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Alhejaili A, Wharrad H, Windle R. Developing a Tool for Assessing the Process of Seeking Health Information: Online Think-Aloud Method. Healthcare (Basel) 2024; 12:1039. [PMID: 38786449 PMCID: PMC11120655 DOI: 10.3390/healthcare12101039] [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: 03/26/2024] [Revised: 05/11/2024] [Accepted: 05/13/2024] [Indexed: 05/25/2024] Open
Abstract
Nursing students can access massive amounts of online health data to drive cutting-edge evidence-based practice in clinical placement, to bridge the theory-practice gap. This activity requires investigation to identify the strategies nursing students apply to evaluate online health information. Online Think-Aloud sessions enabled 14 participants to express their cognitive processes in navigating various educational resources, including online journals and databases, and determining the reliability of sources, indicating their strategies for information-seeking, which helped to create this scoring system. Easy access and user convenience were clearly the instrumental factors in this behavior, which has troubling implications for the lack of use of higher-quality resources (e.g., from peer-reviewed academic journals). The identified challenges encountered during resource access included limited skills in the critical evaluation of information credibility and reliability, signaling a requirement for improved information literacy skills. Participants acknowledged the importance of evidence-based, high-quality information, but faced numerous barriers, such as restricted access to professional and specialty databases, and a lack of academic skills training. This paper develops and critiques a Performative Tool for assessing the process of seeking health information using an online Think-Aloud method, and explores factors and strategies contributing to evidence-based health information access and utilization in clinical practice, aiming to provide insight into individuals' information-seeking behaviors in online health contexts.
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Affiliation(s)
- Asim Alhejaili
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK; (H.W.); (R.W.)
- College of Nursing, Taibah University, Medina 42353, Saudi Arabia
| | - Heather Wharrad
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK; (H.W.); (R.W.)
| | - Richard Windle
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK; (H.W.); (R.W.)
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Duan Y, Zhou F, Li X, Geng L, Yue S. Is better readiness the key to deeper learning in distance education? A cross-sectional online study. Heliyon 2024; 10:e30602. [PMID: 38765106 PMCID: PMC11101801 DOI: 10.1016/j.heliyon.2024.e30602] [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: 01/28/2023] [Revised: 04/07/2024] [Accepted: 04/30/2024] [Indexed: 05/21/2024] Open
Abstract
Background The COVID-19 pandemic has required teachers and students to suddenly transition from face-to-face formats to distance education (DE). The uniqueness of nursing discipline is that it requires both theoretical and skills-based learning. Therefore, it is necessary to explore the influencing factors and effectiveness of DE in nursing education. This exploration can guide teaching practice and provide a basis for the future application of DE in nursing education. Aims To describe the current distance education readiness and depth of learning among undergraduate nursing students and explore possible influencing factors. To determine the relationship between students' distance education readiness and the depth of learning. Design This is a descriptive and cross-sectional online study. Settings School of Nursing in a traditional Chinese medicine university, Beijing, China. Participants A total of 222 undergraduate nursing students from a traditional Chinese medicine university were recruited. Methods A questionnaire, which is composed of information form, the Online Learning Readiness Scale, and the Scale of Students Making Deep Learning, was used for data collection. Frequency, percentage, arithmetic mean, standard deviation, t-test, one-way ANOVA, and Pearson correlations were used in the analysis of the data. Result Undergraduate nursing students have lower averages in distance education readiness and higher averages in the depth of learning. Significant differences in distance education readiness and depth of learning between different grade groups. A positive correlation was found between distance education readiness and depth of learning (r = 0.894, p < 0.001). Conclusion Distance education is a feasible approach to learning today. Undergraduate nursing students have exhibited poor readiness for distance education but demonstrated deeper learning conditions. Upper grades may lead to better learning outcomes. Better distance education readiness can lead to deeper learning. These conclusions prompt teachers and students to be prepared before participating in distance education to obtain better academic performance.
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Affiliation(s)
- Yi Duan
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
| | - Fen Zhou
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
| | - Xiaoyu Li
- Department of Preventive Medicine, The First Affiliated Hospital, Jiangxi Medical College, Nanchang University, Nanchang, China
| | - Liangrong Geng
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
| | - Shujin Yue
- School of Nursing, Beijing University of Chinese Medicine, Beijing, China
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Alshammari SH, Alshammari MH. Modelling the effects of emotional engagement and peer interaction on the continuous intention to use asynchronous e-learning. PeerJ Comput Sci 2024; 10:e1990. [PMID: 38686002 PMCID: PMC11057566 DOI: 10.7717/peerj-cs.1990] [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: 01/29/2024] [Accepted: 03/25/2024] [Indexed: 05/02/2024]
Abstract
Even though asynchronous e-learning has become popular among universities, few studies have examined how students intend to continue using it for their learning. This study proposed a theoretical model that aims to examine the effects of external factors-emotional engagement and peer interaction-and two constructs of technology acceptance model (TAM) on students' continuous intention to use asynchronous e-learning. A total of 259 students participated in a survey. The data were analysed using two steps in SEM AMOS. confirmatory factor analysis was conducted for assessing model measurement, and structural equation modelling was applied for assessing relationships among constructs and testing hypothesis. The results showed that emotional engagement had a significant effect on students' continuous intention to use asynchronous e-learning through the perceived ease of use of asynchronous e-learning and not through its perceived usefulness. Furthermore, peer interaction had a significant effect on students' continuous intention to use asynchronous e-learning. Moreover, the constructs of the technology acceptance model-perceived ease of use and perceived usefulness-had direct and significant effects on students' continuous intention to use asynchronous e-learning. Several implications and suggestions were discussed.
