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Uzun LN. The effect of creative drama on nursing image: Randomized controlled study. Nurse Educ Pract 2024; 77:103970. [PMID: 38678868 DOI: 10.1016/j.nepr.2024.103970] [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: 02/14/2024] [Revised: 03/27/2024] [Accepted: 04/08/2024] [Indexed: 05/01/2024]
Abstract
AIM This study aimed to examine the effects of the creative drama method on first-year nursing students' perceptions of the image of nursing. BACKGROUND Nursing students' perceptions of professional image can be affected by many processes during their transition to professional life. Therefore, supporting their development of a positive professional image at the beginning of their careers is necessary. DESIGN This was a randomized controlled trial with a pre-test/post-test design and a control group. METHODS The study was carried out at a nursing school located in the Eastern Black Sea region of Türkiye. The sample of this study consisted of 77 participants, with 38 in the experimental group and 39 in the control group. The subjects of professional image and the image of nursing were explained to the control group using presentations and case analysis and to the experimental group using the creative drama method. Research data were collected with the Student Information Form and Nursing Image Scale. RESULTS The post-test scores obtained by the control group after receiving traditional education were higher than the pre-test scores. The post-test scores obtained by the experimental group after receiving education based on creative drama were higher than the pre-test scores. The scores of the experimental group were significantly higher after the educational intervention. CONCLUSION Creative drama is far more effective in nursing image education for first-year nursing students than presentation and case analysis, which are conventional education methods. Creative drama can be used as an effective method to develop positive perceptions of nursing.
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Rocha M, Barnes F, Calderón J, Fierro-Arias L, Gomez CEM, Munoz C, Jannell O, Troieli P. Acne treatment challenges - Recommendations of Latin American expert consensus. An Bras Dermatol 2024; 99:414-424. [PMID: 38402012 PMCID: PMC11074621 DOI: 10.1016/j.abd.2023.09.001] [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: 04/29/2023] [Revised: 09/05/2023] [Accepted: 09/09/2023] [Indexed: 02/26/2024] Open
Abstract
BACKGROUND Acne is a chronic inflammatory disorder of the pilosebaceous unit that is associated with a negative impact on quality of life, causing anxiety, depression, and poor self-esteem. The treatment of acne is not simple and presents some new challenges. This article addresses important issues faced by dermatologists on their daily, some of them specific for Latin America. OBJECTIVE To discuss daily practice recommendations when managing acne patients. METHODS A literature review was conducted by a group of eight experts with extensive experience in the field of acne. The results of the data review were presented at an initial kick-off meeting to align the consensus topics. Two e-surveys using the Delphi methodology and an interim group webinar meeting were held. RESULTS The expert panel reached a consensus on all proposed key statements, providing scientific support to help dermatologists and healthcare providers make acne management decisions on topics that can be challenging in the everyday practice of dermatology, such as the characteristics of Generation Z or the importance of the maintenance phase of adult acne treatment. CONCLUSION This article provides current recommendations for managing acne patients. The high level of agreement achieved based on the latest evidence supports the best acne therapeutic choices in both established topics and new important issues that have emerged in recent years, such as the impact of social media, Generation Z characteristics, and transgender male patient specifics.
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Affiliation(s)
- Marco Rocha
- Universidade Federal de São Paulo, São Paulo, SP, Brazil; Sociedade Brasileira de Dermatologia, São Paulo, SP, Brazil.
| | - Franz Barnes
- Iberolatin-American College of Dermatology (CILAD), Panamá City, Panama
| | | | - Leonel Fierro-Arias
- Hospital General de Mexico and American British Cowdray (ABC) Medical Center, Mexico City, Mexico; Mexican Society of Dermatologic & Oncologic Surgery, Iberolatin-American College of Dermatology (CILAD), Mexico City, Mexico
| | | | - Carla Munoz
- Clinica Santa Maria, Santiago de Chile, Chile; Sociedad Chilena Dermatología and Iberolatin-American College of Dermatology (CILAD), Santiago de Chile, Chile
| | - Obregón Jannell
- Lima Dermatology Center Clinic and Esthetic, Lima, Peru; Sociedad Peruana de Dermatologia, Lima, Peru
| | - Patricia Troieli
- School of Medicine University of Buenos Aires, Buenos Aires, Argentina; Argentine Dermatology Society, Iberolatin-American College of Dermatology (CILAD), American Academy of Dermatology and European Academy of Dermatology, Buenos Aires, Argentina
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Singer L, Evans L, Zahra D, Agbeja I, Moyes S. Fostering engagement in virtual anatomy learning for healthcare students. BMC MEDICAL EDUCATION 2024; 24:414. [PMID: 38627720 PMCID: PMC11020670 DOI: 10.1186/s12909-024-05278-5] [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: 01/16/2024] [Accepted: 03/07/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND The use of virtual learning platforms is on the rise internationally, however, successful integration into existing curricula is a complex undertaking fraught with unintended consequences. Looking beyond medical and pedagogic literature can provide insight into factors affecting the user experience. The technology acceptance model, widely used in software evaluation, can be used to identify barriers and enablers of engagement with virtual learning platforms. Here, the technology acceptance model was used to scaffold the exploration of the factors that influenced students' perceptions of the virtual anatomy platform, Anatomage and how these shaped their intention to use it. METHODS Focus groups identified factors influencing students use of the Anatomage tables. Interventions were rolled out to address these findings, then further focus groups and the technology acceptance model identified how factors including self-efficacy, enjoyment, and social norms influenced students' intention to use the Anatomage table in the future. RESULTS Students raised significant concerns about understanding how to use the Anatomage table. Moreover, students who considered themselves to be poor at using technology perceived the Anatomage table as more complicated to use. The subjective norm of the group significantly altered the perceived ease of use and usefulness of the Anatomage. However, enjoyment had the greatest impact in influencing both perceived usefulness and perceived ease of use. Indicating that enjoyment is the largest contributing factor in altering technology engagement in healthcare cohorts and has the biggest potential to be manipulated to promote engagement. CONCLUSIONS Focus groups used in tandem with the technology acceptance model provide an effective way to understand student perceptions around technology used in the healthcare curricula. This research determined interventions that promote student engagement with virtual learning platforms, which are important in supporting all healthcare programmes that incorporate technology enhanced learning.
