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Mägi L, Uibu E, Moi AL, Mortensen M, Naustdal K, Põlluste K, Lember M, Kangasniemi M. Collaborative learning linking nursing practice and education - Interview study with master's students and teachers. NURSE EDUCATION TODAY 2024; 139:106261. [PMID: 38796897 DOI: 10.1016/j.nedt.2024.106261] [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: 01/08/2024] [Revised: 05/03/2024] [Accepted: 05/20/2024] [Indexed: 05/29/2024]
Abstract
BACKGROUND Collaborative and innovative educational approaches are essential to building nurses' competencies in responding to healthcare challenges and to enhance high-quality nursing practice. Nurses are increasingly learning in various contexts, and thus, the understanding and organising of collaborative learning needs further exploration. AIM To describe collaborative learning in nursing practice and education from the point of view of nurses, involved as students and teachers in master's education in nursing. DESIGN AND METHODS Qualitative study using semi-structured focus groups involving 33 nurses as master's students and teachers from Estonia and Norway. The data were analysed using inductive content analysis. FINDINGS The essence of collaborative learning in the context of nursing practice and education was identified as the aggregation of diverse learners' skills and reflections while working towards shared aims. This fostered the development of workplace competencies, professional attitudes, and personal growth. Organising collaborative learning requires careful planning and synchronisation between clinical and educational organisations. CONCLUSIONS Collaborative learning is an inclusive method, aiding nurses at different phases of their career to gain knowledge and enhance their soft skills, and potentially reducing professional hierarchies. Further research is needed to develop methods for evaluating the outcomes of collaborative learning.
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Affiliation(s)
- Liisi Mägi
- Department of Nursing Science, Institute of Family Medicine and Public Health, Faculty of Medicine, University of Tartu, Estonia.
| | - Ere Uibu
- Department of Nursing Science, Institute of Family Medicine and Public Health, Faculty of Medicine, University of Tartu, Estonia.
| | - Asgjerd Litleré Moi
- Department of Health and Caring Sciences, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway; Institute for Nursing, Faculty of Health Sciences, VID Specialized University, Bergen, Norway.
| | - Michael Mortensen
- Department of Health and Caring Sciences, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway.
| | - Kristin Naustdal
- Department of Anaesthesia and Intensive Care, Haukeland University Hospital, Bergen, Norway
| | - Kaja Põlluste
- Department of Internal Medicine, Institute of Clinical Medicine, Faculty of Medicine, University of Tartu, Estonia.
| | - Margus Lember
- Department of Internal Medicine, Institute of Clinical Medicine, Faculty of Medicine, University of Tartu, Estonia; Department of Internal Medicine, Tartu University Hospital, Estonia.
| | - Mari Kangasniemi
- Department of Nursing Science, Institute of Family Medicine and Public Health, Faculty of Medicine, University of Tartu, Estonia; Department of Nursing Science, Faculty of Medicine, University of Turku, Finland; Turku University Hospital, The Wellbeing Services County of Southwest Finland.
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Beaudin J, Chouinard MC, Hudon É, Hudon C. Integrated self-management support provided by primary care nurses to persons with chronic diseases and common mental disorders: a qualitative study. BMC PRIMARY CARE 2024; 25:212. [PMID: 38867162 PMCID: PMC11167744 DOI: 10.1186/s12875-024-02464-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 06/03/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND More and more people suffer from concomitant chronic physical diseases and common mental disorders, calling for integrated self-management support in primary care. However, self-management support of chronic physical diseases and common mental disorders is not clearly operationalized by guidelines and is still conducted in silos by primary care nurses, especially in favour of chronic diseases. This study aims to better understand primary care nurses' experience of integrated self-management support for people with physical chronic diseases and common mental disorders. METHODS An interpretive descriptive qualitative approach was conducted with 23 primary care nurses from family medicine groups in Quebec (Canada). They were selected through purposive and snowball sampling methods to participate in an individual interview. Data were analysed using an iterative inductive and deductive analysis (Rainbow Model of Integrated Care and the Practical Reviews in Self-Management Support (PRISMS) taxonomy). RESULTS Nurses' experience of integrated self-management support for people with CD and CMD was structured around: (1) elements of the approach; (2) clinical integration through prevention and health promotion; and (3) operationalization of integrated self-management support. Several elements deemed essential to integrated self-management support were identified. Nurses offered integrated self-management support through prevention of risk factors and promotion of a healthy lifestyle for physical chronic diseases and common mental disorders. Nurses' self-management support activities included education, action plans, monitoring, and many practical, psychological, and social support strategies. A model of integrated self-management support for primary care nursing is proposed to better understand its clinical integration. CONCLUSION This study presents clinical integration of self-management support and activities for people with physical chronic diseases and common mental disorders in primary care settings. Understanding integrated self-management support will help implement future interventions.
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Affiliation(s)
- Jérémie Beaudin
- Faculté de Médecine et des Sciences de la Santé, Université de Sherbrooke, 3001, 12e Avenue Nord, Sherbrooke, Québec, J1H 5N4, Canada.