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Affiliation(s)
- Sultan Hammad Alshammari
- Department of Educational Technology, College of Education, University of Ha’il, Hail, Saudi Arabia
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Sarac E, Yildiz E. Development and Validation of Information Technology Scale in Nursing. Appl Clin Inform 2024; 15:220-229. [PMID: 38508655 PMCID: PMC10954377 DOI: 10.1055/s-0044-1782229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2023] [Accepted: 02/01/2024] [Indexed: 03/22/2024] Open
Abstract
BACKGROUND The implementation of information technology (IT) in patient care is on the rise. The nursing workforce should be prepared for using such technology to support the delivery of patient-centered care. The integration of informatics into nursing practice has been progressing at a slower rate than the development of advancements and in which areas nurses use IT is still not clear. OBJECTIVE Our objective was to develop a new instrument to determine the usage of IT in nursing practice. METHODS A methodological study was conducted with factor analyses. A total of 498 registered nurses in a university hospital (n = 374) and primary care centers (n = 124) participated in the study. A questionnaire consisting demographic characteristics and an item pool with 50 statements were used to collect data. The validity and reliability of the instrument were statistically tested by computing the Keiser-Meier-Olkin (KMO) and Bartlett tests, an exploratory factor analysis, descriptive statistics, Cronbach's α, and a confirmatory factor analysis. RESULTS The instrument extracted eight factors comprising 39 items that explained 55% of the variance: professional autonomy(α = 0.82), data sharing/communication(α = 0.80), data management (α = 0.79), professional development (α = 0.71), administration (α = 0.76), research (α = 0.76), informing (α = 0.68), and classification of interventions (α = 0.75). Total reliability was 0.936. KMO index and a measure of sampling adequacy were high (0.936); the Bartlett test of sphericity was significant (p < 0.005). CONCLUSION Study provided the evidence for the factor structure, internal consistency, reliability, and responsiveness of the 39-item "The Information Technology Scale in Nursing." Further testing of the developed instrument with a larger number of nurses from various backgrounds and different settings is recommended.
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Affiliation(s)
- Elif Sarac
- The Ministry of National Defense, The Directorate of Management Services, Ankara, Turkey
| | - Esra Yildiz
- Public Health Nursing Department, Nursing Faculty, Ataturk University, Erzurum, Turkey
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Kimura R, Matsunaga M, Barroga E, Hayashi N. Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: a scoping review. BMC MEDICAL EDUCATION 2023; 23:505. [PMID: 37442970 DOI: 10.1186/s12909-023-04477-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 06/26/2023] [Indexed: 07/15/2023]
Abstract
BACKGROUND Asynchronous e-learning has become the mainstream choice since the transformation of learning formats by the coronavirus disease-19 pandemic. This scoping review aimed to examine the technologies used in asynchronous e-learning for the continuing education of clinical nurses and their modes of delivery and effectiveness. METHODS This scoping review covered the period between 2011 and 2023. Six databases were searched for relevant studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) protocol. RESULTS Sixty articles met the inclusion criteria. There was a noticeable trend toward using diverse technology-enabled and enhanced training (TEET) options after 2017. The enabling technological approaches, such as interactive online modules (25 articles) and video modules (25 articles), are described in the articles. The most commonly used enhancing technologies were scenario-based learning (nine articles), resource access (eight articles), computer simulation or virtual reality (three articles), and gamification (three articles). Among the outcomes, knowledge acquisition was the most commonly examined outcome (41 articles). CONCLUSIONS Notably, many interactive TEET modules were used in asynchronous e-learning. There were few studies on gamification, computer simulation or virtual reality, and scenario-based learning (techniques to enhance intrinsic motivation further). However, the adoption of asynchronous e-learning with advanced TEET options is anticipated to increase in the future. Therefore, objective outcome measures are required to determine the effects of such learning methods on knowledge acquisition and behavioral changes.
