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Brickman, Diana, Andrew Greenway, Kathryn Sobocinski, Hanh Thai, Ashley Turick, Kevin Xuereb, Danielle Zambardino, Philip S. Barie, and Susan I. Liu. "Rapid Critical Care Training of Nurses in the Surge Response to the Coronavirus Pandemic." American Journal of Critical Care 29, no. 5 (September 1, 2020): e104-e107. http://dx.doi.org/10.4037/ajcc2020142.
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Background In response to the coronavirus pandemic, New York State mandated that all hospitals double the capacity of their adult intensive care units In this facility, resources were mobilized to increase from 104 to 283 beds. Objective To create and implement a 3-hour curriculum to prepare several hundred non–critical care staff nurses to manage critically ill patients with coronavirus disease 2019. Methods Critical care nursing leaders and staff developed and implemented a flexible critical care nursing curriculum tailored to the diverse experience, expertise, and learning needs of non–critical care nursing staff who were being redeployed to critical care units during the surge response to the pandemic. Curricular elements included respiratory failure and ventilator management, shock and hemodynamics, pharmacotherapy for critical illnesses, and renal replacement therapy. A skills station allowed hands-on practice with common critical care equipment. Results A total of 413 nurses completed training within 10 days. As of June 2020, 151 patients with coronavirus disease 2019 still required mechanical ventilation at our institution, and 7 of 10 temporary intensive care units remained operational. Thus most of the nurses who received this training continued to practice critical care. A unique feature of this curriculum was the tailored instruction, adapted to learners’ needs, which improved the efficiency of content delivery. Conclusions Program evaluation is ongoing. As recovery and restoration proceed and normal operations resume, detailed feedback from program participants and patient care managers will help the institution maintain high operational readiness should a second wave of critically ill patients with coronavirus disease 2019 be admitted.
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Wittenberg, Elaine, Betty R. Ferrell, Jo Hanson, and Susan Eggly. "Results from a Train-the-Trainer Communication Program for Oncology Nurses." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 26. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.26.
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26 Background: Oncology nurses working across the cancer continuum need communication tools in order to navigate between oncology and palliative care for the benefit of patients and their families. An evidence-based communication training course funded by the National Cancer Institute and identified by the acronym COMFORT was provided to 187 oncology nurses across the nation. Launched in 2015, it is the first train-the-trainer communication training course for nurses and addresses communication across the cancer continuum. Methods: The curriculum, emphasizing team communication, teaches nurses how to provide life-altering news, assess patient/family health literacy needs, practice mindful communication, acknowledge family caregivers, and address communication openings and goals. The curriculum covers the continuum of cancer care (diagnosis, treatment, survivorship, recurrence, end of life). Two courses were held and participants were contacted at six months for follow-up evaluation. Results: Course participants reported teaching an additional 2,460 healthcare providers, primarily nurses (1,961) and physicians (264). On average, each participant trained 21 nurses and two physicians. The training manual, which was provided during the course, was used by 81% of course participants and was rated as effective (7.71 out of 10). The most commonly taught curriculum modules were Communication (25.5%), Mindful Communication (22.3%), Team Communication (18.5%), and Family Caregivers (11.4%). Course participants reported that their institution were most effective with communication during treatment (7.21 out of 10) and least effective communication occurred during bereavement (5.02), at time of death (5.97), through survivorship (5.63), and with patients facing end of life (6.09). Conclusions: The train-the-trainer model for communication training appears to be a viable and promising strategy for broadly teaching communication across the cancer continuum. Train-the-trainer is less costly than traditional on-site training methods and allows instruction to be tailored to address the institution’s least effective communication practices across the cancer continuum.
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Bernardini, Judith, and Diane J. Davis. "Evaluation of a Computer-Guided Curriculum Using Animation, Visual Images, and Voice Cues to Train Patients for Peritoneal Dialysis." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 34, no. 1 (January 2014): 79–84. http://dx.doi.org/10.3747/pdi.2012.00304.
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BackgroundTraining patients to perform peritoneal dialysis (PD) at home is key to good patient outcomes. Currently, no validated curriculum based on education concepts is available in the public domain, and training is not standardized. Few nurses are prepared to be effective trainers. The present study was designed to evaluate the efficiency and effectiveness of PD training using a new cycler designed with animation, visual images, and voice cues and provided by a qualified PD nurse with a standardized script to guide the trainer.MethodsThe study recruited 40 participants, including individuals naive to dialysis and current automated PD (APD) patients. Participants with visual, hearing, or touch impairments were purposely included to reflect the disabilities common to the general APD population. The participants encompassed a range of self-reported computer and technical experience and education levels. Experienced training nurses trained each participant, one on one, for 4 – 8 hours during a single day; the nurses followed the standardized script as the participants progressed through the cycler training curriculum. The pace of training was adjusted to meet individual abilities and needs. Participants were evaluated by the training nurse at the end of the training session for their proficiency in meeting the learning objectives.ResultsAll 40 participants completed the 1-day training and successfully met all task objectives by the end of the day. Participant ages ranged from 23 to 73 years (mean: 53.8 ± 11 years), with the women (50 ± 12 years) being significantly younger than the men (57 ± 9 years, p = 0.05). Among the participants, 90% had visual impairments; 40%, hearing impairments; and 45%, touch impairments. Twenty-nine participants (73%) had multiple impairments. Median training time was 7 ± 0.13 hours, with a range of 5 – 8.25 hours. We found no correlation between the number of hours needed for successful training and age ( r = 0.30). Training time did not differ significantly by sex, disability, computer or technical experience, or education level. The required training time was less for participants with previous PD experience (6.5 ± 0.7 hours) than for those naive to dialysis (7 ± 0.8 h), but at p = 0.056, the difference just missed being statistically significant.ConclusionsThe most striking finding is that, despite a variety of barriers to learning, all 40 participants were able to meet all the stated objectives of the study with 4 – 8 hours of training. Ability to meet the study objectives was not less for participants with limited education or limited technical or computer experience than for those with more education or more advanced technical and computer skills. Thus, the highly technical aspect of the new cycler is able to promote learning for a wide range of learners. The cycler provides automated instruction using audio, video, and animation, and those features, combined with a qualified training nurse using a standardized script, appear to be both efficient and effective.
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Naseem, Azra, Kiran Qasim Ali, Audrey Juma, Afroz Sajwani, Basnama Ayaz Khan, Saleem Sayani, and Syed Sibte Raza Abidi. "Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 80. http://dx.doi.org/10.36615/sotls.v4i2.106.
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Afghanistan faces an acute shortage of trained healthcare providers. To build capacity of nurses and midwives, in 2014 a private hospital in Afghanistan initiated an eLearning programme to enhance their knowledge and skills. The study was conducted to identify facilitating and hindering factors for the successful implementation of eLearning. Data collection took place between June and September 2016, when seven Maternal and Child Health (MNCH) related eLearning sessions were conducted. The participants were nurses and midwives working in MNCH wards at the research sites in Bamyan, Faizabad and Kandahar, along with the programme planners and facilitators. Data was collected through pre/post and delayed post-tests, observations and questionnaires, semi-structured interviews and documents analysis. The results highlight four major factors as important for the successful implementation of eLearning, namely: curriculum, context, technology and individual. The needs assessment ensured relevance of the sessions to the needs of the participants. However, pedagogy was lecture-based with limited focus on skills development. Poor connectivity and language of instruction posed challenges. eLearning has shown the potential for developing knowledge and skills of nurses and midwives. Clear communication between teams involved in planning and implementation of the programme, technology infrastructure, design of online pedagogy and facilitator readiness are critical for the success of eLearning in low and middle income countries.
