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Foronda C, Jefferies K, Walshe N. Teaching Equity, Diversity, and Inclusion Through Simulation: A New Science. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Plaza Del Pino FJ, Arrogante O, Simonelli-Muñoz AJ, Gallego-Gómez JI, Jiménez-Rodríguez D. Use of high-fidelity clinical simulation for the development of cultural competence of nursing students. NURSE EDUCATION TODAY 2022; 116:105465. [PMID: 35820362 DOI: 10.1016/j.nedt.2022.105465] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 06/28/2022] [Accepted: 07/01/2022] [Indexed: 06/15/2023]
Affiliation(s)
| | - Oscar Arrogante
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podology, University Complutense of Madrid, 28040 Madrid, Spain.
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McAfee NW, Schumacher JA, Madson MB, Villarosa-Hurlocker MC, Williams DC. The Status of SBIRT Training in Health Professions Education: A Cross-Discipline Review and Evaluation of SBIRT Curricula and Educational Research. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1236-1246. [PMID: 35320126 DOI: 10.1097/acm.0000000000004674] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE To assess the quality of curricular research on the Screening Brief Intervention and Referral to Treatment (SBIRT) approach and determine the presence of useful training modalities, particularly motivational interviewing (MI) training, across health care training curricula. METHOD The authors conducted a systematic review of published, peer-reviewed studies in PubMed, ERIC, CINAHL, Ovid HealthSTAR, and PsycINFO databases through March 2021 for English-language studies describing SBIRT, a curriculum for health care trainees, and curricular intervention outcomes. After the records were independently assessed, data were extracted and 20% of the studies were double-coded for interrater reliability. RESULTS Of 1,856 studies, 95 were included in the review; 22 had overlapping samples and were consolidated into 10 nested studies, leaving 83 total. Interrater reliability ranged from moderate (κ = .74, P < .001) to strong (κ = .91, P < .001) agreement. SBIRT training was delivered to trainees across many professions, including nursing (n = 34, 41%), medical residency (n = 28, 34%), and social work (n = 24, 29%). Nearly every study described SBIRT training methods (n = 80, 96%), and most reported training in MI (n = 54, 65%). On average, studies reported 4.06 (SD = 1.64) different SBIRT training methods and 3.31 (SD = 1.59) MI training methods. Their mean design score was 1.92 (SD = 0.84) and mean measurement score was 1.89 (SD = 1.05). A minority of studies measured SBIRT/MI skill (n = 23, 28%), and 4 studies (5%) set a priori benchmarks for their curricula. CONCLUSIONS SBIRT training has been delivered to a wide range of health care trainees and often includes MI. Rigor scores for the studies were generally low due to limited research designs and infrequent use of objective skill measurement. Future work should include predefined training benchmarks and validated skills measurement.
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Affiliation(s)
- Nicholas W McAfee
- N.W. McAfee is assistant professor, Department of Psychiatry and Human Behavior, University of Mississippi Medical Center, Jackson, Mississippi; ORCID: 0000-0002-7992-9124
| | - Julie A Schumacher
- J.A. Schumacher is professor, Department of Psychiatry and Human Behavior, University of Mississippi Medical Center, Jackson, Mississippi
| | - Michael B Madson
- M.B. Madson is professor, School of Psychology, University of Southern Mississippi, Hattiesburg, Mississippi; ORCID: 0000-0002-2025-8856
| | - Margo C Villarosa-Hurlocker
- M.C. Villarosa-Hurlocker is assistant professor, Department of Psychology, University of New Mexico, Albuquerque, New Mexico; ORCID: 0000-0002-9744-8551
| | - Daniel C Williams
- D.C. Williams is associate professor, Department of Family and Community Medicine, University of New Mexico, Albuquerque, New Mexico
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Walshe N, Condon C, Gonzales RA, Burke E, Chianáin LN, Thamanam N, Smart A, Jordaan G, Regan PO. Cultural Simulations, Authenticity, Focus, and Outcomes: A Systematic Review of the Healthcare Literature. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Ruth-Sahd LA, Schneider MA. Alcohol use and binge drinking in baccalaureate nursing students: A descriptive study. J Prof Nurs 2022; 38:114-120. [PMID: 35042584 DOI: 10.1016/j.profnurs.2021.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 12/07/2021] [Accepted: 12/09/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Current literature validates that drinking is a problem on many college and university campuses. While educators are aware that drinking negatively impacts learning, it is imperative that nursing educators understand why this behavior exists and recognize strategies and opportunities to mitigate drinking for students in the nursing major. PURPOSE The purposes of this study were to understand the prevalence of and reasons for alcohol use and binge drinking in undergraduate baccalaureate nursing students in the United States and identify ways faculty may promote a healthy learning environment to decrease the incidence of alcohol use and binge drinking. METHOD This descriptive study used a web-based survey methodology. The survey contained a demographic questionnaire, alcohol use survey, and open-ended questions to address reasons for drinking and stressors. The survey was randomly distributed to baccalaureate nursing programs throughout the United States. RESULTS The final sample included 937 participants. Nursing students abuse alcohol for a variety of reasons including lack of understanding of binge drinking, peer pressure, dealing with mental health issues, and as a way to cope with multifaceted life stressors. Slightly over half (51%) of these participants reported drinking behavior that would be considered hazardous and 3% were in the alcohol dependent category on the alcohol use survey. CONCLUSION These findings are consistent with social concerns about alcohol use. Nursing students yearned for help and support from faculty regarding how to handle stress and desired faculty to be role models. Faculty who form collaborative partnerships with students, foster healthy coping strategies which may promote academic success and more importantly favorable outcomes as future practicing nurses.