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Affiliation(s)
- Rika Kimura
- Department of Adult Health Nursing, Graduate School of Nursing Science, St. Luke's International University, 10-1 Akashi-Cho, Chuo-Ku, Tokyo, 104-0044, Japan.
| | - Mayumi Matsunaga
- Department of Nursing, Faculty of Human Sciences, Sophia University, Tokyo, Japan
| | - Edward Barroga
- Department of Medical Education, Showa University School of Medicine, Tokyo, Japan
| | - Naoko Hayashi
- Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
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Alfaleh R, East L, Smith Z, Wang SY. Nurses' perspectives, attitudes and experiences related to e-learning: A systematic review. NURSE EDUCATION TODAY 2023; 125:105800. [PMID: 37011506 DOI: 10.1016/j.nedt.2023.105800] [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: 05/19/2022] [Revised: 02/27/2023] [Accepted: 03/09/2023] [Indexed: 06/19/2023]
Abstract
OBJECTIVE To summarize the current evidence on registered nurses (RNs) perspectives, attitudes and experiences related to e-learning. DESIGN A systematic review of the literature. DATA SOURCES The CINAHL, PubMed, Embase, the Cochrane Library, Scopus and Web of Science databases were searched for studies published in English from 2000 to 2021. REVIEW METHODS The study followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Inclusion criteria comprised studies with cross-sectional, quasi-experimental, qualitative, and randomised control designs on the attitudes toward, perspectives and experiences of registered nursing about e-learning. Quality appraisal for each study, based on their designs, was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist. Data were synthesized using a narrative approach. RESULTS In the 15 included studies, 4 were high quality while 11 were moderate quality. Four themes were revealed in this review including e-learning approaches, facilitators of e-learning and barriers to e-learning barriers to e-learning among RNs and learning in practice barriers. CONCLUSIONS The systematic review uncovered that E-learning is an effective method for integrating knowledge with practice and promoting professional development among RNs in healthcare settings. However, RNs may lack motivation to engage with E-learning and face challenges associated with user-friendly platforms.
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Affiliation(s)
- Reem Alfaleh
- School of Health, Faculty of Medicine and Health, University of New England, Armidale 2351, Australia; School of Nursing, Faculty of Applied Medical Sciences, Aljouf University, Sakaka Aljouf 42421, Saudi Arabia
| | - Leah East
- The University of Southern Queensland, School of Nursing and Midwifery, Toowoomba, 4350, Australia
| | - Zaneta Smith
- Adelaide Nursing School, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide 5005, Australia
| | - Shou-Yu Wang
- School of Health, Faculty of Medicine and Health, University of New England, Armidale 2351, Australia.
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Turner HN, Webb J, Taha AA, Knight E, Noone J, Lord A, Perry CK. Regional delivery in graduate nursing programs for students living in rural communities. J Prof Nurs 2023; 46:70-76. [PMID: 37188426 DOI: 10.1016/j.profnurs.2023.02.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 02/03/2023] [Accepted: 02/08/2023] [Indexed: 03/11/2023]
Abstract
Oregon has a lack of primary care providers in rural areas. To address this issue, employers have indicated they plan to hire greater numbers of advanced practice registered nurses (APRNs). Oregon Health & Science University (OHSU) School of Nursing (SoN) responded to this need by developing a statewide delivery model to educate APRN students in their communities. A performance improvement work group including practice faculty, statewide academic leaders, and staff created a project charter with scope of work, timelines, and outcomes with the goal of improving the systems supporting APRN education. An initial distance APRN education delivery model emerged from this effort and was refined over the following year. Strategies were implemented to address identified challenges using small cycles of change. The final model has three main principles: being learner-centered, equitable, and sustainable. The central outcome is graduating students committed to practicing in rural and urban underserved communities to meet workforce needs in Oregon.
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Zhou T, Yin Y, Zhang H, Zhang J, Xu X, Zhang J. Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis. BMC Nurs 2023; 22:122. [PMID: 37059992 PMCID: PMC10103029 DOI: 10.1186/s12912-023-01295-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Accepted: 04/07/2023] [Indexed: 04/16/2023] Open
Abstract
BACKGROUND Promoting self-directed learning (SDL) among nursing undergraduates is crucial to meet the new requirements of the healthcare system and to adapt to online learning contexts during the COVID-19 pandemic. Therefore, identifying the classification features of SDL ability and developing targeted interventions are both critical. Professional identity (PI) may contribute to the cultivation of SDL ability, but their relationship remains relatively unknown. This study aimed to explore the subgroups of SDL ability and their differences in PI among nursing undergraduates during the COVID-19 pandemic. METHODS A total of 2438 nursing undergraduates at four universities in China were enrolled in this cross-sectional study from November 2021 to February 2022. The Self-Directed Learning Scale of Nursing Undergraduates (SLSNU) and the Professional Identity Scale for Nursing Students (PISNS) were administered. A latent profile analysis was performed to explore SDL ability latent profiles. Multinomial logistic regression analysis was conducted to examine the predictors of profile membership, and a one-way analysis of variance was applied to compare the PI scores in each latent profile. RESULTS Three latent profiles were identified and labeled 'low SDL ability' (n = 749, 30.7%), 'low initiative of help-seeking' (n = 1325, 54.4%) and 'high SDL ability' (n = 364, 14.9%). Multinomial logistic regression analysis suggested that nursing undergraduates who voluntarily chose a nursing major, had served as a student cadre, and had participated in clinical practicum were less likely to be included in the "low SDL ability" group. The average PI score was statistically different across the three profiles (F = 884.40, p < 0.001). CONCLUSION The SDL ability among nursing undergraduates was divided into three profiles, and results show that promoting PI may effectively foster SDL ability. This study highlights the importance of targeted interventions by considering their distinct SDL ability patterns, especially during the COVID-19 pandemic.