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Affiliation(s)
- Lauren Singer
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK.
| | - Lily Evans
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Daniel Zahra
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Ifeoluwa Agbeja
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Siobhan Moyes
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
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Sarginson D, Cecilia Wendler M. Social Media in Nursing Education: A Systematic Review. J Nurs Educ 2024; 63:6-9. [PMID: 38227329 DOI: 10.3928/01484834-20231112-01] [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: 01/17/2024]
Abstract
BACKGROUND Although social media is emerging as an educational tool in health care professions, little is known about which social media platforms support nursing education in different situations. METHOD This systematic review examined and ranked the level of evidence that supports social media use in nursing education. RESULTS A total of 19 studies published between 2017 and 2022 were evaluated and described in an evidence table. Results revealed social media is used in a variety of settings and in different ways, including providing enhanced learning for hands-on skills, supporting course activities such as journal clubs, and creating a sense of community and belongingness. CONCLUSION Social media in health care education can address asynchronous learning management system issues; create community belongingness; and support student collaboration; however, such uses also may allow a loss of privacy. [J Nurs Educ. 2024;63(1):6-9.].
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Sun H, Xue M, Qian L, Zhou T, Jiling Q, Zhou J, Junchao Q, Siqi J, Yuan B, Yicheng H, Shaung W, Chen Y, You J, Liu Y. Nursing undergraduates' media competence in the context of health communication and its relationship to professionalism. Nurs Open 2023; 10:5521-5530. [PMID: 37118897 PMCID: PMC10333870 DOI: 10.1002/nop2.1791] [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: 09/01/2022] [Revised: 12/28/2022] [Accepted: 04/15/2023] [Indexed: 04/30/2023] Open
Abstract
AIMS To investigate the association between professionalism and social media competence among Chinese mainland nursing undergraduates. DESIGN This study employed a cross-sectional descriptive correlation design. PARTICIPANTS From June to July 2021, 797 nursing students from four nursing colleges in Jiangsu Province, China, were chosen using stratified cluster sampling. METHODS The questionnaire included the Chinese version of the Nursing Professionalism Scale and the Social Media Competency Scale. The association between professionalism and social media competency was examined using Pearson's correlation analysis. RESULTS The professionalism of nursing undergraduates (average scores:70.44 ± 8.82) was at a medium level. Social media self-efficacy, performance expectancy, facilitating conditions and social influence (3.76 ± 0.75, 3.87 ± 0.60, 3.53 ± 0.69, 3.41 ± 0.76) were at a medium-high level, while social media experience and effort expectancy (3.03 ± 0.72, 2.60 ± 0.59) were at medium and low levels. Among nursing undergraduates, professionalism was related to social media competence, among which, professionalism was positively correlated with social media self-efficacy (r = 0.40, p < 0.01), social media experience (r = 0.50, p < 0.01), performance expectancy (r = 0.34, p < 0.01), facilitating conditions (r = 0.41, p < 0.01), but negatively correlated with effort expectancy (r = -0.10, p < 0.01). CONCLUSION The professionalism of nursing undergraduates is related to social media. The scores of social media self-efficacy, social media experience, performance expectancy and facilitating conditions of nursing students with high professionalism were higher than those of nursing students with low professionalism. IMPACT This study suggests that developing a course on health communication on social media can help nursing students improve their professionalism. PATIENT OR PUBLIC CONTRIBUTION Participants completed a survey via the online survey platform Wenjuangxing.
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Affiliation(s)
- Huiping Sun
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Mengxin Xue
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Lin Qian
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Ting Zhou
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Qu Jiling
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Jingxin Zhou
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Qu Junchao
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Ji Siqi
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Bu Yuan
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Hu Yicheng
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Wu Shaung
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Yuhui Chen
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Jiachun You
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
| | - Yongbing Liu
- School of Nursing School of Public HealthYangzhou UniversityYangzhouChina
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Sun H, Xue M, Qian L, Zhou J, Qu J, Ji S, Bu Y, Liu Y. Effectiveness of health communication courses on professionalism and social media competence among nursing students: A randomized controlled trial. NURSE EDUCATION TODAY 2023; 126:105778. [PMID: 37030029 DOI: 10.1016/j.nedt.2023.105778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 02/10/2023] [Accepted: 02/28/2023] [Indexed: 05/25/2023]
Abstract
BACKGROUND The shaping and cultivation of professionalism of nursing students is very important for the improvement and retention of nursing workers' quality. In the context of social media, it is challenging for nursing students to use social media for health education. Health communication course has the potential to cultivate professionalism and social media competence of nursing students, but its role still needs to be explored. OBJECTIVE To evaluate the effectiveness of health communication course intervention on improving the professionalism and social media competence of nursing students. DESIGN A randomized controlled trial. METHODS The recruited nursing students were randomly divided into the intervention group (N = 50) and the control group (N = 51). The control group received routine nursing education. Intervention group received routine nursing education and health communication education courses. Both groups were required to submit a health communication work on any topic. The Nursing Professionalism Scale、Social Media Self-efficacy Scale and Social Media Experience Scale were used to evaluate the professionalism and social media competence of nursing students. The primary analysis used linear mixed models and followed the intention-to-treat principle. RESULTS The professionalism, social media self-efficacy and social media experience of students in the two groups were significantly improved, and the improvement of nursing students in the intervention group was higher than that in the control group. After the intervention of health communication course, there were significant differences in professionalism (p < 0.001), social media self-efficacy (p = 0.006) and social media experience (p = 0.013) between the two groups. Social media self-efficacy have an effect on professionalism (ꞵ = 0.22, p < 0.001, 95 % CI 0.17-0.26). CONCLUSION The health communication course significantly improved social media competence and professionalism, which was significantly different from the control group, revealing the educational value of the intervention. TRIAL REGISTRATION NUMBER ChiCTR2200058425.
