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Laker C, Knight-Davidson P, Hawkes D, Driver P, Nightingale M, Winter A, McVicar A. The Use of 360-Degree Video in Developing Emotional Coping Skills (Reduced Anxiety and Increased Confidence) in Mental Health Nursing Students: A Protocol Paper. NURSING REPORTS 2022; 12:536-544. [PMID: 35894042 PMCID: PMC9326566 DOI: 10.3390/nursrep12030052] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 06/29/2022] [Accepted: 07/01/2022] [Indexed: 11/29/2022] Open
Abstract
Higher education institutions are uniquely placed to introduce emotional coping skills to promote resilience in pre-registration nurses in order to reduce anxiety and increase confidence before they enter clinical placement for the first time. In this qualitative study, we will explore the use of a 360-degree video in developing skills for coping. The participants will be mental health nursing students. We will develop a 360-degree video in collaboration with a mental health service user. All participants will watch the video. A sub-group will receive a supportive clinical supervision discussion within a cognitive reappraisal/solution-focused/VERA framework. We will record the experiences of the participant to explore: (1) how students felt about the use of 360-degree video, as an education tool to build skills of resilience; (2) whether the students involved felt more confident and less anxious about the situation in the video as a result of participating in the cognitive reappraisal/solution-focused/VERA supervision discussion.
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Du L, Zhao L, Xu T, Wang Y, Zu W, Huang X, Nie W, Wang L. Blended learning vs traditional teaching: the potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis. Nurse Educ Pract 2022; 63:103354. [DOI: 10.1016/j.nepr.2022.103354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Revised: 03/15/2022] [Accepted: 04/20/2022] [Indexed: 11/15/2022]
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Bezerra de Lima AC, Moura dos Santos DC, Lima de Almeida S, da Silva EL, Batista Ferreira e Pereira E. Ensino híbrido na formação em saúde: uma revisão sistemática. REVISTA CUIDARTE 2022. [DOI: 10.15649/cuidarte.2051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Introdução: A partir da necessidade de reestruturação das instituições de ensino em saúde devido à pandemia da COVID-19, o ensino híbrido vem se destacando como possibilidade de reorganização das atividades educativas. O objetivo deste estudo foi escrever o desenvolvimento do ensino híbrido na formação de profissionais da área da saúde. Materiais e Métodos: Revisão sistemática da literatura, baseada nas recomendações da Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A pesquisa foi desenvolvida em pares, entre julho a setembro de 2020, em quatro bases de dados eletrônicas. Os descritores foram os termos “Educação a Distância”, “Educação Superior”, “Aprendizagem”, “Saúde”, “Enfermagem”, “Medicina”, “Odontologia” e “Fisioterapia” e “Ensino híbrido”. Os artigos foram classificados conforme seu Nível de Evidência. Resultados: 49 artigos foram selecionados, entre estudos quantitativos, qualitativos e de método misto. Foram encontradas experiências do desenvolvimento do ensino híbrido nos diferentes cursos de formação na área da saúde. Observou-se aplicação do ensino híbrido segundo o modelo de Rotação, modelo à la carte e o modelo Flex. Discussão: o ensino híbrido vem ganhando destaque cada vez maior no cenário da educação acadêmica em saúde. Foi visto que, a partir dele, o aluno destaca-se em sua aprendizagem, pois é o principal gerenciador deste processo, aprendendo ativamente por diversos instrumentos educativos a partir da condução do professor. Conclusões: O êxito do ensino híbrido pode estar relacionado ao seu caráter inovador, flexível, com boa relação custo-benefício e capaz de tornar os alunos protagonistas do seu processo de ensino-aprendizagem, influenciando no desempenho acadêmico dos alunos.