Keywords: Health care providers/system, eLearning Programme, Nurses, Midwives, Maternal and child careHow to cite this article:Naseem, A., Ali, K.Q., Juma, A., Sajwani, A., Khan, B.A., Sayani, A. & Abidi, S.S.R. 2020. Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan. Scholarship of Teaching and Learning in the South. 4(2): 80-99. https://doi.org/10.36615/sotls.v4i2.106.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Abdolrahimi, Mahbobeh, Shahrzad Ghiyasvandian, Masoumeh Zakerimoghadam, and Abbas Ebadi. "Antecedents and Consequences of Therapeutic Communication in Iranian Nursing Students: A Qualitative Research." Nursing Research and Practice 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/4823723.
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In recent years, particular attention has been paid to nursing students’ therapeutic communication (TC) with patients, due to a strong emphasis on patient-centered education in the Iranian healthcare reform. However, various studies have highlighted the poor communication of future nurses. Therefore, researchers have used qualitative methodology to shed light on the antecedents and consequences of nursing students’ TC and promote it. We carried out a conventional content analysis using semistructured interviews with a purposefully selected sample of 18 participants, including nursing instructors, students, and patients in hospitals affiliated to Tehran University of Medical Sciences. “Communication readiness,” “predisposing factors,” and “continuity of care” were identified as the three major themes. “Communication readiness” consisted of “physical readiness,” “academic readiness,” and “developmental readiness.” “Predisposing factors” included “contextual factors” and “educational condition.” “Continuity of care” included “patient satisfaction” and “improving nursing student’s motivation to communicate with patients.” “Communication readiness” and “predisposing factors” constitute the antecedents of nursing student’s TC with patients, and “continuity of care” is considered as its consequence. More attention needs to be paid by the regulators to TC instruction in both theoretical and clinical educational curriculum. Furthermore, all nurses must be informed about the importance of TC in promoting patient outcomes and quality of care.
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Sim, In Ok, Ok Yeon Bae, and Tae Hoon Kim. "South Korean nursing students' experiences of clinical practice in the newborn nursery and neonatal intensive care unit: A phenomenological study." Child Health Nursing Research 27, no. 1 (January 31, 2021): 3–12. http://dx.doi.org/10.4094/chnr.2021.27.1.3.
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Purpose: While clinical practice is crucial for nursing students to acquire the skills needed to provide professional, high-quality nursing care, further studies on improving undergraduate nursing programs are needed to provide a supportive clinical learning environment for student nurses. This study aimed to understand nursing students' clinical experiences in newborn nurseries and neonatal intensive care units and to provide basic data for the establishment of strategies to promote effective clinical education.Methods: Interviews were held with 15 nursing students at J University who had clinical practice experience in the newborn nursery and neonatal intensive care unit. The collected data were analyzed using the phenomenological analysis method developed by Colaizzi (1978).Results: The nursing students' experiences were grouped into four categories: “expectations for and anxiety about clinical practice", "acquisition of a wide range of knowledge regarding neonatal nursing", "challenges faced in clinical practice", and "experiencing interpersonal changes".Conclusion: The current neonatal practice nursing education system provides students with positive learning experiences. However, the lack of practice opportunities, insufficient instruction, and the theory-practice gap were identified as major issues hindering students' learning needs. These study results are expected to provide basic data for curriculum development to improve undergraduate nursing education.
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Elcokany, Nermine M., Joanne Jaramillo, Maria B. Blesilda Llaguno, Mohamed M. Seweid, and Ola Mousa. "Student Nurses as Modern Digital Nomads: Developing Nursing Skills Competence and Confidence through Video-Based Learning." International Journal of Innovative Research in Medical Science 7, no. 11 (November 2, 2022): 583–89. http://dx.doi.org/10.23958/ijirms/vol07-i11/1536.
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The nursing staff's skills proficiency is associated with healthcare outcomes. The cornerstone of any nursing curriculum is preparing graduates to deliver safe, high-quality nursing care. The COVID-19 pandemic has, indeed, revolutionized nursing education with the adoption of innovative pedagogical strategies like blended learning. This research aims to evaluate the effectiveness of video-based instruction to determine students’ performance and confidence levels in selected nursing procedures. It also intends to investigate the factors that influencing students' nursing skills performance and confidence level. This study employed a quasi-experimental research design. This study included a total enumeration of 44 enrolled students in the nursing diploma program. The researcher divided the students into two groups by quota selection. The control group had a face-to-face teaching session in the lab. For the study group, the students recorded videos of the said procedures three times and submitted them to the faculty through the Blackboard platform. The study group scored significantly higher than the control group in different demonstration times. Specifically, the students from the study group got handwashing performance scores higher in both the first, second trials and during the final evaluation than those in the control group. This study concluded how students’ motivation and participation could improve learning outcomes. This blending of web-based training and audio-visual media provides numerous benefits. The mean self-confidence score is significantly higher in the study group than in the control group. This experience illustrates how audio-visual material can be employed to teach other nursing subjects.
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Turkal, Melissa, Luann G. Richardson, Thomas Cline, and Mary Elizabeth Guimond. "The effect of a mindfulness based stress reduction intervention on the perceived stress and burnout of RN students completing a doctor of nursing practice degree." Journal of Nursing Education and Practice 8, no. 10 (May 16, 2018): 58. http://dx.doi.org/10.5430/jnep.v8n10p58.
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Background and objective: There is a vast amount of literature documenting the epidemic of stress and burnout within the nursing profession. It is well established that chronic stress contributes to burnout among nursing staff and students. Research suggests that organizational change, curriculum adjustment, and mindfulness interventions can contribute to decreased stress and better outcomes for nurses. The objective of this study was to investigate the effect of a Mindfulness Based Stress Reduction (MBSR) intervention on the perceived stress and burnout of students in a cohort of Registered Nurses (RNs) completing a Doctor of Nursing Practice (DNP) Degree.Methods: This study utilized pre and post data collection to explore the effect of a MBSR intervention on self-reported perceived stress and burnout using the Perceived Stress Scale (PSS) and Copenhagen Burnout Inventory (CBI). Study participants (n = 24) received a general orientation to the study followed by a brief intervention using the body scan meditation, a component of the MBSR-model. Students registered with the Remind mobile app to supplement the live instruction and to encourage the students to engage in daily mindfulness practice.Results: The repeated measures ANOVAs for all three CBI factors showed that personal, work, and client burnout means were statistically lower at four weeks post-intervention than they were at baseline. Perceived stress measures four weeks post-intervention were also statistically lower than baseline. There were no demographic interactions, and only one main effect for gender, in that males reported lower perceived stress. Conclusions: The MBSR intervention was successful in reducing the self-reported perceived stress and burnout of RN students completing their DNP Degree.
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Wiertlewska, Janina. "THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 223–30. http://dx.doi.org/10.14746/snp.2019.19.15.
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Currently practised methods of medical English instruction at tertiary education level often focus on medical terminology embedded in the English language classes. These strategies which comprise medical terminology and simple dialogues do not meet the needs of highly qualified medical health care workers (doctors, nurses, paramedics and many others). The new paradigm claims that medical English should be taught from the perspective of medicine and health care first and reinforced by the vocabulary acquisition; first – teach the students standards of medical practice (anatomy, pharmacology, physiology, medical sciences. and behavioural/ethical procedures), later on – concentrate on medical communication (see: M. Hull, 2004). The following paper concentrates on both formerly mentioned parameters; and also includes student and teacher motivation. Further, language acquisition as well as language learning are discussed. The new paradigm is defined as a combination of academic preparation which comprises cognitive and behavioural approaches that appear to be secondary to the context of the given class. Students are encouraged to search for synonyms, abbreviations and alternative ways of expressing meaning to communicate with each other. They also prepare their own multimedia presentations in the group and deliver speeches on subjects contained in curriculum. Concluding, the author of this paper expresses the opinion that foundational underpinnings of the curriculum of the Medical English course should be linked to the parameters for the health care professions. Context of the classes needs to be relevant to the work of the health professionals (according to Pratt and others, 2002). Over the last 10 years the paradigm for medical English teaching in North America and West European countries has changed enormously and has started to pave its new way at tertiary education level in Poland as well, which is presented briefly in this paper and – hopefully will continue to develop according to the newly occurring phenomena.
