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Paliatsiou S, Xanthos T, Efthymiou V, Zervas I, Volaki P, Sokou R, Iacovidou N. Changes in Empathy and Mental Resilience in Health Professionals After Completing the Certified "Generic Instructor Course" Seminar. Cureus 2024; 16:e64752. [PMID: 39021746 PMCID: PMC11254337 DOI: 10.7759/cureus.64752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/17/2024] [Indexed: 07/20/2024] Open
Abstract
INTRODUCTION Factors that may affect the performance of healthcare professionals performing resuscitation include stress, social profile, fatigue, empathy, and resilience. Interpersonal skills are required for better performance. This study aimed at evaluating the change in empathy and mental resilience in health professionals who have the status of instructor potential achieved after successfully completing a certified training/intervention course and want to develop/certify as course instructors. METHODS Healthcare professionals attended the Generic Instructor Course (GIC), a two-day course training instructor candidates from different training courses. Empathy and the cultivation of mental resilience of adult healthcare professional trainers were measured in order to investigate whether participation in a simulated training process can influence these characteristics of the trainer and how these characteristics interact with the training process. Four measurements were recorded: (i) baseline (before the GIC course), (ii) after the course, (iii) follow-up after one month, and (iv) follow-up after three months. RESULTS Ninety participants in the GIC course were the study sample. Participants showed statistically higher empathy after participation in the GIC vs. baseline, one-month, and three-month follow-up (p = 0.023). Resilience did not reveal any statistical difference, after the participation in the GIC and follow-up measurements (p = 0.084). For both variables (empathy and resilience), demographics did not have any association with the variables. CONCLUSIONS Besides its primary aim of training and certifying future instructors in resuscitation courses, the GIC also had a positive impact on the participants' empathy.
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Affiliation(s)
- Styliani Paliatsiou
- Second Department of Obstetrics and Gynecology, Aretaieio Hospital, National and Kapodistrian University of Athens, Athens, GRC
| | - Theodoros Xanthos
- Department of Cardiology, School of Health Sciences, University of West Attica, Athens, GRC
| | - Vasiliki Efthymiou
- Department of Biostatistics, University Research Institute of Maternal and Child Health and Precision Medicine, National and Kapodistrian University of Athens, Athens, GRC
| | - Ioannis Zervas
- First Department of Psychiatry, Eginition Hospital, National and Kapodistrian University of Athens, Athens, GRC
| | - Paraskevi Volaki
- Department of Neonatal, Aretaieio Hospital, National and Kapodistrian University of Athens, Athens, GRC
| | - Rozeta Sokou
- Department of Pediatrics, Neonatal intensive Care Unit, General Hospital of Nikaia-Piraeus "Agios Panteleimon", Athens, GRC
| | - Nicoletta Iacovidou
- Department of Neonatal, Aretaieio Hospital, National and Kapodistrian University of Athens, Athens, GRC
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Shen Y. The application of the BOPPPS model in the ward rounds of nurses' standardized training in Southwest China: a mixed methods study. Front Med (Lausanne) 2024; 11:1276652. [PMID: 38994347 PMCID: PMC11236687 DOI: 10.3389/fmed.2024.1276652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Accepted: 06/11/2024] [Indexed: 07/13/2024] Open
Abstract
Background Teaching ward rounds are the main teaching method used to develop clinical skills in standardized nursing training. However, the existing methods lack of cultivation of comprehensive ability and humanistic care for nurses, cannot meet the requirements of standardized training for nurses. BOPPPS (bridge-in, objective, pre-assessment, participatory Learning, post-assessment, and summary) is a student-centered teaching model that has been proven to enhance classroom teaching effectiveness. Therefore, the BOPPPS model was applied and its effectiveness in standardized nursing training was evaluated. Methods In total, 260 nursing students were randomly allocated to two groups: the experimental group used the BOPPPS model and the control group used the traditional teaching model. This study used a mixed quantitative and qualitative research method to evaluate the effectiveness of the BOPPPS model. Results The quantitative results were as follows: no significant difference in baseline scores was observed between the two groups before training. After training, the theory and practical scores in the experimental group were significantly higher than that of the control group. Similarly, students in the experimental group presented higher comprehensive ability scores than their counterparts. The students in the experimental group also exhibited higher satisfaction compared to the control group, while there was no difference in teacher satisfaction scores between the two groups (p = 0.323). Qualitative data showed that the vast majority of nurses and teachers agreed on the value of BOPPPS training. Conclusion Compared to traditional teaching methods, the BOPPPS model was more effective in standardized nursing training. We recommend applying the BOPPPS model to nursing training.