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Jacobs EP, Mkhize SW. Multidisciplinary team members' perceptions regarding advanced psychiatric nurses' attitudes on mental healthcare. Health SA 2021; 26:1646. [PMID: 34858646 PMCID: PMC8603099 DOI: 10.4102/hsag.v26i0.1646] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Accepted: 08/10/2021] [Indexed: 01/27/2023] Open
Abstract
Background The attitudes of advanced psychiatric nurses significantly contribute to the management, treatment plan and care of the mental healthcare users, and resultantly affects the quality and standards of mental healthcare. Considering these effects, it is imperative to understand how the attitudes of advanced psychiatric nurses are perceived by other multidisciplinary team members. Aim To describe the perceptions of the multidisciplinary team members regarding advanced psychiatric nurses’ attitudes in clinical practice. Setting Three mental health institutions were utilised to obtain the perceptions related to the attitudes displayed by advanced psychiatric nurses in the clinical environment. Method A qualitative research descriptive approach was adopted to obtain in-depth descriptions of the attitudes portrayed by advanced psychiatric nurses. Eight purposefully sampled multidisciplinary team members were interviewed to obtain information. Data were analysed using Colaizzi’s method. Results Themes and sub-themes emerged. Mental healthcare providers exhibited both negative and positive attitudes towards mental health patients. By perception, unfavorable attitudes hindered effective communication and psychosocial rehabilitation programs for mental health patients. Positivity enhanced feedback during ward rounds and during clinical meetings. Conclusion Despite the positive impact advanced psychiatric nurses have on mental health care, views regarding mental health patients remain negative. It is recommended that advanced psychiatric nursing education curriculum address negative attitudes, views, and stereotypes. Mental healthcare users need to be provided with psychosocial rehabilitation programs and activities that address advance psychiatric nurses’ lack of initiatives. Contribution A clear set of principles and protocols underpins the collaborative effort among multidisciplinary teams in mental health care.
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Affiliation(s)
- Eve P Jacobs
- School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Sipho W Mkhize
- School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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Dempsey A, Robinson C, Moffatt N, Hennessy T, Bradshaw A, Teeling SP, Ward M, McNamara M. Lean Six Sigma Redesign of a Process for Healthcare Mandatory Education in Basic Life Support-A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:11653. [PMID: 34770166 PMCID: PMC8583709 DOI: 10.3390/ijerph182111653] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 11/03/2021] [Accepted: 11/04/2021] [Indexed: 12/19/2022]
Abstract
Healthcare staff are required to undertake mandatory training programs to ensure they maintain key clinical competencies. This study was conducted in a private hospital in Ireland, where the processes for accessing mandatory training were found to be highly complex and non-user friendly, resulting in missed training opportunities, specific training license expiration, and underutilized training slots which resulted in lost time for both the trainers and trainees. A pilot study was undertaken to review the process for accessing mandatory training with a focus on the mandatory training program of Basic Life Support (BLS). This was chosen due to its importance in patient resuscitation and its requirement in the hospital achieving Joint Commission International (JCI) accreditation. A pre- and post-team-based intervention design was used with Lean Six Sigma (LSS) methodology employed to redesign the process of booking, scheduling, and delivery of BLS training leading to staff individual BLS certification for a period of two years. The redesign of the BLS training program resulted in a new blended delivery method, and the initiation of a pilot project led to a 50% increase in the volume of BLS classes and a time saving of 154 h 30 min for staff and 48 h 14 min for BLS instructors. The success of the BLS process access pilot has functioned as a platform for the redesign of other mandatory education programs and will be of interest to hospitals with mandatory training requirements that are already facing healthcare challenges and demands on staff time.
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Affiliation(s)
- Anne Dempsey
- Beacon Hospital, Sandyford, D18 AK68 Dublin, Ireland; (C.R.); (N.M.); (T.H.); (A.B.)
| | - Ciara Robinson
- Beacon Hospital, Sandyford, D18 AK68 Dublin, Ireland; (C.R.); (N.M.); (T.H.); (A.B.)
| | - Niamh Moffatt
- Beacon Hospital, Sandyford, D18 AK68 Dublin, Ireland; (C.R.); (N.M.); (T.H.); (A.B.)
| | - Therese Hennessy
- Beacon Hospital, Sandyford, D18 AK68 Dublin, Ireland; (C.R.); (N.M.); (T.H.); (A.B.)
| | - Annmarie Bradshaw
- Beacon Hospital, Sandyford, D18 AK68 Dublin, Ireland; (C.R.); (N.M.); (T.H.); (A.B.)
| | - Sean Paul Teeling
- UCD Centre for Interdisciplinary Research, Education & Innovation in Health Systems, School of Nursing, Midwifery & Health Systems, University College Dublin, D04 V1W8 Dublin, Ireland; (S.P.T.); (M.M.)
