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Alkhaledi NG, Alabdalhai SA, Awaji NY, Baker OG, Alyasin AM, Al Hnaidi BJ, Alayed AS, Ashour YO. Utilizing Competency-Based Education to Evaluate the Research Skills of Nursing Students: A Systematic Review and Meta-Analysis. Cureus 2024; 16:e62549. [PMID: 39022496 PMCID: PMC11254333 DOI: 10.7759/cureus.62549] [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] [Accepted: 06/17/2024] [Indexed: 07/20/2024] Open
Abstract
Exploring and implementing competency-based education approaches to assess research skills are necessary to close the gap between research and practice, promote lifelong learning among future nurses, and improve research literacy. This study aims to assess the effectiveness of competency-based education in improving the assessment of research skills among nursing students. A systematic review and meta-analysis of the literature was performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Population, Intervention, Comparison, Outcomes and Study (PICOS) eligibility criteria were used to select original studies published between 2017 and 2023. As a first step in the data-handling process, titles and abstracts of all articles retrieved by the search strategy were screened for relevance, and the irrelevant articles were discarded. The screening process was conducted by two authors independently, and the final decisions were made together. A meta-analysis was performed to assess the effectiveness of competency-based education in improving the assessment of research skills among nursing students. Five quantitative studies were appraised using the Joanna Briggs Institute checklist. The effect size was 0.69 ± 0.35 (P = 0.05), which indicates a high effect on research competency among nursing students who attend courses or training in research matters, after transforming data to correlation coefficient resulting in r = 0.5. The study encourages research literacy among nursing students. Through competency-based learning, students are exposed to a variety of research methodologies, ethical issues, and scientific writing conventions. This exposure enhances their capacity to understand, assess, and apply research evidence, empowering them to become knowledgeable consumers and field contributors. While making evidence-based decisions, nurses with research competencies can actively incorporate the most recent research findings into their clinical practice. Furthermore, nurses with strong research abilities can influence health policy and practice.
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Ayaz-Alkaya S, Terzi H. Effectiveness of scientific research education programme on the attitudes of nursing students towards research methods course: a pre and post-implementation study. Contemp Nurse 2024; 60:33-41. [PMID: 38300747 DOI: 10.1080/10376178.2024.2310265] [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: 09/20/2021] [Accepted: 01/21/2024] [Indexed: 02/03/2024]
Abstract
BACKGROUND Nursing research is the key to building an evidence-based practice for nursing. It is a necessity for nursing students to be professionals and to be encouraged to conduct research. AIMS This research was conducted to determine the effectiveness of a scientific research education program on the attitudes of nursing students towards research methods. DESIGN A single group pre and post implementation study. METHODS The sample was composed of the third-year nursing students (n = 196). A questionnaire, and the Scientific-Research-Methods-Course-Attitude-Scale (SRMC-AS) were used for the data collection. The intervention consisted of theoretical education, group discussions, and research project writing practices lead by the researchers. RESULTS The difference between mean scores of the SRMC-AS baseline measurement (85.18 ± 9.09), 3rd month (91.20 ± 7.59), and 6th month (90.68 ± 11.16) was statistically significant (p < 0.05). CONCLUSION The scientific research education program was found effective about positively increasing the attitudes of the students towards the course.
