Medical Education," "E-learning," "Distance Education," "Online Learning," "Virtual Education," "systematic review," and "meta-analysis," up to 15 April 2023. Studies were included if they were systematic reviews assessing the impacts of the COVID-19 pandemic on medical sciences students. We used A MeaSurement Tool to Assess systematic Reviews 2 (AMSTAR-2) checklist for quality assessment. Results A total of 28 systematic reviews were included. The eligible reviews included between five and 64 primary studies, ranging from 897 to 139,381 participants. Technology-enhanced learning and simulation-based learning were the most frequently used strategies. Virtual teaching has several drawbacks like technical difficulties, confidentiality problems, lower student involvement, connection problems, and digital fatigue. The overall satisfaction rate for online learning was above 50%. Also, favorable opinions about perception, acceptability, motivation, and engagement were reported. The quality of 27 studies were critically low and one was low. Conclusion There were reduced clinical exposure and satisfaction for medical students during the pandemic. Further high-quality systematic reviews are required.
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Affiliation(s)
- Seyed Aria Nejadghaderi
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- HIV/STI Surveillance Research Center, and WHO Collaborating Center for HIV Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Zohreh Khoshgoftar
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Asra Fazlollahi
- Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran
- Research Center for Integrative Medicine in Aging, Aging Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mohammad Javad Nasiri
- Department of Microbiology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Giltenane M, Dowling M. Student nurses' experiences of remote learning during Covid-19 pandemic: A qualitative evidence synthesis. J Adv Nurs 2024; 80:2614-2628. [PMID: 37788086 DOI: 10.1111/jan.15887] [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: 03/03/2023] [Revised: 08/31/2023] [Accepted: 09/11/2023] [Indexed: 10/05/2023]
Abstract
AIM To systematically synthesize undergraduate student nurses' experience of online, blended or distance learning during Covid-19 pandemic. DESIGN A qualitative evidence synthesis (QES). REVIEW METHODS A QES. Themes were organized using the 'best fit' framework approach. Methodological limitations and confidence in the review findings were informed by GRADE-CERQual (Confidence in the Evidence from Reviews of Qualitative research). DATA SOURCES Qualitative literature from five databases including CINAHL, PubMed, Medline, Education Full Text (H.W. Wilson) and ERIC were searched from March 2020 to November 2021. RESULTS Nine qualitative and two mixed method studies were included in this 'best fit' framework using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education. Importance of the social presence of the teacher through effective communication and interpersonal relationships is highlighted. Clinical placement and in-person practical skills training are needed for effective nursing education. CONCLUSIONS This review highlighted that online content can be developed into efficient and high-quality learner-centred education within blended undergraduate nursing programmes incorporating essential face-to-face and practical components. Various supporting measures are required for both students and faculty. We suggest an adaptation of a 'Blending with Purpose: The Multimodal Model' with key considerations for undergraduate nursing programmes where pedagogical objectives and activities drive the approaches to achieve intended learning outcomes and student satisfaction. IMPLICATIONS FOR THE PROFESSION Well-designed online programmes using digital tools that support interaction and teamwork are required for undergraduate nursing education. IMPACT Blended learning approaches offer more flexibility than online learning alone which leads to improved student engagement. Clinical placement and in-person practical skills training are needed for effective nursing education. REPORTING METHOD: 'Enhancing transparency in reporting the synthesis of qualitative research' (ENTREQ) for QES. NO PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Martina Giltenane
- HS3-005, Department of Nursing and Midwifery, Faculty of EHS, Health Sciences Building, University of Limerick, Limerick, Ireland
| | - Maura Dowling
- School of Nursing and Midwifery National University of Ireland Galway, Galway, Ireland
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Taylor C, Mitchell C, Kaneko H, Foley B, Shaw J. Review of the Australian nurse teacher professional practice standards: An e-Delphi study. Nurse Educ Pract 2024; 79:104045. [PMID: 38991261 DOI: 10.1016/j.nepr.2024.104045] [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: 03/15/2024] [Revised: 04/30/2024] [Accepted: 06/26/2024] [Indexed: 07/13/2024]
Abstract
AIM The aim of the study was to review the 2010 Australian nurse teacher professional practice standards ('the Standards') to see if they were still relevant to current nursing educator practice in any practice setting, such as academia or clinical settings. BACKGROUND It has been over 10 years since 'the Standards have been reviewed. Nurse education practice has met many challenges in the past decade, so it is timely to evaluate whether the Standards are still relevant to nursing educators today. DESIGN A modified Delphi technique was used for this study. METHODS Delphi surveys were used to obtain consensus on the relevance of the Standards' statements to any nursing educator. Links to two electronic surveys were sent to an expert panel of nursing educator leaders. Also, two online focus groups of nursing educators from any practice setting or level of experience were held. Results from the first survey and focus groups led to word changes and additional statements, which were included in the second Delphi survey. RESULTS Forty participants responded to the first survey and 38 to the second. Fifteen nursing educators attended the focus groups. There was ≥85 % agreement on all statements in the first survey. with similar high agreement responses in the second survey. Changes in the Standards included language used around culture, inclusion of 'sustainability of the program' and 'demonstrates knowledge and expertise in teaching and educational practice'. CONCLUSIONS The Australian nurse teacher professional practice standards remain highly relevant to nursing educators across all practice settings. In response to feedback from nursing educators some changes to language and additional standard statements were included in the revised standards.
