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Wen H, Zhang R, Zhou Z, Hong M, Huang Z, Jiang Y, Chen Y, Peng L. Comparison of lecture-based learning with presentation-assimilation-discussion method in occupational bloodborne exposure education of nursing students, a randomised trial. BMC Nurs 2024; 23:702. [PMID: 39343940 PMCID: PMC11441161 DOI: 10.1186/s12912-024-02365-2] [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: 06/22/2024] [Accepted: 09/23/2024] [Indexed: 10/01/2024] Open
Abstract
BACKGROUND Occupational Bloodborne Exposures (OBEs) are incidents where healthcare workers come into contact with blood or other potentially infectious materials, leading to risks of transmitting bloodborne pathogens. Nursing students, often in direct contact with patients, face heightened risks due to their duties. METHODS First, we conducted a cross-sectional survey using a OBEs questionnaire to explore the knowledge, attitudes, practices, and needs regarding OBEs among nursing students. Subsequently, we used a randomized controlled trial (RCT) to compare the impact of the Presentation-Assimilation-Discussion (PAD) method with the traditional lecture-based learning (LBL) method on OBEs education for nursing students. Pre-test, post-test, and retention test were used to observe the teaching effectiveness, and the students' feedback on the teaching method was also observed. RESULTS In the cross-sectional survey, we found that nursing students lacked sufficient knowledge and management skills regarding OBEs but recognized the importance of standard precautions and expressed a desire for systematic OBEs training during their education and internships. In the RCT, the total, theoretical, and practical scores of the PAD and LBL groups were comparable in the pre-test (56.70 ± 3.47 vs. 56.40 ± 3.95, 33.09 ± 3.39 vs. 33.33 ± 2.44, 23.61 ± 4.66 vs. 23.07 ± 4.84, p > 0.05). After training, the PAD model demonstrated an advantage over the LBL model in immediate total (84.25 ± 4.06 vs. 78.95 ± 4.23, p < 0.001), theoretical (54.32 ± 2.43 vs. 51.44 ± 2.58, p < 0.001), and practical scores (29.93 ± 3.90 vs. 27.51 ± 4.33, p < 0.01). It also showed superior retention of total (69.05 ± 3.87 vs. 65.77 ± 2.94, p < 0.001) and theoretical scores (39.05 ± 3.05 vs. 36.23 ± 3.18, p < 0.001). However, there was no significant difference in the retention of practical scores between the two groups (30.00 ± 4.76 vs. 29.53 ± 3.73, p > 0.05). The PAD group benefited more across various learning dimensions but reported a higher study load. CONCLUSIONS Our study reveals that the PAD model could be a valuable approach for teaching OBEs to nursing students.
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Affiliation(s)
- Heling Wen
- Institute of Cardiovascular Diseases, Department of Cardiology, School of Medicine, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Rui Zhang
- Department of Surgery, The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, 610044, China
| | - Zhenke Zhou
- Department of Infectious Disease, The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, 610021, China
| | - Min Hong
- Department of Fever Clinic, Sichuan Provincial People's Hospital, Sichuan Academy of Medical Science, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Zheng Huang
- Department of Surgery, The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, 610044, China
| | - Yifeng Jiang
- Department of Surgery, The Affiliated Tumor Hospital of Chengdu Medical College, Chengdu, 610044, China
| | - Yu Chen
- Institute of Cardiovascular Diseases, Department of Cardiology, School of Medicine, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
| | - Lei Peng
- Department of Nephrology, Institute of Nephrology, Sichuan Provincial People's Hospital, School of Medicine, University of Electronic Science and Technology of China, Chengdu, 610072, China.
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Kronemann B, Joson-Teichert E, Michiels-Corsten M, Bösner S, Groth J. Missing topics for a newly established general practice curriculum for medical students in Hesse - a qualitative study. BMC PRIMARY CARE 2024; 25:306. [PMID: 39148026 PMCID: PMC11325750 DOI: 10.1186/s12875-024-02533-y] [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: 01/18/2024] [Accepted: 07/19/2024] [Indexed: 08/17/2024]
Abstract
BACKGROUND To address the declining numbers of general practitioners (GPs) in rural areas and a lack of medical students pursuing a career in primary care, a general practice-based curriculum coupled with additional university admissions for students has been established at three universities in Hesse, Germany. This study aims to analyze potential topics which students striving to become a GP will benefit from. Teaching such topics will prepare them for their chosen career and working in rural areas. We aimed to explore the views of both specialists and GPs on chief topics and necessary skills in primary care. METHODS In our study we used semi-structured interviews with outpatient specialists and specialists in clinical practice and semi-structured group interviews with GPs in training. The topic guide addressed contents of the curriculum for medical students with an extracurricular focus (addressing additional topics) on primary care. Data analysis was carried out using qualitative content analysis according to Mayring. RESULTS GPs in training and specialists agreed on the importance of knowledge in the fields of medical history, physical examination, communication as well as common diseases in primary care. Essential competences mentioned were: inducing medical treatment, decision-making and triage, conducting structured conversations, having patient knowledge (hard skills) as well as an interest in continuous learning, empathy, personal commitment, listening and down-to-earthness (soft skills). Case reports, symptom-based learning, practical training, lessons with simulated patients and the integration of role models were regarded as useful teaching methods. CONCLUSIONS General practice-based curriculums should not only focus on the transfer of knowledge. Equally important is the training of soft and hard skills to prepare future GPs for their work in primary care. Special teaching methods as well as practical training should be the heart of a newly established curriculum.
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Affiliation(s)
- Bibiane Kronemann
- Department of General Practice and Family Medicine, Faculty of Medicine, Philipps-University of Marburg, Marburg, Germany.
| | - Elisabeth Joson-Teichert
- Department of General Practice and Family Medicine, Faculty of Medicine, Philipps-University of Marburg, Marburg, Germany
| | - Matthias Michiels-Corsten
- Department of General Practice and Family Medicine, Faculty of Medicine, Philipps-University of Marburg, Marburg, Germany
| | - Stefan Bösner
- Department of General Practice and Family Medicine, Faculty of Medicine, Philipps-University of Marburg, Marburg, Germany
| | - Jana Groth
- Department of General Practice and Family Medicine, Faculty of Medicine, Philipps-University of Marburg, Marburg, Germany
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Oettle M, Büttner M, Forster M, Gajdi L, Mücke J, Nieto A, Heuser S, Huber J, Walter F, Corradini S, Niyazi M, Belka C, Dreyling M, Fischer MR, Fleischmann DF. Principles of oncology taught in a one-week course. J Cancer Res Clin Oncol 2023; 149:17071-17079. [PMID: 37750957 PMCID: PMC10657289 DOI: 10.1007/s00432-023-05377-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 08/29/2023] [Indexed: 09/27/2023]
Abstract
BACKGROUND Growing challenges in oncology require evolving educational methods and content. International efforts to reform oncology education are underway. Hands-on, interdisciplinary, and compact course formats have shown great effectiveness in the education of medical students. Our aim was to establish a new interdisciplinary one-week course on the principles of oncology using state-of-the-art teaching methods. METHODS In an initial survey, medical students of LMU Munich were questioned about their current level of knowledge on the principles of oncology. In a second two-stage survey, the increase in knowledge resulting from our recently established interdisciplinary one-week course was determined. RESULTS The medical students' knowledge of clinically important oncological topics, such as the diagnostic workup and interdisciplinary treatment options, showed a need for improvement. Knowledge of the major oncological entities was also in an expandable state. By attending the one-week course on the principles of oncology, students improved their expertise in all areas of the clinical workup in oncology and had the opportunity to close previous knowledge gaps. In addition, students were able to gain more in-depth clinical knowledge on the most common oncological entities. CONCLUSION The interdisciplinary one-week course on the principles of oncology proved to be an effective teaching method to expand the knowledge of the future physicians to an appropriate level. With its innovative and interdisciplinary approach, the one-week course could be used as a showcase project for the ongoing development of medical education in Germany.
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Affiliation(s)
- Matthias Oettle
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Medicine III, University Hospital, LMU Munich, Munich, Germany
| | - Marcel Büttner
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Marie Forster
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Laura Gajdi
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Johannes Mücke
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Alexander Nieto
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Sonja Heuser
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Johanna Huber
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Franziska Walter
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Stefanie Corradini
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Maximilian Niyazi
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany
| | - Claus Belka
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany
- Bavarian Cancer Research Center (BZKF), Munich, Germany
| | - Martin Dreyling
- Department of Medicine III, University Hospital, LMU Munich, Munich, Germany
| | - Martin R Fischer
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Daniel F Fleischmann
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany.
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany.
- German Cancer Research Center (DKFZ), Heidelberg, Germany.