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Affiliation(s)
- Huiping Sun
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Mengxin Xue
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Lin Qian
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Jingxin Zhou
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Junchao Qu
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Siqi Ji
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Yuan Bu
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China
| | - Yongbing Liu
- School of Nursing School of Public Health, Yangzhou University, Yangzhou, China.
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Reid L, Button D, Brommeyer M. Challenging the Myth of the Digital Native: A Narrative Review. NURSING REPORTS 2023; 13:573-600. [PMID: 37092480 PMCID: PMC10123718 DOI: 10.3390/nursrep13020052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 03/15/2023] [Accepted: 03/16/2023] [Indexed: 04/09/2023] Open
Abstract
Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how it influences undergraduate nursing education. Materials and Methods: A pragmatic approach was used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these beliefs influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.
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Affiliation(s)
- Lisa Reid
- College of Nursing and Health Sciences, Flinders University, Adelaide 5042, Australia
- Flinders Digital Health Research Centre, Flinders University, Adelaide 5042, Australia
| | - Didy Button
- College of Nursing and Health Sciences, Flinders University, Adelaide 5042, Australia
- Flinders Digital Health Research Centre, Flinders University, Adelaide 5042, Australia
| | - Mark Brommeyer
- College of Business, Government and Law, Flinders University, Adelaide 5042, Australia
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville 4811, Australia
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Bracken RC, Fredrickson ME, Fredrickson LA, Appleman M. Generational situatedness: Challenging generational stereotypes in health professions education. MEDICAL TEACHER 2023; 45:380-387. [PMID: 36306344 DOI: 10.1080/0142159x.2022.2135428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Use of generation theory is pervasive within health professions education (HPE) literature, yet its application perpetuates unfounded generalizations that disadvantage learners. The objectives of this thematic analysis are first, to understand how generation theory is applied to 'Generation Z' HPE students and second, to propose a more productive framework for approaching evolutions within HPE. METHODS A literature search was conducted to identify HPE publications pertaining to Gen Z learners. A thematic analysis was undertaken to identify a priori themes and uncover new themes. RESULTS Qualitative analysis revealed evidence of three a priori themes as well as four newly identified themes across our sample. CONCLUSION The near ubiquity of essentialism and generational othering across our sample illustrates the ongoing challenges posed by generationalism in HPE discourse. While traces of generational humility and generational situatedness suggest a more holistic response to evolving student populations, we nevertheless discourage the continued use of generation theory to guide HPE pedagogy and instead urge educators to resist essentializing generalizations by thinking comprehensively about what evolutions in HPE must occur if we are to best prepare our students to practice in present and future healthcare settings.[Box: see text].
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Affiliation(s)
| | - Mary E Fredrickson
- College of Pharmacy, Northeast Ohio Medical University, Rootstown, OH, USA
| | | | - Michael Appleman
- College of Medicine, Northeast Ohio Medical University, Rootstown, OH, USA
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Mills DA, Chu AS, Burns A, Hoover EB, Wild J, Post G, Sears R, Herrick A, Black D, Roberts EP, Roberts BS. Dental Bite-Sized Bits: A Module for Teaching Common Oral Health Conditions to Multidisciplinary Students. MEDICAL SCIENCE EDUCATOR 2023; 33:451-458. [PMID: 36855684 PMCID: PMC9951137 DOI: 10.1007/s40670-023-01760-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/14/2023] [Indexed: 05/31/2023]
Abstract
The Surgeon General's report in the year 2000 highlighted the association between chronic diseases and oral health infections. Current healthcare education programs, regrettably, report only 1 to 3 h of oral health instruction within curricula. In the years 2020-2022, as part of their respective oral health curricula, 278 first-year physician assistant and 12 pre-clinical second-year pharmacy students were invited to participate in a voluntary survey examining the effectiveness of animated succinct, online video-based oral health units. Among all student responses for the post-use survey, respondents "strongly agreed" or "agreed" that learning objectives of the unit(s) were achieved after reviewing the videos. Of the participants, 97% "strongly agreed" or "agreed" that the videos helped them understand information of which they had no prior knowledge. Similarly, 98% "strongly agreed" or "agreed" the information was appropriate for their level of knowledge. Most students, 93%, "strongly agreed" or "agreed" the exercise was a valuable learning experience. Regarding the importance of future interprofessional collaboration pertaining to a mutual patient's oral health, 95% of participants "strongly agreed" or "agreed" that they would be likely to collaborate. This study demonstrates the importance of oral health as a critical area of focus in healthcare education. The study also confirms the hypothesis that Dental Bite-Sized Bits units deliver engaging, valuable oral health education for preclinical healthcare learners, incorporating interprofessional perspectives from the disciplines of dental, pharmacy, and physician assistant.
