Active Learning in E-Learning Programs for Evidence-Based Nursing in Academic Settings: A Scoping Review

Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review

OBJECTIVE

The purpose of this scoping review was to determine the underlying design of simulations that help undergraduate nursing students acquire evidence-based practice (EBP) experiences.

METHOD

The JBI methodology was used for this review. The inclusion criteria were studies conducted in academic, clinical, or virtual settings that examined simulation programs designed to facilitate the acquisition of EBP by undergraduate nursing students. A comprehensive search was performed on Jan 3, 2022, using the Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Grey literature was not included. Publication year was limited to 2020 and later. There was no language restriction. Data were extracted using a tool developed by the reviewers and based on the National League for Nursing Jeffries Simulation Theory.

RESULT

A total of 12,931 articles were found, and after duplicate articles and articles deemed ineligible based on the title and abstract (12,914 articles), 17 published papers were examined. The full texts of these studies were reviewed for eligibility, and one study was selected for the present scoping review. The selected study examined a mock trial designed to allow undergraduate nursing students to experience the ethical decision-making based on a diversity of evidence. The program reported in the study consisted of a prebriefing-simulation (mock)-debriefing structure with verified positive effects on EBP education.

CONCLUSION

A mock trial is a useful educational strategy for allowing undergraduate nursing students to experience EBP, but a creative method should be found that can modify the mock trial for practical operation as the designing the program demands high levels of human and material resources.

REGISTRATION

OSF Registries, https://osf.io/gdtyu, We updated OSF registry data for documenting important protocol amendments.

Online (versus face-to-face) augmented reality experience on nursing students' leg ulcer competency: Two quasi-experimental studies

AIM

The aim of this study was two-fold. Firstly, to describe the influence of an augmented reality (AR)-based online educational experience on the academic performance and learning determinants of nursing students related to the study of leg ulcer care. We also set out to compare these online results with those obtained in the same experience developed a year before but in a face-to-face design.

BACKGROUND

Undergraduate education in nursing aims to train students towards an acceptable level of competence for professional practice. Sometimes, some essential clinical areas of knowledge are particularly challenging for both students and nurse educators. One of these is the care of chronic wounds, particularly in leg ulcers where nurses play a key role. Currently face-to-face teaching methods are evolving to more active contexts and alternative means such as online learning and AR are becoming widely used, garnering encouraging results.

DESIGN

A quasi-experimental design was used. Two experiments were carried out to meet the aims of the study, the first one was a pre-test post-test design in one group and the second one a post-test two experimental groups design.

METHODS

Participants were undergraduate nursing students from the School of Nursing of the University of Santiago de Compostela (Spain). The two experimental groups received the same training but in different environments: online during 2019/2020 (n = 111) and onsite during 2018/2019 (n = 72). The instruments selected were a knowledge and skills test and two validated questionnaires.

RESULTS

Regarding academic performance, the study demonstrated significant differences towards learning after the AR-based online experience (Z = -9.074; p ≤ 0.001). The participants also showed good results in relation to the learning determinants studied. Compared with students receiving AR-based face-to-face teaching, the students with the online learning approach scored better in the dimensions Autonomous Learning (U=3104.5; p = 0.020) and 3D Comprehension (U=3167.0; p = 0.035). However, the participants in the onsite experience scored higher in the Attention dimension (U=3163.0; p = 0.035).

CONCLUSIONS

AR positively influences academic performance and diverse educational variables when this experience is carried out online. Since both the online and face-to-face experience show statistically significant benefits in different dimensions of the learning determinants, the need to improve the AR learning experience through blended-learning environments should be promoted.

Determining attitudes toward e-learning: what are the attitudes of health professional students?

Aim

The research was carried out to determine the attitudes of nursing undergraduate students toward e-learning implemented during the COVID-19 pandemic.

Subject and methods

The study sample consisted of 320 undergraduate students studying at the Faculty of Health Sciences, Nursing Department of a state university. Personal Information Form and the Test of e-Learning Related Attitudes were administered to the research participants.