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Borders, Joshua. "Implementation of a hospice pain-education programme." International Journal of Palliative Nursing 26, no. 5 (June 2, 2020): 214–20. http://dx.doi.org/10.12968/ijpn.2020.26.5.214.
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Background: No studies have explored the pain resource nurse curriculum in the hospice setting. This curriculum offers a structured method to teach pain management to nurses. Aims: The purpose of this study was to examine the effect of implementing a modified pain resource nurse curriculum on nursing knowledge in a community hospice agency. Methods: A modified and condensed version of the pain resources nurse curriculum was presented to community hospice nurses during two educational sessions. A pre-test–post-test assessment was conducted using a modified version of the Nursing Knowledge and Attitudes Survey Regarding Pain tool to assess knowledge growth from the educational sessions. Findings: For educational session 1, average correct responses rose slightly from the pre-test to the post-test. However, this increase was not found to be statistically significant. For educational session 2, average correct responses rose an average of 2.6 points. This increase was found to be statistically significant. Conclusions: Based on this pre-experimental study, there is evidence that the pain resources nurse curriculum can provide an instructional framework for teaching hospice nurses. However, further study is needed, including a more rigorous design.
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Phuhongsai, Sadudee, and Somdej Pinitsoontorn. "Based on the perceptions of community stakeholders, how can adolescent pregnancies be prevented? A qualitative study." F1000Research 7 (April 6, 2018): 428. http://dx.doi.org/10.12688/f1000research.14220.1.
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Background: Adolescent pregnancy an important problem in adolescent health and government agencies need to focus on solving problem. The purpose of this research was to survey the perceptions of community stakeholders concerning the prevention of adolescent pregnancies in rural communities. Methods: Data collection was performed using group meetings with 103 stakeholders involved in adolescent pregnancy prevention. They were nurses, public health officials, parents or guardians, students, teachers, public health volunteers and community leaders. Thematic analysis indicated work on adolescent pregnancy prevention problems in rural areas was carried out by only some agencies such as district and sub-district health promoting hospitals, providing youth-friendly health service clinics and educating student leaders in schools on sex education. Results: Collectively, these results draw attention to the need for an appropriate program to strengthen adolescent, family and practitioner skills for the prevention of teenage pregnancies. Schools provide sex education as part of a health education curriculum, and some schools provide additional instruction in guidance classes. Problems from inconsistent work when networks fail were encountered. Stakeholders believe adolescent pregnancy prevention should focus on the following: (1) adolescents should receive training for skill development with content related to knowledge about sex, negotiation, refusal, morality and ethics, (2) teachers should receive training on comprehensive sexual education, and, (3) families should work to improve their communication on sexual health and development Conclusions: There is a strong need for families to develop the ability to communicate with each other about sexuality and reproductive health. Developing parenting skills on how and when to talk about sex with their adolescents and open parental communication on sexuality issues at home is necessary. Activities need to also be developed for adolescents who are more inclined to engage in risky sexual behaviors.
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Folmer, Robert L. "The Importance of Hearing Conservation Instruction." Journal of School Nursing 19, no. 3 (June 2003): 140–48. http://dx.doi.org/10.1177/10598405030190030401.
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According to Denehy (1999) , “school nurses can play a powerful role in promoting health in their schools and community.” She encouraged school nurses to “Take and make opportunities to promote health in the classroom” (p. 4). Classroom presentation of hearing conservation information is one way for school nurses to promote health and to reduce the prevalence of noise-induced hearing loss (NIHL), an irreversible yet preventable condition. Because of excessive sound exposure, the prevalence of NIHL among children is increasing. Numerous experts have recommended the implementation of hearing conservation education programs in schools. Despite these recommendations made over the last 3 decades, basic hearing conservation information that could prevent countless cases of NIHL remains conspicuously absent from most school curricula. School nurses should seize this “golden opportunity” to promote health in the classroom and help to reduce the prevalence of NIHL.
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Jayapal, Sathish Kumar, and Judie Arulappan. "Historical Trajectory of Men in Nursing in India." SAGE Open Nursing 6 (January 2020): 237796082092012. http://dx.doi.org/10.1177/2377960820920128.
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Introduction During 100 BC, the world perceived that the nurses are meant for rendering care to the sick individuals. During 600 to 700 BC, the nurse was considered as the one who attends to the patient, is pleasant in his or her demeanor, does not speak ill of anybody, is attentive to the requirements of the sick, and follows the instructions of the physicians. The men who were wise and passionate to help the sick were trained by a medical teacher for years together who later became a doctor. India is the pioneer country in developing the formal nursing curriculum. With the emergence of British and establishment of East Indian Company and Imperial Government, the nursing education became more formalized. No men came forward to nursing. Only women have opted nursing and were employed as nurses. Very few men were trained as nurses informally and were sent for war field to take care of the injured soldiers. It took several years to elevate the standards of male nurses. Methods The data were retrieved from the records of Tamil Nadu Archives and Historical Research, Chennai, Tamil Nadu, India. The written permission was obtained from the commissioner for collecting the data retrospectively. All the collected data were checked for its consistency by matching the data again with the retrieved database. Results Great British Government has brought the reformations in bringing up the working standards of male nurses. The reformation and renaissance of male nurses started in 1938, and it reached a level of recognition in 1950. The male nurses were recruited in 1938, but they reached the position of a head nurse by 1950. Conclusion The male nurses had a long journey to overcome the hurdles in their practice and professional advancement. In recent years, the male nurses are identified for their extraordinary contribution in the delivery of health care.
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Manning, Diane, and Nancy Valentine. "Student Nurses' Personality Changes in a Mediated Curriculum." Journal of Educational Technology Systems 14, no. 4 (June 1986): 341–44. http://dx.doi.org/10.2190/bkkr-8x0e-l28w-r9fr.
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Current trends in nursing education suggest that future instructional programs probably will include more media and high technology. A pilot study was undertaken to examine the effect of such programs on the development of personality traits of student nurses. Results substantiated informal faculty observations that first-year nursing students made significant growth on a number of variables identified by previous researchers as desirable in student nurses, including conscientiousness, self-assurance, control, leadership, sobriety, and reduced anxiety. Suggestions are offered for further research.
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Rangan, Kasey, Kimberly Bira, Lauren Bryant, and Kaaren Waters. "NURS-01. Development and Implementation of a MEK Inhibitor Targeted Therapy Standardized Educational Curriculum for Pediatric Oncology Patients, Caregivers, and Clinical Staff." Neuro-Oncology 24, Supplement_1 (June 1, 2022): i145—i146. http://dx.doi.org/10.1093/neuonc/noac079.536.
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Abstract Molecular targeted therapies have become a fundamental treatment regimen within pediatric oncology practice, yet these medications are not without side effects, which often require interruption, dose reduction, or early discontinuation of treatment. Existing chemotherapy education curriculums focus on the side effect profile of traditional chemotherapy regimens and do not include standardized instruction on toxicities related to targeted therapies, resulting in a knowledge gap for caregivers and the clinical team. The purpose of this project was to development and implement a standardized teaching curriculum to educate patients, caregivers and clinical staff on common toxicities related to MEK inhibitors including anticipated side effects, symptom management, and toxicity surveillance. The education was presented to patients and families by a neuro-oncology nurse or nurse practitioner at the initiation of MEK inhibitor therapy. The cohort consisted of 11 patients over a 12-month period with a diagnosis of plexiform neurofibromas and neurofibromatosis type 1. Additionally, the education curriculum was presented to clinical staff during an in-service and included a pre-post intervention survey to assess effectiveness of the education curriculum. The results demonstrated that increasing patient and family knowledge at initiation of MEK inhibitor therapy likely leads to fewer dose reductions, drug interruptions, and early therapy discontinuations. Greater than 90% of the patient cohort were able to complete the treatment regimen without early termination due to toxicity, with only 18% requiring dose reduction and 9% requiring interruption of therapy. Surveys evaluating the effectiveness of the staff educational curriculum demonstrated an increased knowledge in the identification and treatment of MEK inhibitor side effects with a 26% improvement in survey results post-intervention. This project is a feasible educational approach for preventing and treating toxicities associated with MEK inhibitors and can be initiated at pediatric oncology practices to standardize MEK inhibitor education to clinicians, patients, and caregivers.