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Affiliation(s)
- Tianji Zhou
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan, 410013, China
| | - Yizhen Yin
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan, 410013, China
| | - Hanyi Zhang
- Xiangya Hospital, Central South University, 87 Xiangya Road, Changsha, Hunan, 410008, China
| | - Jie Zhang
- School of Nursing, Hunan University of Chinese Medicine, 300 Xueshi Road, Changsha, Hunan, 410208, China
| | - Xiaorong Xu
- Nursing Department, Hunan Aerospace Hospital, 189 Fenglin Road, Changsha, Hunan, 410205, China.
| | - Jingping Zhang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan, 410013, China.
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Bloomfield JG, Fisher M, Davies C, Randall S, Gordon CJ. Registered Nurses’ Attitudes towards E-Learning and Technology in Healthcare: A cross-sectional survey. Nurse Educ Pract 2023; 69:103597. [PMID: 36996555 DOI: 10.1016/j.nepr.2023.103597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 02/01/2023] [Accepted: 02/14/2023] [Indexed: 03/09/2023]
Abstract
BACKGROUND Online learning, also known as e-learning, has increased considerably during the COVID-19 pandemic and is now an important feature of nursing education globally. An understanding of registered nurses' online self-regulated learning, attitudes to e-learning and the relationship of these to attitudes to Information and Communication Technology (ICT) in healthcare facilitates successful educational outcomes. OBJECTIVE To explore the association between registered nurses' attitudes to e-learning and self-regulated online learning skills on their attitudes towards the use of ICT in healthcare. DESIGN A quantitative study employing a cross-sectional survey. SETTINGS AND PARTICIPANTS A convenience sample of registered nurses (n = 120) enrolled in a nursing degree conversion program delivered in Singapore. METHODS Participants (n = 120) completed an online anonymous survey consisting of three validated instruments (Information Technology Attitude Scale for Health (ITASH), Attitudes towards e-learning and, Online Self-regulated Learning Questionnaire. Descriptive and inferential statistics analyses were conducted. RESULTS Participant's levels of online self-regulated learning were positively correlated with attitudes to e-learning (r = 0.663, p < 0.001). Attitudes to e-learning (70.4, SD 11.5) were also positively predictive of ITASH (R2 = 0.306, p < 0.001), but online self-regulated learning was not contributory to the prediction of attitudes to ICT in healthcare. CONCLUSIONS It is recommended that educators involved in online learning focus on strategies aimed at promoting positive attitudes to e-learning and ICT prior to employing those aimed at developing online self-regulation skills. Further research exploring online learning and ICT needs in the workplace are required.
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Affiliation(s)
- Jacqueline G Bloomfield
- Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
| | - Murray Fisher
- Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Clare Davies
- Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Sue Randall
- Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Christopher J Gordon
- Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Nashwan AJ, Villar RC, Mathew RG, Al-Lobaney NF, Nsour AT, Abujaber AA, Leighton K. Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2021-0152. [PMID: 35969685 DOI: 10.1515/ijnes-2021-0152] [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: 12/05/2021] [Accepted: 07/27/2022] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To determine the intention and motivation of nurses and midwives to pursue their higher education considering several factors. METHODS This is a cross-sectional study were a 16-item online survey was distributed using a convenience sampling method to approximately 12,000 nurses and midwives between May - July 2021. RESULTS A total of 513 eligible nurses and midwives participated in the study. Most of the respondents were females (76.61%), with a bachelor's degree (72.3%) and well experienced (11-15 years) (35.4%). Most nurses and midwives are highly motivated to pursue higher education (79.14%). The most motivating factor for the respondents is their professional goals (85.2%), While the most dissuading factor was the cost. Regarding COVID-19, about 28% of the respondents said that the COVID-19 pandemic has a negative effect on their desire to go for higher education. CONCLUSIONS The nurses and midwives were highly motivated to pursue higher education regardless of their demographic status, available resources, and barriers. Furthermore, the eagerness of the nurses and midwives to pursue higher education, which is rooted in their desire to grow in their profession.
