The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

Factors Influencing Occupational Health and Safety among Nursing Students in Their Clinical Placements: A Cross-Sectional Study

Occupational health and safety aims to promote and maintain optimal physical, mental, and social health for workers in their occupations. Within Saudi Arabia, adequate information must be gathered to address the various factors influencing occupational health and safety among nursing students to minimize occupational health hazards and ensure a safe clinical environment. This cross-sectional study was conducted in Riyadh, Saudi Arabia, between April and September 2023, involving 150 nursing students. Data collection included questions to gather sociodemographic information, and contained an instrument assessing the participants' knowledge of occupational health and safety and evaluation of risk control in clinical environments. Blood and other bodily fluids, workplace violence, needle-stick injuries, and injuries caused by sharp instrument tools were identified as the most prevalent occupational risks among the participants. Most nursing students were aware of occupational health and safety, with a high level of compliance with occupational health and safety measures and personal protective equipment use. We also identified a statistically significant correlation between occupational health and safety knowledge and risk control evaluation among nursing students. To ensure a safe and beneficial clinical training area, student nurses must complete extensive occupational health and safety courses before moving to clinical areas to reduce potential hazards that may affect their lives.

A comparison of Generation Z and Millennial dental hygiene students' preferred learning styles

OBJECTIVES

Learning styles have been studied in dental and generational research, but research has been limited with Millennial and Generation Z dental hygiene students. The purpose of this quantitative comparative study was to determine if and to what extent there was a difference between Generation Z and Millennial dental hygiene students' preferred learning styles.

METHODS

First- and second-year dental hygiene students attending three programs located in Southern California were invited to participate in the study. Additional participants were recruited through dental hygiene social media sites. The 44 item Felder-Soloman Index of Learning Styles (ILS) was administered via an online survey platform. Millennial and Generation Z participants were compared on the four dimensions of the ILS: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The data were analysed using descriptive statistics and the independent samples t-test.

RESULTS

A total of 150 dental hygiene students agreed to participate; Millennials (n = 61), Generation Z (n = 89). There was no significant difference between Millennial and Generation Z students in the active/reflective, sensing/intuitive, or sequential/global dimensions (p > 0.05); both cohorts preferred the active, sensing, and sequential learning styles. There was a statistically significant difference in the visual/verbal dimension with Millennials indicating a significantly greater preference for the visual learning style than Generation Z (p = 0.04).

CONCLUSION

There may be differences between the learning styles of Millennial and Generation Z dental hygiene students. The finding that Generation Z students differ significantly from Millennials on the visual-verbal dimension may indicate a shift toward the verbal dimension learning style that needs further study.

Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence-based nursing course: Empirical research quantitative

AIM

Diversified students in higher education and the complexity and difficulty of the evidence-based nursing course perceived by students challenge nursing educators. Differentiated instruction can provide students with various opportunities to learn and meet the learning needs of students with different academic abilities and strengths, which may be a solution. This study aimed to apply differentiated instruction to design the undergraduate evidence-based nursing course and evaluate the effects of differentiated instruction on students' learning outcomes and learning satisfaction.

DESIGN

One-group pretest-posttest pre-experimental design was applied.

METHODS

Ninety-eight undergraduate nursing students enrolled in the evidence-based nursing course 2020 participated in this study. Students' learning outcomes including preferred learning styles, classroom engagement, collaborative learning, attitudes towards evidence-based nursing, learning satisfaction and evidence-based nursing knowledge were measured using validated questionnaires.

RESULTS

The differentiated instruction increased students' learning interests, promoted focused and independent thinking, and enhanced academic achievement. Students' classroom engagement, attitudes towards evidence-based nursing, evidence-based nursing knowledge and learning satisfaction were improved after the course. The course designed with differentiated instruction provided a supportive learning environment and furnished a vivid pedagogical way for the unique nursing profession.