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Ghimire, Sulochana, and Anuja Kachapati. "Simulation in Nursing Education: Review of Research." Journal of Universal College of Medical Sciences 8, no. 02 (December 31, 2020): 82–86. http://dx.doi.org/10.3126/jucms.v8i02.34308.
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INTRODUCTION
Nursing education consists of the theoretical and practical training provided to nurses with the purpose to prepare them for their duties as nursing care professionals. The scope of nursing practice reflects all the role and responsibilities undertaken by the nurse to address the full range of human experiences and responses to health and illness. The instructional strategies utilized in both didactic and clinical components of nursing education courses are highly influential in determining critical thinking and clinical decision making ability as well as in developing the psychomotor skill performance of new graduates. Simulation provides nursing students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. Although endorsed in nursing curricula, its effectiveness is largely unknown.
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Oducado, Ryan Michael Flores, Marianne Sotelo, Liza Marie Ramirez, Maylin Habaña, and Rosana Grace Belo-Delariarte. "English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination." Nurse Media Journal of Nursing 10, no. 1 (April 13, 2020): 46–56. http://dx.doi.org/10.14710/nmjn.v10i1.28564.
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Background: Studies have shown that various factors influence students’ success in nursing school and the Nurse Licensure Examination (NLE). Such factors should be studied as foundations of the nursing programs. Problems with proficiency in the language used by the instructor to teach curricular courses may be considered a barrier to effective learning and academic success.Purpose: This study ascertained the influence of English language proficiency on the academic performance of students in professional nursing courses and the NLE.Methods: This study employed a retrospective descriptive correlational study design. Secondary analysis of existing research data sets of 141 nursing students in one nursing school in the Philippines was performed. Pearson’s r was used to determine the correlation between variables.Results: Findings showed that there were significant correlations between academic performance and the Verbal Ability subscale of the Nursing Aptitude Test (p=0.003) and the three English courses included in the nursing curriculum (p=0.000). There were also significant correlations between the NLE ratings and Verbal Ability (p=0.000) and the three English courses (p=0.000).Conclusion: English language proficiency is an important factor in determining the academic and licensure success of nursing students. Nursing schools must ensure that approaches in improving students' English language proficiency must be well integrated into the undergraduate nursing program.
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Paul, Lissa, Heather Ferretti, Veronica Lee, and Kerry Shoalts. "Teaching in the time of COVID." Book 2.0 11, no. 1 (August 1, 2021): 81–93. http://dx.doi.org/10.1386/btwo_00045_1.
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This essay arose as a response to teaching the final post-graduate course in the taught master's programme of the Faculty of Education at Brock University (St. Catharine’s Ontario Canada) in the spring and autumn of 2020, just after the onset of the COVID-19 pandemic triggered the complete closures of schools and universities. Three students wrote about their relationships with teaching in the time of COVID. An experienced middle-school teacher discusses how the transition to suddenly homeschooling her five-year-old focused her attention on distinctions between curriculum-driven education and maternal teaching. A newly graduated teacher, concerned about the complete cancellation of extra-curricular sport programmes researches their histories. She discovers the ways in which intercollegiate sport, especially in the United States, transformed what had been healthy competition between undergraduate teams of students into multi-million-dollar businesses driving university revenue streams, eclipsing academic life and exploiting student athletes. In the United States, with academic institutions limiting or prohibiting in-person instruction in 2020-201, basketball and football teams competed. COVID spiked and people died. A nurse-educator, faced with the sudden requirement to remove of all nursing students from their required clinical placements at the onset of the pandemic writes about recalibrating the relationships between virtual experience (including simulations) and practical experience in nursing instruction. Given the vulnerability of clinical placements to sudden closures (SARS in 2003 had been a warning), the nurse-educator explains why it is time to determine which programme components could best be moved online. The contributions by the three students are framed by the professor's own adaptation to an online environment, including her development of asynchronous iMovie instruction combined with short synchronous seminars (with no more than five students at a time) and one-on-one tutorials.
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Leigh, Jacqueline, Cristina Vasilica, Richard Dron, Dawn Gawthorpe, Elizabeth Burns, Sarah Kennedy, Rob Kennedy, Tyler Warburton, and Catherine Croughan. "Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies." British Journal of Nursing 29, no. 10 (May 28, 2020): 566–69. http://dx.doi.org/10.12968/bjon.2020.29.10.566.
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During the current coronavirus pandemic, undergraduate nurse teaching is facing many challenges. Universities have had to close their campuses, which means that academics are working from home and may be coping with unfamiliar technology to deliver the theoretical part of the undergraduate nursing curriculum. Emergency standards from the Nursing and Midwifery Council have allowed theoretical instruction to be replaced with distance learning, requiring nursing academics to adapt to providing a completely virtual approach to their teaching. This article provides examples of tools that can be used to deliver the theoretical component of the undergraduate nursing curriculum and ways of supporting students and colleagues in these unprecedented times.
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Grady, Maureen, Annette Peacock-Johnson, and Mary Kay Welle. "The TIS Methodology: An Approach for Purposeful, Relational Communication." Creative Nursing 26, no. 3 (August 1, 2020): 175–81. http://dx.doi.org/10.1891/crnr-d-20-00019.
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Patients frequently identify communication with nurses as the most important aspect that influences their health-care experience. Nursing education curricula tend to emphasize the preparation of nurses to excel in scientific knowledge, technological expertise, and practical skills. Instruction in communication is often inadequate. While these educational programs may inform learners of what they should do to communicate effectively, they do not tell or show learners how to do it. Failure to develop theoretical instruction in fundamental interactive communication can impair nurses' ability to engage patients in meaningful relationships, and can impact the delivery of patient-centered quality care. The TIS Methodology (Theme, Invitation, Simplicity) is an innovative, systematic approach to purposeful, relational communication. TIS offers an effective way to listen attentively and engage effectively in interpersonal relationships. The primary focus of TIS is the learned ability to listen to what another is saying or meaning, and to respond appropriately. A case study approach is used to illustrate the effective application of the TIS Methodology and to enhance an understanding of TIS principles and standards.
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Vermeesch, Amber, Margaret Bender-Stephanski, Emma Sampson, Mark Stoutenberg, Willow Webb, Yerin Woo, and Ashley Falcon. "Investigation Of Physical Activity Instruction In United States Nurse Practitioner Curricula." Medicine & Science in Sports & Exercise 52, no. 7S (July 2020): 277. http://dx.doi.org/10.1249/01.mss.0000676580.86514.ba.
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Bogel, Gayle. "Students in Nova Scotia Schools Without Teacher-Librarians are not Achieving Department of Education Expectations for Information Literacy Skills." Evidence Based Library and Information Practice 2, no. 2 (June 5, 2007): 90. http://dx.doi.org/10.18438/b8v01w.
