1
|
Gassas RS, Ahmed ME. How nurses perceive the gap between knowledge and practice. ENFERMERIA CLINICA (ENGLISH EDITION) 2024; 34:120-129. [PMID: 38467327 DOI: 10.1016/j.enfcle.2024.02.002] [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: 03/13/2023] [Revised: 12/30/2023] [Accepted: 01/05/2024] [Indexed: 03/13/2024]
Abstract
BACKGROUND Identifying nurses' perceptions of the knowledge-practice gap is a critical step toward developing evidence-based practice. Currently, multiple factors contribute to the gap between nursing education and actual practice. Addressing this gap requires a new perspective, not yet adequately represented in the literature, that includes nurses' perceptions. AIM This study aims to describe nurses' perceptions of the knowledge-practice gap in the domains of knowledge, practice, environment, and learning. And it analyzes how nurses' professional characteristics are associated with their perceptions of the gap in each of these domains as well as the relationships between the domains themselves. METHODS The study used a cross-sectional descriptive correlational design. A sample of 513 staff nurses recruited through a convenience sampling technique provided information on professional variables such as education and experience and completed a Likert-scale survey about their perceptions of the knowledge-practice gap. RESULTS Their answers were found to vary with educational level and history of workshop attendance. Items from the knowledge domain were positively and significantly correlated with items from the environment and learning domains, which were also positively and significantly correlated with each other. However, the knowledge and practice domains were not significantly correlated. In addition to showing correlations among the major domains (or aspects) of the knowledge-practice gap, the study highlights how nurses' professional characteristics contribute to differences in their perceptions of this gap. CONCLUSION These findings can guide hospital-specific measures for bridging the gap. In addition, the scale can be employed by leaders as a tool for the purpose of conducting assessments.
Collapse
Affiliation(s)
- Roai S Gassas
- Nursing Department Faculty of Applied Medical Sciences Rabigh, King Abdulaziz University, Saudi Arabia.
| | - Mohamed E Ahmed
- King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| |
Collapse
|
2
|
Tricio J, Garcés G, Vicuña D, Orsini C. Contrasting student and staff perceptions of preclinical-to-clinical transition at a Chilean dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:773-783. [PMID: 36271715 DOI: 10.1111/eje.12865] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 05/30/2022] [Accepted: 09/15/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Dental education is a challenging and demanding field of study as students are expected to acquire various competencies to fulfil their professional requirements after graduation. The objective of this study was to investigate and compare dental students' and clinical staff instructors' perceptions of the preclinical-to-clinical transition training at a Dental School in Santiago, Chile. MATERIAL AND METHODS Two questionnaires containing 11 quantitative and one qualitative item were developed to assess our year three, four and five (n = 244) dental undergraduate students' challenges when they begin treating patients, and clinical staff (n = 78) perceptions of the preparedness to treat patients of the same students. Both questionnaires were voluntarily and anonymously implemented eight weeks after the beginning of the 2019 academic year. Responses were analysed using a Chi-squared test for each quantitative question, while qualitative comments were studied to form themes and dimensions. RESULTS A total of 234 (96%) students and 60 (77%) instructors completed their respective questionnaire. There were considerable variations between students in the different years of the programme, as well as between students and staff members. Students and instructors felt the former had enough knowledge to treat patients though it was difficult for them to apply it in clinical practice. Again, both believed they could communicate with patients, but third year students asked for more training on this. Regarding practical skills, fourth- and fifth-year students felt prepared but not third year students, who preferred to work in pairs with senior students, a preference that was shared by the instructors. All student groups asked clinical staff to provide more frequent, constructive and consistent feedback and felt that the difference between simulation and clinical environments and the amount of clinical work to fulfil clinical requirements made them feel stressed. Another mentioned stressor was students' low self-confidence when working with patients. Among the requested improvements, students requested better training on how the dental clinic works to save time. CONCLUSIONS Preclinical-to-clinical transition training presents several challenges. Some of the problems highlighted by both students and clinical staff members persisted with the transition after three, four and even five years of training, which needs to be addressed.