PATIENT OR PUBLIC CONTRIBUTION

Positive results of the study support the application of differentiated instruction in the evidence-based nursing course. The study indicates that the application of differentiated instruction in mixed-ability classrooms in the evidence-based nursing course improved students' learning outcomes, attitudes towards evidence-based nursing, evidence-based nursing knowledge and learning satisfaction. In clinical settings where nurses are even more diverse in academic education, clinical experiences and learning preferences, differentiated instruction can be a suitable application for in-service training and education to promote nurses' enthusiasm for professional learning.

Use of Technology in Enhancing Learning Among Nurses in Saudi Arabia; a Systematic Review

The landscape of teaching and learning, particularly in the realm of technology-supported education, is being transformed by the ongoing presence of portable digital assistant devices and other technological tools. Such technologies have become an integral aspect of learning these days. The use of Virtual Reality, Augmented Reality, cloud computing, and social media through platforms such as Twitter, Dropbox, Google Apps, and YouTube has become the norm in modern education and has greatly enhanced the quality of higher nursing education. Therefore, this study aims to synthesize evidence on the effectiveness of technology in nursing education in Saudi Arabia. The study used a systematic review methodology to extract relevant studies from databases and reference lists of related literature reviews. Two independent reviewers screened the title, abstract, and full texts based on predefined eligibility criteria. The review identified four themes from the data retrieved from 15 published articles. The themes include attitude towards e-learning, challenges and quality related to e-learning, social media and smart phones usage, virtual reality and simulation experience. Mixed attitudes have been identified among the participants of the selected studies. Various challenges linked with e-learning, social media usage, smart phones, and simulation have been identified inclusive of technical issues, lack of awareness, lack of training, etc. The findings have also stated that awareness level should be increased related to e-learning for better outcomes in Saudi Arabia. The findings suggest that technology has the potential to improve learning outcomes for nurses, including those involved in research. Therefore, it is crucial to ensure that both educators and students receive adequate training on how to effectively use the upcoming technology in Saudi Arabia.

A Structured Educational Intervention Aims to Improve Pneumococcal Vaccination Practices in Primary Healthcare Centers

Objective

The Centers for Disease Control and Prevention (CDC) provide evidence-based recommendations on vaccine use in the US Current CDC recommendations for the two available pneumococcal vaccine types can be confusing for providers and nursing staff, introducing the potential for administering the wrong product to patients. The pneumococcal vaccine products come with specific recommendations and target-specific patient groups. This intervention aims to improve pneumococcal vaccine practices per CDC recommendations, at primary health-care centers in Saudi Arabia.

Materials and Methods

This intervention is conducted with nursing staff and mid-level providers. An educational intervention consisting of a five-question assessment questionnaire and containing brief scenario cases on pneumococcal vaccine indication. The assessment questionnaire was administered twice separated by a brief educational session on proper vaccine use by a clinical pharmacist. The educational intervention and the pre/post assessment required 15 min to complete. Assessments were collected, and a pre-intervention assessment was compared with a post-intervention assessment to capture the effect of the educational intervention. Test score changes from the baseline were analyzed via a paired Student's t-test.

Results

Eighty-five nursing staff and mid-level providers completed the assessment. Questionnaire scores signaled an improvement trend in both centers, but the results were not statistically significant in center 1 (p=0.767) and center 2 (p=0.125).

Conclusion

Focusing education on nursing staff by clinical pharmacists on proper vaccine use does not appear to be as effective as previously thought. The desire for improvement in practices was evident in the overwhelming desire to participate in the educational session by nursing staff and mid-level providers. However, the results reflect the complex nature of vaccine practices and the need for further training on proper vaccine use for nursing and mid-level providers.

Understanding Learning Styles in Undergraduate Nursing Programs of the Kingdom of Saudi Arabia: An Integrative Literature Review

Background:

In Saudi Arabia, nursing education is developing fast due to high nursing demand. Alongside this development, nurse educators must identify and understand nursing students learning styles to ensure the multidimensional development of students learning experiences. Students' preferred learning style is an essential element in determining students' unique ways of processing new knowledge, information, and skills.

Objective:

This literature review aimed to identify the learning styles of undergraduate Saudi nursing students based on the premises of three learning style models: Kolb’s Model, Felder-Silverman Learning, and Visual, Aural, Read/Write, and Kinesthetic (VARK) Learning Styles Inventory.

