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Li A, Zain NM, Yusuf A, Deng H, He Q. Development and effectiveness of online teaching on practical skills among nursing students: A systematic review and meta-analysis. Nurse Educ Pract 2024; 78:103988. [PMID: 38843688 DOI: 10.1016/j.nepr.2024.103988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 04/03/2024] [Accepted: 04/27/2024] [Indexed: 07/08/2024]
Abstract
OBJECTIVE The purpose of this meta-analysis was to assess the effects of online education for practical skills among nursing students. METHODS This research was done by searching PubMed, Embase, CINAHL, and Web of Science electronic databases from inception to August 18, 2023, to identify English-language articles. Data extraction, quality assessment, and literature screening were carried out independently by two researchers. The Cochrane risk of bias tool and the Methodological Items for Nonrandomized Studies (MINORS) tool were used to assess the risk of bias of the included studies. Meta-analysis was carried out using Review Manager (RevMan) version 5.3 software. RESULTS Eighteen studies involving 2274 nursing students met the inclusion criteria. Nursing students' skills (SMD = 0.43, 95 % CI [0.33, 0.54], P<0.00001), knowledge (SMD = 0.16, 95 % CI (0.02, 0.30], P = 0.02), satisfaction (SMD = 0.29, 95 % CI (0.10, 0.47], P < 0.01), and confidence (SMD = 0.56, 95 % CI [0.29, 0.83], P < 0.0001) were all significantly improved by the online teaching intervention compared with traditional face-to-face instruction. Self-efficacy (SMD = 0.1, 95 % CI [-0.13, 0.33], P = 0.41) was also improved, but the difference was not statistically significant. CONCLUSION Online learning is a novel and efficient approach to teaching practical skills to nursing students. Online education can enhance students' knowledge, skills, confidence, and learning satisfaction, and it is superior to traditional classroom instruction. The findings of this study can serve as a basis for the development of standardized online teaching techniques and assessment metrics.
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Affiliation(s)
- Afang Li
- Nursing Programme, School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia; School of Nursing, Xiangnan University, Chenzhou 423000, Hunan, China.
| | - Norhasmah Mohd Zain
- Nursing Programme, School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia.
| | - Azlina Yusuf
- Nursing Programme, School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kelantan, Malaysia.
| | - Haiyan Deng
- School of Nursing, Xiangnan University, Chenzhou 423000, Hunan, China.
| | - Qi He
- School of Nursing, Xiangnan University, Chenzhou 423000, Hunan, China.
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Barnes ER, Vance BS. Transitioning a Graduate Nursing Physical Examination Skills Lab to an Online Learning Modality. Nurse Educ 2022; 47:322-327. [PMID: 35503104 DOI: 10.1097/nne.0000000000001220] [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: 11/25/2022]
Abstract
BACKGROUND Continued restrictions imposed on face-to-face learning related to the SARS-CoV-2 (severe acute respiratory syndrome coronavirus-2) pandemic resulted in a decision to permanently transition a graduate nursing education advanced assessment course from a hybrid to an online learning modality. PURPOSE The purpose of this article is to describe the transition of the physical examination skills lab from face-to-face to online, compare advanced practice nursing student performance outcomes, and evaluate faculty satisfaction and student satisfaction and confidence in learning. METHODS A retrospective comparison design was used to evaluate student outcomes. Surveys were used to evaluate faculty satisfaction and student satisfaction and confidence. RESULTS Academic performance, including the psychomotor performance proficiency of advanced assessment skills, was comparable between the modalities. Students were satisfied with and confident in their learning of skills. Faculty support online delivery despite increased workload. CONCLUSIONS Continued use of the online learning modality for teaching advanced physical examination skills is warranted.
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Affiliation(s)
- Emily R Barnes
- Clinical Professor (Dr Barnes) and Director of MSN/DNP Program and Clinical Associate Professor (Dr Vance), School of Nursing, West Virginia University, Morgantown
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Soemantri D, Nurokhmanti H, Qomariyah N, Claramita M. The Practice of Feedback in Health Professions Education in the Hierarchical and Collectivistic Culture: a Scoping Review. MEDICAL SCIENCE EDUCATOR 2022; 32:1219-1229. [PMID: 36276778 PMCID: PMC9583993 DOI: 10.1007/s40670-022-01597-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/16/2023]
Abstract
The global trend in student assessment is moving towards outcome-based assessment that requires multiple systematic data points and continuous feedback. However, in hierarchical and collectivistic cultures, one-way communication is practised more often, leading to less dialogical feedback. This scoping review explored feedback practice in Asian educational setting. Based on the 17 articles selected, the findings were categorised into four themes, i.e. inhibiting or facilitating factors of feedback, influences of cultural factors on feedback, discrepancies between students' and teachers' perceptions of feedback and impact of feedback. Hierarchical and collectivist cultural aspects, such as preference for group feedback, are pertinent to feedback practice, which likely influence the readiness for programmatic assessment.