Results

Of the students, 68.8% were female and 51.6% were between the ages of 21-24. The attitude of 55.3% (177) toward e-learning is negative. Attitude scores of students aged 25-29 were significantly higher compared to those aged 17-20 and 21-24 years old (p = 0.002). The attitude scores of the students who have a computer are significantly higher than those who do not (p = 0.001). Most students did not agree with the statement "E-learning will provide me with better learning opportunities than conventional learning methods." (disagree n = 121; 37.8%, strongly disagree n = 110; 34.4%).

Conclusion

It is noticed that e-learning is not sufficient in subjects such as conducting clinical and laboratory practices in health sciences fields with practical training like nursing, and students' attitudes are generally negative. For undergraduate health sciences education, face-to-face and online education for support purposes can be used together in theoretical courses. In addition, it is recommended to use effective online communication techniques in online courses.

Meta-Decomposition of Efficacy, Incidence of Pressure Ulcer, and Prognosis of Stroke Sufferers after Applying Evidence-Based Ministration

In order to meta-analyze the effect of evidence-based ministration on the efficacy, incidence of pressure ulcers and prognosis of stroke are used. Literature retrieval is carried out in Wanfang Medicine, PubMed database, biomedical literature, and other medical databases through medical data and computers, focusing on the efficacy, pressure ulcer incidence, and prognosis of stroke sufferers after applying evidence-based ministration. For the relevant medical information literature on the effect, RevMan 5.2 software is used for meta-decomposition. For stroke sufferers, the application of evidence-based ministration intervention can notoriously enhance the clinical therapy effect of stroke sufferers, reduce the incidence of clinical pressure ulcers, and enhance the prognosis and quality of life of sufferers.

Applications of social theories of learning in health professions education programs: A scoping review

Introduction

In health professions education (HPE), acknowledging and understanding the theories behind the learning process is important in optimizing learning environments, enhancing efficiency, and harmonizing the education system. Hence, it is argued that learning theories should influence educational curricula, interventions planning, implementation, and evaluation in health professions education programs (HPEPs). However, learning theories are not regularly and consistently implemented in educational practices, partly due to a paucity of specific in-context examples to help educators consider the relevance of the theories to their teaching setting. This scoping review attempts to provide an overview of the use of social theories of learning (SToLs) in HPEPs.

Method

A scoping search strategy was designed to identify the relevant articles using two key concepts: SToLs, and HPEPs. Four databases (PubMed, ERIC, ProQuest, and Cochrane) were searched for primary research studies published in English from 2011 to 2020. No study design restrictions were applied. Data analysis involved a descriptive qualitative and quantitative summary according to the SToL identified, context of use, and included discipline.

Results

Nine studies met the inclusion criteria and were included in the analysis. Only two SToLs were identified in this review: Bandura's social learning theory (n = 5) and Lave and Wenger's communities of practice (CoP) theory (n = 4). A total of five studies used SToLs in nursing programs, one in medicine, one in pharmacy, and two used SToLs in multi-disciplinary programs. SToLs were predominantly used in teaching and learning (n = 7), with the remaining focusing on assessment (n = 1) and curriculum design (n = 1).

Conclusions

This review illustrated the successful and effective use of SToLs in different HPEPs, which can be used as a guide for educators and researchers on the application of SToLs in other HPEPs. However, the limited number of HPEPs that apply and report the use of SToLs suggests a potential disconnect between SToLs and educational practices. Therefore, this review supports earlier calls for collaborative reform initiatives to enhance the optimal use of SToLs in HPEPs. Future research should focus on the applicability and usefulness of other theories of learning in HPEPs and on measuring implementation outcomes.

Systematic Review Registration:https://www.researchregistry.com/browse-the-registry#registryofsystematicreviewsmetaanalyses/registryofsystematicreviewsmeta-analysesdetails/60070249970590001bd06f38/, identifier review registry1069.