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Semerci R, Savaş EH. The effects of child health nursing curriculum-integrated therapeutic activities on therapeutic communication skills of nursing students: Non-randomized study. J Pediatr Nurs 2023; 73:221-227. [PMID: 37922859 DOI: 10.1016/j.pedn.2023.10.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 10/20/2023] [Accepted: 10/20/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND Effective therapeutic communication with hospitalized children is increasingly recognized as crucial for child-centered care in all healthcare settings. The quantity and quality of training nurses receive to promote and enhance nurse-child communication are vital. This study aims to evaluate the impact of planned therapeutic communication activities for the Child Health Nursing Course on the therapeutic communication skills of nursing students. METHOD A non-randomized study with a pre-test and post-test design was conducted with 28 junior nursing students in Turkey. Data were collected using an 'Information Form' and the 'Therapeutic Communication Skills Scale for Nursing Students'. The Child Health Nursing Course curriculum incorporated lectures with various activity designs to enhance students' therapeutic communication skills. RESULTS The curriculum-integrated therapeutic activities significantly decreased non-therapeutic communication skills in students, with a large effect size [d: 0.827, 95% CI: (0.393)-(1.296)]. Furthermore, the activities led to a significant increase in Therapeutic Communication Skills-1 with a large effect size [d: -0.943, 95% CI: (-1.416) - (-0.513)], and improved Therapeutic Communication Skills-2 with a large effect size [d: -1.285, 95% CI: (-1.827) - (-0.804)]. CONCLUSION The findings indicate that therapeutic activities effectively improved the therapeutic communication skills of nursing students. PRACTICE IMPLICATIONS Integrating therapeutic activities into the Child Health Nursing Course curriculum is recommended to enhance nursing students' therapeutic communication skills.
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Affiliation(s)
- Remziye Semerci
- Koç University, School of Nursing, Department of Pediatric Nursing, İstanbul, Turkey.
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Yao J, Fu R, Zhu M, Dong X, Shi Y, Zhang X, Yuan H. Modelling the case-based learning preferences of undergraduate nursing students using a discrete choice experiment in China. NURSE EDUCATION TODAY 2023; 129:105893. [PMID: 37459830 DOI: 10.1016/j.nedt.2023.105893] [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: 02/06/2023] [Revised: 05/31/2023] [Accepted: 07/04/2023] [Indexed: 08/14/2023]
Abstract
PURPOSE To investigate the preferences for case-based learning programmes among undergraduate nursing students. METHOD A questionnaire was designed based on a discrete choice experiment, and 227 undergraduate nursing students were investigated. In STATA 15.0 software, the data were statistically analysed using a mixed logit model. RESULT All attributes in our study were found to have a significant influence on undergraduate nursing students' preferences for case-based learning programmes. The students' preference for the CBL programme was influenced by the clinical internship experience and type of university. Furthermore, the most ideal scenario was found to be video case modality, unfolding delivery, provided by academic experts and clinical instructors, group size 9-11, adequate feedback, and fragmented case content. CONCLUSION The undergraduate nursing students' preferences for case-based learning programmes were affected by the provider, case modality, modality, group size, feedback, and case content. Our results can provide useful information for nursing educators to gain insight into student preferences and formulate case-based learning programs.
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Affiliation(s)
- Jiannan Yao
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China; The First Affiliated Hospital of the China Medical University, Shenyang 110000, Liaoning Province, PR China
| | - Rong Fu
- Department of Fundamental Nursing, School of Nursing, Shenyang Medical College School, Shenyang 110000, Liaoning Province, PR China
| | - Mingyue Zhu
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Xueqi Dong
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Yu Shi
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Xiuying Zhang
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China.
| | - Hua Yuan
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China.
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Yao J, Yuan H, Zhu M, Wang J, Wang Q, Chen Z, Chen Y, Zhang X. Nursing student learning of evidence-based nursing through case-based learning and flipped learning: A mixed study. Nurs Open 2023; 10:6551-6558. [PMID: 37394713 PMCID: PMC10416045 DOI: 10.1002/nop2.1910] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 05/02/2023] [Accepted: 06/05/2023] [Indexed: 07/04/2023] Open
Abstract
AIM To evaluate a teaching experience in evidence-based nursing learning through case-based learning (CBL) and flipped learning (FL). DESIGN Embedded mixed methods study. METHODS In the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in-depth semi-structured interview is used. RESULTS Five themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, 'combine theory and practice' and 'select the best evidence from what is found in the search' have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied. CONCLUSIONS The combination of CBL and FL is an innovative strategy for learning evidence-based nursing courses. No Patient or Public Contribution.
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Affiliation(s)
- Jiannan Yao
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
- The First Affiliated Hospital of the China Medical UniversityShenyangChina
| | - Hua Yuan
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Mingyue Zhu
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Jia Wang
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Qiuchen Wang
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Zhiming Chen
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
| | - Yahong Chen
- China‐Japan Union Hospital of Jilin UniversityChangchunChina
| | - Xiuying Zhang
- Department of Fundamental Nursing, School of NursingJilin UniversityChangchunChina
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Yao J, Fu R, Zhu M, Jia L, Dong X, Shi Y, Zhang X, Yuan H. Case-based learning interventions for undergraduate nursing students in a theoretical course: A review of design, implementation, and outcomes. J Prof Nurs 2023; 46:119-133. [PMID: 37188400 DOI: 10.1016/j.profnurs.2023.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 02/25/2023] [Accepted: 03/08/2023] [Indexed: 03/28/2023]
Abstract
BACKGROUND Case-based learning (CBL) is a contextualized learning and teaching method that can facilitate active and reflective learning to develop critical thinking and problem-solving skills. However, nursing educators have some difficulty in creating a CBL environment that matches the diverse professional nursing curriculum and students' needs, including developing relevant cases and appropriate CBL implementation processes. OBJECTIVE To summarize the case design, implementation process, and their relationship with CBL effectiveness. METHODS Electronic databases of PubMed, Embase, Web of Science, CINAHL, China National Knowledge Infrastructure (CNKI) and Wanfang Data (a Chinese database) were searched from inception until January 2022. Study quality was assessed using the Mixed Methods Appraisal Tool. A qualitative synthesis was then conducted to summarize the study findings. RESULTS The systematic mixed studies review included twenty-one quantitative studies, five qualitative studies and two mixed methods studies. The case design and implementation process were indispensable parts of each study, but the application process of CBL in each study was slightly different, basically including case design, preparation, small-group interaction and exploration, collaborative efforts, teacher summary, assignment and teacher feedback. There were three themes in this review that indicate the effect of CBL on students, namely, knowledge, competence and attitude. CONCLUSION The present review analyzes the available literature and suggests that there is no common format for the case design and CBL implementation process, but demonstrates that they are an indispensable part of each study. This review provides conceptual procedures for nurse educators to design and implement CBL in nursing theoretical courses to improve the effectiveness of CBL.
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Chen L, Tang XJ, Liu Q, Zhang X. Self-directed learning: Alternative for traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China. Heliyon 2023; 9:e15632. [PMID: 37153383 PMCID: PMC10116121 DOI: 10.1016/j.heliyon.2023.e15632] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 03/30/2023] [Accepted: 04/17/2023] [Indexed: 05/09/2023] Open
Abstract
In recent years, the COVID-19 pandemic has led to a shift in medical education from traditional face-to-face to online or remote learning, which provided challenges to faculty and students that have traditionally given face-to-face instruction. Self-directed learning (SDL) has gained popularity in undergraduate education such as nursing and adult education. Although the application of SDL in many medical teachings is practical, the application of SDL in undergraduate ophthalmology education has not been well investigated. COVID-19 pandemic led to changes in the learning style of undergraduate medical students to adapt to the shift from traditional classroom learning (TCL) to online or remote learning. Self-directed learning is a process in which individuals take the initiative in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes. This study compared students' perspectives and study outcomes of the SDL and TCL to preliminarily investigate the effect of SDL in undergraduate ophthalmology education. The students showed equal perspectives and satisfaction with both learning models. There was no difference in learning outcomes at the end of the study. The students with different interests in ophthalmology had different perspectives on SDL and TCL. Self-directed learning is an essential alternative to traditional classroom learning in undergraduate ophthalmic education during the COVID-19 pandemic in China.
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Affiliation(s)
- Lin Chen
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China
- China International Science and Technology Cooperation Base of Child Development and Critical Disorders, China
| | - Xiao-Jiao Tang
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China
- China International Science and Technology Cooperation Base of Child Development and Critical Disorders, China
| | - Qing Liu
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China
- China International Science and Technology Cooperation Base of Child Development and Critical Disorders, China
| | - Xuan Zhang
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China
- China International Science and Technology Cooperation Base of Child Development and Critical Disorders, China
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Byrnes MK, Jones BD, Foerst EMH. Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220100. [PMID: 37083561 DOI: 10.3138/jvme-2022-0100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students' motivation within professional competency courses (PC courses) by (a) comparing students' motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students' motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students' perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students' responses to the open-ended questions, specific motivational strategies are recommended to increase students' effort in PC courses, such as intentionally implementing strategies to increase students' interest and perceptions of usefulness and empowerment.