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Affiliation(s)
- Abdulqadir J Nashwan
- Department of Nursing, Hazm Mebaireek General Hospital (HMGH), Hamad Medical Corporation (HMC), Doha, Qatar.,University of Calgary in Qatar (UCQ), Doha, Qatar
| | - Ralph C Villar
- Department of Nursing, Hazm Mebaireek General Hospital (HMGH), Hamad Medical Corporation (HMC), Doha, Qatar
| | - Rejo G Mathew
- Department of Nursing, Hazm Mebaireek General Hospital (HMGH), Hamad Medical Corporation (HMC), Doha, Qatar
| | - Nabeel F Al-Lobaney
- Department of Nursing, Hazm Mebaireek General Hospital (HMGH), Hamad Medical Corporation (HMC), Doha, Qatar
| | - Ahmad T Nsour
- Nursing & Midwifery Education Department (NMED), Hamad Medical Corporation (HMC), Doha, Qatar
| | - Ahmad A Abujaber
- Department of Nursing, Hazm Mebaireek General Hospital (HMGH), Hamad Medical Corporation (HMC), Doha, Qatar.,University of Calgary in Qatar (UCQ), Doha, Qatar
| | - Kim Leighton
- ITQAN Clinical Simulation and Innovation Center, Hamad Medical Corporation (HMC), Doha, Qatar
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Eycan Ö, Ulupinar S. Nurse instructors' perception towards distance education during the pandemic. NURSE EDUCATION TODAY 2021; 107:105102. [PMID: 34482209 PMCID: PMC8413118 DOI: 10.1016/j.nedt.2021.105102] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2021] [Revised: 07/08/2021] [Accepted: 08/13/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The nursing department also completely switched to distance education during the COVID-19 pandemic. This new situation made the studies regarding attitudes, experiences, and difficulties of nursing instructors towards distance education more important. OBJECTIVES To determine the factors affecting the perceptions of nurse instructors towards distance education during the pandemic. DESIGN This is a descriptive and cross-sectional study. PARTICIPANTS A total of 389 nurse instructors working at a university constituted the sample. METHODS An information form and the Perceptions of Distance Education scale were used for data collection. The data were analyzed using frequency, percentage, arithmetic mean, Cronbach Alpha internal consistency analysis, t-test, one-way ANOVA and Kruskal Wallis test were used in the analysis of the data. RESULT The nurse instructors' distance education perception scale score and perception regarding basic perspective, and resource access subdimension scores were at a medium level and the education-planning subdimension score at a high level. Those whose opinions on distance education changed compared to the pre-COVID-19 period, those who received education related to distance education, those who used new practices in the lessons, those who believed that distance education is effective, and those who thought that nursing is a suitable program for distance education had higher distance education perception scores. CONCLUSIONS It was determined that difficulties experienced by nurse instructors in distance education negatively affected the perception of distance education, and that positive experiences in distance education affected the perception positively. It is recommended to organize trainings for instructors to improve distance education skills, to encourage students to participate in classes, and to support nurse lecturers in overcoming difficulties.
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Affiliation(s)
- Özgül Eycan
- Istanbul Arel University Department of Nursing, Cevizlibag Campus, Merkez Efendi Mah, Eski Londra Asfaltı Cd. No:1/3, 34010 Cevizlibag, Istanbul, Turkey
| | - Sevim Ulupinar
- Istanbul University-Cerrahpasa Florence Nightingale Nursing Faculty, Abide-i Hurriyet Cad, Sisli, Istanbul 34381, Turkey.
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Liu J, Mao Y. Continuing medical education and work commitment among rural healthcare workers: a cross-sectional study in 11 western provinces in China. BMJ Open 2020; 10:e037985. [PMID: 32753451 PMCID: PMC7406025 DOI: 10.1136/bmjopen-2020-037985] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Revised: 07/03/2020] [Accepted: 07/07/2020] [Indexed: 12/30/2022] Open
Abstract
OBJECTIVES Continuing medical education (CME) and work commitment are important for rural healthcare workers (RHWs) and rural medical work. The significant association between continuing education and work commitment has been reported in many studies from several different industries. However, very few studies have analysed the association of CME with work commitment among healthcare workers, let alone among RHWs. This study aimed to identify the significance of CME for the work commitment of RHWs (doctors and nurses) in China. DESIGN AND SETTING The cross-sectional study interviewed RHWs from 11 western provinces in China. PARTICIPANTS In total, 4118 RHWs, consisting of 2490 doctors and 1628 nurses who were working clinically, were included in the study. PRIMARY OUTCOME MEASURES Work commitment (ie, the relative importance of work to one's sense of self) focussing on the affective component was the dependent variable, and it included four subdomains: pride, concern, and dedication, extracted by exploratory factor analysis of a 5-point Likert scale, and turnover intent, measured by a dichotomous question. CME (ie, a variety of educational and training activities to maintain, develop or increase knowledge, skills and professional performance and relationships) was the independent variable, including three subdomains: opportunity, participation and expectation, measured by three dichotomous questions. RESULTS Of the 4118 respondents, 91.2% reported insufficient opportunities for CME, 21.3% had never participated in CME and 83.3% had a high expectation of CME. The mean scores of pride in, concern for and dedication to work were 3.54, 3.81 and 3.61 (out of a maximum of 5), respectively, and 30.6% presented turnover intent. After adjusting for gender, age, marriage, education, technical title, income and type of rural healthcare organisation, the multivariate analyses suggested that there was a significant positive association between CME and work commitment among RHWs. RHWs who had a significant high-level work commitment were those who reported a sufficient opportunity for CME (β and 95% CI for pride in, concern for and dedication to work: 0.33, 0.23 to 0.43; 0.19, 0.09 to 0.28; and 0.25, 0.15 to 0.35), had participated in CME (β and 95% CI for pride in, concern for and dedication to work: 0.11, 0.04 to 0.19; 0.09, 0.02 to 0.15; and 0.10, 0.03 to 0.17) and had a high expectation of CME (β and 95% CI for pride in, concern for and dedication to work: 0.22, 0.15 to 0.30; 0.21, 0.13 to 0.28; and 0.28, 0.20 to 0.36), and having sufficient opportunities for CME significantly increased the odds of having no turnover intent (OR and 95% CI: 1.70, 1.26 to 2.28). Age, marriage, education, technical title, income and type of rural healthcare organisation were significantly associated with the work commitment of RHWs. Differences were observed between rural doctors and nurses in the association of CME with work commitment. CONCLUSIONS CME has a significant positive association with the work commitment of RHWs in China. RHWs' work commitment should be further improved in future rural health workforce management. In addition, governments, healthcare organisations and professional associations should establish a professional and complete CME system in China to provide sufficient opportunities for CME for RHWs, encourage them to participate and meet their expectations.