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Affiliation(s)
- Lisa A Ruth-Sahd
- York College of Pennsylvania and Georgetown University, United States.
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A Systematic Review of Global Health Assessment for Education in Healthcare Professions. Ann Glob Health 2022; 88:1. [PMID: 35083127 PMCID: PMC8740639 DOI: 10.5334/aogh.3389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Objective: Methods: Results: Conclusions:
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Marja SL, Suvi A. Cultural competence learning of the health care students using simulation pedagogy: An integrative review. Nurse Educ Pract 2021; 52:103044. [PMID: 33866235 DOI: 10.1016/j.nepr.2021.103044] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 03/07/2021] [Accepted: 03/10/2021] [Indexed: 11/25/2022]
Abstract
The objective of this literature review was to identify the current evidence available on the learning of cultural competence among health care students using simulation pedagogy. An integrative literature review was conducted systematically. The CINAHL, PubMed and ERIC databases were searched for articles published between 2009 and 2019, resulting in including 17 articles in the review. The data were analyzed using descriptive synthesis. The participants of most of the studies were nursing students. The used simulation methods included low- and high-fidelity simulations, standardized patients, virtual and video-streamed simulations and role-play. The educational contents involved assessing advanced communication skills or focusing on patients' socioeconomic, cultural and environmental needs in care. The learning outcomes included knowledge of cultural competence, culturally competent communication skills, culturally competent nursing skills, self-awareness of cultural diversity and self-efficacy in diverse cultural situations. A variety of simulation methods has been used in the cultural competence education and produced several learning outcomes, including an improved understanding of cross-cultural communication and encouragement to discuss various culturally bound health issues. Further research is needed to find an effective combination of teaching methods using innovative ways to foster learning cultural competence.
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Affiliation(s)
- Silén-Lipponen Marja
- Savonia University of Applied Sciences, Unit of Health Care, Kuopio P.O. Box 6, FI-70201 Kuopio, Finland.
| | - Aura Suvi
- Savonia University of Applied Sciences, Unit of Health Care, Kuopio P.O. Box 6, FI-70201 Kuopio, Finland
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Testing a diabetes keotacidosis simulation in critical care nursing: A randomized control trial. CLINICAL EPIDEMIOLOGY AND GLOBAL HEALTH 2020. [DOI: 10.1016/j.cegh.2020.03.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
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Ozkara San E. The influence of the oncology-focused transgender-simulated patient simulation on nursing students' cultural competence development. Nurs Forum 2020; 55:621-630. [PMID: 32608020 DOI: 10.1111/nuf.12478] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
BACKGROUND Disparities experienced by transgender patients, especially in cancer care, leads to poorer outcomes and overall health. Simulation, using transgender simulated patients (SPs) with a focus on cancer care can be an effective way to foster cultural competence nursing education. METHODS Guided by the National League for Nursing (NLN)/Jeffries Simulation Theory and Cultural Competence and Confidence Model, this grant funded pretest (n = 48) and posttest (n = 41) comparison group, quasi-experimental study aimed to understand changes in students' transcultural self-efficacy (TSE) following the transgender-simulated patient simulation (TSPS) focusing on an oncological emergency management. Developed by following recommended guidelines and standards, the TSPS had content validity review and pilot testing. It aimed to improve students' knowledge, skills, and attitudes with regard to providing culturally congruent nursing care. The statistical methods included paired sample t-tests, independent t-tests, and correlation analyses. RESULTS Students who participated in the TSPS intervention had significantly higher posttest TSE scores (P < .05). DISCUSSION SP methodology can be an effective way to foster cultural congruence in nursing care. The findings contribute to the importance of continuous efforts for the inclusion of lesbian, gay, bisexual, transgender, queer (LGBTQ) topic in nursing education to enhance culturally congruent care.
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Affiliation(s)
- Eda Ozkara San
- Center for Excellence in Healthcare Simulation, College of Health Professions, Lienhard School of Nursing, Pace University, New York, New York
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Lee SE, Lee MH, Peters AB, Gwon SH. Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4225. [PMID: 32545746 PMCID: PMC7346008 DOI: 10.3390/ijerph17124225] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 06/06/2020] [Accepted: 06/09/2020] [Indexed: 11/17/2022]
Abstract
This descriptive, correlational, cross-sectional study examined nursing students' educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.