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Affiliation(s)
- Ying Shen
- Nursing Department, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
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Sato Y, Yasuhara Y, Ito H, Soriano GP, Blaquera AP, Locsin RC, Tanioka T. Development and psychometric testing of the Professional Interpersonal Competency Assessment Scale for Novice nurses (PICASN). BELITUNG NURSING JOURNAL 2023; 9:619-626. [PMID: 38130676 PMCID: PMC10731437 DOI: 10.33546/bnj.2992] [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: 09/22/2023] [Revised: 10/20/2023] [Accepted: 11/11/2023] [Indexed: 12/23/2023] Open
Abstract
Background Assessing the professional interpersonal competency of novice nurses is crucial for preventing staff turnover and promoting effective work. However, none of the instruments identified in the literature specifically target novice nurses. Objective This study aimed to develop and psychometrically test the perception dimension of the Professional Interpersonal Competency Assessment Scale for Novice nurses (PICASN) in Japan. Methods The study comprised four steps: 1) concept identification, 2) item construction, 3) validity measure, and 4) reliability measure. A cross-sectional web-based questionnaire was administered from February to April 2023 and was completed by 203 novice nurses. Data quality was assessed using mean, item response, missing values, floor and ceiling effects, internal consistency, and item-rest correlations. Content validity index (CVI) was used to determine the instrument's validity, while exploratory factor analysis (EFA) using maximum likelihood estimation with Promax rotation was employed to assess the factor structure. Cronbach's alpha was used to evaluate reliability. Results The 27-item PICASN demonstrated an Item-CVI of 0.94 and a Scale-CVI of 0.88. EFA revealed two factors: 1) Basic competencies as a novice nurse (15 items) and 2) Relationship building skills within the healthcare team (12 items), which explained 80% of the variance. Internal consistency reliability was excellent at 0.94 and 0.91 for the factors, and the overall scale reliability was 0.95. The item-rest (I-R) correlation values exceeding 0.6 were considered acceptable. Conclusion The PICASN demonstrates satisfactory psychometric properties, making it an effective tool for measuring professional interpersonal competency among novice nurses in Japan. This instrument serves to assist novice nurses by promoting self-awareness and offering targeted insights into specific areas requiring improvement. Additionally, it provides experienced nurses and nurse managers with valuable insights into team dynamics, guiding interventions for continuous quality improvement.