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Affiliation(s)
- Christine Taylor
- School of Nursing and Midwifery, Western Sydney University, NSW, Australia; NSW Centre for Evidence-Based Health Care: A Joanna Briggs Institute Affiliated Centre, Rydalmere, NSW, Australia.
| | - Creina Mitchell
- School of Nursing and Midwifery, Griffith University, QLD, Australia
| | - Hellen Kaneko
- Queensland Digital Academy, Queensland Health, QLD, Australia
| | - Belinda Foley
- The Tweed Hospital, Northern NSW Local Health District, NSW, Australia
| | - Julie Shaw
- Department of Nursing and Allied Health, Swinburne University of Technology, VIC, Australia
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Martina G, Graeme S. Incorporating online learning into undergraduate nursing programmes: What did we learn from the global pandemic? J Adv Nurs 2024; 80:1243-1244. [PMID: 37743599 DOI: 10.1111/jan.15872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 09/05/2023] [Indexed: 09/26/2023]
Affiliation(s)
- Giltenane Martina
- HS3-005, Department of Nursing & Midwifery, Faculty of EHS, Health Sciences Building, University of Limerick, Limerick, Ireland
| | - Smith Graeme
- School of Health Science, Caritas Institute of Higher Education, Tseung Kwan O, Hong Kong
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Koivisto JM, Buure T, Engblom J, Rosqvist K, Haavisto E. Association between game metrics in a simulation game and nursing students' surgical nursing knowledge - a quasi-experimental study. BMC Nurs 2024; 23:16. [PMID: 38166830 PMCID: PMC10759537 DOI: 10.1186/s12912-023-01668-0] [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: 08/29/2023] [Accepted: 12/14/2023] [Indexed: 01/05/2024] Open
Abstract
BACKGROUND Simulation games are effective for acquiring surgical nursing knowledge during education by offering possibilities to learn theoretical knowledge through practical patient scenarios, thus preparing students for demanding surgical nursing care. Game metrics stored in the game system enable assessment of students' behaviour while gameplaying. Combining game metrics with the assessment of a student's surgical nursing knowledge allows versatile information to be obtained about the student's learning outcomes. However, studies on game metrics stored in systems and their relationship with learning outcomes are scarce. METHODS The aim here was to evaluate the association between game metrics in a simulation game and nursing students' surgical nursing knowledge. Nursing students from three universities of applied sciences in Finland participated in a one-week simulation gameplaying intervention that included five surgical nursing scenarios. Students' surgical nursing knowledge was investigated with a quasi-experimental, one-group, pre- and post-test design using a surgical nursing knowledge test. In total, 280 students filled in the knowledge tests. In addition, cross-sectional game data were collected at a single time point between pre- and post-tests. The data were analysed with descriptive statistics and multivariate analysis methods. RESULTS Students' surgical nursing knowledge improved with the intervention. The total number of playthroughs was 3562. The mean maximum score was 126.2 (maximum score range 76-195). The mean playing time of all playthroughs by all players was 4.3 minutes (SD = 81.61). A statistically significant association was found between mean score and knowledge test total score (p < 0.0072), but no significant association emerged between mean playing time and knowledge test total score. CONCLUSION The results indicated that the higher the mean score the better the students' surgical nursing knowledge in the knowledge test. This study did not show that the time spent playing had an impact on students' post-playing knowledge. Our findings support the idea that game metrics can be used in performance evaluation and the results can be used to improve nursing students' readiness for challenging preoperative and postoperative clinical situations.
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Affiliation(s)
- Jaana-Maija Koivisto
- Faculty of Medicine, University of Helsinki, PO BOX 20, Tukholmankatu 8B, 00014, Helsinki, Finland.