Full textAbstract:
A review of:
Gunn, Holly, and Gary Hepburn. “Seeking Information for School Purposes on the Internet.” Canadian Journal of Learning and Technology 29.1 (Winter 2003): 67-88. 24 May 2007
http://www.cjlt.ca/content/vol29.1/04_gunn_hepburn.html
Abstract
Objective – This study investigated whether the expectations for Internet searching strategies outlined in provincial curriculum goals are being met in Nova Scotia Schools. Twelfth-grade students in representative schools were surveyed as to their Internet information seeking strategies and their perceptions of the effectiveness of those strategies. The results are presented as six themes based on the survey questions.
Design – Survey questionnaire consisting of yes/no, multiple-choice, Likert style, and open-ended responses.
Setting – Twelfth-grade students from four high schools in one district in Nova Scotia. Total participants: 198.
Subjects – Questionnaires were analyzed from 243 general practitioners, practice nurses, and practice managers in four Nottingham primary care trusts as well as practices in the Rotherham Health Authority area.
Methods – Four research questions guided this study:
1. What strategies and techniques do students use that are helpful for information-seeking on the Internet?
2. What knowledge do students have of the different World Wide Web search engines?
3. How do students perceive their ability to locate information for school purposes on the Internet?
4. How do students learn how to seek information on the Internet for school-related assignments?
The survey was developed through a literature review of previous research. Each survey item reflected a theme and one of the four research questions. The survey was field tested in a pilot study with two twelfth-grade students, and two twelfth-grade English classes.
The sample was assembled by asking principals at the four schools to identify two classes in each of their schools that represented mixed academic abilities. Three schools chose English classes, and one school chose math classes participate in the study. All students had agreed to be a part of the study and only students present in class on the day the questionnaire was given were represented. No effort was made to include students who were absent.
Results were tabulated as percentages of responses, and presented in tables related to the themes of the four research questions.
Main results – Throughout the study, students reported very few strategies for effective Internet searching. They cited friends and family members rather than teachers as their main sources for support, and reported self-taught trial and error as the most common method of learning search strategies. Despite their lack of effectiveness, most students considered themselves “good” or “very good” at finding the information they need for school purposes. Most of the students used very few of the strategies associated with effective searching that have been stated in prior research studies.
Research Question One: Use of Strategies and Techniques for Information-Seeking on the Internet
Only 15% of students used Boolean operators regularly.
Over 70% of students did not know how to eliminate commercial sites, use particular features, limit searches to recently updated pages or limit searches to the title section of a Web page.
Research Question Two: Knowledge of World Wide Web Search Engines.
Google was the overwhelming choice, with 66.7% percent of students reporting that they used it regularly. Other search engines were used from 0 to 22%.
Research Question Three:
Students’ Perception of Their Information-Seeking Ability on the Internet
81.3 % of students reported their abilities as good or very good.
Only 5% felt their abilities were poor.
Research Question Four: How Students Learn What They Know About Information-Seeking on the Internet
72.7% reported self-teaching strategies.
39.8% relied on friends or classmates, 36.8 % relied on teachers.
2.5% reported librarians as a source
Of the students who reported self-teaching, 53% used trial and error, 6.6% used help screens and 4% searched for assistance. 80.8% of students who reported teachers as a source for learning information strategies were taught in computer-related classes, rather than in content area classes across the disciplines.
Although only 72% of students reported having Internet access at home, 64% stated that they used the Internet more at home than at school to find information for school-related assignments. 46.3% of students with no Internet access at home rated their perception of searching ability as poor, compared to only 8.3% of students who did have Internet access at home.
Conclusion – The researchers state that actual practice in Nova Scotia schools does not reflect the standard instructional strategy of modeling as recognized by the Nova Scotia Department of Education. They feel that the results of this study show that very little modeling is being done by classroom teachers; that the modeling is instead being done by peers and family at home. This magnifies the disparity in effective skills for those who do not have Internet access at home. They also note that the goal of integrating search strategy instruction across the disciplines is not being reached.
The researchers suggest two ways to offer the needed instruction: compulsory classes in information seeking for all students, or the hiring of teacher-librarians to support instruction in the schools, working collaboratively in all disciplines. Research supporting the presence of teacher-librarians in teaching effective information literacy skills, including Internet searching, is noted.
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Lewis, Nicole, and Venise Bryan. "Andragogy and teaching techniques to enhance adult learners’ experience." Journal of Nursing Education and Practice 11, no. 11 (July 15, 2021): 31. http://dx.doi.org/10.5430/jnep.v11n11p31.
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Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.
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Greenberg, Sherry, Shayle Adrian, and Riad Twal. "INFUSION OF AGE-FRIENDLY PRINCIPLES INTO CURRICULA USING INTERACTIVE MODULES." Innovation in Aging 6, Supplement_1 (November 1, 2022): 34. http://dx.doi.org/10.1093/geroni/igac059.129.
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Abstract This presentation highlights the development of Age-Friendly care interactive modules to prepare the future healthcare workforce to care for older adults in Age-Friendly Health Systems. To date, there is a gap in the educational preparation of nurses, advanced practice nurses, and other health professionals to work in Age-Friendly Health Systems upon entry into practice. This project, funded by a faculty innovation grant at Seton Hall University, provides undergraduate and graduate nursing and interprofessional students with the background knowledge to care for older adults in Age-Friendly Health Systems. The aim of this project was to develop five interactive modules to embed in undergraduate and graduate nursing and interprofessional curricula focusing on the provision of care to older adults using the evidence-based 4Ms Framework: What Matters, Medication, Mentation, and Mobility. Faculty collaborated with instructional designers in development of the modules using Articulate 360 to embed them in curricula. The first module focuses on the background of the Age-Friendly Health Systems movement, how health systems may become an Age-Friendly Health System, and the evidence for the 4Ms Framework. The second module focuses on assessment and act on strategies related to What Matters to older adults including advance care planning strategies. The third module covers crucial information related to Medication such as avoiding potentially inappropriate medications, deprescribing, and antibiotic stewardship. The fourth module focuses on Mentation and covers assessment and act on strategies for depression, delirium, and dementia. The fifth module focuses on Mobility such as promoting mobility and decreasing fall risk.
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Tayyib, Nahla, Fatmah Alsolami, Hayam Asfour, Mohammed Alshhmemri, Grace Lindsay, Pushpamala Ramaiah, Sanaa Alsulami, and Hala Ali. "Undergraduate Nursing Students Endorse Education Standards in Blended e-Learning Theory Teaching during COVID-19 Pandemic." Open Nursing Journal 15, no. 1 (December 7, 2021): 291–303. http://dx.doi.org/10.2174/1874434602115010291.
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Aim: The aim of this study was to survey student learning perspectives as measured by ‘student satisfaction’ following the rapid introduction of remote blended e-learning into the existing undergraduate nursing curriculum at Umm Al-Qura University, Saudi Arabia. Background: National legislation resulting from the spread of Covid-19 required all theoretical and practical nurse training to move immediately to online provision using an unfamiliar e-learning environment and associated tools. Objective: The objective of this study was to use a validated satisfaction questionnaire developed elsewhere, but within a similar educational context involving both theoretical and practical components, for the purpose of checking that educational objectives were being satisfactorily achieved across five relevant domains of educational enquiry, and to use survey findings to improve the online delivery of the nursing program in future academic years. Methods: A validated 35 item questionnaire was circulated online to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire content was subdivided into the five domains of ‘Interaction’, ‘Instruction’, ‘Instructor’, ‘Course Management’ and ‘Technology’. Descriptive and comparative statistics were used to compare levels of satisfaction between genders and among undergraduate years of study, and against findings from undergraduate information technology undergraduates. Results: 199 female and 84 male students completed the questionnaire (response rate 59.2%). Mean satisfaction scores for male and female nursing undergraduates were significantly greater than 3 (neutral score) in all domains of enquiry, indicating good satisfaction with blended e-learning (p<0.001). However, multivariate regressions of domain satisfaction scores taking gender and year of study as explanatory variables had poor resolving power. Domain scores were also significantly greater than those of a comparator study in three of the five domains (p<0.030) and similar in the domains of course management (p=0.717) and technology (p=0.677). Levels of satisfaction in males and females were similar in 80% of the survey questions, but in females, satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth-year students showed the highest levels of satisfaction across all five domains. Conclusion: Undergraduate nursing students reported above-average satisfaction levels across all five domains of education provision. Despite an unfamiliar blended e-learning curriculum environment, they demonstrated compatible technological skills, satisfactory interaction with teachers and other students and engagement in the learning process. A number of recommendations identified in the literature as underlying a successful program of blended e-learning are recorded for the benefit of readers.