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Affiliation(s)
- Meghan K Byrnes
- Virginia Maryland College of Veterinary Medicine, 205 Duck Pond Drive, Blacksburg VA 24061
| | - Brett D Jones
- Virginia Tech, School of Education, 1750 Kraft Dr., MC 0302, Blacksburg, VA 24061
| | - Emily M Holt Foerst
- Virginia Tech Carilion School of Medicine, 2 Riverside Circle, Suite M114, Roanoke, VA 24016
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Lin CS, Yang CC. Evaluation of a digital game for teaching behavioral aspects of clinical communication in dentistry. BMC MEDICAL EDUCATION 2023; 23:78. [PMID: 36721149 PMCID: PMC9889244 DOI: 10.1186/s12909-023-04040-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 01/18/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Traditionally, dental students learn the skills for dentist-patient interaction and communication via on-site contact with patients, when they start clinical training. However, preclinical students (who have not started clinical practice) have fewer chances to realize the context of dentist-patient interaction. It has remained unclear if a gamification approach via digital media, i.e., a computer role-playing game, can help to learn clinical communication skills. The intervention-based study investigates the effectiveness of the clinical dentist-patient communication (CDPC) game on students' motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. METHODS Fifty-two dental students (Preclinical group) and 18 dental interns and dentists (Clinical group) played the CDPC game, which consists of 16 scenes of clinical context about dentist-patient communication (less than 40 min for playing), via web browsers. Pre-test and post-test questionnaires were used to assess their motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. The effectiveness was examined by comparing pre-test and post-test scores within-subject and between-group difference was compared between Preclinical and Clinical groups, via non-parametric statistical tests. RESULTS (A) In the Preclinical group, participants showed a significant increase in motivation and self-efficacy in learning after playing the CDPC game (p < 0.05, adjusted of multiple comparison). (B) In contrast, the Clinical group did not show a significant difference before vs. after playing the game. (C) After playing the game, the Preclinical group showed a significant association between motivation and beliefs (p = 0.024) and between motivation and self-efficacy (p = 0.001); the Clinical group showed a significant association between motivation and beliefs (p = 0.033). CONCLUSIONS The current evidence suggests that gamification of learning helps preclinical students to understand the context of clinical dentist-patient interaction and increase their motivation and self-efficacy to learn behavioral issues of clinical communication.
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Affiliation(s)
- Chia-Shu Lin
- Department of Dentistry, College of Dentistry, National Yang Ming Chiao Tung University, 155, Sec. 2, Linong St., Taipei, 11221, Taiwan (ROC).
| | - Cheng-Chieh Yang
- Department of Dentistry, College of Dentistry, National Yang Ming Chiao Tung University, 155, Sec. 2, Linong St., Taipei, 11221, Taiwan (ROC)
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Lee J, Campbell S, Choi M, Bae J. Authentic learning in healthcare education: A systematic review. NURSE EDUCATION TODAY 2022; 119:105596. [PMID: 36283196 DOI: 10.1016/j.nedt.2022.105596] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 09/06/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The increasing complexity of the clinical environment demands a higher level of clinical performance competency. New pedagogical authentic learning methods have been developed to meet this need by bridging the gap between knowledge and practice. OBJECTIVE This systematic review aimed to examine authentic learning methods and their effects in healthcare education. DESIGN Systematic review. DATA SOURCES Data were obtained from a literature search of Embase, PubMed, MEDLINE, CINAHL, PsycINFO, and Korean databases (e.g., KoreaMed) for studies published until May 2021. This review selected research papers documenting RCTs or quasi-experimental studies targeting undergraduate students training to become healthcare professionals. REVIEW METHODS This study was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. The risk of bias assessment utilized the Joanna Briggs Institute (JBI) critical checklist. RESULTS Of 20 selected studies, 12 studies were randomized controlled trials, while 8 had quasi-experimental designs with a control group. Simulation was identified as an effective educational method for authentic learning. Through authentic learning, undergraduate students cultivated their knowledge and learning motivation. However, divergent conclusions were shown for performance skills. CONCLUSIONS Authentic pedagogical methodologies effectively enhanced learners' competencies in the cognitive, psychomotor, and affective domains. Integrating technological applications, e.g., e-learning or web-based approaches, facilitated education across academic boundaries. Further studies on combining technology with authentic learning approaches should be conducted to construct realistic educational environments for learners. TRIAL REGISTRATION CRD42021229350.
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Affiliation(s)
- JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Yonsei Evidence Based Nursing Centre of Korea, A JBI Affiliated Group, Seoul, Republic of Korea, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea
| | - Suzanne Campbell
- School of Nursing, University of British Columbia, Vancouver, Canada
| | - MoonKi Choi
- College of Nursing, Kangwon National University, 24341, Room 401 Department of Nursing, Gangwondaehak-gil 1, Chuncheon-si, Gangwon-do, Republic of Korea
| | - Juyeon Bae
- Department of Nursing, Konkuk University Glocal Campus, Chungwon-daero 268, Chungju-si, Chungcheongbuk-do 27478, Republic of Korea.
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Hong S, Lee JY. Evaluation of therapeutic communication education for nursing students based on constructivist learning environments: A systematic review. NURSE EDUCATION TODAY 2022; 119:105607. [PMID: 36306635 DOI: 10.1016/j.nedt.2022.105607] [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: 08/16/2022] [Accepted: 10/09/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Education on therapeutic communication has been emphasized in nursing education. However, few studies have used an educational framework to develop educational interventions, such as the instructional design model for Jonassen's Constructivist Learning Environments. Based on the model of Constructivist Learning Environments, this study aimed to analyze educational interventions on therapeutic communication for nursing students and propose a model for therapeutic communication education for nurse educators. DESIGN A systematic review. DATA SOURCES The terms "nursing," "students," "therapeutic," and "communication" were used to search for studies in English conducted between 2000 and 2022 in four databases (PubMed, Embase, Cumulative Index of Nursing and Allied Health Plus with Full Text, and Cochrane Library CENTRAL). REVIEW METHODS Two researchers independently screened the titles and abstracts of the original studies, followed by the full texts. The Cochrane Risk of Bias Tool 2.0 for randomized controlled trials and Risk of Bias Assessment Tool for Non-Randomized Studies for quasi-experimental studies were used to evaluate the eligible studies. This review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. RESULTS Twelve studies were included in this review. Among the six instructional components of the model for Constructivist Learning Environments, the most commonly used were question/case/problem, cognitive tool, and conversational/collaboration tool. Among the three instructional methods of the model, coaching was the most frequently used. Therefore, an instructional design model for effective therapeutic communication education for nursing students was proposed based on Constructivist Learning Environments. CONCLUSIONS Employing an instructional design, such as Constructivist Learning Environments, can effectively promote the therapeutic communication education of nursing students.
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Affiliation(s)
- Soomin Hong
- College of Nursing, Yonsei University, Seoul, South Korea
| | - Ji Yea Lee
- College of Nursing, Yonsei University, Seoul, South Korea.
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13
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Effectiveness of a service design training program to improve clinical nurses’ compassion and problem-solving in Korea. PLoS One 2022; 17:e0272957. [PMID: 35960744 PMCID: PMC9374233 DOI: 10.1371/journal.pone.0272957] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2021] [Accepted: 07/31/2022] [Indexed: 11/19/2022] Open
Abstract
Service design is an innovative tool used to improve the quality of patient experience, therefore, making it necessary for nurses to be able to implement it. The aim of this study was to examine the effects of a training program for patient experience-based nursing service design (PEN-SD) on clinical nurses’ compassion and problem-solving ability. This study employed a mixed-methods design: a one-group, pretest-posttest design was used as the quantitative approach, and structured interviews were used as the qualitative approach. The participants were 21 nurses recruited from a university hospital in Korea. A PEN-SD training program was conducted from September 1 to October 6, 2018. After the training program, the participants’ compassion significantly improved (p = .025) but there was no significant difference in their problem-solving ability (p = .313). In the structured interviews, majority of the participants (n = 17) felt that they were able to consider problems from the patient’s perspective. They also reported being able to identify solutions to problems through careful observation (n = 5). The PEN-SD training program was effective in improving compassion among nurses.
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Li X, Li Y, Li X, Chen X, Yang G, Yang L. Comparison of case-based learning combined with Rain Classroom teaching and traditional method in complete denture course for undergraduate interns. BMC MEDICAL EDUCATION 2022; 22:610. [PMID: 35945563 PMCID: PMC9364507 DOI: 10.1186/s12909-022-03678-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Accepted: 07/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Complete denture, as an important restoration method for edentulism, is difficult to study for beginners, especially in linking the theory with clinical practice. OBJECTIVE This study was aimed to compare the teaching effects between case-based learning combined with Rain Classroom teaching and traditional lecture method in the clinical course of complete denture prosthesis for undergraduate interns. METHODS In a course called "Problems and treatment strategies of complete denture after wearing", interns were divided into two groups: one for traditional lecture-based teaching with PowerPoint slideshow (the control group, n = 28); and the other for case-based learning combined with Rain Classroom teaching, which published information before class, discussed specific clinic cases in class and got real-time interns' feedback via WeChat (the test group, n = 22). Both groups received the same exam and questionnaire survey after class. The Q&A participation of interns in class, theoretical test scores and questionnaire survey responses were used to evaluate the teaching effects. An independent sample t-test and the chi-square test or Fisher's exact test were used for statistical analysis in this study. RESULTS The Q&A participation of interns in the test group was much better than that of the control group. The average score on the theoretical test after class in the test group (72.14 ± 12.24) was significantly higher than that in the control group (61.29 ± 20.12) (P < 0.05). In the test group, 94.54% (21/22) of the interns preferred the new teaching mode. CONCLUSION Case-based learning combined with Rain Classroom teaching is helpful to enliven the classroom atmosphere, inspire studying enthusiasm, and achieve a good learning effect in both theory and clinical practice related to complete denture prosthesis.