- Module des sciences infirmières, Université du Québec à Chicoutimi, 555 Bd de l'Université, Chicoutimi, Québec, G7H 2B1, Canada.
| | - Maud-Christine Chouinard
- Faculté des sciences infirmières, Université de Montréal, Pavillon Marguerite-d'Youville, C.P. 6128 succ. Centre-ville, Montréal, Québec, Canada, H3C 3J7
| | - Émilie Hudon
- Module des sciences infirmières, Université du Québec à Chicoutimi, 555 Bd de l'Université, Chicoutimi, Québec, G7H 2B1, Canada
| | - Catherine Hudon
- Faculté de Médecine et des Sciences de la Santé, Université de Sherbrooke, 3001, 12e Avenue Nord, Sherbrooke, Québec, J1H 5N4, Canada
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Vázquez-Calatayud M, García-García R, Regaira-Martínez E, Gómez-Urquiza J. Real-world and game-based learning to enhance decision-making. NURSE EDUCATION TODAY 2024; 140:106276. [PMID: 38851020 DOI: 10.1016/j.nedt.2024.106276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Revised: 05/16/2024] [Accepted: 06/02/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND The evolving healthcare landscape necessitates highly qualified nurses equipped with a myriad of soft skills, including decision-making. Traditional teaching models have led to innovative, active methods that prioritise student participation and enhance crucial soft skill development, such as decision- making. Considering the recognised importance of improving clinical decision-making skills and the need for innovative training, a literature gap is present in assessing the effect of real world and game-based learning on decision-making abilities. OBJECTIVES This study aimed to investigate the effect of real-world and game-based learning, specifically using case-based learning and escape room, on decision-making competence in postgraduate nursing students in academic and clinical settings. DESIGN A descriptive, cross-sectional, quantitative intervention study was conducted, combining case-based learning and escape room methods sequentially. SETTINGS The study was conducted among postgraduate nursing students at the University of Navarra in Spain. PARTICIPANTS Sixty-six postgraduate nursing students, mostly women, participated in the study. METHODS The study integrated case-based learning and escape room sequentially. Data were collected through an ad hoc online questionnaire, recorded escape times from the escape room, and academic scores. RESULTS The study enrolled 66 participants with an average professional experience of 4.2 years. Academic results showed high scores in case resolution (average: 8.34) and knowledge tests (average: 9.21). Out of 11 groups, 81.8 % successfully escaped the escape room within 30 min, with positive questionnaire responses indicating enthusiasm, enjoyment and perceived effectiveness of the activities. CONCLUSIONS Real-world and game-based learning significantly enhanced decision-making competence in postgraduate nursing students across academic and clinical settings, demonstrating the importance of diverse teaching methods. Further research, including comparative studies and longitudinal analyses, is needed to evaluate the educational benefits of integrating case-based learning and escape room methods in nurse education and to refine assessment tools while monitoring long-term student progress.
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Affiliation(s)
- Mónica Vázquez-Calatayud
- Clínica Universidad de Navarra, Pamplona, Spain; University of Navarra, Innovation for a Person-Centred Care Research Group (ICCP-UNAV), Pamplona, Spain; Navarra's Health Research Institute (IdiSNA), Pamplona, Spain
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Henrique-Sanches BC, Cecilio-Fernandes D, Costa RRDO, Almeida RGDS, Etchegoyen FF, Mazzo A. Implications of clinical simulation in motivation for learning: scoping review. EINSTEIN-SAO PAULO 2024; 22:RW0792. [PMID: 38695476 PMCID: PMC11081016 DOI: 10.31744/einstein_journal/2024rw0792] [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: 09/25/2023] [Accepted: 01/15/2024] [Indexed: 05/12/2024] Open
Abstract
OBJECTIVE To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. METHODS The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. RESULTS The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. CONCLUSION Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.
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Affiliation(s)
- Barbara Casarin Henrique-Sanches
- Universidade de São PauloEscola de Enfermagem de Ribeirão PretoRibeirão PretoSPBrazilEscola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil.
| | - Dario Cecilio-Fernandes
- Universidade Estadual de CampinasCampinasSPBrazilUniversidade Estadual de Campinas, Campinas, SP, Brazil.
| | | | | | - Federico Ferrero Etchegoyen
- Universidade Nacional de La PlataFaculdade de Ciências MédicasBuenos AiresArgentinaUniversidade Nacional de La Plata, Faculdade de Ciências Médicas, Buenos Aires, Argentina.
| | - Alessandra Mazzo
- Universidade de São PauloBauruSPBrazilUniversidade de São Paulo, Bauru, SP, Brazil.