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Affiliation(s)
- Diantha Soemantri
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Hikmawati Nurokhmanti
- Department of Medical, Health Professions Education, and Bioethics, Faculty of Medicine-Public Health-and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Nurul Qomariyah
- Department of Community Medicine, Faculty of Medicine, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
| | - Mora Claramita
- Department of Medical, Health Professions Education, and Bioethics, Faculty of Medicine-Public Health-and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
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Yang Y, Cheng G, Xing X, Li Z, Zhang W. Application of a multimedia-supported manikin system for preclinical dental training. BMC MEDICAL EDUCATION 2022; 22:693. [PMID: 36167531 PMCID: PMC9513986 DOI: 10.1186/s12909-022-03757-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Accepted: 09/19/2022] [Indexed: 06/16/2023]
Abstract
AIM In this study, we aimed to describe a multimedia-supported manikin system, compare the new manikin with the traditional manikin and evaluate its effectiveness in preclinical dentistry training. METHODS A total of 150 students participated in this study. Amongst these students, 71 in the 2015-year group used traditional manikins (Group TM) for preclinical training courses (endodontics training courses and prosthodontics training courses), and 79 in the 2016-year group used manikins with a multimedia system (Group MM). The scores of the training courses between the two groups were compared. A questionnaire survey was used to collect opinions of the students in Group MM on their experience of using the multimedia-supported manikin system in the preclinical training. RESULTS In the endodontics training courses, the scores of Group MM were higher than those of Group TM, but there was no significant difference (P = 0.379 > .05). However, the scores of prosthodontics training courses in Group MM were significantly higher than those in Group TM (P = 0.018 < .05). The questionnaire results indicated that the students in Group MM were satisfied with the device in usability, clarity, effectiveness and improvement in operation proficiency. CONCLUSIONS In the groups studied, for preclinical dental training, the multimedia-supported manikin system was a good alternative to traditional manikin in preclinical dentistry training.
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Affiliation(s)
- Yi Yang
- The state key laboratory breeding base of basic science of stomatology (Hubei-MOST) & key lab for oral biomedical engineering of the ministry of Education, School & Hospital of Stomatology, Wuhan University, Wuhan, China
- West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Gu Cheng
- The state key laboratory breeding base of basic science of stomatology (Hubei-MOST) & key lab for oral biomedical engineering of the ministry of Education, School & Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Xin Xing
- The state key laboratory breeding base of basic science of stomatology (Hubei-MOST) & key lab for oral biomedical engineering of the ministry of Education, School & Hospital of Stomatology, Wuhan University, Wuhan, China
| | - Zhi Li
- The state key laboratory breeding base of basic science of stomatology (Hubei-MOST) & key lab for oral biomedical engineering of the ministry of Education, School & Hospital of Stomatology, Wuhan University, Wuhan, China.
- Department of Oral & Maxillofacial Surgery, School & Hospital of Stomatology, Wuhan University, Wuhan, China.
| | - Wei Zhang
- The state key laboratory breeding base of basic science of stomatology (Hubei-MOST) & key lab for oral biomedical engineering of the ministry of Education, School & Hospital of Stomatology, Wuhan University, Wuhan, China.
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Li L, Liu X, Chen Z, Wang L, Lian X, Zou H. The Application of a Case-Based Social Media-Assisted Teaching Method in Cariology Education:Comparative Study. J Med Internet Res 2021; 23:e29372. [PMID: 34397390 PMCID: PMC8398747 DOI: 10.2196/29372] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 06/07/2021] [Accepted: 07/05/2021] [Indexed: 01/25/2023] Open
Abstract
Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.
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Affiliation(s)
- Li Li
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaobin Liu
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Zeyuan Chen
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Liyuan Wang
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaoli Lian
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Huiru Zou
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
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