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Affiliation(s)
- Denise A. Mills
- Midwestern University College of Dental Medicine, Glendale, AZ US
| | - Anita S. Chu
- Midwestern University College of Dental Medicine, Glendale, AZ US
| | - Andrea Burns
- Department of Pharmacy Practice, Midwestern University College of Pharmacy, Glendale, AZ US
| | - Eve B. Hoover
- Midwestern University College of Health Sciences Physician Assistant Program, Glendale, AZ US
| | - Jennifer Wild
- Midwestern University College of Health Sciences Physician Assistant Program, Glendale, AZ US
| | - Gretchen Post
- Midwestern University College of Health Sciences Physician Assistant Program, Glendale, AZ US
| | - Robyn Sears
- Midwestern University College of Health Sciences Physician Assistant Program, Glendale, AZ US
| | - Amber Herrick
- Midwestern University College of Health Sciences Physician Assistant Program, Glendale, AZ US
| | - Deborah Black
- Midwestern University College of Health Sciences Physician Assistant Program, Glendale, AZ US
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Quo Vadis Business Simulation Games in the 21st Century? INFORMATION 2023. [DOI: 10.3390/info14030178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Business simulation games have become popular in higher education and business environments. The paper aims to identify the primary research trends and topics of business simulation games research using a systematic and automated literature review with the motivation of research (learning driven and domain driven). Based on these findings, the future development of business simulation games research projected papers that research business simulation games were extracted from Scopus. Second, the research timeline, main publication venues and citation trends have been analysed. Third, the most frequent words, phrases, and topics were extracted using text mining. Results indicate that the research on business simulation games has stagnated, with the most cited papers published in the 2000s. There is a balance between learning-driven and domain driven-research, while technology-driven research is scarce, indicating that the technology used for business simulation games is mature. We project that the research on business simulation games needs to be directed in the area of new technologies that could improve communication with and among the users (virtual reality, augmented reality, simulation games) and technologies that could improve the reasoning and decision-making complexity in business simulation games (artificial intelligence).
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Rodríguez-Monforte M, Berlanga-Fernández S, Rifà-Ros R, Martín-Arribas A, Olivé-Adrados C, Villafáfila-Ferrero R, Pérez-Cañaveras RM, Vizcaya-Moreno MF. Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4500. [PMID: 36901508 PMCID: PMC10001857 DOI: 10.3390/ijerph20054500] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 02/24/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.
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Affiliation(s)
- Míriam Rodríguez-Monforte
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Sofía Berlanga-Fernández
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa Rifà-Ros
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Anna Martín-Arribas
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Cristina Olivé-Adrados
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Rosa Villafáfila-Ferrero
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa M. Pérez-Cañaveras
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - María Flores Vizcaya-Moreno
- Clinical Nursing Research Group, Department of Nursing, Faculty of Health Sciences, University of Alicante, 03690 San Vicente del Raspeig, Spain
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Karlsen K, Aronsen C, Bjørnnes TD, Harberg TB, Halland AN, Holand T, Jakobsen L, Kornbakk L, Kvalshaug BI, Lian H, Nygård C, Solsvik AK, Trømborg E, Emaus N. Integration of e-learning approaches in a post-pandemic learning environment - Norwegian nursing students' recommendations from an action research study. Heliyon 2023; 9:e13331. [PMID: 36744071 PMCID: PMC9886391 DOI: 10.1016/j.heliyon.2023.e13331] [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: 07/20/2022] [Revised: 01/24/2023] [Accepted: 01/27/2023] [Indexed: 02/01/2023] Open
Abstract
The covid-19 pandemic has profoundly led to changes in use of digital platforms, online teaching, and e-learning strategies. The aim of the present study was to examine how future pedagogical approaches can promote constructive learning environments and facilitate nursing students learning processes in future post-pandemic scenarios based on an action research study, which were conducted through several steps from January 2021 through January 2022 in a Bachelor of Nursing program at UiT the Arctic University of Norway. Students from the 2020 enrollment were invited to focus group interviews in March 2021. The interviews were transcribed, and content analyzed, resulting in concrete advice, which were implemented for the next enrollment. Students from the 2021 enrollment were invited to similar focus groups, resulting in refined advice, which will be presented. The pandemic situation resulted in extensive use of digital platforms for the 2020 enrollment. Students from this cohort described shock and disappointment connected to their study start. They expected a new life, meeting new friends and to develop a student identity, but their expectations were broken. The loss of social connections led to isolation and a weak link to the program and to the nursing profession. They recommended integrated training of theoretical and practical skills in small groups combined with short, well-prepared digital lectures equivalent to "flipped classroom" approaches. Implementing their advice, the 2021 enrollment's experience became different. This group was prepared for extensive use of digital platforms and gave future advise on increased flexibility and balance between the various learning activities centered around the clinical sessions. Based on these experiences during the pandemic, we suggest that digital platforms and e-learning strategies facilitate nursing students learning in combination with active and social learning environments.
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A concept for adapting medical education to the next generations via three-staged digital peer teaching key feature cases. Wien Med Wochenschr 2022; 173:108-114. [PMID: 36542219 DOI: 10.1007/s10354-022-00990-7] [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: 02/18/2022] [Accepted: 11/09/2022] [Indexed: 12/24/2022]
Abstract
While the core principles of medical education remain the same, the students' socioecological backgrounds, values and learning requirements are constantly changing. Bridging the generation gap between teachers and students is a key challenge of medical didactics. To meet the demands of today's classroom, we piloted a novel three-stage peer teaching and key feature concept. First, an on-demand key feature video case was presented. Second a background video was launched, followed by a self-assessment tool. Third, a live case discussion webinar focusing on clinical reasoning was held. The contents were created by near-peers experienced in medical didactics and checked by clinical experts. The elective format resonated with 652 participating graduate students and 1250 interactions per webinar, suggesting that students' strengths and weaknesses were addressed adequately. We aim to provide educators with input for creating a flexible and integrative learning environment utilising modern technological and didactic tools that shape the healthcare workers of tomorrow.