Collapse
Affiliation(s)
- Jorge Tricio
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Gonzalo Garcés
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Daniela Vicuña
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - César Orsini
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
- Norwich Medical School, University of East Anglia, Norwich, UK
| |
Collapse
|
3
|
Nold E, Demeter V, Erdelt KJ, Edelhoff D, Liebermann A. Dental education during the COVID-19 pandemic in Germany - cross-sectional lecturer-side evaluation for the application of digital teaching concepts. F1000Res 2022; 11:767. [PMID: 36249996 PMCID: PMC9554493 DOI: 10.12688/f1000research.122274.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/24/2022] [Indexed: 11/11/2022] Open
Abstract
Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.
Collapse
Affiliation(s)
- Ephraim Nold
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Vivienne Demeter
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Kurt-Jürgen Erdelt
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Daniel Edelhoff
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Anja Liebermann
- Faculty of Medicine and University Hospital Cologne, University of Cologne, Polyclinic of Prosthetic Dentistry, Cologne, North Rhine Westphalia, 50931, Germany,
| |
Collapse
|
4
|
Costea CA, Popescu DM, Roman A, Stratul ȘI, Șurlin P, Negucioiu M, Micu IC, Ciurea A, Lucaciu PO, Lazăr L, Mircioagă DE, Soancă A. The Impact of the COVID-19 Pandemic on Romanian Postgraduate Periodontal Residency Teaching: Past Experience, Present Imperatives and Future Considerations in a Multicentric Evaluation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084488. [PMID: 35457356 PMCID: PMC9031164 DOI: 10.3390/ijerph19084488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 03/31/2022] [Accepted: 04/05/2022] [Indexed: 01/27/2023]
Abstract
The aims of this study were to identify the challenges in periodontology postgraduate residency programs during the COVID-19 pandemic by identifying the modifications of educational instruments, to evaluate the impact of hybrid education on periodontology postgraduate programs in terms of resident-centred outcomes, and to evaluate the education efficiency of an innovative teaching approach. Resident doctors from three Romanian dental faculties were included in study groups based on the intensity of clinical training. A web-based questionnaire was used to collect information on residents’ perception about teaching activity. Important educational changes were identified. Moreover, residents learned a periodontal procedure through online training and then performed it on preclinical models three times. The working times were recorded. Statistical analysis was performed. Resident doctors were unsatisfied with clinical practice during the pandemic year, but they positively valued the development of online courses. Learning efficiency improved by repeating the same procedure on preclinical models, as proved by the significant decrease of the working times. E-learning was appreciated as an important component of the new hybrid teaching approach. Reorganization and further emphasis on both preclinical and medical practice, targeted to aid residents perform more accurate and efficient procedures, are recommended.
Collapse
Affiliation(s)
- Cristina Andrada Costea
- Department of Periodontology, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Victor Babeş St., No. 15, 400012 Cluj-Napoca, Romania; (C.A.C.); (A.R.); (I.C.M.); (A.C.); (A.S.)
| | - Dora Maria Popescu
- Department of Periodontology, Faculty of Dental Medicine, University of Medicine and Pharmacy from Craiova, 2 Petru Rares St., 200349 Craiova, Romania; (D.M.P.); (P.Ș.)
| | - Alexandra Roman
- Department of Periodontology, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Victor Babeş St., No. 15, 400012 Cluj-Napoca, Romania; (C.A.C.); (A.R.); (I.C.M.); (A.C.); (A.S.)
| | - Ștefan-Ioan Stratul
- Department of Periodontology, Faculty of Dental Medicine, Anton Sculean Research Center for Periodontal and Peri-Implant Diseases, Victor Babeș University of Medicine and Pharmacy Timișoara, Bulevardul Revoluției din 1989, No. 9, 300230 Timișoara, Romania;
| | - Petra Șurlin
- Department of Periodontology, Faculty of Dental Medicine, University of Medicine and Pharmacy from Craiova, 2 Petru Rares St., 200349 Craiova, Romania; (D.M.P.); (P.Ș.)