- Centre for Person-Centred Practice Research Division of Nursing, School of Health Sciences, Queen Margaret University Drive, Queen Margaret University, Musselburgh EH21 6UU, UK
| | - Marie Ward
- Centre for Innovative Human Systems, School of Psychology, Trinity College, The University of Dublin, D02 PN40 Dublin, Ireland;
| | - Martin McNamara
- UCD Centre for Interdisciplinary Research, Education & Innovation in Health Systems, School of Nursing, Midwifery & Health Systems, University College Dublin, D04 V1W8 Dublin, Ireland; (S.P.T.); (M.M.)
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Gjestvang B, Kvigne KJ, Hoel E, Kvaal KS. A training course on interpersonal relationships using role play in a Master of Mental Health Care programme - The students' experiences. NURSE EDUCATION TODAY 2021; 102:104887. [PMID: 33894596 DOI: 10.1016/j.nedt.2021.104887] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2019] [Revised: 03/14/2021] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES To study how Master Students of Mental Health Care experienced role play as an educational method that strengthened their relational competence. DESIGN The study was qualitative with an exploratory descriptive design. SETTINGS Relational competence training course during the Master of Mental Health Care programme INFORMANTS: Master students in a Mental Health Care programme METHODS: Data from open-ended questions were analysed using qualitative content analysis based on Graneheim and Lundman. RESULTS The following three categories were identified: A deeper understanding of self and others, Different positions and situations provide comprehensive understanding and Engagement strengthens relational competence. CONCLUSIONS The study demonstrated that extensive use of role play, in which the students took on the roles of patient, healthcare professional and observer, combined with theoretical preparations and reflections seemed to elicit some of the humanistic values and attitudes central for strengthening relational competence.
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Affiliation(s)
- Bodil Gjestvang
- Inland Norway University of Applied Sciences, Faculty of Health and Social Sciences, 2418 Elverum, Norway
| | - Kari Johanne Kvigne
- Inland Norway University of Applied Sciences, Faculty of Health and Social Sciences, 2418 Elverum, Norway
| | - Erik Hoel
- Inland Norway University of Applied Sciences, Faculty of Health and Social Sciences, 2418 Elverum, Norway
| | - Kari Sofie Kvaal
- Inland Norway University of Applied Sciences, Faculty of Health and Social Sciences, 2418 Elverum, Norway.
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Eweida RS, Ghallab E, Ng F, Ibrahim N. Novice Nurses' Communication Skills When Addressing Aggression in Individuals Experiencing Psychosis: The Role of Emotional Regulation Capacity. J Psychosoc Nurs Ment Health Serv 2021; 60:23-30. [PMID: 34251931 DOI: 10.3928/02793695-20210623-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Effective nursing practice is linked to a nurse's ability to regulate emotions and effectively communicate with patients. Novice nurses can feel unprepared when approaching individuals with psychosis who show aggressive behaviors. The current descriptive correlational study aimed to examine relationships among novice nurses' emotional regulation (ER) capacity, length of service, and communication skills, and investigate the predictive capacity of ER on communication skills in dealing with aggression among individuals with psychosis. A convenience sample of 133 novice nurses was obtained. Nurses who had been working for 19 to 24 months demonstrated significantly higher overall communication skills than those who had been working for 12 to 18 months and those who had been working <12 months (mean = 45.05 [SD = 10.89], mean = 41.43 [SD = 12.16], and mean = 38.44 [SD = 9.33], respectively; p = 0.03). In addition, a strong positive correlation was detected between ER strategies and communication skills. ER strategies were identified as independent precursors of novice nurses' communication skills. Incorporating ER and communication skills training in mental health nursing curricula is recommended. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].
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Arora AK, Rodriguez C, Carver T, Teper MH, Rojas-Rozo L, Schuster T. Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review. MEDICAL SCIENCE EDUCATOR 2021; 31:1213-1246. [PMID: 34031640 PMCID: PMC8133057 DOI: 10.1007/s40670-021-01295-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
UNLABELLED Knowledge was mapped about how usability has been applied in the evaluation of blended learning programs within health professions education. Across 80 studies, usability was explicitly mentioned once but always indirectly evaluated. A conceptual framework was developed, providing a foundation for future instruments to evaluate usability in this context. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01295-x.