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Affiliation(s)
- Sultan Ayaz-Alkaya
- Nursing Faculty, Gazi University, Emek Bişkek Street, 6th Street, No:2 06490 Çankaya, Ankara, Turkey
| | - Handan Terzi
- Faculty of Health Sciences, Nursing Department, Ankara Medipol University, Ankara, Turkey
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Flores-Bazán T, Barrios-González EE, Morán-León J, Guerrero-Solano JA. Actitud hacia la investigación de estudiantes de enfermería en un contexto de educación a distancia. SANUS 2023. [DOI: 10.36789/revsanus.vi1.320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Abstract
Introducción: El cierre de instituciones educativas a nivel mundial debido a la pandemia global de COVID-19 dio como resultado una educación a distancia que ha modificado la apreciación y la actitud de los estudiantes universitarios ante ciertos aspectos educativos. Se desconoce si este cambio afecta la actitud hacia la investigación. Objetivo: Analizar la actitud hacia la investigación de los estudiantes de enfermería en un contexto educativo a distancia. Metodología: Estudio descriptivo transversal correlacional, en 376 estudiantes inscritos de todos los años de enfermería de una universidad mexicana, excluyendo estudiantes de otras escuelas, en estancia académica o bajas. Se midieron variables sociodemográficas y el cuestionario actitud hacia la investigación en universitarios, con previa aprobación de un comité de ética y autorización por consentimiento informado. Resultados: Los estudiantes tuvieron una actitud hacia la investigación de mala a regular, 69-71% manifestó que los principales obstáculos para no investigar fueron falta de tiempo y conocimientos, consideraron que hacer investigación fue estresante y tedioso, 96-98% pensaban que saber citar, redactar y organizarse eran las principales habilidades a tomar en cuenta para investigar, con sentido ético y flexibilidad de pensamiento. Los estudiantes mostraron un decremento en la actitud conforme avanzaban de año en la universidad con p<0.05. Conclusiones: La actitud hacia la investigación de los estudiantes de enfermería a distancia, fue de mala a regular, por lo que el presente sienta las bases para futuras intervenciones en las cuales se trate de mejorar la actitud y disposición a la investigación a distancia.
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Roca J, Gros Navés S, Canet-Velez O, Torralbas-Ortega J, Tort-Nasarre G, Postic T, Martínez L. Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12387. [PMID: 36231688 PMCID: PMC9566517 DOI: 10.3390/ijerph191912387] [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: 08/22/2022] [Revised: 09/16/2022] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Abstract
The Final Degree Project (FDP) is a module that, although intended for the completion of a bachelor thesis (BT), consists of theoretical and clinical teaching. Therefore, introducing service learning (SL) can support student adjustments to the real-world professional role. This study plans to evaluate a teaching innovation project that combines BT and SL through Kirkpatrick's four-level model (reaction, learning, behaviour and results). It takes the form of a convergent parallel mixed-methods design study. The participants were 15 final-year students obtaining a Bachelor of Nursing degree, 4 BT supervising mentors and 4 nurses. At the request of a hospital institution, in their BT, students completed a review of evidence-based nursing protocols. For data collection, the researchers used: an SL questionnaire, student narratives, mentor field diaries and nurse interviews. According to student opinion, the results showed high satisfaction rates (4.44 out of 5), the most developed skills were Independent Work and Information Management, but they signal the need to reinforce the research methodology skills. Finally, positive feedback from all participants is that using SL promotes both the opinion that the BT is useful and also promotes a collaboration between academic and clinical settings.
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Affiliation(s)
- Judith Roca
- Department of Nursing and Physiotherapy, University of Lleida, 25003 Lleida, Spain
- Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure St., 25198 Lleida, Spain
| | - Silvia Gros Navés
- Department of Nursing and Physiotherapy, University of Lleida, 25003 Lleida, Spain
| | - Olga Canet-Velez
- Faculty of Health Sciences Blanquerna, University Ramon Llull, 08022 Barcelona, Spain
- Global Health, Gender and Society Research Group (GHenderS), 326-332 Padilla St., 08025 Barcelona, Spain
| | - Jordi Torralbas-Ortega
- Nursing Care Research Group, Sant Pau Biomedical Research Institute (IIB SANT PAU), 08041 Barcelona, Spain
| | - Glòria Tort-Nasarre
- Department of Nursing and Physiotherapy, University of Lleida, 25003 Lleida, Spain
- CAP Calaf. SAP ANOIA, Gerència Territorial Catalunya Central, Institut Català de la Salut (ICS), 25600 Lleida, Spain