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Affiliation(s)
- Xueling Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yanshan Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Xiaolan Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Xiaodan Chen
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Guihong Yang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Ling Yang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
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Yao J, Zhang X, Xue H, Zhu M, Wang J, Wang Q, Chen Z, Yuan H. The experiences of nursing master's students with dialogic case-based learning in an evidence-based nursing course: A qualitative study. NURSE EDUCATION TODAY 2022; 114:105395. [PMID: 35567909 DOI: 10.1016/j.nedt.2022.105395] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 04/18/2022] [Accepted: 05/05/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Evidence-based nursing (EBN) is a complex subject for teachers and students due to the abstract concepts involved. It requires combining theory with practice and is included in the major courses required for a master's education in many countries. Case-based learning (CBL), which is a student-centred teaching method, has been widely used in numerous disciplines because it can bridge the gap between theory and practice and foster critical thinking and communication skills. However, to adapt CBL to EBN coursework for a Master of Nursing degree, improve evidence-based practice (EBP) and enhance core competencies, the case design and operational procedures of CBL need to be further examined. OBJECTIVES To explore nursing master's students' experiences of dialogic CBL and case design and operational procedures regarding dialogic CBL. DESIGN A descriptive-qualitative study design was used. SETTING AND PARTICIPANTS The study was carried out in the nursing master's programme at a university in China. Twenty first-year nursing master's students who completed a 10-week EBN course were recruited using purposive sampling. METHODS Data were collected between September and December 2020 via in-depth semistructured interviews. The data were analysed using thematic analysis. RESULTS Four themes were identified: (1) 'learning theoretical EBN knowledge'; (2) 'improving clinical nursing ability'; (3) 'enhancing core competencies'; and (4) 'barriers to implementing dialogic CBL'. CONCLUSIONS The study provided a standardised CBL procedure based on students' experiences, which included preparation, group discussions, presentations, and teachers' feedback following the presentations, and these operational procedures were shown to be indispensable. The student experiences in this study should be referenced by nursing educators who apply this teaching method in other graduate and undergraduate nursing courses such as surgical nursing and nursing research.
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Affiliation(s)
- Jiannan Yao
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Xiuying Zhang
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Hui Xue
- Department of Histology & Embryology, College of Basic Medical Sciences, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Mingyue Zhu
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Jia Wang
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Qiuchen Wang
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Zhiming Chen
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China
| | - Hua Yuan
- Department of Fundamental Nursing, School of Nursing, Jilin University, Changchun 130021, Jilin Province, PR China.
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Duckwitz V, Vogt L, Hautzinger C, Bartel A, Reinhardt J, Haase S, Alter T, Fulde M, Bahramsoltani M, Doherr MG. Teaching Outbreak Investigations with an Interactive Blended Learning Approach. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:312-322. [PMID: 34129432 DOI: 10.3138/jvme-2020-0077] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75-89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70-98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.
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Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09676-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Abstract
The present conceptual literature review analyzes 50 studies that systematically examined the effects of authentic learning settings on cognitive or motivational learning outcomes. The analysis focuses on describing the context of the studies, the design elements of authentic learning settings, and the pursued intentions of authenticity. The review further describes the effects of authentically designed learning settings on cognitive outcomes, motivational outcomes, and learners’ perceived authenticity revealed by previous research. Building on these findings, we conducted Epistemic Network Analysis (ENA) of contrasting cases to identify design elements and intentions of authenticity characterizing studies that show high effectiveness for cognitive and motivational outcomes versus those with low effectiveness. The ENA results suggest, for instance, that providing authentic materials (as a design element of authentic learning settings) to resemble real-life experiences (as an intention of authenticity) could be a double-edged sword, as they feature both authentically designed learning settings with low effects on cognitive outcomes and settings with high effects on motivational outcomes. Overall, the results of the present literature review point to critical limitations of previous research, such as a lack of clear definitions and operationalizations of authentic learning. Consequently, we draw specific conclusions about how future research could improve our understanding of how to create and implement powerful methods of authentic learning.
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Kucukkelepce GE, Dinc L, Elcin M. Views of nursing students on using standardized patient and in-class case analysis in ethics education. NURSE EDUCATION TODAY 2021; 107:105155. [PMID: 34592577 DOI: 10.1016/j.nedt.2021.105155] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 09/07/2021] [Accepted: 09/16/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND It is important to use student-centred, active teaching strategies in ethics education to develop students' skills in dealing with ethical problems. OBJECTIVES This study sought the opinions, suggestions, and thoughts of students receiving ethics education with in-class case analysis (ICCA) and standardized patient (SP) practice. RESEARCH DESIGN AND PARTICIPANTS A phenomenological and interpretive design based on qualitative interviews was used. The sample was 86 nursing students in 8 focus groups. RESULTS The mean age of participants was 21.40 ± 0.844, and most of the participants were female (n = 76). Themes obtained from the student interviews were 1) impact on knowledge, skills and emotions, 2) learning process, 3) decision making process, 4) recommendations for the future practice. CONCLUSIONS The students stated that both teaching methods were beneficial in ethics education; they understood the subject better, gained multi-directional thinking skills, and their awareness of ethical problems increased. Thus, ICCA and SP practice are teaching methods that should be used in nursing ethics education.
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Affiliation(s)
| | - Leyla Dinc
- Hacettepe University, Faculty of Nursing, 06100 Ankara, Turkey.
| | - Melih Elcin
- Hacettepe University, Faculty of Medicine, 06100 Ankara, Turkey.
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Mpangane EA, Makhene A, Ally H. Experiences of student nurses on role modelling of a therapeutic approach by registered nurses: Recommendations for improvement. Curationis 2021; 44:e1-e7. [PMID: 34476954 PMCID: PMC8424763 DOI: 10.4102/curationis.v44i1.2168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2020] [Revised: 04/05/2021] [Accepted: 05/07/2021] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND A therapeutic approach involves portraying the attributes of being polite towards fellow human beings and patients, respecting them irrespective of their circumstances and having sympathy and compassion for them. Knowledge of therapeutic approach is the initial step towards gaining patients' trust and developing student nurses' communication with patients; however, theoretical knowledge alone may not increase application in practice. Role modelling of a therapeutic approach increases patient care satisfaction and enables student nurses to therapeutically communicate with patients, colleagues and all other staff members. The most appropriate way for student nurses to learn what it means to portray therapeutic approach is seeing registered nurses' role modelling it. OBJECTIVES To make recommendations for the enhancement of role modelling of therapeutic approach by registered nurses for student nurses at a regional public hospital. METHOD A qualitative, exploratory, descriptive, phenomenological and contextual design was used. Three focus group interviews were conducted. Data were analysed using Giorgi's descriptive phenomenological method. Measures to ensure trustworthiness and ethical principles were applied throughout the research. RESULTS One central theme with three main themes and related sub-themes indicated that student nurses had negative experiences on role modelling of therapeutic approach owing to registered nurses' non-therapeutic communication, lack of professionalism and ethical conduct as well as poor quality patient care. However, only the recommendations seeking to address the experiences of non-therapeutic communication which included negative attitudes of registered nurses towards patients, lack of provision of patient information, poor handling of patients' complaints as well as racial discrimination re-handling of patients' complaints will be highlighted. CONCLUSION The majority of student nurses had negative experiences on role modelling of therapeutic approach by registered nurses. They needed registered nurses to improve their approach towards patients. It is expected that the implementation of the recommendations will enhance therapeutic approach to patients.
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Affiliation(s)
- Esther A Mpangane
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg.
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Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18168429. [PMID: 34444177 PMCID: PMC8394775 DOI: 10.3390/ijerph18168429] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 08/07/2021] [Accepted: 08/08/2021] [Indexed: 11/23/2022]
Abstract
Improving the education of medical students and physicians can address the disparities in LGBT+ (lesbian, gay, bisexual, transgender, and others) health care. This study explored how teachers used case-based teaching to teach medical students about gender and LGBT+ health care and discussed the implementation and effectiveness of case-based teaching from the perspective of the teachers and students. This study employed the case study method and collected data through semi-structured interviews. This study used two gender courses in clinical psychiatric education as case studies. Two teachers and 19 medical students were recruited as participants. The findings of this study were as follows: (1) effective cases links theory to clinical practice and competency learning; (2) experience sharing by LGBT+ is highly effective; (3) discussions promote the effectiveness of case-based teaching; and (4) the challenges of case-based teaching included time limitations, the multiplexity of the cases, and multilevel learning. This study also found that using narrative cases is a form of narrative pedagogy, which can help students to integrate medicine, gender, and LGBT+ competency education. A successful narrative case–based teaching strategy involves teachers integrating knowledge related to gender, guiding students through the cases to understand the importance of these cases, and reflecting on the medical profession to make improvements. However, teachers face challenges in this approach, such as changes in the school’s teaching culture and a lack of institutional support.