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Affiliation(s)
- Anish K. Arora
- Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Québec Canada
| | - Charo Rodriguez
- Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Québec Canada
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Québec Canada
| | - Tamara Carver
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Québec Canada
| | | | - Laura Rojas-Rozo
- Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Québec Canada
| | - Tibor Schuster
- Department of Family Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Québec Canada
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Palmer TJ, Chisholm LJ, Rolf CG, Morris CR. Deliberate practice and self-recorded demonstration of skill proficiency: One baccalaureate nursing school's response to the COVID-19 pandemic. Nurse Educ Pract 2021; 53:103071. [PMID: 34020118 DOI: 10.1016/j.nepr.2021.103071] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 04/22/2021] [Accepted: 04/26/2021] [Indexed: 11/28/2022]
Abstract
AIM The purpose of this study was to determine whether using self-video recording of the skill competency assessment would promote deliberate practice of nursing skills, clinical skill proficiency, limit virtual high stakes testing anxiety and facilitate progression of first semester baccalaureate nursing students during the global COVID-19 pandemic. DESIGN A cross-sectional study was conducted during the Spring 2020 semester using self-reported student data from an end of course survey. METHODS A 16 item instructor-designed survey of student's perceptions of critical thinking, preparation, availability of materials, practice, video recording skill demonstrations, self-reported levels of anxiety related to the virtual testing environment and type of skill assessment exam was provided to all first semester baccalaureate nursing students enrolled in the basic nursing skills course. RESULTS Approximately half of the cohort (N = 33) voluntarily responded to the instructor designed survey. The greatest relationship was observed between 'adequate information for each version' of the test and 'adequate time to prepare' (rho (32) = 0.729 p = 0.000). Although 54.6% (n = 18) of the respondents believed performing the demonstration in the home environment caused them to 'think harder' about the tasks, 78.8% (n = 26) reported feeling less anxiety than while performing previous demonstrations in the lab. A Wilcoxon test examined the results of the anxiety for demonstration on campus and anxiety for demonstration at home and a significant difference was found (p = 0.000, 95% CI) indicating anxiety levels were significantly less when demonstrating in the home environment. A moderate positive correlation was identified between opportunity to repeat with less stress at home (rho (32) = 0.61, p = 0.000), while moderate negative correlations were found between opportunity to repeat and anxiety levels related to recording (rho (32) = -0.60, p = 0.000), opportunity to repeat and anxiety related to demonstration at home (rho (32) = -0.53, p = 0.002) and concern about recording and opportunity to repeat (rho (32) = -0.49, p = 0.004). CONCLUSIONS Student success using remote assessment strategies during the Spring 2020 semester was similar to the success rate using traditional skill assessment methods in Fall 2019. Although the need for prompt feedback was identified as an area of improvement to promote deliberate practice, student video recording of skill proficiency was a viable solution for comprehensive remote assessment during the COVID-19 pandemic and campus closure. Although further study is recommended, findings have international implications for virtual teaching and learning in nursing education.
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Affiliation(s)
- Troy J Palmer
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America.
| | - LeAnn J Chisholm
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America
| | - Carmen G Rolf
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America
| | - Christina R Morris
- Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America
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Fadana FP, Vember HF. Experiences of undergraduate nursing students during clinical practice at health facilities in Western Cape, South Africa. Curationis 2021; 44:e1-e10. [PMID: 33881336 PMCID: PMC8063553 DOI: 10.4102/curationis.v44i1.2127] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Revised: 01/04/2021] [Accepted: 01/12/2021] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND This study explored the experiences of undergraduate nursing students during clinical practice at healthcare facilities in the Boland Overberg area in Western Cape, South Africa. Few studies have been done on experiences of nursing students during clinical practice. However, there are still inadequacies, which lead to the deterioration of clinical practice quality. OBJECTIVES To explore and describe the experiences of undergraduate student nurses during clinical practice in healthcare facilities in Boland Overberg, in Western Cape, South Africa. METHOD A qualitative, exploratory descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area in Western Cape Region. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The sample size was based on data saturation. Colaizzi's method of coding and thematic content analysis was used to interpret the data. Ethical principles were adhered to. RESULTS After data analysis, the following themes emerged: clinical learning environment, challenges and inability to reach objectives. CONCLUSION During clinical practice in healthcare facilities, students were confronted with dilemmas which must be addressed with proper planning to decrease the challenges in clinical education of future nurses. The findings can be used in planning of nursing education, could provide help to develop effective clinical teaching strategies in nursing education and to support these undergraduate nursing students.