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Gilic, F., A. Valeriano, E. Johannessen, J. Nickason, and I. Irving. "P094: Use of high fidelity simulation to improve quality of care within Correction Canada's maximum security facilities: A Canada's first." CJEM 22, S1 (May 2020): S98—S99. http://dx.doi.org/10.1017/cem.2020.300.
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Innovation Concept: Nurses working in corrections facilities are routinely faced with acute care scenarios requiring skilled management. There are also increasing numbers of inmates with chronic health conditions and acute exacerbations. Correctional Service Canada (CSC) has partnered with the Clinical Simulation Lab at Queen's University to develop a simulation-based training program aimed at improving acute care skills of Corrections nurses and staff. This novel quality improvement program encompasses a range of presentations that commonly occur in correctional environments. Methods: The program consisted of two laboratory sessions focused on acute care and trauma followed by an in-situ simulation session. The sessions were organized around the 4-component instructional design that enhances complex learning. Both lab sessions began with scaffolded part-task training (IV insertion, ECG interpretation, airway, circulatory support, etc) and then progressed to six team-based high-fidelity simulations that covered cardiac arrhythmias, hypoglycemia, agitated delirium, drug overdoses, and immediate trauma management. Participants rated the effectiveness of each session. Lastly, an in-situ session was conducted at the Millhaven maximum security facility for nursing and correctional staff. It comprised of five scenarios that incorporated actors, a high-fidelity manikin, and simulated security issues. Participants completed a validated self-assessment before and after the session grading themselves on aspects of acute care. Curriculum, Tool, or Material: Our multi-modal simulation curriculum enhanced self-assessed knowledge of CSC learners. Of 71 attendees in the acute care skills session, 70 agreed or strongly agreed that the exercise enhanced their knowledge, satisfied their expectations, and conveyed information applicable to their practice. All 13 participants in the trauma session agreed or strongly agreed to these sentiments. We used Wilcox signed rank test item by item on the in-situ questionnaire. There was significant improvement in majority of skills sampled: airway management, O2 delivery, team organization and assessment/treatment of cardiac arrest. Conclusion: This initiative is the first time high-fidelity simulation training has been used with Corrections nurses and the first in-situ simulation in a maximum security institution in Canada. The sessions were well-liked by participants and were assessed as very effective, validating the demand for further implementation of clinical simulation in correctional facilities.
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Ruby, Karen L., Carol A. Blainey, Linda B. Haas, and Maxine Patrick. "The Knowledge and Practices of Registered Nurse, Certified Diabetes Educators: Teaching Elderly Clients About Exercise." Diabetes Educator 19, no. 4 (August 1993): 299–306. http://dx.doi.org/10.1177/014572179301900409.
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This study identified the knowledge base and practices of Registered Nurse,. Certified Diabetes Educators (RN, CDEs) regarding their exercise teaching programs for elderly clients who have non-insulin-dependent diabetes mellitus (NIDDM). The random sample of 197 AADE members surveyed by questionnaire was a highly educated and experienced group. RN, CDEs who worked 30 or more hours per week in diabetes education or attended four or more continuing education (CE) programs per year had significantly more comprehensive exercise teaching program designs and instructional techniques to enhance elderly NIDDM clients' learning (P<.05). However; many CDEs do not teach their elderly clients about exercise due to lack of resources, lack of specific knowledge to prescribe exercise, and negative stereotypes of elderly clients' ability to exercise. Greater availability of educational programs for CDEs to explore curriculum development, program planning, evaluation, and exercise prescription for elderly clients with multisystem disease is recommended.
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Wadson, Kelley. "Collaborative and Interactive Teaching Approaches have a Positive Impact on Information Literacy Instruction Supporting Evidence Based Practice in Work Placements." Evidence Based Library and Information Practice 14, no. 1 (March 14, 2019): 62–64. http://dx.doi.org/10.18438/eblip29530.
Full textAbstract:
A Review of:
Kolstad, A. (2017). Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements. Nordic Journal of Information Literacy in Higher Education, 9(1), 2-20. https://doi.org/10.15845/noril.v9i1.231
Abstract
Objective – To analyze the effect of collaborative interdisciplinary teaching and supervision using physical and digital tools on students’ information literacy (IL) and evidence based practice (EBP) abilities.
Design – Qualitative and quantitative text analysis.
Setting – Learning Centre at Oslo University College and student work placements in Oslo, Norway.
Subjects – Approximately 400 students enrolled in the undergraduate nursing degree programme.
Methods – The author is a librarian and project manager of the Langerud project, an initiative wherein nursing students were jointly trained and supervised by nurse educators, nurse supervisors, and librarians in preparation for and during work placements over an eight-week period. In this role, the librarian author collected 36 student group assignments, 285 blog/wiki comments from students, nurse educators, nurse supervisors, and librarians, and 102 individual student logs written during six work placements between Spring 2010 and Spring 2012, which were posted in a learning management system (LMS), as well as in an evaluation form from Spring 2010. The unstructured text is analyzed according to how the students fulfilled the learning outcome of integrating steps zero to four of the seven-step EBP model: (1) Cultivate a spirit of inquiry; (2) Ask clinical questions in the PICO format; (3) Search for the best evidence; (4) Critically appraise the evidence; and (5) Integrate the evidence with clinical expertise and patient preferences and values. The logs are also analyzed quantitatively to measure if and how many students combined the three aspects of EBP - defined as being the practitioner’s individual expertise, best research evidence, and client values and expectations. Lastly, the author seeks to evaluate the role of the LMS as a mediating tool.
Main Results – The author found that the majority (83%) of students successfully met the learning outcome, particularly for steps 1, 2, and 5. For step three, the author observed that some students did not apply PICO in the information-seeking process and were thus not sufficiently thorough in their searching. For step four, the author found that most students failed to demonstrate critical appraisal of the evidence and that many struggled to find up-to-date research findings. The author noted that the results for both steps three and four could be attributed to the students finding international databases and English-language research articles too challenging, given the language barrier. The author’s analysis of the logs reveals that two-thirds of the students combined the 3 aspects of EBP and that 39% described 1 or 2 aspects, of which most described user-based knowledge and experience-based knowledge. One department produced twice as many log entries as the other seven departments; in this department, students were able to choose what aspect of EBP to focus on and the librarian had a co-teaching role in that learning group. Overall, 60% of all students described research-based knowledge, which increased over time from 46% in Spring 2011, to 60% in Autumn 2011, and 83% in Spring 2012. On the evaluation form from Spring 2010, most students rated the supervision by and satisfaction with the nurse educator, nurse supervisor, and librarian as good, very good, or excellent, and many commented that the LMS was a useful learning platform.
Conclusion – The author concludes that the project had a positive impact on students’ preparedness for work placements and that the early educational intervention improved IL and EBP competencies. Furthermore, the working relationship between the Nursing Department and Library was strengthened. After the Langerud project ended, the curriculum was revised to add more searching for research-based information in written assignments. Additionally, a lecture on EBP was developed based on real-life experiences from the project and delivered collaboratively by the project’s manager, a nurse educator, and a librarian.