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García-Méndez C, García-Padilla FM, Romero-Martín M, Sosa-Cordobés E, Domínguez-Pérez MDM, Robles-Romero JM. Social networks: A quality tool for health dissemination? JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:355. [PMID: 36618459 PMCID: PMC9818683 DOI: 10.4103/jehp.jehp_355_22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 09/19/2022] [Indexed: 05/31/2023]
Abstract
BACKGROUND Social networks are integrated in our lives and, amongst other functions, they are a means of dissemination. There are numerous social network accounts dedicated to health that could be used as an educational resource. The aim of this study was to evaluate the quality of accounts dedicated to health in different social networks, assessing their content and didactic and technological effectiveness and accessibility. MATERIALS AND METHODS Observational cross-sectional descriptive study in which an analysis of social networks related to health was carried out from April to June 2021 in Spain. Twenty-eight accounts were analysed using a mixed qualitative-quantitative methodology. Content analysis of the speeches disseminated through the selected accounts was performed. In addition, the quality of the accounts was assessed with the Instrumento de Evaluación de Recursos Educativos Digitales (#IE_RED) (Digital Educational Resources Evaluation Instrument [#IE_RED]). RESULTS Four categories were identified according to the content: student-focused profiles, specific professionals' profiles, current health issues and profiles promoting a healthy lifestyle. In addition, the quality of the accounts obtained a score that indicates they meet the requirements to be validated as a good educational digital resource but could be improved. Instagram social network accounts and those managed by nurses scored significantly higher. CONCLUSIONS The analysed accounts were revealed as a quality tool for health dissemination, with varied content and applicable to teaching. Their use could be applied both to the training of health professionals and to the promotion of the population's health.
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Ang WHD, Chew HSJ, Ong YHN, Zheng ZJ, Shorey S, Lau Y. Becoming More Resilient during COVID-19: Insights from a Process Evaluation of Digital Resilience Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12899. [PMID: 36232196 PMCID: PMC9564846 DOI: 10.3390/ijerph191912899] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 10/01/2022] [Accepted: 10/05/2022] [Indexed: 05/17/2023]
Abstract
Resilience training is gaining attention as a strategy to build students' resistance to adversity and promote their mental well-being. However, owing to inconsistencies and variations in the content and delivery of resilience training, more work is needed to examine students' experiences and preferences to address issues relating to intervention fidelity. This study adopted a qualitative approach in exploring students' experience of synchronous and asynchronous versions of a digital resilience training program. Seventeen students were interviewed using a semi-structured virtual face-to-face interview via Zoom. The thematic analyses unveiled four themes: embarking on a journey toward resilience, discovering strategies to develop resilience, finding a balance to benefit from resilience skill enhancement, and instilling resilience in the everyday. Future resilience training should consider students' workload and interactivity to enhance their engagement. As being resilient is associated with better mental well-being, the findings of this study may support the development of future wellness programs.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | | | - Zhongjia James Zheng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
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Forsyth P, Radley A, Rushworth GF, Marra F, Roberts S, O'Hare R, Duggan C, Maguire B. The Collaborative Care Model: Realizing healthcare values and increasing responsiveness in the pharmacy workforce. Res Social Adm Pharm 2022; 19:110-122. [DOI: 10.1016/j.sapharm.2022.08.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 08/18/2022] [Accepted: 08/21/2022] [Indexed: 10/14/2022]
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Nisar S, Alshanberi AM, Mousa AH, El Said M, Hassan F, Rehman A, Ansari SA. Trend of social media use by undergraduate medical students; a comparison between medical students and educators. Ann Med Surg (Lond) 2022; 81:104420. [PMID: 36147096 PMCID: PMC9486650 DOI: 10.1016/j.amsu.2022.104420] [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: 06/23/2022] [Revised: 08/09/2022] [Accepted: 08/12/2022] [Indexed: 11/16/2022] Open
Abstract
Purpose Social media (SM) is one of the most powerful tools of communication and learning in the recent era. Different types of information can be shared through these social networking sites in the form of texts, videos, pictures, audios, and references (contacts). Due to the constant increase in the use of these social networking sites in our daily routine life especially during the COVID 19 pandemic, their use in teaching and learning has become inevitable. Social media has immense potential to enhance its role in educational settings. Both the students and educators use it for communication, education, sharing and expressing knowledge, and recreation. Therefore, the present study aims to find out the most frequently used social network sites for learning and easy communication between medical students and educators. Objective This study sought to explore the most frequently used social networking sites by the medical students and educators at Batterjee Medical College. Methods A cross-sectional study was carried out to assess the trends of usage of SM as an extracurricular way of enhancing learning and teaching experience among medical students and educators in Batterjee Medical College; Saudi Arabia from November 2020 to March 2021.A pre-validated self-administrated questionnaire was built using Google Drive forms and distributed to medical students and educators via emails and WhatsApp. Convenient sampling was used to collect the data. Conclusion Social media has immense potential to enhance its role in educational settings. Students in our study preferred YouTube and WhatsApp for their learning and communication especially, during COVID 19 pandemic. However, to further enhance their utility choosing the right platform, the amount and quality of the information shared to ensure optimal benefit, providing ethical guides, and professional standards for SM use at institutional levels are the few challenges that need to address.