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Affiliation(s)
- Fundiswa P Fadana
- Department of Nursing, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town.
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Nursing Students' Experiences with Computer Simulation-Based Communication Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18063108. [PMID: 33803034 PMCID: PMC8003003 DOI: 10.3390/ijerph18063108] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 02/23/2021] [Accepted: 03/13/2021] [Indexed: 11/20/2022]
Abstract
Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.
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Muflih S, Abuhammad S, Karasneh R, Al-Azzam S, Alzoubi KH, Muflih M. Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues. RESEARCH SQUARE 2020:rs.3.rs-42336. [PMID: 32702721 PMCID: PMC7373140 DOI: 10.21203/rs.3.rs-42336/v1] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Background The online teaching demand has increased tremendously to promote the implementation of online teaching-leaning system to meet the need of students during the outbreaks of emerging infectious disease. This study aims to explore whether the pandemic of COVID-19, which requires universities to rapidly offer online learning, will affect attitudes about online education for undergraduate health sciences students. Also, it investigates the barriers for using online tools. Method A cross-sectional survey using online social media was used to recruit eligible participants. The data for this study were focused on students' experiences utilizing an online education method offered by the Jordanian government universities. This study is utilizing newly developed measuring tools that are expected to enable students to evaluate online teaching in terms of their own learning progress. Results A total of 1,210 participants agreed to complete the online survey questionnaire. The mean score preparedness and attitude toward online education was average. The majority of students agreed that online courses helped assign reading and homework time better than on-campus approach (75.0%) and felt comfortable to actively communicate with my classmates and instructors online. Zoom and eLearning were the most common online platforms utilized by students. The geographic locations, lack of past experience on using online tools, and lack of past experience on using online tools were identified by students as the main barrier to online educations. Conclusions Although the pandemic of COVID-19 appeared as uncommon catalyst for promoting eLearning, further research is needed to assess whether learners are ready and willing to make greater use of online education to obtain high quality teaching and learning opportunities, which could totally change educators' and students' attitudes and impression, and subsequently the general themes of online education.
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Gomes ATDL, Salvador PTCDO, Goulart CF, Cecilio SG, Bethony MFG. Innovative Methodologies to Teach Patient Safety in Undergraduate Nursing: Scoping Review. AQUICHAN 2020. [DOI: 10.5294/aqui.2020.20.1.8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective: This work sought to identify the innovative methodologies used to teach patient safety in undergraduate Nursing.
Materials and method: this is a scoping review conducted according to the recommendations by the Joanna Briggs Institute Reviewers’ Manual, through the databases: Medline/PubMed, Cumulative Index of Nursing and Allied Health, Scopus, Web of Science, Education Resources Information Center, Latin American and Caribbean Literature on Health Sciences, Catálogo de Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, The National Library of Australia’s Academic Archive Online, Digital Access to Research Theses Europe E-Theses Portal, Electronic Theses Online Service, Repositório Científico de Acesso Aberto de Portugal, National ETD Portal, and Theses Canada.
Results: the study included 19 studies, most of descriptive type (n = 8; 42.1 %) and quasi-experimental (n = 7; 36.8 %) with quantative approach (n = 11; 57.9 %), conducted in the United States (n = 4; 21.1 %), in 2013 (n = 4; 21.1 %) and 2017 (n = 4; 21.1 %). The innovative methodologies used to teach patient safety in undergraduate Nursing that were highlighted included the scenario of the care practice simulated in the laboratory (n = 14; 73.7 %) and educational videos (n = 7; 36.8 %).
Conclusions: it was identified that innovative methodologies used to teach patient safety in undergraduate Nursing were simulation, videos, staging/role playing, and films, all applied in the classroom teaching modality.
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KAVGAOĞLU D, ELKİN N. Hemşirelik Bölümü Kişilerarası İlişkiler ve Terapötik İletişim Dersi Öğretim Programının Değerlendirilmesi. İSTANBUL GELIŞIM ÜNIVERSITESI SAĞLIK BILIMLERI DERGISI 2019. [DOI: 10.38079/igusabder.460647] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
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