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Affiliation(s)
- Yuko Sato
- Graduate School of Health Sciences, Tokushima University, Tokushima, Japan
| | - Yuko Yasuhara
- Department of Nursing, Institute of Biomedical Sciences, Tokushima University, Graduate School, Tokushima, Japan
| | - Hirokazu Ito
- Department of Nursing, Institute of Biomedical Sciences, Tokushima University, Graduate School, Tokushima, Japan
| | - Gil P. Soriano
- Graduate School of Health Sciences, Tokushima University, Tokushima, Japan
- Department of Nursing, College of Allied Health, National University, Manila, Philippines
| | - Allan Paulo Blaquera
- Graduate School of Health Sciences, Tokushima University, Tokushima, Japan
- School of Nursing and Allied Health Sciences, St. Paul University Philippines, Tuguegarao, Philippines
| | - Rozzano C. Locsin
- Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA
| | - Tetsuya Tanioka
- Department of Nursing, Institute of Biomedical Sciences, Tokushima University, Graduate School, Tokushima, Japan
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Factors Associated With Changes in Patient-Centered Care in Undergraduate Nursing Students. Nurs Educ Perspect 2023; 44:82-86. [PMID: 36800406 DOI: 10.1097/01.nep.0000000000001054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Abstract
AIM The purpose of this study was to examine active listening, self-awareness, and empathy and how they relate to changes in patient-centered care (PCC) in undergraduate nursing students. BACKGROUND PCC is associated with better patient outcomes, but the level of PCC has been found to be low in nursing students. METHOD This secondary analysis used baseline and follow-up data at two time points from 50 undergraduate nursing students. RESULTS Changes in self-awareness were associated with changes in PCC directly (Follow-Up 1) or directly and indirectly through the effects on changes in empathy (Follow-Up 2), controlling for age, experience, and intervention. Changes in active listening were associated with changes in PCC only indirectly through the effect on changes in empathy only at Follow-Up 2. CONCLUSION Changes in self-awareness and active listening need to be the first targets of interventions to improve PCC in undergraduate nursing students.
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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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Comparison of Students' Self-Assessment and Simulated Patient Assessment in a Patient Counseling Evaluation and Perceived Importance of Communication Skills. PHARMACY 2022; 10:pharmacy10060177. [PMID: 36548333 PMCID: PMC9787712 DOI: 10.3390/pharmacy10060177] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 12/06/2022] [Accepted: 12/10/2022] [Indexed: 12/24/2022] Open
Abstract
The primary objective of this study was to compare students' self-assessment ratings with simulated patient (SP) assessment ratings of communication skills in a patient counseling Objective Structured Clinical Exam (OSCE). The secondary objective was to evaluate student perceptions of the importance of communication skills in the practice of pharmacy as well as the impact of a virtual OSCE format. First-year pharmacy students completed an OSCE focused on self-care product counseling. The evaluation was graded using a rubric covering both verbal and non-verbal communication. Students who completed the course were provided a 15-question, post-evaluation survey with questions related to self-assessment of communication skills and perceptions of the importance of communication skills. Of the 138 students in the course, 68 completed the optional post-assessment survey (49% response rate). There were no statistically significant differences between the ratings by students and SPs for the four communication elements included in the self-assessment. Most of the students recognized the importance of communication skills, including developing rapport and trust. Recognition of the importance of communication skills to future practice as a pharmacist positively correlated with performance on the evaluation (r2 = 0.5409, p-value = 0.0007). Student self-assessment is an effective and cost-effective mode of feedback for practice experiences as an alternative to the use of SPs.
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De Juan Pardo MÁ, Vissandjee B, Guillaumet Olives M, Cerezuela Torre MÁ, Gallart Fernández-Puebla A. Enhancing perceived leadership of nursing students through a student-led dedicated education unit in a community setting: A feasibility study. J Prof Nurs 2022; 43:152-161. [PMID: 36496239 DOI: 10.1016/j.profnurs.2022.10.009] [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: 04/15/2022] [Revised: 10/09/2022] [Accepted: 10/10/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Leadership competence is important to ensure the provision of safe and high-quality care in hospitals. PURPOSE The aim was to demonstrate the feasibility of enhancing the perceived leadership competence of nursing students through an innovative health education strategy, consisting of a student-led dedicated education unit (DEU) informed by a service-learning approach in a community setting. DESIGN Feasibility study in a three-phase process: I: Design; II: Acceptability and implementation; III: Expansion to a different setting. In phase II the DEU was piloted with 62 students using a pretest/post-test with control group design. In phase III it was piloted with 20 students in the expansion setting. METHODS The DEU was implemented and tested in Barcelona (Spain) between 2014 and 2019. To assess acceptability and implementation, students' perceived leadership competence was measured using the Self-Assessment Leadership Instrument. We also obtained satisfaction ratings using an ad hoc questionnaire. RESULTS Satisfaction was high among students, as well as among service users who received health education. In phase II, students' post-test self-ratings of their leadership competence were higher in both the intervention and control groups, but the increase was significantly greater among students who participated in the DEU (25.84 % vs. 16.72 %, p = .012). Similar results were obtained in the expansion phase, with students in the intervention group once again showing a significant increase in perceived leadership skills (12.89 %, p = .005). CONCLUSIONS Student-led DEUs appear to be an effective way of enhancing perceived leadership competence among senior nursing students.