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Affiliation(s)
- Sumera Nisar
- Department of Ophthalmology, School of Medicine, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Asim Muhammad Alshanberi
- Department of Community Medicine and Pilgrims Health Care, Umm Alqura University, Makkah, Saudi Arabia
- College of Medicine and Surgery, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Ahmed Hafez Mousa
- College of Medicine and Surgery, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Manal El Said
- Department of Microbiology, Theodor Bilharz Research Institute, Giza, Egypt
- Department of Microbiology, Medicine Program, Batterjee Medical College, Jeddah, 21422, Saudi Arabia
| | - Fatma Hassan
- Medical Physiology Department, Batterjee Medical College, Jeddah, Saudi Arabia
- Medical Physiology Department, Kasr Al Ainy, Faculty of Medicine, Cairo University, Cairo, Giza, Egypt
| | - Areeb Rehman
- University College of Medicine and Dentistry, Lahore, Pakistan
| | - Shakeel Ahmed Ansari
- Department of Biochemistry, School of Medicine, Batterjee Medical College, Jeddah, Saudi Arabia
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Thillainadesan J, Charlton G, Wang J. Targeted microlearning: Teaching geriatric medicine to Gen Y and Gen Z junior doctors. Australas J Ageing 2022; 41:590-592. [PMID: 35979599 DOI: 10.1111/ajag.13130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/25/2022] [Accepted: 07/27/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Janani Thillainadesan
- Department of Geriatric Medicine, Concord Hospital, Sydney, New South Wales, Australia.,Faculty of Medicine and Health, Concord Clinical School, University of Sydney, Sydney, New South Wales, Australia.,Centre for Education and Research on Ageing, Concord Hospital, Sydney, New South Wales, Australia
| | - Gabriella Charlton
- Department of Anaesthetics, Concord Hospital, Sydney, New South Wales, Australia
| | - Jeff Wang
- Centre for Education and Research on Ageing, Concord Hospital, Sydney, New South Wales, Australia
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Li SH, Achilles MR, Werner-Seidler A, Beames JR, Subotic-Kerry M, O'Dea B. Appropriate Use and Operationalization of Adherence to Digital Cognitive Behavioral Therapy for Depression and Anxiety in Youth: Systematic Review. JMIR Ment Health 2022; 9:e37640. [PMID: 35976180 PMCID: PMC9434387 DOI: 10.2196/37640] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 06/07/2022] [Accepted: 06/16/2022] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND Digital, self-guided cognitive behavioral therapy (CBT) interventions circumvent many barriers to in-person therapy for young people (aged 12-24 years), although adherence to these interventions is low. The absence or insufficient disclosure of recommendations or instructions for appropriate use may account for this. As such, many young people may not self-administer these interventions appropriately or receive the optimal degree of treatment. OBJECTIVE This systematic review aims to synthesize the literature on digital CBT for depression and anxiety in young people to describe how appropriate use has been defined and communicated to users as instructions for use, to describe how adherence has been measured, and to determine the associations between adherence and treatment outcomes. METHODS A systematic review was conducted with 2 reviewers (SHL and MRA) extracting data independently. Overall, 4 electronic databases (Embase, MEDLINE, PsycINFO, and Cochrane Library) were searched in April 2021 for studies that met the following inclusion criteria: participants aged between 12 and 24 years, evaluated a digital CBT intervention targeting depression or anxiety, and reported instructions or recommendations for use or measures of adherence. Studies that evaluated non-CBT interventions or cognitive- or behavioral-only interventions were excluded. Methodological quality was assessed using the Cochrane Risk of Bias Tool and the Integrated Quality Criteria for the Review of Multiple Study Designs. RESULTS There were 32 manuscripts that met the inclusion criteria, of which 28 (88%) were unique studies (N=16,578 youths). Definitions of appropriate use varied among the different interventions in terms of intended recipients, duration and frequency of use, and the features used to support engagement and adherence to appropriate use definitions. Reporting of appropriate use definitions in studies was inconsistent, with no study systematically describing components of appropriate use or providing information on how recommendations for use were relayed to users. Most often, definitions of appropriate use were derived from the study protocol and descriptions of intervention features. Adherence was mostly operationalized as the degree of intervention completion; however, reporting of adherence data was heterogeneous. There was little evidence of an association between degree of use and outcomes in the 9 studies that examined this. CONCLUSIONS Definitions of appropriate use are unique to each digital CBT intervention. However, statements of appropriate use are not systematically reported in the literature. Furthermore, the extent to which recommendations for use are communicated to users is not routinely reported. Despite unique definitions of appropriate use, adherence was most often generically operationalized as the degree of intervention completion and was not consistently associated with outcomes. We proposed a framework to promote systematic reporting of definitions of appropriate use for digital interventions to provide guidance to users and to assist the development of appropriate and nuanced measures of adherence. TRIAL REGISTRATION PROSPERO CRD42020208668; https://tinyurl.com/4bu2yram.
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Affiliation(s)
- Sophie H Li
- Black Dog Institute and School of Psychology, The University of New South Wales, Randwick, Australia
| | - Melinda R Achilles
- Black Dog Institute, The University of New South Wales, Randwick, Australia
| | - Aliza Werner-Seidler
- Black Dog Institute and School of Psychology, The University of New South Wales, Randwick, Australia
| | - Joanne R Beames
- Black Dog Institute, The University of New South Wales, Randwick, Australia
| | | | - Bridianne O'Dea
- Black Dog Institute, The University of New South Wales, Randwick, Australia
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Thillainadesan J, Le Couteur DG, Haq I, Wilkinson TJ. When I say … microlearning. MEDICAL EDUCATION 2022; 56:791-792. [PMID: 35654438 PMCID: PMC9542948 DOI: 10.1111/medu.14848] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 05/27/2022] [Accepted: 05/30/2022] [Indexed: 05/14/2023]
Abstract
In the latest “When I Say…” instalment, microlearning is defined with illustrative examples as a valuable pedagogy characterised by short duration and focused content.