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Affiliation(s)
- Jinlin Liu
- Research Center for the Belt and Road Health Policy and Health Technology Assessment, Xi'an Jiaotong University, Xi'an, China
- Walter H. Shorenstein Asia-Pacific Research Center, Stanford University, Stanford, California, USA
| | - Ying Mao
- Research Center for the Belt and Road Health Policy and Health Technology Assessment, Xi'an Jiaotong University, Xi'an, China
- School of Public Policy and Administration, Xi'an Jiaotong University, Xi'an, Shaanxi, China
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Siddiqui MA, Abdeldayem A, Abdel Dayem K, Mahomed SH, Diab MJ. Pharmacy leadership during emergency preparedness: Insights from the Middle East and South Asia. Am J Health Syst Pharm 2020; 77:1191-1194. [PMID: 32407517 PMCID: PMC7314110 DOI: 10.1093/ajhp/zxaa133] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Mohammad Aslam Siddiqui
- Department of Pharmacy Services Cleveland Clinic Abu Dhabi, Abu Dhabi, United Arab Emirates, St. Claire Regional Medical Center, Morehead, KY
| | - Ahmed Abdeldayem
- Pharmaceutical Care Services Health Affairs Ministry of the National Guard Al Madina Al Monawara, Kingdom of Saudi Arabia King Abdullah International Medical Research Center Jeddah, Kingdom of Saudi Arabia
| | - Khalid Abdel Dayem
- Department of Pharmacy Services Cleveland Clinic Abu Dhabi, Abu Dhabi, United Arab Emirates
| | - Shuaib Haroon Mahomed
- Department of Pharmacy Services Cleveland Clinic Abu Dhabi, Abu Dhabi, United Arab Emirates
| | - Mariam Jihad Diab
- College of Pharmacy, University of Sharjah, Sharjah, United Arab Emirates
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Rawlings D, Tieman J, Moores C. E-learning: who uses it and what difference does it make? Int J Palliat Nurs 2020; 25:482-493. [PMID: 31755839 DOI: 10.12968/ijpn.2019.25.10.482] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND CaseSearch 'My Learning' e-learning modules were designed to remind clinicians and practitioners about the role of evidence in practice and demonstrate how to find relevant evidence to make a difference in clinical care. This study aims to describe the role of the modules and their uptake, and determine whether the modules influenced the learners' palliative care practice and whether the modules were easy to use. METHOD Two sets of questions were designed to capture data to evaluate the modules. FINDINGS The modules supported the awareness and use of evidence by health professionals. The modules contribute to ongoing professional development for practitioners and can improve palliative care practice. CONCLUSION It is possible to collect meaningful data that contributes to understanding who uses e-learning resources and how useful healthcare professionals find them.