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Affiliation(s)
- M Ángeles De Juan Pardo
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya (UIC), Spain.
| | - Bilkis Vissandjee
- School of Nursing, Public Health Research Institute, Université de Montréal, SHERPA Research Centre, Montréal, Québec, Canada.
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Del Vecchio A, Moschella PC, Lanham JG, Zavertnik JE. Acting to teach communication skills to nurses. CLINICAL TEACHER 2022; 19:289-293. [PMID: 35451553 PMCID: PMC9543171 DOI: 10.1111/tct.13489] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 03/10/2022] [Accepted: 03/21/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Interpersonal and communication skills are core competencies for nursing students. Empathetic, patient-centred communication improves patient outcomes and the care experience. Nursing trainees have reported a lack of preparation and confidence in communication and interpersonal skills with patients and members of the health care team. Acting-based hands-on training may provide a novel approach to develop communication in nursing students. APPROACH The corresponding author worked as a professional actor before pursuing a medical career. He created an acting-based workshop, inspired by classic acting exercises taught in drama conservatories for decades, to develop core communication and interpersonal skills for health care professionals. The course creator and an instructor with no acting background each facilitated the workshops. The initiative was taught to over 200 preclinical baccalaureate freshmen and sophomore nursing students as part of their clinical skills courses at one institution. EVALUATION Participants were asked to rate their self-efficacy for skills developed in the workshop using a 5-point Likert scale. A 4 or 5 rating was considered agreement. Most participants agreed the workshop developed their skills of self-awareness, observation, teamwork, flexibility, nonverbal and verbal communication, trust, mindfulness, body language awareness, active listening, and sensitivity to emotions expressed by others. IMPLICATIONS An acting-based teaching intervention is efficacious in instilling core communication and interpersonal skills to preclinical nursing students based on participants' self-efficacy ratings. This innovative way to teaching communication provides students with an experiential environment conducive to learning. Similar ratings between sessions suggest that health professions educators with no formal acting training can successfully teach this course.
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Cortés-Rodríguez AE, Roman P, López-Rodríguez MM, Fernández-Medina IM, Fernández-Sola C, Hernández-Padilla JM. Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students. Healthcare (Basel) 2021; 10:healthcare10010046. [PMID: 35052210 PMCID: PMC8775804 DOI: 10.3390/healthcare10010046] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 12/17/2021] [Accepted: 12/23/2021] [Indexed: 01/08/2023] Open
Abstract
This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency.