- AFIN, Research Group and Outreach Centre, Universitat Autònoma de Barcelona, 08193 Barcelona, Spain
| | - Tijana Postic
- Igualada University Hospital, University of Lleida, 25003 Lleida, Spain
| | - Laura Martínez
- Department of Nursing and Physiotherapy, University of Lleida, 25003 Lleida, Spain
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Gros Navés S, Canet-Vélez O, Contreras-Higuera W, Garcia-Expósito J, Torralbas-Ortega J, Roca J. Translation, Adaptation, and Psychometric Validation of the Spanish Version of the Attitudes towards Research and Development within Nursing Questionnaire. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084623. [PMID: 35457492 PMCID: PMC9024421 DOI: 10.3390/ijerph19084623] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 04/05/2022] [Accepted: 04/09/2022] [Indexed: 02/01/2023]
Abstract
The promotion of research competence is essential for the development of the nursing profession and discipline. The aim of this study was to translate into Spanish, adapt, and validate an instrument measuring nurses’ attitudes towards nursing research and development. A quantitative, cross-sectional, analytical design was used for the cross-cultural adaptation and cultural validation of the instrument. A total of 367 participants were selected using intentional sampling. A process of translation, back-translation, expert consultation, and pilot testing was followed. Subsequently, reliability and statistical validity were assessed, a new factor structure was proposed, and means were compared to assess the power to discriminate between factors by groups of participants. The results showed internal consistency tests with a Cronbach’s alpha of 0.913. Confirmatory factor analysis of the comparative fit index (CFI = 0.549) and Tucker–Lewis index (TLI = 0.491) indicate that the factors did not match the original clustering model. The new factor structure consisted of seven factors. Between-group comparisons revealed statistically significant differences. In conclusion, the instrument exhibits high levels of statistical reliability and validity compared to the original instrument. The new factorial proposal is consistent, but further research is needed to verify its replicability in other contexts.
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Affiliation(s)
- Silvia Gros Navés
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 25198 Lleida, Spain; (S.G.N.); (J.G.-E.)
| | - Olga Canet-Vélez
- Faculty of Health Sciences Blanquerna, University Ramon Llull, 08025 Barcelona, Spain;
| | - Williams Contreras-Higuera
- Department of Methods of Research and Diagnosis in Education, Faculty of Education, University of Barcelona, 08035 Barcelona, Spain;
| | - Judith Garcia-Expósito
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 25198 Lleida, Spain; (S.G.N.); (J.G.-E.)
| | - Jordi Torralbas-Ortega
- Parc Taulí Hospital, Nursing Research Group (@GRItauli) of Research and Innovation Institute Parc Taulí (I3PT), 08208 Sabadell, Spain;
| | - Judith Roca
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 25198 Lleida, Spain; (S.G.N.); (J.G.-E.)
- Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 25198 Lleida, Spain
- Correspondence:
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Burrell SA, Ross JG, Heverly M, Mariani B. Psychometric Evaluation of the Nursing Students' Attitudes Toward Nursing Education Research Questionnaire. J Nurs Meas 2020; 28:JNM-D-19-00061. [PMID: 32229509 DOI: 10.1891/jnm-d-19-00061] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND AND PURPOSE While nursing students' attitudes about research are generally positive, little is known about their attitudes toward education research. The purpose of this study was to test the psychometric properties of the newly developed Nursing Students' Attitudes toward Nursing Education Research Questionnaire (NSANERQ). METHODS The 25-item NSANERQ was adapted from an existing tool measuring nursing students' attitudes toward nursing research. Content and construct validity, and internal consistency and test-retest reliability were evaluated. Content validity was assessed using a panel of five experts. Internal consistency reliability and construct validity were assessed in a sample of 156 senior, junior, and sophomore baccalaureate nursing students with a mean age of 20.55 years. A separate sample of 49 freshmen baccalaureate nursing students with a mean age of 18.35 years was used to assess test-retest reliability. Both samples were predominantly female, White, and non-Hispanic/non-Latino. RESULTS The NSANERQ demonstrated excellent content validity (S-CVI = 0.92), good internal consistency reliability (α = .88), and acceptable test-retest reliability (r = 0.71) over 2 weeks. Exploratory factor analysis resulted in a six-factor solution, which was confirmed through confirmatory factor analysis. CONCLUSIONS The NSANERQ is a valid and reliable instrument that can be used to measure students' attitudes toward nursing education research.