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Affiliation(s)
- Janani Thillainadesan
- Department of Geriatric Medicine and Centre for Education and Research on Ageing (CERA)Concord HospitalSydneyAustralia
- Faculty of Medicine and HealthUniversity of SydneySydneyAustralia
| | - David G. Le Couteur
- Department of Geriatric Medicine and Centre for Education and Research on Ageing (CERA)Concord HospitalSydneyAustralia
- Faculty of Medicine and HealthUniversity of SydneySydneyAustralia
- Charles Perkins CentreUniversity of SydneySydneyAustralia
| | - Inam Haq
- Faculty of Medicine and HealthUniversity of SydneySydneyAustralia
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Scientific and Clinical Abstracts From WOCNext® 2022: Fort Worth, Texas ♦ June 5-8, 2022. J Wound Ostomy Continence Nurs 2022; 49:S1-S99. [PMID: 35639023 DOI: 10.1097/won.0000000000000882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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22
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Shorey S, Ang E, Chua JYX, Goh PS. Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review. NURSE EDUCATION TODAY 2022; 109:105222. [PMID: 34801294 DOI: 10.1016/j.nedt.2021.105222] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2021] [Revised: 10/20/2021] [Accepted: 11/11/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES To consolidate the available evidence regarding healthcare students' experiences of coaching interventions' effect on their mental well-being in tertiary educational institutions. DESIGN A mixed studies review. DATA SOURCES Seven electronic databases were searched for relevant studies from their inception dates until July 2021: PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus and ProQuest Dissertations and Theses Global. REVIEW METHODS This review observed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and was guided by Pluye and Hong's (2014) framework for mixed studies review. Quality appraisal of included studies was conducted using the Mixed Methods Appraisal Tool. A convergent qualitative synthesis design for mixed studies reviews was adopted to analyze all findings and thematic analysis was conducted according to Braun and Clarke's (2006) framework. RESULTS Three themes and seven subthemes are generated from the 12 included studies. The main themes are: 1) Receiving much-needed help, 2) Unlocking the secrets of success, and 3) Way forward for coaching in healthcare education. CONCLUSIONS Many students benefited from the coaching interventions in terms of academic, emotional and psychological support and received guidance in professional development. However, careful preparation of both coaches and students is needed to improve the success of coaching interventions. Future coaching interventions could incorporate both group and individual sessions, assign students to coaches based on their clinical interests and consider conducting online coaching sessions using video calls. Improvement of study rigor would be required to achieve more accurate results. Lastly, future studies should be conducted on healthcare students of more diverse disciplines and cultures to increase results' generalizability.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, Singapore 117597, Singapore.
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, Singapore 117597, Singapore
| | - Joelle Yan Xin Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, Singapore 117597, Singapore
| | - Poh Sun Goh
- Department of Diagnostic Radiology, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, Singapore 117597, Singapore
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Shorey S, Chua JYX. Nursing students' insights of learning evidence-based practice skills using interactive online technology: Scoping review. Nurs Health Sci 2021; 24:83-92. [PMID: 34923735 DOI: 10.1111/nhs.12915] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 12/12/2021] [Accepted: 12/13/2021] [Indexed: 12/01/2022]
Abstract
This scoping review aims to explore nursing students' insights of learning evidence-based practice skills through the use of interactive online technology. Studies were obtained from seven electronic databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus, and ProQuest Dissertations and Theses Global) until May 2021. This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews and was guided by the Arksey and O'Malley framework (Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 2005, 8(1), 19-32). Findings were analyzed using thematic analysis. Three themes were derived from the 22 included studies: (1) embracing new changes, (2) challenges to tackle, and (3) towards future improvement. Many nursing students reported positive learning experiences of evidence-based practice skills using interactive online technology. The challenges faced by students and suggestions for improvement were discussed. Future online evidence-based practice courses should consider blended pedagogies, providing students with effective scaffolding (step-by-step guidance) and allowing students to choose their preferred instructional strategies. Thorough planning, testing, and orientation should be conducted before the programs' implementation. Lastly, future studies should aim to achieve higher study rigor to obtain more accurate results.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Joelle Yan Xin Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Lin SL, Wen TH, Ching GS, Huang YC. Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182412920. [PMID: 34948529 PMCID: PMC8701852 DOI: 10.3390/ijerph182412920] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/20/2021] [Revised: 12/04/2021] [Accepted: 12/06/2021] [Indexed: 12/03/2022]
Abstract
Recently, Taiwan’s higher education has been impacted by COVID-19 and the necessity of English as a Medium of Instruction (EMI). In 2018, the Taiwanese government approved a roadmap for the development of a bilingual nation by 2030. This resulted in a renewed focus on EMI. However, the fluctuating surges of COVID-19 have caused university classes to shift from face-to-face to online. To assess its effectiveness, the current paper describes the quantitative and qualitative experiences and challenges associated with a blended EMI course within a private Taiwanese university. The data was collected from the students in the spring semester of 2020 (40 students) and 2021 (23 students). Overall satisfaction rate is calculated at 4.13; indicating that the transition from face-to-face to online has not affected the students’ overall satisfaction with the course. In addition, interviews and focus groups respondents pointed out the importance of a student-centered course approach and the opportunity to practice English in order to improve their competitiveness. While the flexibility offered by the blended learning approach during COVID-19 has given students more freedom to learn at their own pace. Lastly, in times of uncertainty, a careful pedagogical design will help to make the learning process fruitful and sustainable.