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Affiliation(s)
- Alda Elena Cortés-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
| | - Pablo Roman
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
- Correspondence: ; Tel.: +34-950214563
| | - María Mar López-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
| | - Isabel María Fernández-Medina
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
| | - Cayetano Fernández-Sola
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Faculty of Health Sciences, Universidad Autónoma de Chile, Temuco 4810101, Chile
| | - José Manuel Hernández-Padilla
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Adult, Child and Midwifery Department, School of Health and Education, Middlesex University, The Burroughs, London NW4 4BT, UK
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Sastrawan S, Weller-Newton J, Brand G, Malik G. The development of nurses' foundational values. Nurs Ethics 2021; 28:1244-1257. [PMID: 34231437 DOI: 10.1177/09697330211003222] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND In the ever-changing and complex healthcare environment, nurses encounter challenging situations that may involve a clash between their personal and professional values resulting in a profound impact on their practice. Nevertheless, there is a dearth of literature on how nurses develop their personal-professional values. AIM The aim of this study was to understand how nurses develop their foundational values as the base for their value system. RESEARCH DESIGN A constructivist grounded theory methodology was employed to collect multiple data sets, including face-to-face focus group and individual interviews, along with anecdote and reflective stories. PARTICIPANTS AND RESEARCH CONTEXT Fifty-four nurses working across various nursing settings in Indonesia were recruited to participate. ETHICAL CONSIDERATIONS Ethics approval was obtained from the Monash University Human Ethics Committee, project approval number 1553. FINDINGS Foundational values acquisition was achieved through family upbringing, professional nurse education and organisational/institutional values reinforcement. These values are framed through three reference points: religious lens, humanity perspective and professionalism. This framing results in a unique combination of personal-professional values that comprise nurses' values system. Values are transferred to other nurses either in a formal or informal way as part of one's professional responsibility and customary social interaction via telling and sharing in person or through social media. DISCUSSION Values and ethics are inherently interweaved during nursing practice. Ethical and moral values are part of professional training, but other values are often buried in a hidden curriculum, and attained and activated through interactions during nurses' training. CONCLUSION Developing a value system is a complex undertaking that involves basic social processes of attaining, enacting and socialising values. These processes encompass several intertwined entities such as the sources of values, the pool of foundational values, value perspectives and framings, initial value structures, and methods of value transference.
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Affiliation(s)
- Sastrawan Sastrawan
- Universitas Qamarul Huda Badaruddin (UNIQHBA), Indonesia; Monash University, Australia
| | - Jennifer Weller-Newton
- The University of Melbourne, Australia; Monash University, Australia; McMaster University, Canada
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De Juan Pardo MA, Fuster P, Gallart A, Rodríguez E, Wennberg L, Martin-Ferreres ML. Fostering leadership competence and satisfaction in nursing undergraduates through a student-led conference: A quasi-experimental pre-post study. NURSE EDUCATION TODAY 2021; 98:104748. [PMID: 33517182 DOI: 10.1016/j.nedt.2021.104748] [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: 06/16/2020] [Revised: 12/04/2020] [Accepted: 01/02/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Numerous benefits have been reported for student-led conferences, such as increased leadership. This competence has been recognized as important for nurses so as to ensure the provision of safe and high-quality care in complex environments. However, research has yet to examine empirically the impact of student-led conferences on students' leadership behaviours. OBJECTIVES To examine the impact that participation in a student-led conference had on the self-perceived leadership competence of nursing undergraduates. DESIGN Quasi-experimental single group pre-post intervention study. SETTING Faculty of Medicine and Health Sciences at the Universitat Internacional de Catalunya. PARTICIPANTS 31 students enrolled in two elective modules offered during the final year (fourth year) of a nursing degree programme. METHODS Pre-post assessment of self-perceived leadership behaviours among nursing students involved in planning and organizing a scientific conference. In addition to carrying out the tasks of organizing the Conference, all students participated as co-authors of an oral communication, thus being able to develop both cognitive and non-cognitive domains. Leadership was measured using ES_SALI scale, the Spanish version of the Self-Assessment Leadership Instrument. RESULTS Involvement in the student-led conference led to a statistically significant increase in self-perceived leadership competence among nursing undergraduates (p < .001). Both the total ES_SALI score and scores on each of its four dimensions (Strategic thinking, Emotional intelligence, Impact and influence, and Teamwork skills) increased significantly, and the percentage change was above 8% in all cases (p < .01). The greatest increase (10.99%) corresponded to the 'Impact and influence' dimension of leadership. CONCLUSIONS The results suggest that student-led conferences are an effective way of helping nursing undergraduates to develop their leadership competence.