| | - Marius Negucioiu
- Department of Prosthodontics, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Clinicilor St., No. 32, 400006 Cluj-Napoca, Romania;
| | - Iulia Cristina Micu
- Department of Periodontology, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Victor Babeş St., No. 15, 400012 Cluj-Napoca, Romania; (C.A.C.); (A.R.); (I.C.M.); (A.C.); (A.S.)
| | - Andreea Ciurea
- Department of Periodontology, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Victor Babeş St., No. 15, 400012 Cluj-Napoca, Romania; (C.A.C.); (A.R.); (I.C.M.); (A.C.); (A.S.)
| | - Patricia Ondine Lucaciu
- Department of Oral Health, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Victor Babeş St., No. 15, 400012 Cluj-Napoca, Romania
- Correspondence: (P.O.L.); (L.L.)
| | - Luminița Lazăr
- Department of Periodontology, Faculty of Dental Medicine, George Emil Palade University of Medicine, Pharmacy, Science, and Technology of Târgu Mureș, Str. Gheorghe Marinescu Nr. 38, 540139 Târgu Mureș, Romania
- Correspondence: (P.O.L.); (L.L.)
| | - Doina Elena Mircioagă
- Department of Physical Education, University Sport Research Center for Evaluation of Fitness Level–CUSENF, Victor Babeș University of Medicine and Pharmacy Timișoara, Eftimie Murgu Square, No. 2, 300041 Timișoara, Romania;
| | - Andrada Soancă
- Department of Periodontology, Faculty of Dental Medicine, Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Victor Babeş St., No. 15, 400012 Cluj-Napoca, Romania; (C.A.C.); (A.R.); (I.C.M.); (A.C.); (A.S.)
| |
Collapse
|
5
|
Horne SM, Carr EO, Brent BK, Blackshear CT. Hybridized dental hygiene psychomotor skills instruction: The COVID-19 challenge. J Dent Educ 2021; 85 Suppl 3:1930-1932. [PMID: 33580882 PMCID: PMC8013574 DOI: 10.1002/jdd.12569] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 02/03/2021] [Accepted: 02/08/2021] [Indexed: 11/07/2022]
Affiliation(s)
- Sandra M. Horne
- Department of Dental HygieneSchool of DentistryUniversity of Mississippi Medical CenterJacksonMississippiUSA
| | - Elizabeth O. Carr
- Department of Dental HygieneSchool of DentistryUniversity of Mississippi Medical CenterJacksonMississippiUSA
| | - Barbara K. Brent
- Department of Dental HygieneSchool of DentistryUniversity of Mississippi Medical CenterJacksonMississippiUSA
| | - Chad T. Blackshear
- Department of Data ScienceUniversity of Mississippi Medical CenterJacksonMississippiUSA
| |
Collapse
|
6
|
Chutinan S, Kim J, Chien T, Meyer HY, Ohyama H. Can an interactive case-based activity help bridge the theory-practice gap in operative dentistry? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:199-206. [PMID: 32799409 DOI: 10.1111/eje.12591] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 07/06/2020] [Accepted: 07/23/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION A theory-practice gap in pre-doctoral dental education is a common source of stress for dental students. An interactive, small-group, case-based activity was designed to bridge the gap between pre-clinical and clinical experiences. The aim of our study was to assess the effectiveness of the case-based activity by evaluating students' comfort level in operative procedures. MATERIALS AND METHODS Over 5 years, a total of 172 second-year students from the classes of 2017 through 2021 participated in the case-based activity delivered after the completion of the core operative dentistry course. The exercise included a pre-activity online quiz, an in-class case-based session and a laboratory exercise. Students' self-reported comfort levels in performing operative procedures were collected by surveys at three different times. They included the post-course survey distributed after the completion of the core operative dentistry course, the post-activity survey distributed after the completion of the case-based activity, and the follow-up survey distributed after students completed their first operative procedures in clinic. RESULTS There was a 93% response rate. The average rating of all eight statements revealed statistically significant increase in students' comfort level after completing the case-based activity and after performing their first operative procedures in the teaching practice. CONCLUSION This observation suggests that the case-based activity was effective in raising students' comfort levels. The activity may serve as an important tool in bridging the theory-practice gap between pre-clinical and clinical operative experiences.