Methods:

An integrative review of published studies on Saudi nursing students' learning styles was conducted while adhering to predefined eligibility measures. The research strategy for this study was based on online international databases, such as PubMed, Medline, CINAHL, EBSCO, Google Scholar, and Saudi health databases and journals. The keywords used were: “nursing education,” “learning style,” “learning preference,” “academic learning style,” “undergraduate nursing students,” and “nursing students in Saudi Arabia.”

Results:

Seven studies met the inclusion criteria. Most of the reviewed literature reported a prominent preference for kinesthetic, accommodating, converging, visual, and active learning styles in nursing students regardless of their age, gender, and level of education in various universities in Saudi Arabia.

Conclusion:

Students learning styles emphasize the importance of practical experience and students' hands-on practice as the best style that improves nursing students learning experience. The Saudi Arabian education system must adjust to fit students' preferred learning styles and focus on advanced state-of-the-science learning tools in nursing education.

Nursing Students Perceptions of Using YouTube to Teach Psychomotor Skills: A Comparative Pilot Study

Introduction

Current techniques to teach psychomotor skills to nursing students involve the traditional modeled performance by an instructor followed by rote memorization and practice. This outdated model presents many issues including no reference to refer back to, lacks technology integration, and only meets a few learning styles. A developmental study utilizing the social media platform YouTube was examined to gain student’s perspective on this as a teaching tool to assist in skill acquisition.

Objective

Do nursing students, who are enrolled in a Bachelor of Science Nursing (BSN) program and who are taught psychomotor nursing skills via demonstration on the social media platform YouTube, prefer this technology to traditional demonstration, and to evaluate their overall perceptions of YouTube?

Methods

Data collection was done utilizing a nursing cohort enrolled in a BSN program. Participants were split into two groups. The control group was taught intravenous (IV) skills in the traditional teacher demonstration followed by practice. Experimental group was given access to a YouTube video series consisting of the identified IV skills. After testing for competency was concluded, control group was given access to the videos. A questionnaire was developed and sent out for evaluation.

Results

Participants reported that their preferred learning style when learning new nursing skills was visual (41.7%) followed by a combination of visual, tactile, and auditory (41.7%). All respondents (100%) reported YouTube videos increased their learning. Respondents (100%) also noted that having access to the videos better prepared them. In experimental group, all participants (100%) watched the videos, and in the control group, only (16.7%) of students watched the videos after the skill had been learned.

Conclusion

Results demonstrated that students prefer YouTube videos when learning new skills. They reported feeling better prepared to learn. YouTube is a potential way to increase skill acquisition and integrate technology into the nursing curriculum.

Correlations and predictors of nursing simulation among Saudi students

BACKGROUND

In middle eastern countries, most nursing colleges use simulation-based learning activities. However, Saudi nursing students' correlators and predictors for simulation learning have been underreported.

AIM

This study investigated the variables that correlate to and predict Saudi nursing students' simulation learning competencies.

METHODS

A descriptive cross-sectional design guided this study's understanding of simulation learning among nursing students (n = 461). We used three National League of Nursing instruments to collect data: the 13-item student satisfaction and self-confidence in learning scale (SCLS), 20-item simulation design scale (SDS), and 16-item educational practices questionnaire (EPQ). We applied analysis of variance, t tests, χ ² tests, and linear regression to analyze the data.

RESULTS

The SCLS and EPQ revealed significant differences in the participants' year level, gender, fidelity of simulation experience, number of nursing courses with simulation, and grade point average (GPA). Only GPA was insignificant in SDS. The number of nursing courses with simulations and GPA were significant predictors of the three instruments. Finally, year level and gender were important predictors of SDS and SCLS, respectively.

CONCLUSION

Our findings explain Saudi students' experiences of simulations in nursing education. Simulation is an important pedagogical approach that enhances students' achievements when implemented in nursing schools.

Learning style instruments in Arab countries: an analysis of existing literature

Purpose

The purpose of this study is to examine learning style instruments used in Arab countries to measure higher education students’ learning styles, identify the most common instruments and determine whether the reliability and validity of these instruments have been verified in Arab contexts.