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Aguayo-González M, Leyva-Moral JM, San Rafael S, Fernandez MI, Gómez-Ibáñez R. Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study. Nurs Health Sci 2020; 22:563-569. [PMID: 32104976 DOI: 10.1111/nhs.12693] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 02/10/2020] [Accepted: 02/16/2020] [Indexed: 12/01/2022]
Abstract
This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.
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Affiliation(s)
- Mariela Aguayo-González
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
| | - Juan M Leyva-Moral
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain.,Center for Health Sciences Research, Universidad María Auxiliadora, Lima, Peru
| | - Sabiniana San Rafael
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
| | - Maria Isabel Fernandez
- Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
| | - Rebeca Gómez-Ibáñez
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
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Nursing Students' Attitudes Toward Nursing Education Research and Participation in Pedagogical Research. Nurse Educ 2020; 45:277-282. [PMID: 31972836 DOI: 10.1097/nne.0000000000000778] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Nursing students overall have positive attitudes toward research, but no studies have explored students' attitudes toward education research or pedagogical research participation. PURPOSE The purposes of this study were to explore nursing students' attitudes toward research in general, education research, and participation as subjects in pedagogical research; describe the relationships among these attitudes; and identify associated factors. METHODS A mixed-methods, descriptive, cross-sectional study design was used. RESULTS Nursing students' (N = 195) attitudes about research in general, education research, and participation in pedagogical research were predominantly positive and directly correlated. Age was significantly associated with attitudes about education research and research participation, whereas program year was associated only with research participation. The most prevalent barrier to research participation was time. CONCLUSIONS Findings provide valuable insight about nursing students' attitudes toward research that may be used to design protocols to enhance student participation in pedagogical research.
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Llaurado-Serra M, Rodríguez E, Gallart A, Fuster P, Monforte-Royo C, De Juan MÁ. Assessing the competences associated with a nursing Bachelor thesis by means of rubrics. NURSE EDUCATION TODAY 2018; 66:103-109. [PMID: 29698874 DOI: 10.1016/j.nedt.2018.04.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Revised: 03/15/2018] [Accepted: 04/12/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Writing a Bachelor thesis is the last step in obtaining a university degree. The thesis may be job- or research-orientated, but it must demonstrate certain degree-level competences. Rubrics are a useful way of unifying the assessment criteria. OBJECTIVES To design a system of rubrics for assessing the competences associated with the Bachelor thesis of a nursing degree, to examine the system's reliability and validity and to analyse results in relation to the final thesis mark. DESIGN Cross-sectional and psychometric study conducted between 2012 and 2014. SETTINGS Nursing degree at a Spanish university. PARTICIPANTS Twelve tutors who designed the system of rubrics. Students (n = 76) who wrote their Bachelor thesis during the 2013-2014 academic year. METHODS After deciding which aspects would be assessed, who would assess them and when, the tutors developed seven rubrics (drafting process, assessment of the written thesis by the supervisor and by a panel, student self-assessment, peer assessment, tutor evaluation of the peer assessment and panel assessment of the viva). We analysed the reliability (inter-rater and internal consistency) and validity (convergent and discriminant) of the rubrics, and also the relationship between the competences assessed and the final thesis mark. RESULTS All the rubrics had internal consistency coefficients >0.80. The rubric for oral communication skills (viva) yielded inter-rater reliability of 0.95. Factor analysis indicated a unidimensional structure for all but one of the rubrics, the exception being the rubric for peer assessment, which had a two-factor structure. The main competences associated with a good quality Bachelor thesis were written communication skills and the ability to work independently. CONCLUSION The assessment system based on seven rubrics is shown to be valid and reliable. Writing a Bachelor thesis requires a range of degree-level competences and it offers nursing students the opportunity to develop their evidence-based practice skills.
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Affiliation(s)
- M Llaurado-Serra
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat, Spain
| | - E Rodríguez
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat, Spain
| | - A Gallart
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat, Spain
| | - P Fuster
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat, Spain
| | - C Monforte-Royo
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat, Spain.
| | - M Á De Juan
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat, Spain
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