Collapse
Affiliation(s)
- Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Jiyeon Kim
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Tiffany Chien
- Resident, The Advanced Education Program in Endodontics, New York University College of Dentistry, New York, NY, USA
| | - Helen Yang Meyer
- Endodontist, Colorado Endodontic Group, Colorado Springs, Colorado, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| |
Collapse
|
7
|
Merson C, Navas Gonzalez FJ, Orth E, Adams A, McLean A. Back in the saddle: student response to remote online equine science classes. Transl Anim Sci 2020; 4:txaa218. [PMID: 33403358 PMCID: PMC7717350 DOI: 10.1093/tas/txaa218] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 11/19/2020] [Indexed: 11/30/2022] Open
Abstract
The COVID-19 pandemic has challenged professors and students of all disciplines to adjust quickly to remote online teaching and education platforms. In this new era of remote teaching, a greater challenge has been presented in the field of equine science; how to effectively share knowledge that is most often demonstrated by providing students access to live, in-person animal examples. Historically, students and teachers believed skill sets, which are vital for future careers in the industry (e.g., veterinarian) must be learned through hands-on experience. However, in-person methods were not available, so students were taught through the Zoom platform. Students enrolled in various levels of equine science classes were invited to complete a short voluntary questionnaire measuring their response and perception to equine courses taught in an entirely online remote setting by the same professor. One group was comprised of undergraduates majoring in the field (n = 44) in upper level equine science courses, Advanced Equine Reproduction Physiology and/or Equine Enterprise. These students, 41 females and 3 males, ranged in age from 20 to 25 yr, were provided a voluntary questionnaire seeking responses related to the perceived effectiveness and individual preferences of in-class lectures and in-person labs vs. remote online teaching practices. A similar questionnaire was offered on a volunteer basis to precollege students (n = 17). These students, female, high-school students from freshman to senior status (14-18 yr of age), were interested in equine science as a major at UC Davis in the future. This questionnaire evaluated their response to a 2-week remote synchronous online equine science course, which included multiple teaching methods, including lectures, mini labs, and full labs. Responses from both populations suggested that equine courses were perceived as effective when offered as online, remote courses. Live (synchronous) classes and labs offered on Zoom increased engagement and interaction, but students also appreciated the opportunity to access recorded materials. Students responded positively to online remote teaching and found courses to be effective for increasing their knowledge about equine science in an engaging manner, despite their continued preference for in-person instruction.
Collapse
Affiliation(s)
- Courtney Merson
- University of California Davis, International Division of Continuing and Professional Education, Davis, CA
| | | | - Emma Orth
- University of California Davis, Animal Biology, Davis, CA
| | - Anneli Adams
- University of California Davis, International Division of Continuing and Professional Education, Davis, CA
| | - Amy McLean
- University of California Davis, Animal Science, Davis, CA
| |
Collapse
|
8
|
Iyer P, Aziz K, Ojcius DM. Impact of COVID-19 on dental education in the United States. J Dent Educ 2020; 84:718-722. [DOI: 10.1002/jdd.12163] [Citation(s) in RCA: 234] [Impact Index Per Article: 58.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 04/05/2020] [Accepted: 04/10/2020] [Indexed: 11/09/2022]
Affiliation(s)
- Parvati Iyer
- Arthur A. Dugoni School of Dentistry; University of the Pacific; San Francisco California USA
| | - Kalid Aziz
- Arthur A. Dugoni School of Dentistry; University of the Pacific; San Francisco California USA
| | - David M. Ojcius
- Arthur A. Dugoni School of Dentistry; University of the Pacific; San Francisco California USA
| |
Collapse
|
9
|
Labeau SO. Closing the theory-practice gap: A bridge too far? Intensive Crit Care Nurs 2018; 52:61-62. [PMID: 30527667 DOI: 10.1016/j.iccn.2018.11.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 11/16/2018] [Indexed: 11/19/2022]
Affiliation(s)
- Sonia O Labeau
- Ghent University, Faculty of Medicine & Health Science, Ghent, Belgium; University College Ghent, Faculty of Education, Health and Social Work, Ghent, Belgium.
| |
Collapse
|