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Affiliation(s)
- Seung Eun Lee
- Mo-Im Kim Nursing Research Institute and Yonsei University College of Nursing, Seoul 03722, Korea;
| | - Meen Hye Lee
- School of Nursing, University of North Carolina Wilmington, Wilmington, NC 28401, USA
| | - Anya Bostian Peters
- Susan and Alan Solomont School of Nursing, University of Massachusetts Lowell, Lowell, MA 01854, USA;
| | - Seok Hyun Gwon
- College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;
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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: 49] [Impact Index Per Article: 12.3] [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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Bremner MN, Maguire MBR, Keen D, Blake BJ, Santa H, Nowalk A. Implementation and evaluation of SBIRT training in a Community Health nursing course. Public Health Nurs 2019; 37:243-250. [PMID: 31867784 DOI: 10.1111/phn.12696] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Revised: 11/26/2019] [Accepted: 11/27/2019] [Indexed: 12/01/2022]
Abstract
OBJECTIVE The purpose of this paper is to report on the implementation and evaluation of a Screening, Brief Intervention and Referral to Treatment (SBIRT) educational program into an undergraduate nursing curriculum and to recommend modifications for future trainings. DESIGN AND SAMPLE A one-group pre-test/post-test design was used. The sample consisted of senior level undergraduate nursing students. MEASURES Core knowledge, perceived competency, and program satisfaction were measured. Process evaluation activities were performed to gather feedback on the training and solicit ideas and recommendations for improvement. RESULTS Of the 354 nursing students enrolled in the training, 249 (70%) participated in the research portion, with 240 (96%) completed the pre- and post-training evaluations. All four core knowledge components and 13 perceived competency indicators were statistically significant (p ≤ .001) when comparing pre- and post-t test values. Process evaluation data collected through 25 telephone interviews found that the training improved the students' confidence and ability to screen for substance misuse with patients. CONCLUSION Findings support the implementation of SBIRT training into an undergraduate nursing curriculum. Modifications for future training and research are proposed.
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Affiliation(s)
- Marie N Bremner
- School of Nursing, Kennesaw State University, Kennesaw, Georgia
| | | | - Diane Keen
- School of Nursing, Kennesaw State University, Kennesaw, Georgia
| | - Barbara J Blake
- School of Nursing, Kennesaw State University, Kennesaw, Georgia
| | - Heather Santa
- Program Evaluation & Research Unit (PERU), University of Pittsburgh School of Pharmacy, Pittsburgh, Pennsylvania
| | - Alexandra Nowalk
- Program Evaluation & Research Unit (PERU), University of Pittsburgh School of Pharmacy, Pittsburgh, Pennsylvania
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Powers SC, Morris MH, Flynn H, Perry J. Faculty-Led Role-Play Simulation: Going Live to Teach Patient-Centered Care to Nursing Students. J Nurs Educ 2019; 58:665-668. [DOI: 10.3928/01484834-20191021-10] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2019] [Accepted: 08/06/2019] [Indexed: 11/20/2022]
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Policicchio JM, Gallagher NA, Dallwig A, Sarkar N. Evaluating teaching strategies in community health nursing students: A quasi-experimental research study. NURSE EDUCATION TODAY 2019; 81:49-56. [PMID: 31326848 DOI: 10.1016/j.nedt.2019.06.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2018] [Revised: 04/22/2019] [Accepted: 06/30/2019] [Indexed: 06/10/2023]
Affiliation(s)
| | | | - Amber Dallwig
- University of Michigan School of Nursing, United States of America
| | - Norma Sarkar
- University of Michigan School of Nursing, United States of America
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Ozkara San E. Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions. J Transcult Nurs 2018; 30:291-302. [DOI: 10.1177/1043659618817599] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Introduction: Standardized patient simulation can be an effective strategy to foster cultural competence education. Methodology: Guided by the Cultural Competence and Confidence Model, this grant-funded, longitudinal, one-group, pretest and posttest study used the Transcultural Self-Efficacy Tool (TSET) to examine the effect of the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy on students’ ( n = 53) transcultural self-efficacy. Developed by following recommended guidelines and standards, the DSPS had content validity review. It aimed to improve students’ knowledge, skills, and attitudes with regard to providing culturally competent nursing care. The statistical methods included t-tests, McNemar’s test, correlation analyses, and Mann–Whitney U-test. Results: The DSPS influenced statistically significant changes (increase) in students’ transcultural self-efficacy perceptions ( p < .05). All students regardless of background benefited from formalized cultural competence education. Discussion: Evidence-based strategies such as the DSPS can offer a valuable guide for educators to foster cultural competence education.
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