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Affiliation(s)
- M A De Juan Pardo
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain.
| | - P Fuster
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - A Gallart
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - E Rodríguez
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - L Wennberg
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - M L Martin-Ferreres
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
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Heidarzadeh H, Heidarzadeh Z, Azadi A. Comparison of pre-hospital triage training by role playing and lecture on nursing students' knowledge, attitude and performance. Nurs Open 2020; 7:935-942. [PMID: 32587711 PMCID: PMC7308685 DOI: 10.1002/nop2.464] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2020] [Accepted: 02/10/2020] [Indexed: 12/28/2022] Open
Abstract
Aim The objective of this study was to determine and compare the effectiveness of two methods of role playing and lecture on knowledge, attitude and performance of nursing' students in the context of pre-hospital triage. Design This was a pre-test-posttest quasi-experimental study. Methods A total of 66 nursing students (third year) were assigned to two groups, the control group (N = 23) and intervention group (N = 23). START pre-hospital triage was taught to two groups by using a lecture (control group) and role playing (intervention group) method. Immediately before the intervention and 4 weeks after the training, students' knowledge, attitude and practice in both groups were assessed through a questionnaire and a checklist. Data were analysed using SPSS software version 21. Results The results showed that the mean scores of knowledge, attitude and performance increased after intervention in both groups (p < .05). The mean (SD) difference of total performance score from baseline to follow-up in the experimental group and the control group was 23.91 (13.83) and 7.00 (13.20), respectively (p < .001). While there was no significant difference between the mean (SD) difference of knowledge and attitude scores in the experimental group and the control group before and after the intervention (p > .05).
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Affiliation(s)
- Hamid Heidarzadeh
- Department of NursingFaculty of Nursing and MidwiferyIlam University of Medical SciencesIlamIran
| | | | - Arman Azadi
- Department of NursingFaculty of Nursing and MidwiferyIlam University of Medical SciencesIlamIran
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Abdolrahimi M, Ghiyasvandian S, Zakerimoghadam M, Ebadi A. Therapeutic communication in nursing students: A Walker & Avant concept analysis. Electron Physician 2017; 9:4968-4977. [PMID: 28979730 PMCID: PMC5614280 DOI: 10.19082/4968] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2016] [Accepted: 03/16/2017] [Indexed: 12/30/2022] Open
Abstract
Background and aim Therapeutic communication, the fundamental component of nursing, is a complex concept. Furthermore, the poor encounters between nursing student and patient demonstrate the necessity of instruction regarding therapeutic communication. The aim of this study was to define and clarify this important concept for including this subject in the nursing curriculum with more emphasis. Methods A literature search was conducted using keywords such as “nursing student”, “patient” and “therapeutic communication” and Persian-equivalent words in Persian databases (including Magiran and Medlib) and English databases (including PubMed, ScienceDirect, Scopus and ProQuest) without time limitation. After extracting concept definitions and determining characteristic features, therapeutic communication in nursing students was defined. Then, sample cases, antecedents, consequences and empirical referents of concept were determined. Results After assessing 30 articles, therapeutic communication defining attributes were as follows: “an important means in building interpersonal relationships”, “a process of information transmission”, “an important clinical competency”, “a structure with two different sections” and “a significant tool in patient centered care”. Furthermore, theoretical and clinical education and receiving educators’ feedback regarding therapeutic communication were considered as antecedents of the concept. Improving physical and psychological health status of patient as well as professional development of nursing students were identified as consequences of the concept. Conclusion Nursing instructors can use these results in order to teach and evaluate therapeutic communication in nursing students and train qualified nurses. Also, nursing students may apply the results to improve the quality of their interactions with patients, perform their various duties and meet patients’ diverse needs.
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Affiliation(s)
- Mahbobeh Abdolrahimi
- Ph.D. Candidate of Nursing, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Shahrzad Ghiyasvandian
- Associate Professor, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Masoumeh Zakerimoghadam
- Assistant Professor, Department of Critical Care Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Abbas Ebadi
- Associate Professor, Behavioral Sciences Research Center, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
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