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Affiliation(s)
- Shih-Ling Lin
- Graduate Institute of Educational Leadership and Development, Fu Jen Catholic University, New Taipei City 24205, Taiwan;
| | - Tzu-Hsing Wen
- Office of Teacher Education and Careers Services, National Taichung University of Education, Taichung City 403454, Taiwan;
| | - Gregory S. Ching
- Graduate Institute of Educational Leadership and Development, Fu Jen Catholic University, New Taipei City 24205, Taiwan;
- Research and Development Center for Physical Education, Health, and Information Technology, Fu Jen Catholic University, New Taipei City 24205, Taiwan
- Correspondence:
| | - Yu-Chen Huang
- Bachelor’s Program in Educational Leadership and Technology Development, Fu Jen Catholic University, New Taipei City 24205, Taiwan;
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Mulyadi M, Tonapa SI, Luneto S, Lin WT, Lee BO. Prevalence of mental health problems and sleep disturbances in nursing students during the COVID-19 pandemic: A systematic review and meta-analysis. Nurse Educ Pract 2021; 57:103228. [PMID: 34653783 PMCID: PMC8496961 DOI: 10.1016/j.nepr.2021.103228] [Citation(s) in RCA: 86] [Impact Index Per Article: 28.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 10/04/2021] [Accepted: 10/05/2021] [Indexed: 12/13/2022]
Abstract
AIM To identify the prevalence of mental health problems and sleep disturbances among nursing students during the COVID-19 pandemic. BACKGROUND As a future professional workforce, nursing students are expected to play a role in controlling the COVID-19 pandemic; however, physical and mental health problems may hinder their willingness to stay in the nursing profession. Evidence of the prevalence of the health problems among nursing students related to COVID-19 may allow educators to manage their students' health problems and make them feel more positive about their future careers. DESIGN Systematic review and meta-analysis. This study was prospectively registered with PROSPERO. DATA SOURCES Databases, including CINAHL, Embase, PubMed and Web of Science, were searched for all related journal articles, from database inception to June 29, 2021, published between 2020 and 2021. METHODS This review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using a PICOS search strategy. A DerSimonian-Laird random-effects model was used to estimate the prevalence and potential heterogeneity among the selected studies using the Cochran Q statistic and I-square test. Publication bias was assessed using the Egger intercept test. RESULTS Seventeen studies were included in the meta-analysis, representing 13,247 nursing students. During the COVID-19 pandemic, the prevalence of four health problems and sleep disturbances were identified. The health problem with the highest prevalence in nursing students was depression (52%). Other COVID-19-related health problems were fear (41%), anxiety (32%) and stress (30%) and sleep disturbances (27%). CONCLUSIONS The findings from this study showed that strategies are necessary to manage nursing students' teaching and learning during the COVID-19 pandemic or similar future situations. Our results suggest that preparing modified distance learning might reduce the prevalence of health problems related to the educational process. In addition, providing regular mental health assessments or online mental health services to students may improve their mental health and increase their well-being. Nursing education policies regarding clinical practice remain to be formulated to ensure the achievement of competencies to support future careers while considering the mental readiness and safety of students.
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Affiliation(s)
- Mulyadi Mulyadi
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia.
| | - Santo Imanuel Tonapa
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia.
| | - Suwandi Luneto
- RSUP Prof. Dr. R.D. Kandou, Manado, Indonesia; Muhammadiyah School of Health Science, Manado, Indonesia.
| | - Wei-Ting Lin
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18105233. [PMID: 34069066 PMCID: PMC8156668 DOI: 10.3390/ijerph18105233] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 05/09/2021] [Accepted: 05/11/2021] [Indexed: 12/13/2022]
Abstract
Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.
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Ohta R, Ryu Y, Sano C. The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis. Healthcare (Basel) 2021; 9:223. [PMID: 33671392 PMCID: PMC7922333 DOI: 10.3390/healthcare9020223] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Revised: 02/09/2021] [Accepted: 02/14/2021] [Indexed: 11/16/2022] Open
Abstract
Rural community-based medical education (CBME) enriches undergraduate and postgraduate students' learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.
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Affiliation(s)
- Ryuichi Ohta
- Community Care, Unnan City Hospital, Unnan 699-1221, Japan;
| | - Yoshinori Ryu
- Community Care, Unnan City Hospital, Unnan 699-1221, Japan;
| | - Chiaki Sano
- Department of Community Medicine Management, Faculty of Medicine, Shimane University, Izumo 693-8501, Japan;
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Generation Z and Key-Factors on E-Commerce: A Study on the Portuguese Tourism Sector. ADMINISTRATIVE SCIENCES 2020. [DOI: 10.3390/admsci10040103] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
In recent years, tourism has experienced remarkable growth worldwide. This sector is rapidly becoming the main export activity and the most important source of GDP growth in several countries. In Portugal, it represented around 19.7% of exports in 2019. The internet and online platforms contributed decisively to this growth. Generation Z already represents a considerable portion of society and, in the coming years, will become the central consumer segment. With this research, we intend to identify the key factors in the decision to purchase online, in Generation Z individuals, in the Portuguese tourism sector. We carried out a characterization of the sector, a bibliographic review and the identification of key variables. We applied a structured questionnaire to a sample of 233 individuals aged between 10 and 25 years. Subsequently, the data were processed using descriptive methodologies and association tests between variables. The key factors in the decision to purchase tourism products/services in Generation Z are Trust, Price, the use of aggregating websites, WOM/EWOM, the Offer of products/services online and the Online experience. In the opposite direction, it was given less importance to Convenience, Reviews on tourism websites, Tourism Advertising, Social networking and the possibility of Canceling the reservation. This study allows us to establish the bases for future research, to help researchers to understand Generation Z consumption habits.
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