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Yu Z, Hu R, Ling S, Zhuang J, Chen Y, Chen M, Lin Y. Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Educ Pract 2021; 53:103080. [PMID: 34044341 DOI: 10.1016/j.nepr.2021.103080] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 05/03/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
OBJECTIVE This study aimed to compare the effect of blended and offline case-centred learning on medical nursing education for undergraduate nursing students. BACKGROUND Technological advancements are rapidly changing nursing education in higher educational settings. Educational reform, especially regarding methods of teaching, has been the focus of nursing educators in recent years. DESIGN The research was conducted between September 2018 and July 2019 in China. METHODS Second-year undergraduate nursing students in two classes were enrolled for this study by cluster sampling. The study outcomes were academic performance and critical thinking ability, measured using the Critical Thinking Disposition Inventory-Chinese Version. RESULTS Students in the experimental class showed significantly higher improvements in academic performance than those in the control class. Compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p = 0.037). In the experimental class, there was a significant improvement over the baseline in the dimension of critical thinking self-confidence (p = 0.022). In the control class, there was a significant improvement over the baseline in the total score (p = 0.029) and two of the seven dimensions: truth-seeking (p = 0.016) and systematicity (p = 0.005). CONCLUSIONS The use of blended case-centred learning showed promising results in improving students' academic performance. Both blended and offline case-centred learning were indicated to be effective educational approaches to improve the critical thinking ability of undergraduate nursing students and could be implemented for other nursing subjects in the future.
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Affiliation(s)
- Zhenzhen Yu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Rong Hu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China.
| | - Shen Ling
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Jiayuan Zhuang
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yimin Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Meijing Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yazhu Lin
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
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Gholami M, Changaee F, Karami K, Shahsavaripour Z, Veiskaramian A, Birjandi M. Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course. J Prof Nurs 2021; 37:612-619. [PMID: 34016321 DOI: 10.1016/j.profnurs.2021.02.010] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND Meeting the learning needs and developing the thinking skills of nursing students in caring for injured patients with complex, emergency, and unpredictable conditions is essential. PURPOSE The present study aimed to compare the effects of case-based learning (CBL) with multi-episode case studies and lecture-based learning (LBL) on the perceived problem-solving ability and learning motivation of undergraduate nursing students in an emergency care course. METHODS This study was conducted with a quasi-experimental, within-subjects, pretest-posttest design. Forty-three third-year undergraduate nursing students (as a single cohort) enrolled in the fall semester were selected using convenience sampling. The theoretical course of emergency nursing was taught to them using the LBL method (control group) during the first six weeks of the semester and then using the CBL method (intervention group) during the second six weeks of the semester through multi-episode cases in five steps. Outcomes including perceived problem-solving ability and learning motivation were measured using the Problem-Solving Inventory (PSI) and the Instructional Materials Motivation Scale (IMMS). RESULTS There was a significant difference (P < 0.001) between the changes in the total mean score of perceived problem-solving ability and its subscales on the three measurement points, i.e. before lectures (pre-test), after lectures (mid-term test) and after CBL (final test). There was a significant difference between the LBL and CBL groups in terms of the students' total learning motivation score (t = 16.91, P = 0.000) and all its subscales after the CBL intervention. CONCLUSION The study suggests that the CBL method applied through multi-episode cases is an effective approach to improving the perceived problem-solving ability and learning motivation of nursing students.
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Affiliation(s)
- Mohammad Gholami
- School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
| | - Farahnaz Changaee
- Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Kimia Karami
- Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran; Department of Pediatric Nursing, Educational Development Center, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Zahra Shahsavaripour
- Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Atefeh Veiskaramian
- Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Mehdi Birjandi
- Department of Biostatistics and Epidemiology, School of Health and Nutrition, Lorestan University of Medical Sciences, Khorramabad, Iran
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Jin M, Ji C. The correlation of metacognitive ability, self-directed learning ability and critical thinking in nursing students: A cross-sectional study. Nurs Open 2021; 8:936-945. [PMID: 33570293 PMCID: PMC7877141 DOI: 10.1002/nop2.702] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Accepted: 10/27/2020] [Indexed: 11/09/2022] Open
Abstract
AIM To understand the status quo of metacognitive ability (MA), Self-directed learning (SDL) ability and critical thinking (CT) ability of five-year higher vocational nursing students as well as the correlation among them. BACKGROUND MA, SDL ability and CT are the core abilities that nursing students must have and they are the important factors to improve students' nursing service quality and lifelong learning ability. DESIGN A quantitative and cross-sectional descriptive study. METHOD The survey collected data from 3,047 five-year vocational nursing students with questionnaires April-May in 2020. RESULTS The total score of MA was 81.18 (SD 13.51), SDL ability score was 220.28 (SD 35.09), and CT ability score was 271.96 (SD 26.08). The positive correlations were found between those three (p < .01). CONCLUSIONS The overall metacognitive ability of nursing students was not high, SDL ability and CT ability were both at a medium level. Health educators need pay attention to cultivation and development of the core competencies.
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Affiliation(s)
- Meijuan Jin
- School of Medicine (School of Nursing)Nantong UniversityNantongPeople’s Republic of China
| | - Cheng Ji
- School of Medicine (School of Nursing)Nantong UniversityNantongPeople’s Republic of China
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Exploring factors that motivate nursing students to engage in skills practice in a laboratory setting: A descriptive qualitative design. Int J Nurs Sci 2020; 8:79-86. [PMID: 33575449 PMCID: PMC7859546 DOI: 10.1016/j.ijnss.2020.12.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 11/06/2020] [Accepted: 12/03/2020] [Indexed: 11/24/2022] Open
Abstract
Objectives The aim of this study was to explore factors that motivate students to engage in skills practice in a laboratory setting, and to identify their motivation types and the regulatory styles. Methods Semi-structured interviews were conducted with 23 nursing students from three universities between November 2017 and January 2018. A thematic analysis was used to identify factors associated with students’ motivation to engage in skills practice in a laboratory. The types and the regulatory styles of student motivation were identified based on the self-determination theory. Results Seven motivating factors were identified. These factors included the students’ desire “to acquire the skills necessary to work as a nurse”, the “desire to improve skills in preparation for clinical practicum”, and their felt “obligations to patients as a nurse”. Moreover, “the impetus to study arising from the objective evaluation of oneself and others” and “wanting to pass the skills examination” motivated the students to engage in skills practice. A “learning environment that facilitates students’ learning” and the “supportive involvement of educators” facilitated their learning. Based on the self-determination theory, the students were found to embrace extrinsic motivation with four regulatory styles of motivation, namely integrated, identified, introjected, and external regulation. Conclusions Nurse educators should understand the motivating factors of students, and help students embrace a more internally controlled motivation by helping them envision their future careers as nurses, and by fostering their ethical duty to care for patients.
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Acceptability and efficacy of a communication skills training for nursing students: Building empathy and discussing complex situations. Nurse Educ Pract 2020; 50:102928. [PMID: 33310509 DOI: 10.1016/j.nepr.2020.102928] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Revised: 11/09/2020] [Accepted: 11/16/2020] [Indexed: 11/21/2022]
Abstract
Nurses must demonstrate effective communication across complex interpersonal domains, as emphasized by numerous professional healthcare organizations. However, formal communication skills training has been only modestly integrated into baccalaureate nursing programs, and of those studied systematically, there are notable methodological concerns. The current study focused on application of a well-researched communication program (Comskil) to student nurses completing summer internships at a comprehensive cancer center as part of their clinical education. The Comskil training program for student nurses is an in-person, day-long training that includes three sections: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging family interactions. Student nurse participants provided strongly favorable perceptions of the program, with 90% indicating that they agreed or strongly agreed with all perception items. A significant pre-to post-training improvement in self-reported confidence was observed (p < .01). Additionally, pre- and post-training observational coding of standardized patient assessments indicated significant improvements in usage of the following skill categories: total skill use, information organization, and empathic communication (p < .001). Overall, these results suggest that communication skills training for student nurses is a feasible, acceptable, and effective way of increasing confidence and skills usage in complex clinical scenarios.