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Affiliation(s)
- Deb Rawlings
- Palliative and Supportive Services, College of Nursing and Health Sciences, Flinders University, CareSearch, Flinders University
| | - Jennifer Tieman
- Palliative and Supportive Services, College of Nursing and Health Sciences, Flinders University, CareSearch, Flinders University
| | - Carly Moores
- Nutrition and Dietetics, College of Nursing and Health Sciences, Flinders University, CareSearch, Flinders University, Adelaide, Australia
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Fernandes RAML, de Oliveira Lima JT, da Silva BH, Sales MJT, de Orange FA. Development, implementation and evaluation of a management specialization course in oncology using blended learning. BMC MEDICAL EDUCATION 2020; 20:37. [PMID: 32028935 PMCID: PMC7006068 DOI: 10.1186/s12909-020-1957-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Accepted: 01/30/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Identifying effective methods for safeguarding the efficient functioning of the healthcare system contributes significantly towards establishing a successful healthcare organization. Consequently, quality management programs are currently being implemented in healthcare as a vital strategy for patient care. Quality management encompasses protocols and guidelines in decision-making and in the evaluation of processes and treatment flowcharts, data analysis and health indicators, and addresses improvement in the interaction between different health professionals. Qualifying health professionals to perform quality management has represented a barrier to implementing a well-structured management system. Indeed, the pathway to qualifying health managers is often poorly outlined, with clear gaps in the definition of their competencies, training and career plans. Therefore, studies and education-related actions aimed at qualifying health professionals in management are vital if health services of excellence are to be established. The present study aimed to plan, develop, implement and evaluate a management specialization course in oncology using blended learning. METHODS Following approval by the institution's internal review board, the study was conducted at the Instituto de Medicina Integral Prof. Fernando Figueira (IMIP). The Analysis, Design, Development, Implementation and Evaluation (ADDIE) model was used to plan, develop, implement and evaluate the course. Data were collected as the course participants who had concluded all the modules evaluated the program. RESULTS A management course in oncology, consisting of ten sequential modules, was developed and implemented between March 2018 and February 2019. The course consisted of monthly face-to-face encounters, each with 12 h of activities, and distance education using a virtual learning environment. Each module was presented by a specialist on the subject in question. After the end-of-course conclusion work had already been handed in and evaluated by the tutors, the participants completed a form to assess the course using Kirkpatrick's training evaluation model. CONCLUSIONS A management course in oncology was developed using the ADDIE model. A high degree of satisfaction was found among the participants regarding improvements in their management skills and their professional behavior. The expectation is that this initiative will ultimately improve healthcare and reduce costs, as well as encourage further innovative educational actions for health professionals.
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Affiliation(s)
- Raphaella Amanda Maria Leite Fernandes
- Comprehensive Healthcare, Instituto de Medicina Integral Prof. Fernando Figueira, Setor de Pós-graduação Stricto Sensu, R. dos Coelhos 300, Boa Vista, Recife, Pernambuco, 50070-550, Brazil.
- Olinda School of Medicine, Recife, Pernambuco, Brazil.
| | - Jurema Telles de Oliveira Lima
- Oncology Department, Instituto de Medicina Integral Prof. Fernando Figueira, Recife, Pernambuco, Brazil
- Faculdade Pernambucana de Saúde, Recife, Pernambuco, Brazil
| | - Bruno Hipólito da Silva
- Distance Education Center, Instituto de Medicina Integral Prof. Fernando Figueira, Recife, Pernambuco, Brazil
| | - Mozart Júlio Tabosa Sales
- Comprehensive Healthcare, Instituto de Medicina Integral Prof. Fernando Figueira, Setor de Pós-graduação Stricto Sensu, R. dos Coelhos 300, Boa Vista, Recife, Pernambuco, 50070-550, Brazil
| | - Flávia Augusta de Orange
- Faculdade Pernambucana de Saúde, Recife, Pernambuco, Brazil
- Teaching Hospital of the Federal University of Pernambuco, Recife, Pernambuco, Brazil
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D'Aloja P, Maraschini A, Lega I, Andreozzi S, Sampaolo L, Valetto MR, Dri P, Donati S. Acceptance of e-Learning Programs for Maternity Health Care Professionals Implemented by the Italian Obstetric Surveillance System. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:289-292. [PMID: 33284182 DOI: 10.1097/ceh.0000000000000304] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Distance learning efficacy on physician performances and patient health outcomes has been demonstrated. This study explored the participation and evaluation of CME e-learning courses for Italian health care professionals addressing leading causes of maternal mortality identified by the Italian Obstetric Surveillance System (ItOSS) at the Italian National Health Institute, namely postpartum hemorrhage and pregnancy hypertensive disorders. METHODS A model for two online free 12-hour case-based training courses was used. Data on participants were collected, anonymized, and transferred to the Italian National Health Institute for later analysis. Participants were requested to sign an online informed consent form. RESULTS Twenty-one thousand five hundred thirty-two health care professionals enrolled to the courses from 2014 to 2017 as follows: midwives (14,187, 65.9%); obstetricians (3,716, 17.2%); anesthesiologists (1,896, 8.8%); and other medical specialists (1,733, 8.0%). Overall, 85% of participants acquired CME credits. Participants' satisfaction on quality, efficacy, and relevance was very high. DISCUSSION ItOSS courses were able to reach a substantial number of different professional profiles involved in perinatal care all over the country; ItOSS courses can be considered an effective way to spread evidence-based good clinical practices. Nevertheless, further studies are needed to verify the improvement in professional health care skills and patient outcomes.