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Fassier, Thomas, Amandine Rapp, Jan-Joost Rethans, Mathieu Nendaz, and Naïke Bochatay. "Training Residents in Advance Care Planning: A Task-Based Needs Assessment Using the 4-Component Instructional Design." Journal of Graduate Medical Education 13, no. 4 (August 1, 2021): 534–47. http://dx.doi.org/10.4300/jgme-d-20-01263.1.
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ABSTRACT Background Residents may learn how to perform advance care planning (ACP) through informal curriculum. Task-based instructional designs and recent international consensus statements for ACP provide opportunities to explicitly train residents, but residents' needs are poorly understood. Objective We assessed residents' training needs in ACP at the Geneva University Hospitals in Geneva, Switzerland. Methods Qualitative data were collected and analyzed iteratively between December 2017 and September 2019. Transcripts were coded using both a deductive content analysis based on the 4-Component Instructional Design (4C/ID) model and an inductive thematic analysis. Results Out of 55 individuals contacted by email, 49 (89%) participated in 7 focus groups and 10 individual interviews, including 19 residents, 18 fellows and attending physicians, 4 nurses, 1 psychologist, 1 medical ethics consultant, 3 researchers, and 3 patients. Participants identified 3 tasks expected of residents (preparing, discussing, and documenting ACP) and discussed why training residents in ACP is complex. Participants described knowledge (eg, prognosis), skills (eg, clinical and ethical reasoning), and attitudes (eg, reflexivity) that residents need to become competent in ACP and identified needs for future training. In terms of the 4C/ID, these needs revolved around: (1) learning tasks (eg, workplace practice, simulated scenarios); (2) supportive information (eg, videotaped worked examples, cognitive feedback); (3) procedural information (eg, ACP pocket-sized information sheet, corrective feedback); and (4) part-task practice (eg, rehearsal of communication skills, simulation). Conclusions This study provides a comprehensive description of tasks and competencies to train residents in ACP.
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Blue, Dawn I., Geraldine C. Fike, Guillermo Escalante, Yeon Kim, and Jose A. Munoz. "Simulation as a Multidisciplinary Team Approach in Healthcare Programs in an Urban University Setting." International Journal of Social Science Studies 6, no. 12 (November 28, 2018): 61. http://dx.doi.org/10.11114/ijsss.v6i12.3749.
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Background: In the hospital setting, patients are usually cared for by a nurse and multidisciplinary teams which may include physical therapists, social workers, and public health workers. However, students in health care programs usually will not experience interdisciplinary scenarios developing needed skills. Combining classes and replacing certain curriculum activities with patient simulation projects that include several departments may improve their educational experience and success. Simulation is technology used to enhance instruction resources for all students. Simulation not only captures the attention of the video-game generation but actively engages students in the learning process. Simulation can be a valuable experience to keep students actively involved in learning by offering the opportunity to apply knowledge learned to the clinical setting, thus making it real. It is compelling to consider the impact of simulation in increasing the competency of students when they are in the work force while decreasing error rate and impacting the quality of care.Methods: A mixed method approach involved simulation experience followed by data collection via survey.Results: Students across all disciplines reported increased ability for collaboration and communication.Conclusions: Demonstrated the value of introducing the students to teamwork and collaboration experiences via simulation.
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Haberland, Débora Fernanda, Fábio José de Almeida Guilherme, Maria Mônica de Vasconcelos Queiroga, and Alexandre Barbosa de Oliveira. "Participação do enfermeiro militar como instrutor de atendimento pré-hospitalar tático." Revista Recien - Revista Científica de Enfermagem 12, no. 40 (December 18, 2022): 161–66. http://dx.doi.org/10.24276/rrecien2022.12.40.161-166.
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O Atendimento Pré-Hospitalar Tático (APHT) é regulamentado pela Portaria Normativa nº 16 do Ministério da Defesa, publicada em 12 de abril de 2018. O objetivo deste artigo é descrever a atuação do enfermeiro como instrutor de APHT. Método: relato de experiência a partir da elaboração de um Currículo Mínimo para abranger as atividades recomendadas pela referida portaria. Para a realização do curso presencial foi proposto como pré-requisito, que o aluno fosse aprovado no Curso de Nivelamento para o APHT, sendo utilizada a estratégia de educação à distância. Resultados: foram matriculados 47 alunos para a realização do curso APHT, predominantemente prático, com duração de dez dias. Conclusão: a atuação de enfermeiros nas estratégias de ensino contribuiu para fortalecer os processos didático-pedagógicos desenvolvidos durante o curso, ao tempo que ressaltaram aspectos relacionados à qualidade e segurança do cuidado em cenários táticos.
Descritores: Assistência Pré-Hospitalar, Enfermagem Militar, Ensino, Emergências em Desastres.
Participation of the military nurse as an instructor of tactical pre-hospital care
Abstract: Tactical Pre-Hospital Care (APHT) is regulated by normative ordinance No. 16 of the Ministry of Defense, published on April 12, 2018. The purpose of this article is to describe the role of nurses as an APHT instructor. Method: Experience report based on the preparation of a Minimum Curriculum to cover the following activities recommended by Ordinance 16. For the completion of the on-site course, it was proposed as a prerequisite that the student be approved in the APHT Leveling Course and was distance education strategy used. Results: 47 students were enrolled to take the APHT course, predominantly practical, lasting ten days. Conclusion: It is evident that the role of the nursing professional contributed to better team interaction and requires specific knowledge, factors that contribute to quality and safety of care and expansion of the scope of action.
Descriptors: Pre-Hospital Care, Nursing, Teaching, Disaster Emergencies.
Participación del enfermero militar como instructor de atención táctica prehospitalaria
Resumen: La Atención Pre-Hospitalaria Táctica (APHT) está regulada por la ordenanza normativa No. 16 del Ministerio de Defensa, publicada el 12 de abril de 2018. El propósito de este artículo es describir el rol del enfermero como instructor de APHT. Método: Informe de experiencia basado en la preparación de un Currículo Mínimo para cubrir las siguientes actividades recomendadas por la Ordenanza 16. Para la finalización del curso presencial, se propuso como prerrequisito que el estudiante sea aprobado en el Curso de Nivelación APHT y sea estrategia de educación a distancia utilizada. Resultados: 47 estudiantes se inscribieron para realizar el curso APHT, predominantemente práctico, con una duración de diez días. Conclusión: Es evidente que el rol del profesional de enfermería contribuyó a una mejor interacción en equipo y requiere de conocimientos específicos, factores que contribuyen a la calidad y seguridad de la atención y ampliación del campo de acción.
Descriptores: Atención Prehospitalaria, Enfermería, Docencia, Emergencias por Desastres.
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Ludin, Salizar Mohamed, and Nur Arina Arsyad. "The Clinical Learning Environment of Intensive Care Unit as Perceived by International Islamic University Malaysia (IIUM) Undergraduate Nursing Students." INTERNATIONAL JOURNAL OF CARE SCHOLARS 4, no. 1 (January 31, 2021): 29–35. http://dx.doi.org/10.31436/ijcs.v4i1.165.