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Mahadevan A, Rivera R, Najhawan M, Saadat S, Strehlow M, Rao GVR, Youm J. Assessing the Efficacy of a Novel Massive Open Online Soft Skills Course for South Asian Healthcare Professionals. J Med Syst 2024; 48:32. [PMID: 38509201 PMCID: PMC10954989 DOI: 10.1007/s10916-024-02051-5] [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: 12/13/2023] [Accepted: 03/05/2024] [Indexed: 03/22/2024]
Abstract
In healthcare professions, soft skills contribute to critical thinking, decision-making, and patient-centered care. While important to the delivery of high-quality medical care, soft skills are often underemphasized during healthcare training in low-and-middle-income countries. Despite South Asia's large population, the efficacy and viability of a digital soft skills curriculum for South Asian healthcare practitioners has not been studied to date. We hypothesized that a web-based, multilingual, soft skills course could aid the understanding and application of soft skills to improve healthcare practitioner knowledge, confidence, attitudes, and intent-to-change clinical practice.In September 2019 a needs assessment observing soft skills practices was conducted in several Indian states. We developed a communication-focused soft skills curriculum that comprised seven 10-minute video lectures, recorded in spoken English and Hindi. Participants consisted of any practicing healthcare professionals and trainees in select South Asian countries age 18 and over. Participant knowledge, confidence, attitudes, and intent-to-change clinical practice were evaluated using pre- and post-course tests and surveys. Statistical analyses were performed using STATA and SPSS.From July 26, 2021 to September 26, 2021, 5750 registered and attempted the course, 2628 unique participants completed the pre-test, and 1566 unique participants completed the post-test. Participants demonstrated small but statistically significant gains in confidence (𝑝<0.001), attitudes toward course topics relevance (𝑝<0.001), and intent-to-change clinical practice (𝑝<0.001). There was no statistically significant gain in knowledge. A digital soft-skills massive open online course for healthcare practitioners in South Asia could serve as a viable approach to improve the quality of soft skills training in low-to-middle income countries.
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Affiliation(s)
- Aditya Mahadevan
- University of California Irvine School of Medicine, Irvine, CA, USA.
| | - Ronald Rivera
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, USA
| | - Mahan Najhawan
- University of Queensland-Ochsner School of Medicine, New Orleans, LA, USA
| | - Soheil Saadat
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, USA
| | - Matthew Strehlow
- Department of Emergency Medicine, Stanford University School of Medicine, Stanford, CA, USA
| | - G V Ramana Rao
- Department of Emergency Medicine Learning Centre and Research, Emergency Management and Research Institute, Hyderabad, Telangana, India
| | - Julie Youm
- Department of Medical Education, University of California Irvine School of Medicine, Irvine, CA, USA
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Ghafili A, Gantare A, Lobet-Maris C, Gourdin M. Towards the Elaboration of a Non-Technical Skills Development Model for Midwives in Morocco. Healthcare (Basel) 2022; 10:healthcare10091683. [PMID: 36141295 PMCID: PMC9498369 DOI: 10.3390/healthcare10091683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 08/29/2022] [Accepted: 08/31/2022] [Indexed: 11/16/2022] Open
Abstract
This article explores the non-technical skills critical for the practice of midwives through a comparison of two maternity services in Morocco. Soft skills, or non-technical skills, present a set of metacognitive abilities, which complement hard or technical skills, in order to guarantee the safe performance of a technical activity. This exploration is based on an original methodology that triangulates observation of caring paths, qualitative interviews, and quantitative questionnaires. We identified the main soft skills mastered, those that were missing, and those to be developed, based on an observed or expressed need. The research population included 30 midwives and 70 women. The results led us to identify the most critical non-technical skills for midwifery practice at a Local Medical Centre (LMC) and a Provincial Hospital Centre (PHC) to better understand the effects of workload on the possibilities of activating non-technical skills during caring paths. Based on these results, we elaborated a model for the development and improvement of non-technical skills in midwifery.
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Affiliation(s)
- Asmaa Ghafili
- Nursing and Midwifery Unit, Laboratory of Health Sciences and Technologies, Higher Institute of Health Sciences, Hassan First University of Settat, Settat 26000, Morocco
- Faculty of Public Health, Université Catholique de Louvain, 1200 Woluwe-Saint-Lambert, Belgium
- Correspondence:
| | - Abdellah Gantare
- Nursing and Midwifery Unit, Laboratory of Health Sciences and Technologies, Higher Institute of Health Sciences, Hassan First University of Settat, Settat 26000, Morocco
| | - Claire Lobet-Maris
- Royal Academy of Science, Letters and Fine Arts of Belgium, BE1000 Bruxelles, Belgium
- Technology, Ethics & Society Research Unit, Research Centre in Information, Law and Society (CRIDS), Namur Digital Institute (NADI), Faculty of Computer Sciences, University of Namur, 5000 Namur, Belgium
| | - Maximilien Gourdin
- Faculty of Public Health, Université Catholique de Louvain, 1200 Woluwe-Saint-Lambert, Belgium
- Department of Anesthesiology, UCLouvain, CHU UCL Namur, 5530 Namur, Belgium
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