Design/methodology/approach

A comprehensive review of the existing literature using several databases and search engines. Descriptive statistics, such as frequencies and percentages were used to present the results.

Findings

There are only a few published studies related to learning styles in Arab countries, with the majority published between 2012 and 2016 using samples drawn from Saudi Arabia, the United Arab Emirates and Iraq. The most common learning style instrument is the Felder–Silverman/Solomon Index of Learning Styles. The reliability and validity of this instrument require further investigation.

Research limitations/implications

This study is not without limitations. First, it covers only publications in the English language. Second, the paper focuses on research involving higher education students. Third, only research that was available online was used in this study. Nonetheless, the findings have several implications for researchers, educators and human resource development managers. For researchers, this study highlights research gaps that need to be filled. It also serves as a basis for more analytical and in-depth studies. The data also helps educators become more informed about the learning style instruments commonly used in the Arab context and whether the results from these instruments are dependable. Human resource development managers can draw on these findings to choose instruments that have proven reliable and valid.

Originality/value

This study is the first attempt to examine learning style instruments used in Arab countries and to explore whether the reliability and validity of these instruments have been verified in Arab contexts. This paper is a useful contribution to research into learning styles and learning style instruments.

Distance learning and patient safety: Report and evaluation of an online patient safety course

Patient safety is a critical topic in health care globally, with implications for nurses, physicians, administrators, and most importantly, patients and their well-being. Online distance learning (ODL) is widely accepted among most disciplines in higher education and has been used to promote patient safety knowledge among health care students and professionals in diverse contexts. This article reports on an online Nursing and Patient Safety course developed in 2012 by the University of Miami School of Nursing and Health Studies in conjunction with the Pan American Health Organization and the International Network for Nursing and Patient Safety. The study's objectives are to describe the implementation of an international ODL program to enhance patient safety knowledge in nurses and nursing students, and to examine the participants' assessments of this online approach as an effective learning tool. Most participants who completed the Nursing and Patient Safety ODL course reported being satisfied with the course content and experience, and demonstrated increased knowledge on patient safety, as measured by post-module quizzes and self-report. Limitations of the study include the lack of a comparison group, disparity in the number of participants across the course's language formats (English, Portuguese, Spanish), and the large number of participants who registered for but did not complete the course. Future research should identify obstacles to course completion, explore participants' awareness of patient safety issues and perceived need for more instruction, and look at ways to disseminate the course to the broadest international population of nurses and nursing students.

Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style

Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students’ preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.

The Saudi Arabian 2030 vision and the nursing profession: the way forward

AIM

To examine the outlook of the Saudi Arabian nursing profession in relation to the recently launched Kingdom 2030 Vision.

INTRODUCTION

Nursing in Saudi Arabia has advanced noticeably in education and clinical practice, but challenges remain in building and sustaining a Saudi nursing profession and workforce.

BACKGROUND

Health care in Saudi Arabia is currently experiencing transformation because of population and economic growth. These transformations have been influenced by the Saudi Arabian 2030 Vision.

SOURCES OF EVIDENCE

A literature review here examines the progress in transforming the nursing profession in Saudi Arabia. Relevant studies published between 2001 and 2017 were identified, using databases such as Medline, PubMed and PsychInfo.

RESULTS

Nineteen studies reporting challenges and opportunities that the nursing profession faces in Saudi Arabia were included.

DISCUSSION

The nursing profession in Saudi Arabia faces challenges from nursing shortages, underdeveloped nursing education and unclear scope of practice. However, the new 2030 Vision offers many opportunities for social and economic transformation.

CONCLUSION

Effective strategies must be implemented to accommodate the new outlook the 2030 Saudi Vision in order to advance the nursing profession and to improve healthcare delivery in Saudi Arabia.

IMPLICATIONS FOR NURSING AND NURSING POLICY

Nursing policymakers urgently need to improve nursing care in Saudi Arabia by addressing the nursing shortage, generating strategies to improve nursing education and establishing scope of practice guidelines. These critical issues must be addressed with the context of the 2030 Vision.