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Kukko P, Silén-Lipponen M, Saaranen T. Health care students' perceptions about learning of affective interpersonal communication competence in interprofessional simulations. NURSE EDUCATION TODAY 2020; 94:104565. [PMID: 32916408 DOI: 10.1016/j.nedt.2020.104565] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2019] [Revised: 06/15/2020] [Accepted: 07/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Health professionals need interpersonal communication competence (ICC) in their work with patients and other professionals. Interprofessional simulation provides health care students with an opportunity to practice communication skills in a safe and authentic environment. OBJECTIVE The purpose of this study was to describe the perceptions of health care students of interprofessional simulations in acquiring affective interpersonal communication competence (AICC). DESIGN This study was conducted using the quantitative descriptive research method. SETTINGS The data were collected from health care students participating in interprofessional simulations at a university of applied sciences in Finland using a questionnaire titled Student questionnaire on a multiprofessional simulation exercise. The health care students included nursing, physical therapy and practical nursing students. PARTICIPANTS This study was participated by 149 health care students with a response rate of 41.2%. METHODS The quantitative data were analysed using the SPSS 24.0 for Windows statistical software. Frequencies, percentages, averages, and standard deviation were used to describe the data. Two mean sum variables were formed using factor analysis from the variables describing AICC. RESULTS The students' perceptions of learning AICC (attitude, motivation, emotions) in interprofessional simulations were largely positive; for example, the simulations reduced prejudice against, and increased appreciation of, other occupational groups. Even though the interprofessional simulations were sometimes perceived as stressful, stress could also be a positive source of learning and effectively fostered personal understanding of others in a team. CONCLUSION Interprofessional simulations increased knowledge of the activities of other professional groups for students in different fields of education. This encourages them to work together after completing their education and entering the workforce. Knowledge of the simulation process and the creating a safe learning environment also promoted students' AICC.
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Affiliation(s)
- Paula Kukko
- Diaconia University of Applied Sciences, PO Box 12, 00511 Helsinki, Finland.
| | | | - Terhi Saaranen
- Department of Nursing Science, University of Eastern Finland, Finland
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West S, Visentin DC, Cleary M. Motivation for a Successful Health Career. Issues Ment Health Nurs 2020; 41:1051-1053. [PMID: 33000976 DOI: 10.1080/01612840.2020.1826872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Sancia West
- Faculty of Health and Medicine, University of Newcastle, Ourimbah, Australia
| | - Denis C Visentin
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
| | - Michelle Cleary
- School of Nursing, College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
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Gutiérrez-Puertas L, Márquez-Hernández VV, Gutiérrez-Puertas V, Granados-Gámez G, Aguilera-Manrique G. Educational Interventions for Nursing Students to Develop Communication Skills with Patients: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E2241. [PMID: 32225038 PMCID: PMC7177717 DOI: 10.3390/ijerph17072241] [Citation(s) in RCA: 55] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 03/22/2020] [Accepted: 03/23/2020] [Indexed: 12/04/2022]
Abstract
INTRODUCTION Nursing students establish therapeutic relationships with their patients and as future nursing professionals, they should be trained to be effective communicators. The objective of this systematic review was to know the impact of educational interventions on nursing students to develop their communication skills with patients. METHODS A systematic review of literature was carried out. The following databases were consulted: CINAHL, PubMed (Ovid Medline), SCOPUS and Web of Science. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided this review. As for inclusion criteria, published articles in English from 2000 to 2020 were included. The methodological rigor of the included articles was evaluated with the JBI Critical Appraisal Checklist for Randomized Controlled Trial or Quasi-Experimental Studies. Changes in communication skills with the patient after the implementation of an intervention were analyzed. RESULTS Of the included studies in this systematic review (N = 19), two studies were randomized controlled trials, others were single group quasi-experimental studies (N = 11) and two group quasi-experimental studies (n = 6). The majority of the studies were carried out in the USA (n = 7). The most frequent educational intervention was simulation (n = 11). As for the improvement of communication skills, 13 of the 19 articles found statistically significant differences in patient-centered communication skills of nursing students. CONCLUSIONS This systematic review provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.
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Affiliation(s)
| | - Verónica V. Márquez-Hernández
- Department of Nursing, Physiotherapy and Medicine, Research Group for Health Sciences CTS-451, Universidad de Almeria, 04120 Almeria, Spain; (L.G.-P.); (V.G.-P.); (G.A.-M.)
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Meschial WC, Sales CCF, Rodrigues BC, Lima MFD, Garanhani ML, Oliveira MLFD. EDUCATIONAL INTERVENTION ON ACUTE MANAGEMENT OF BURNS BASED ON INNOVATIVE PEDAGOGICAL METHODS: NURSES’ PERCEPTIONS. TEXTO & CONTEXTO ENFERMAGEM 2020. [DOI: 10.1590/1980-265x-tce-2019-0222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to analyze the perception of nurses regarding an educational intervention with innovative pedagogical methods on acute management of burns. Method: a qualitative and exploratory study based on Paulo Freire's sociocultural pedagogical approach. The educational intervention was carried out with 18 nurses who worked in the areas of urgency and emergency. The intervention was centered on active teaching-learning methodologies, in which the main teaching methods were case-based learning, conceptual maps, simulation training, and digital portfolio. Data was collected in November 2017 and October 2018, in the setting of a state public university, by means of a sociodemographic questionnaire, records produced from focus groups, field diaries and portfolios, which were analyzed based on data triangulation, using Bardin's content analysis technique. Results: four categories were identified: collaborative construction of knowledge based on autonomy and dialog between the students; learning with dynamism and joy; from problematizing reality to critical thinking; and education that leads to professional empowerment and confidence. Conclusion: the nurses perceived the educational intervention as positive, since the innovative and participatory teaching methods adopted contributed to the development of competences and skills, ensuring more critical thinking, autonomy and empowerment for these professionals. The study represents an advance in the scope of Nursing education and in the orientation of continuing education actions.
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Affiliation(s)
- William Campo Meschial
- Universidade do Estado de Santa Catarina, Brasil; Universidade Estadual de Maringá, Brasil
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Ha EH. Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing. NURSE EDUCATION TODAY 2020; 84:104249. [PMID: 31683133 DOI: 10.1016/j.nedt.2019.104249] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2019] [Revised: 09/26/2019] [Accepted: 10/15/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Peer-led written debriefing (PLWD) and peer-led observed debriefing (PLOD) are types of peer-led debriefing. Despite their advantages, these methods are sparingly used among debriefing experts. OBJECTIVE To identify effects of peer-led debriefing (written versus observed) using simulation with case-based learning (CBL) and compare levels of satisfaction with CBL, debriefing, and simulation-based learning (SBL) between the two groups. DESIGN Quasi-experimental study used a pretest-posttest non-equivalent control group. SETTING Department of Nursing in C province, South Korea. PARTICIPANTS Sixty-nine third-year undergraduate nursing students (PLWD, n = 33; PLOD, n = 36). METHODS Differences in clinical performance competency, and satisfaction of CBL, SBL, and debriefing between the PLWD and PLOD groups were determined. RESULTS Clinical performance competency scores of posttest in both the PLWD and PLOD groups were significantly higher than those of pretest. There were no significant differences in any item except for item of 'communication' (t = -2.150, p = .047) between the PLWD and PLOD groups. There were no significant differences in satisfaction with CBL (t = -0.874, p = .385), simulation (t = -0.701, p = .485), or debriefing (t = -1.024, p = .309) between the two groups. CONCLUSION This study suggests that both the PLWD and PLOD could be used to achieve students' learning outcomes when debriefing experts are unavailable.
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Affiliation(s)
- Eun-Ho Ha
- Department of Nursing, Jungwon University, 85, Munmu-ro, Goesan-eup, Goesan-gun, Chungbuk 367-805, Republic of Korea.
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Bi M, Zhao Z, Yang J, Wang Y. Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. MEDICAL TEACHER 2019; 41:1124-1128. [PMID: 31215320 DOI: 10.1080/0142159x.2019.1617414] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students' learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance. Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group. Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.
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Affiliation(s)
- Minghong Bi
- Department of Medical Oncology, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
- Department of Oncology Medicine Teaching and Research, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
| | - Zhibiao Zhao
- Department of Medical Oncology, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
- Department of Oncology Medicine Teaching and Research, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
| | - Jingru Yang
- Department of Medical Oncology, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
- Department of Oncology Medicine Teaching and Research, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
| | - Yaping Wang
- Department of Medical Oncology, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
- Department of Oncology Medicine Teaching and Research, the first affiliated Hospital of Bengbu Medical College , Bengbu , Anhui Province , People's Republic of China
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Harris N, Bacon CEW. Developing Cognitive Skills Through Active Learning: A Systematic Review of Health Care Professions. ACTA ACUST UNITED AC 2019. [DOI: 10.4085/1402135] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
ObjectiveTo systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students.Data SourcesAn electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and PubMed. Search terms included: millennial AND health education, active learning AND knowledge retention, flipped classroom AND learning outcomes, problem based learning AND learning outcomes, problem based learning AND student confidence, active learning AND critical thinking, higher order thinking AND active learning.Study SelectionWe included studies if they were published in English between 2007 and 2017 and evaluated outcomes of an active learning intervention. Studies of nonhealth care disciplines, practicing health care practitioners, or studies that did not address the primary research questions were excluded.Data ExtractionStudy design, health care discipline, intervention used, assessment measures, outcome(s) measures, main results, and conclusions were extracted from each article, as appropriate.Data SynthesisArticles were categorized based on capacity to answer 1 or both of the research questions. Conclusions were summarized according to the learning technique used and its effectiveness in regard to studied learning outcome. Out of 85 studies on lower-order cognition, 61 (72%) indicated active learning techniques were effective at achieving improved recall, understanding, and/or application of course material. Of 69 studies on higher-order cognition, 58 (84%) supported active learning over passive instruction for improving students' confidence in or performance of analytical, evaluative, and creative skills.ConclusionsActive learning produces gains to both lower- and higher-order cognition at levels equal to, and more often, greater than the use of passive learning methods. Despite this evidence, we believe more high-quality, well-designed prospective studies using validated assessment measures are needed to endorse the value of these methods in producing cognitive skills.