| | - Tuija Buure
- Metropolia University of Applied Sciences, Myllypurontie 1, 00920 Helsinki PL 4000, 00079 Metropolia, Helsinki, Finland
| | - Janne Engblom
- Turku School of Economics, Department of Mathematics and Statistics, University of Turku, 20014, Turku, Finland
| | - Kristiina Rosqvist
- Department of Health Sciences, Tampere University, Arvo Ylpönkatu 34, 33520, Tampere, Finland
| | - Elina Haavisto
- Department of Health Sciences, Tampere University, Arvo Ylpönkatu 34, 33520, Tampere, Finland
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Huang HM, Fang YW. Stress and Coping Strategies of Online Nursing Practicum Courses for Taiwanese Nursing Students during the COVID-19 Pandemic: A Qualitative Study. Healthcare (Basel) 2023; 11:2053. [PMID: 37510494 PMCID: PMC10378767 DOI: 10.3390/healthcare11142053] [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: 06/10/2023] [Revised: 07/04/2023] [Accepted: 07/16/2023] [Indexed: 07/30/2023] Open
Abstract
BACKGROUND The coronavirus disease (COVID-19) pandemic has resulted in significant changes in nursing education. Maintaining social distance could slow down the spread of COVID-19, and it was necessary, but it significantly reduced students' hands-on clinical practice experience in healthcare settings. Traditional classroom teaching in schools has transitioned to distance or online learning methods, which significantly reduced students' hands-on clinical practice experience in healthcare settings. Although distance education had been implemented for a long time, there are many problems and challenges to be resolved. The experiences and needs of nursing students in remote clinical training urgently require further understanding. PURPOSE To understand the stress and coping strategies of online nursing practicum courses for Taiwanese nursing students during the COVID-19 pandemic. METHODS A qualitative research approach with purposive sampling was supplemented by snowball sampling. Semi-structured interviews were conducted, and the data were collected following the eight-step process outlined by Waltz, Strickland, and Lenz (2010). The participants were 12 nursing students on a two-year nursing RN-to-BSN program at a university in Eastern Taiwan, consisting of 11 females and 1 male student. FINDINGS The stress and coping behaviors of nursing students consist of four main themes, each with three subthemes, including "urgent changes", "the gaps between online courses and practical operations", "mixed feelings of joy and anxiety" and "unexpected gains". CONCLUSIONS The pandemic has impacted nursing students' learning and living. Engaging in online nursing practicum brought about significant stress; nevertheless, students employed various coping strategies to navigate through this challenging period. The findings of this study would also help nursing educators understand the learning gaps in clinical practicum among students.
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Affiliation(s)
- Hui-Man Huang
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien 970302, Taiwan
| | - Yu-Wen Fang
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien 970302, Taiwan
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Chung SK, Kim J, Bhandari P. Factors Related to Clinical Competence among Graduating Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study. J Korean Acad Nurs 2023; 53:145-154. [PMID: 37164343 DOI: 10.4040/jkan.22087] [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: 08/05/2022] [Revised: 02/20/2023] [Accepted: 03/13/2023] [Indexed: 05/12/2023]
Abstract
PURPOSE This study investigated clinical competency, COVID-19-related anxiety, coping strategies, self-efficacy, and perceived stress among graduating nursing students during the COVID-19 pandemic. METHODS We conducted a cross-sectional survey. Participants were recruited from universities located in four major cities in South Korea. General demographic information, clinical competency, self-efficacy, perceived stress, COVID-19-related anxiety, and coping strategies were assessed using reliable questionnaires. Descriptive statistics, correlations, and multiple regression tests were used to analyze the data. RESULTS The mean clinical competency, self-efficacy, perceived stress, adaptive coping, and maladaptive coping were 138.16 ± 18.34, 83.85 ±14.02, 21.37 ± 5.79, 53.15 ± 4.64, and 30.98 ± 6.73, respectively. COVID-19-related anxiety was reported by 4.3% of participants. Clinical competency was significantly positively correlated with self-efficacy (r = .44, p < .001) and adaptive coping (r = .20, p = .035) and was significantly negatively correlated with maladaptive coping (r = .20, p = .035). The predictors of clinical competency were self-efficacy (β = .434, p < .001) and adaptive coping (β = .173, p < .039), which explained 23% of the variance in clinical competency. CONCLUSION Self-efficacy and adaptive coping strategies are significant predictors of clinical competence during the pandemic. Planning and implementing various curricular and non-curricular activities to increase senior students' self-efficacy and adaptive coping strategies will help prepare competent nursing graduates for the pandemic when they enter the nursing workforce.
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Affiliation(s)
| | - Jinsook Kim
- Department of Nursing, Woosong University, Daejeon, Korea
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Zeleníková R, Gurková E, Pěrůžková R, Štureková L, Jarošová D, Kajander-Unkuri S. Self-assessed competence of final-year nursing students. Nurs Open 2023. [PMID: 36882940 DOI: 10.1002/nop2.1708] [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: 06/15/2022] [Revised: 01/31/2023] [Accepted: 02/20/2023] [Indexed: 03/09/2023] Open
Abstract
AIM To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. DESIGN A cross-sectional observational study. METHODS Data were collected with the Czech version of the Nurse Competence Scale from 274 final-year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. RESULTS Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of 'managing situations' (VAS mean 67.8) and 'work role' (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self-assessed competence. Students who completed clinical placement during the COVID-19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.
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Affiliation(s)
- Renáta Zeleníková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Elena Gurková
- Department of Nursing, Slovak Republic, Faculty of Health Care, University of Prešov in Prešov, Prešov, Slovak Republic
| | - Radana Pěrůžková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Lenka Štureková
- Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Olomouc, Czech Republic
| | - Darja Jarošová
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Finland, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
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