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Affiliation(s)
- Paola D'Aloja
- Dr. D'Aloja: Senior Researcher,National Centre for Diseases Prevention and Health Promotion, Italian National Health Institute, Rome, Italy; Dr. Maraschini: Senior Researcher, National Centre for Diseases Prevention and Health Promotion, Italian National Health Institute, Rome, Italy; Dr. Lega: Senior Researcher, National Centre for Diseases Prevention and Health Promotion, Italian National Health Institute, Rome, Italy; Ms. Andreozzi: Grafic Designer, National Centre for Diseases Prevention and Health Promotion, Italian National Health Institute, Rome, Italy; Ms. Sampaolo: Information Specialist, National Centre for Diseases Prevention and Health Promotion, Italian National Health Institute, Rome, Italy; Dr. Valetto: Science Journalist, Zadig, Scientific Publisher, Milan, Italy;Dr. Dri: Chief Director, Zadig, Scientific Publisher, Milan, Italy: Dr. Donati: Head of Department, National Centre for Diseases Prevention and Health Promotion, Italian National Health Institute, Rome, Italy
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GU J, CHEN H, GU X, SUN X, PAN Z, ZHU S, YOUNG D. Frailty and Associated Risk Factors in Elderly People with Health Examination in Rural Areas of China. IRANIAN JOURNAL OF PUBLIC HEALTH 2019; 48:1663-1670. [PMID: 31700822 PMCID: PMC6825679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
BACKGROUND Frailty is a common syndrome in elderly people, but has not been fully studied in China. We aimed to investigate the epidemiological characteristics of frailty and analyze its risk factors in elderly people in rural areas of China. METHODS This cross-sectional study was conducted between September and October 2016. Overall, 4323 elderly people over 60 yr were enrolled by cluster random sampling method from the Fengxian District of Shanghai, China. These subjects voluntarily participated in the health examination of the 2016 National Basic Public Health Service Program. In addition to regular examination items, frailty assessment was performed on the basis of Fried frailty phenotype criteria. RESULTS The prevalence of pre-frailty and frailty was 49.4% and 6.8%, respectively. Advanced age (OR=1.44 for pre-frailty and OR=2.01 for frailty, 65-74 years old; OR=3.02 for pre-frailty and OR=14.13 for frailty,75-84 years old; OR=8.17 for pre-frailty and OR=71.71 for frailty, ≥85 years old), female (OR=1.32 for pre-frailty and OR=1.97 for frailty), stroke history (OR=1.75 for pre-frailty and OR=2.43 for frailty), vision decrease (OR=1.98 for pre-frailty and OR=2.70 for frailty), and anemia (OR=1.95 for pre-frailty and OR=3.64 for frailty) were common risk factors for both pre-frailty and frailty. CONCLUSION Healthy elderly people in the rural areas of Shanghai have relatively high prevalence of pre-frailty and frailty. Advanced age, female, stroke history, decreased vision, and anemia are the risk factors for pre-frailty and frailty.
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Affiliation(s)
- Jie GU
- Zhongshan Hospital of Fudan University, Shanghai 200032, P.R. China
| | - Haiying CHEN
- Xidu Community Health Center of the Fengxian District, Shanghai 201400, P.R. China
| | - Xiaoqing GU
- Xidu Community Health Center of the Fengxian District, Shanghai 201400, P.R. China
| | - Xiaomin SUN
- Health Development Institute of Pudong, Shanghai 201208, P.R. China
| | - Zhigang PAN
- Zhongshan Hospital of Fudan University, Shanghai 200032, P.R. China
| | - Shanzhu ZHU
- Zhongshan Hospital of Fudan University, Shanghai 200032, P.R. China,Corresponding Author:
| | - Doris YOUNG
- Department of General Practice, Melbourne Medical School, The University of Melbourne, Melbourne, Australia
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Bartosiewicz A, Łuszczki E, Różański A, Nagórska M. Analysis of Determinants of Readiness for Professional Development Among Polish Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16101800. [PMID: 31117200 PMCID: PMC6571830 DOI: 10.3390/ijerph16101800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Revised: 05/13/2019] [Accepted: 05/17/2019] [Indexed: 12/04/2022]
Abstract
The continuous development of medical sciences and the introduction of new diagnostic methods and treatment with the use of specialized equipment means that the knowledge and skills acquired during university studies are no longer sufficient. This obliges nursing staff to raise their professional qualifications in order to provide the appropriate quality of medical services. The aim of the study was an analysis of nurses readiness for learning and development and factors determining this readiness. The study was conducted among 756 nurses. The questionnaire method adopted was the readiness of employees for learning and development (RELD) standardized questionnaire, and a questionnaire containing sociodemographic data of the respondents. For the subscales of readiness for learning and development, average results were predominant and concerned in particular the level of openness to changes in environment (A1 scale), and self-evaluation of past educational development (C5 scale). The readiness of the nurses examined to learn and develop was on an average level for all the subscales. Younger nurses, with a lower seniority, having higher education and additional qualifications had a higher readiness for learning and development.
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Affiliation(s)
- Anna Bartosiewicz
- Institute of Nursing and Health Sciences, Faculty of Medicine, University of Rzeszow, 35-959 Rzeszow, Poland.
| | - Edyta Łuszczki
- Institute of Nursing and Health Sciences, Faculty of Medicine, University of Rzeszow, 35-959 Rzeszow, Poland.
| | - Andrzej Różański
- Department of Labour Pedagogy and Andragogy, Faculty of Pedagogy and Psychology, Maria Curie-Sklodowska University, 20-004 Lublin, Poland.
| | - Małgorzata Nagórska
- Institute of Experimental and Clinical Medicine, Medical Faculty, University of Rzeszow, 35-959 Rzeszów, Poland.
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