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Affiliation(s)
- Nicolette Harris
- Department of Athletic Training, Florida International University, Miami
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Oh J, Kim SJ, Kim S, Kang KA, Kan J, Bartlett R. Development and evaluation of flipped learning using film clips within a nursing informatics course. Jpn J Nurs Sci 2018; 16:385-395. [PMID: 30569630 DOI: 10.1111/jjns.12245] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 09/13/2018] [Accepted: 10/12/2018] [Indexed: 01/24/2023]
Abstract
AIM To develop flipped learning classes by using film clips for undergraduate nursing students in an online nursing informatics course, based on the Analysis, Design, Development, Implementation, and Evaluation model, and to evaluate the effectiveness and students' responses to this method of teaching. METHODS Sixty-four second-year nursing students participated in the course. The nursing students' knowledge was assessed at the beginning and end of each of the five classes. Moreover, their intention to recommend the classes to other students and additional comments were elicited by using semistructured questionnaires. RESULTS Knowledge about each core concept of nursing informatics reflected significant improvement. Regarding the intention to recommend the class to others, 62 (96.8%) students answered "strongly recommend" or "recommend." CONCLUSION Integrating flipped learning classes by using film clips in an online nursing informatics course improved the nursing students' knowledge and is a format that is desired by students.
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Affiliation(s)
- Jina Oh
- Department of Nursing, Institute of Health Science, Inje University, Busan, South Korea
| | - Shin-Jeong Kim
- Department of Nursing, Hallym University, Chuncheon, South Korea
| | - Sunghee Kim
- Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea
| | - Kyung-Ah Kang
- Department of Nursing, Sahmyook University, Seoul, South Korea
| | - JinSook Kan
- Center for Teaching and Learning, Hallym University, Chuncheon, South Korea
| | - Robin Bartlett
- School of Nursing, University of North Carolina at Greensboro, Greensboro, North Carolina, USA
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Amini R, Soleymani F, Mohammadi N, Tapak L. Relationship between Communication Skills and General Health in Nursing Students of Hamadan University of Medical Sciences. JOURNAL OF EDUCATION AND COMMUNITY HEALTH 2018. [DOI: 10.21859/jech.5.2.36] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
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Using Quick Response Codes to Increase Students' Participation in Case-Based Learning Courses. Comput Inform Nurs 2018; 36:560-566. [PMID: 30074513 DOI: 10.1097/cin.0000000000000462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
The purpose of this study was to use Quick Response codes to increase engagement in a case-based learning course. A quasi-experiment was conducted, and 103 students enrolled in a pharmacology course participated. The students were divided into high-, medium-, and low-scoring groups, based on their previous semester grades in the pharmacology course. A Chinese-version questionnaire of the Nursing Students' Attitude Toward Quick Response Codes in Case-Based Learning Scale was used. The major findings were as follows: (1) Most participants held positive attitudes toward the use of Quick Response codes in case-based learning courses. It was suggested that participants perceived the use of Quick Response codes to be easy and useful in learning activities. They also demonstrated positive attitudes toward the Quick Response codes and expressed their intention to use this application in the future. (2) After applying Quick Response codes in classroom teaching, students performed better in asking questions and discussions than they did before. The performance of the medium-level students improved significantly.
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Communication apprehension and willingness to listen in nursing education. J Prof Nurs 2018; 34:284-288. [DOI: 10.1016/j.profnurs.2017.09.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 08/31/2017] [Accepted: 09/18/2017] [Indexed: 11/18/2022]
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Gummesson C, Sundén A, Fex A. Clinical reasoning as a conceptual framework for interprofessional learning: a literature review and a case study. PHYSICAL THERAPY REVIEWS 2018. [DOI: 10.1080/10833196.2018.1450327] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Christina Gummesson
- Center for Teaching and Learning at the Faculty of Medicine, Lund University, Lund, Sweden
| | - Anne Sundén
- Department of Health Sciences, Lund University, Lund, Sweden
| | - Angelika Fex
- Department of Health Sciences, Lund University, Lund, Sweden
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Impact of human resource interventions on work-life balance: a study on Indian IT sector. INDUSTRIAL AND COMMERCIAL TRAINING 2017. [DOI: 10.1108/ict-02-2017-0009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to examine the significant predictors of work-life balance (WLB) by highlighting the human resource interventions in IT industries.
Design/methodology/approach
Exploratory factor analysis and multiple regression analysis have been used to analyse the data by using the SPSS version 20. Primary data have been incorporated from 245 software professionals through a structured questionnaire from the IT industry in India.
Findings
The study examines nine independent variables that significantly envisage the dependent variables (WLB), among them only three factors are extracted such as training and development, teamwork and communication, and financial and non-financial rewards which were found to be significant predictors of WLB. The hypothesis as suggested for the study has been significant.
Research limitations/implications
This paper provides a practical interpretation about an overview of human resource interventions vital for better WLB in software organisations. It also provides insights to practitioners, IT managers and administrators for instigating these interventions.
Practical implications
The achievement of WLB is a delightful indulgence for professionals as well as organisations. It becomes indispensable for top management to focus on HR interventions for stimulating the degree of WLB. The study empirically categorizes the various interventions pivotal to improve the degree of WLB in the IT sector.
Originality/value
As there has been substantial research evidence exploring the work-life imbalance, its cause, effects and overcoming it through a balanced life is studied. This study has identified innovative insight of embracing employees and thriving commitment among employees through HR interventions which acts as a strong predictor for WLB. There are limited empirical traces in the Indian IT sector investigating the above context.
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Ali M, Han SC, Bilal HSM, Lee S, Kang MJY, Kang BH, Razzaq MA, Amin MB. iCBLS: An interactive case-based learning system for medical education. Int J Med Inform 2017; 109:55-69. [PMID: 29195707 DOI: 10.1016/j.ijmedinf.2017.11.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2017] [Revised: 11/01/2017] [Accepted: 11/04/2017] [Indexed: 11/27/2022]
Abstract
Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non-obtrusive and scalable way. Case-Based Learning (CBL) approach has been receiving attention in medical education as it is a student-centered teaching methodology that exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge. In this paper, we propose an interactive CBL System, called iCBLS, which supports the development of collaborative clinical reasoning skills for medical students in an online environment. The iCBLS consists of three modules: (i) system administration (SA), (ii) clinical case creation (CCC) with an innovative semi-automatic approach, and (iii) case formulation (CF) through intervention of medical students' and teachers' knowledge. Two evaluations under the umbrella of the context/input/process/product (CIPP) model have been performed with a Glycemia study. The first focused on the system satisfaction, evaluated by 54 students. The latter aimed to evaluate the system effectiveness, simulated by 155 students. The results show a high success rate of 70% for students' interaction, 76.4% for group learning, 72.8% for solo learning, and 74.6% for improved clinical skills.
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Affiliation(s)
- Maqbool Ali
- Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea; School of Engineering and ICT, University of Tasmania, Hobart, Tasmania 7005, Australia.
| | - Soyeon Caren Han
- School of Information Technologies, The University of Sydney, Sydney, NSW 2006, Australia.
| | - Hafiz Syed Muhammad Bilal
- Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea.
| | - Sungyoung Lee
- Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea.
| | | | - Byeong Ho Kang
- School of Engineering and ICT, University of Tasmania, Hobart, Tasmania 7005, Australia.
| | - Muhammad Asif Razzaq
- Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea.
| | - Muhammad Bilal Amin
- Department of Computer Science and Engineering, Kyung Hee University, Yongin 446-701, Republic of Korea.
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Montenery S. Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students. Creat Nurs 2017; 23:102-111. [PMID: 28468706 DOI: 10.1891/1078-4535.23.2.102] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.
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Lawson C, Pati S, Green J, Messina G, Strömberg A, Nante N, Golinelli D, Verzuri A, White S, Jaarsma T, Walsh P, Lonsdale P, Kadam UT. Development of an international comorbidity education framework. NURSE EDUCATION TODAY 2017; 55:82-89. [PMID: 28535380 DOI: 10.1016/j.nedt.2017.05.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2016] [Revised: 04/27/2017] [Accepted: 05/08/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT The increasing number of people living with multiple chronic conditions in addition to an index condition has become an international healthcare priority. Health education curricula have been developed alongside single condition frameworks in health service policy and practice and need redesigning to incorporate optimal management of multiple conditions. AIM Our aims were to evaluate current teaching and learning about comorbidity care amongst the global population of healthcare students from different disciplines and to develop an International Comorbidity Education Framework (ICEF) for incorporating comorbidity concepts into health education. METHODS We surveyed nursing, medical and pharmacy students from England, India, Italy and Sweden to evaluate their understanding of comorbidity care. A list of core comorbidity content was constructed by an international group of higher education academics and clinicians from the same disciplines, by searching current curricula and analysing clinical frameworks and the student survey data. This list was used to develop the International Comorbidity Education Framework. RESULTS The survey sample consisted of 917 students from England (42%), India (48%), Italy (8%) and Sweden (2%). The majority of students across all disciplines said that they lacked knowledge, training and confidence in comorbidity care and were unable to identify specific teaching on comorbidities. All student groups wanted further comorbidity training. The health education institution representatives found no specific references to comorbidity in current health education curricula. Current clinical frameworks were used to develop an agreed list of core comorbidity content and hence an International Comorbidity Education Framework. CONCLUSIONS Based on consultation with academics and clinicians and on student feedback we developed an International Comorbidity Education Framework to promote the integration of comorbidity concepts into current healthcare curricula.
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Affiliation(s)
- C Lawson
- Keele University, Keele Cardiovascular Research Group, Institute of Applied Clinical Sciences, UK.
| | - S Pati
- Public Health Foundation of India, Indian Institute of Public Health-Bhubaneswar, India
| | - J Green
- Keele University, Department of Nursing and Midwifery, UK
| | - G Messina
- University of Siena, Department of Public Health, Italy
| | - A Strömberg
- Linkoping University, Medical and Health Sciences, Sweden
| | - N Nante
- University of Siena, Department of Public Health, Italy
| | - D Golinelli
- University of Siena, Department of Public Health, Italy
| | - A Verzuri
- University of Siena, Department of Public Health, Italy
| | - S White
- Keele University, Department of Pharmacy, UK
| | - T Jaarsma
- Linkoping University, Social and Welfare Studies, Sweden
| | - P Walsh
- Keele University, Department of Nursing and Midwifery, UK
| | - P Lonsdale
- Keele University, Department of Nursing and Midwifery, UK
| | - U T Kadam
- Keele University, Keele Cardiovascular Research Group, Institute of Applied Clinical Sciences, UK
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Stirling BV. Results of a study assessing teaching methods of faculty after measuring student learning style preference. NURSE EDUCATION TODAY 2017; 55:107-111. [PMID: 28575707 DOI: 10.1016/j.nedt.2017.05.012] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2016] [Revised: 04/20/2017] [Accepted: 05/10/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. OBJECTIVES The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. DESIGN Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). SETTING This study took place at the College of Nursing a large all-female university in Saudi Arabia. PARTICIPANTS 24 female nursing faculty volunteered to participate in the project. METHODS A cross-sectional design was used. RESULTS Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. CONCLUSIONS Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty.
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Liu Y, Huang Y, Gao H, Cheng X. Communication skills training: Adapting to the trends and moving forward. Biosci Trends 2017; 11:142-147. [PMID: 28458335 DOI: 10.5582/bst.2017.01095] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Communication ability is one of the core requirements of doctors' competency. Teaching communication to medical students and junior doctors has attracted much attention. With the challenge of escalating demands, the status of training communication skills has been promoted in the past several decades. The training content was integrated with other courses and various pedagogic approaches have been applied and proved to be effective. Practical strategies and mixed types were highly recommended. However, there are still many problems, including the fragmentation of the training, insufficient practice, inadequate qualified teachers, case adaptation, course localization and impediment from the environment. This paper proposes some suggestions to solve the problems.
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Affiliation(s)
- Ye Liu
- School of Basic Medical Sciences, Fudan University
| | | | - Hong Gao
- Zhongshan Hospital, Fudan University
| | - Xunjia Cheng
- School of Basic Medical Sciences, Fudan University
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Gholami M, Saki M, Toulabi T, Kordestani Moghadam P, Hossein Pour AH, Dostizadeh R. Iranian Nursing Students' Experiences of Case-Based Learning: A Qualitative Study. J Prof Nurs 2016; 33:241-249. [PMID: 28577817 DOI: 10.1016/j.profnurs.2016.08.013] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2015] [Indexed: 11/27/2022]
Abstract
The purpose of this study was to explore the experiences of undergraduate nursing students of the implementation of case-based learning in an emergency nursing course. The present qualitative study was conducted using the qualitative content analysis method. Participants consisted of 18 third year undergraduate nursing students selected through purposive sampling, which continued until the saturation of the data. Data were collected using semistructured interviews and were analyzed concurrently with their collection through the constant comparison method. The process of data analysis led to the emergence of 4 main themes, including "the continuum of knowledge from production to transfer competence," "a positive atmosphere of interaction," "the process of stress relieving," "the sense of role-playing in professional life," and the emergence of 12 subthemes signifying participants' experiences and perceptions with regard to the implementation of case-based learning (CBL) in teaching the emergency nursing course. The results of the present study showed that CBL is a stressful but pleasant and empowering experience for Iranian nursing students that develops critical thinking and stress management skills, reinforces peers' potentials, improves diagnostic abilities, and helps acquire professional competencies for use in future practices through the creation of a positive environment.
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Affiliation(s)
- Mohammad Gholami
- Assistant professor of Nursing Education, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Mandana Saki
- Assistant professor of Nursing Education, Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Tahereh Toulabi
- Assistant professor of Nursing Education, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Parastou Kordestani Moghadam
- Assistant professor of Neuroscience, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Amir Hossein Hossein Pour
- Nursing student (BSN), School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran..
| | - Reza Dostizadeh
- Nursing student (BSN), School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran..
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Ma X, Luo Y, Wang J, Zhang L, Liang Y, Wu Y, Yu H, Cao M. Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course. ACTA ACUST UNITED AC 2016. [DOI: 10.1515/labmed-2016-0026] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
AbstractBackground:Case-based learning (CBL), an educational method of problem-based learning, provides students with a venue to relate content learned in the classroom to performance in professional practice. This study compared CBL in the teaching of a clinical laboratory immunology (CLI) course to lecture-based learning (LBL), and evaluated the effect on students regarding the CBL.Methods:Data were collected from senior students (n=85; 46% males, 54% females) at Lanzhou University in China. The students were divided into two groups, one group was offered CBL, while the other LBL as a teaching instrument. After intervention, perceptions of both the groups about their respective teaching method were evaluated using questionnaires, the resulting scores were compared to those obtained in the LBL group.Results:The CBL group showed significantly better scores in course examination (p<0.05) as compared to the LBL group. Seventy-seven (90.6%) students in the CBL group opined that CBL improved their learning and clinical problem-solving skills. CBL also provided them with better understanding (90.6%) and preparation for examinations (90.6%). CBL group improved markedly in comparison to the LBL group with regard to learning motivation (p=0.040), clinical reasoning ability (p=0.023) and clinical problem-solving ability (p=0.022).Conclusions:Our findings demonstrate that CBL is a more effective teaching strategy as compared to LBL in a CLI course. Consequently, the implementation of CBL in teaching a CLI course helps students to improve their learning motivation, problem solving abilities and mastery of knowledge.
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Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning. J Am Coll Radiol 2016; 13:566-70. [PMID: 26908202 DOI: 10.1016/j.jacr.2015.12.020] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2015] [Revised: 12/16/2015] [Accepted: 12/16/2015] [Indexed: 11/22/2022]
Abstract
PURPOSE The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. METHODS An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. RESULTS On the posttest, the didactic group gained 12.5 points (P < .0001), and the group-based learning students gained 16.3 points (P < .0001). On the delayed test, the didactic group gained 14.4 points (P < .0001), and the group-based learning students gained 11.8 points (P < .001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. CONCLUSIONS Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability.
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Ashby SE, Snodgrass SH, Rivett DA, Russell T. Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations. Nurs Health Sci 2016; 18:362-9. [PMID: 27029015 DOI: 10.1111/nhs.12279] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2015] [Revised: 01/15/2016] [Accepted: 02/05/2016] [Indexed: 11/28/2022]
Abstract
The development of student-practitioners' practical clinical skills is essential in health professional education. Objective Structured Clinical Examinations are central to the assessment of students performing clinical procedures on simulated patients (actors). While feedback is considered core to learning providing timely, individualised student OSCE feedback is difficult. This study explored the perceptions of students about the multiple factors which shape the utility of e-feedback following an electronic Objective Structured Clinical Examinations, which utilized iPad and specialised software. The e-feedback was trialled in four courses within occupational therapy and physiotherapy pre-professional programs with a cohort of 204 students. Evaluation of student perceptions about feedback was collected using two surveys and eight focus groups. This data showed three factors shaped perceptions of the utility of e- Objective Structured Clinical Examinations feedback: 1) timely accessibility within one day of the assessment, 2) feedback demonstrating examiners' academic literacy and 3) feedback orientated to ways of improving future performance of clinical skills. The study found training in the provision of feedback using IPads and software is needed for examiners to ensure e-feedback meets students' needs for specific, future-oriented e-feedback and institutional requirements for justification of grades.
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Affiliation(s)
- Samantha E Ashby
- School of Health Sciences, University of Newcastle, Callaghan, NSW, Australia
| | - Suzanne H Snodgrass
- School of Health Sciences, University of Newcastle, Callaghan, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Australia
| | - Darren A Rivett
- School of Health Sciences, University of Newcastle, Callaghan, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Australia
| | - Trevor Russell
- School of Health and Rehabilitation Sciences, Faculty of Health and Behavioural Sciences, University of Queensland, Australia
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