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Background: Clinical learning environment (CLE) is an environment in which any person who could influence the care of a patient learns. The CLE affects the effectiveness of clinical practicum that is a significant part of the nursing curriculum. However, there are limited studies that focus on the CLE of the Intensive Care Unit (ICU). Objectives: To assess the nursing students’ perception of the clinical learning environment of ICU, and to determine the associated socio-demographic characteristic with the clinical learning environment of ICU. Methods: A cross-sectional study was conducted via purposive sampling at Kulliyyah of Nursing, IIUM Kuantan. The Adopted Students Evaluation of Clinical Education Environment (SECEE) version 3 questionnaire was used to assess the students’ perception of CLE of ICU within three subscales (instructor facilitation of learning (IFL), preceptor/staff nurse facilitation of learning (PFL) and learning opportunities (LO)). Results: A total of 141 nursing students participated in this study. Based on the mean score, the students have a positive perception of the CLE of ICU (79.41%). The subscale IFL was the most positively perceived (84.44%) followed by subscale LO (77.49%) and subscale PFL (75.64%). There was a significant difference seen for subscale LO between gender (p-value=0.008), male students gave a higher score compared to the female student. A significant mean difference was also found for subscale IFL between years of study (p-value=0.002), suggesting that the senior student had a more positive score compared to their junior. No association was found between students’ age and duration of clinical practicum in ICU with the CLE score. Conclusion: The nursing students’ perception of the CLE of ICU is positive. However, the score for subscale PFL is the lowest compared to another subscale. Hence, the nursing faculty should work together with the ward management to enhance the role and engagement of staff nurses in students learning. By doing this, the CLE of ICU will get better and eventually improve the clinical learning outcome.
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Smith, Tracy L., and Bruce J. Walz. "The Cadre of Death Education Instructors in Paramedic Programs." Prehospital and Disaster Medicine 13, no. 1 (March 1998): 55–58. http://dx.doi.org/10.1017/s1049023x00033045.
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AbstractObjective:This study addresses the paucity of literature on death education offerings in emergency medical services schools. The study examines the cadre of death education instructors in paramedic training programs. Examining death education offerings in paramedic programs can provide insight into how well emergency medical services personnel are prepared when encountering bereaved persons on death related responses.Methods:In an exploratory study, information was gathered from paramedic programs on the instructors who teach death-related education. A self-administered survey was sent to each (n = 537) paramedic programs in the USA. The survey solicited the number of instructors teaching death education, their backgrounds, and their formal training in death-related instruction.Results:The response rate was 45.4%. The majority of programs (78%) reported using a paramedic as the primary instructor to teach death-related content. Nurses (66%) and physicians (32%) also were utilized frequently. More than two-thirds (68%) of the responding programs utilize faculty members who have had no formal training in death and dying. Only one-third of the programs utilizes a multidisciplinary staff Less than 40% of responding programs teach all of their death-related curricula with instructors who are trained in death education.Conclusion:This study indicates that the majority of paramedic programs are not utilizing an instructor cadre that is formally trained in death education, nor are they using a multidisciplinary staff. Reasons for using these instructors to teach death education in paramedic programs are discussed.
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Dias, Jacqueline Maria, and Claudio Violato. "A Need Assessment for Faculty Development in Baccalaureate Nursing Programs in Pakistan." International Journal of Studies in Nursing 3, no. 1 (November 3, 2017): 168. http://dx.doi.org/10.20849/ijsn.v3i1.365.
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Objective: A needs assessment was undertaken for faculty development needs of nurse educators teaching in baccalaureate nursing education programs across Pakistan.Methodology: The survey instrument was developed by the researcher in consultation with an advisory committee. It contained 25 items that reflected the demographic profile of the participants and another 98 statements on a 5 point Likert type scale to assess faculty development. Data collection was done across twenty schools of nursing.Results: The major findings of the study indicated a critical shortage of academically prepared nursing faculty with advanced degrees and teaching experience to perform their role effectively. Female faculty outnumbered male faculty. Five factors were identified that could both promote or obstruct faculty development and included awareness and convenience, institutional support, prevailing leadership, politics and personal factors. Additionally, four factors were extracted for challenges for undertaking faculty development; technology and curriculum, students and resources, academic leadership and professional role. Lastly, four factors were identified as areas of interests for faculty development; learning and instruction, support for scholars, support for teaching and national curriculum.Conclusion: This is the first national needs assessment that has been undertaken for faculty development for baccalaureate nursing programs in Pakistan. Although, the data may not hold international significance it would add to the existing international data base on needs assessment for faculty development.
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Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.
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Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.
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Keating, Stacen A., Mary Jo Vetter, Robin Toft Klar, and Fay Wright. "Integrating Climate Change in the Curriculum: Using Instructional Design Methods to Create an Educational Innovation for Nurse Practitioners in a Doctor of Nursing Practice Program." Journal for Nurse Practitioners 18, no. 4 (April 2022): 424–28. http://dx.doi.org/10.1016/j.nurpra.2021.11.009.
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Orekhova, L. Yu, T. V. Kudryavtseva, I. V. Berezkina, K. V. Shadrina, and A. A. Petrov. "Analysis of the effectiveness of school programs for the prevention of dental diseases: a literature review." Pediatric dentistry and dental profilaxis 21, no. 2 (July 17, 2021): 76–87. http://dx.doi.org/10.33925/1683-3031-2021-21-2-76-87.
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Relevance. The high prevalence of dental diseases worldwide and their cumulative process from an early age entail effective strategies for healthy habits promotion. Schools are recommended to include oral health education programs in the curricula to develop a positive attitude to oral hygiene among students. The aim was to review the effectiveness of implementing programs in the school curricula to reduce the dental disease level among schoolchildren.Materials and methods. The research chose programs aimed at improving the dental health of schoolchildren. We considered educational measures on oral health protection, carried out by dentists, nurses or teachers within school programs and curative and preventive measures for schoolchildren aged 6-18 years. We searched the publications on the given topic published between 1999 and 2021 in the database e-LIBRARY.ru and between 2016 and 2021 in the PubMed database. When selecting articles, the full-text study was compulsory to check the article conformance degree to the inclusion criteria.Results. According to the keyword search, we found 76 publications in the database e-LIBRARY.ru. After the exclusion of duplicates and articles nonconforming to the selection criteria, the review included seven publications. Four studies revealed caries reduction, and two studies demonstrated the improvement of oral hygiene. In the PubMed database, 419 publications were found according to the keyword query. The analysis of the effectiveness of school dental programs included 12 articles. Four studies detected oral hygiene improvement, seven studies – caries reduction, and six studies – dental knowledge and skill improvement.Conclusions. According to Russian and international studies, education without curative and preventive measures isn't effective in dental disease prevention in schoolchildren. Along with instructions and training in practical oral hygiene skills, schoolchildren should use fluoride toothpaste. Fluoride varnish application and fissure sealing are the most effective measures in risk groups.
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Jones-Bamman, Caitlin, Susan Niermeyer, Kelly McConnell, John F. Thomas, and Christina Olson. "Teaching Helping Babies Breathe via Telehealth: A New Application in Rural Guatemala." Biomedicine Hub 4, no. 3 (September 24, 2019): 1–6. http://dx.doi.org/10.1159/000502934.
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Background: Helping Babies Breathe (HBB) is a neonatal resuscitation curriculum that teaches life-saving interventions utilized in the first minutes after birth, reducing morbidity and mortality. Traditionally, it requires in-person facilitators for didactic and hands-on training. Objectives: The aim of this study was to offer HBB to nurses and nursing students in Guatemala, with the lead facilitator presenting concepts via telehealth and in-person facilitators providing hands-on demonstration. Methods: Learners completed pre- and post-tests that included the standard HBB knowledge check, as well as an assessment of the course teaching model. Learners also completed the standard Objective Structured Clinical Evaluations (OSCEs). Results: Eighteen learners were included in the analysis. All but one learner (94%) passed the course, and the average percent improvement from the pre- to post-test was 12%. All learners achieved passing scores on the OSCEs. Learners responded positively to questions regarding the technology, connection with the instructor, and ability to ask questions. Ninety-four percent of the learners agreed with the statement “this lecture was as good via telehealth as in person.” A cost analysis demonstrated approximately USD 3,979.00 in savings using telehealth compared to a standard in-person course. Conclusions: The telehealth model was successful in delivering course material to the learners and was well received. This model represents a cost-effective way to improve access to HBB. This study may not be generalizable to other populations, and the ability to use telehealth requires reliable internet connectivity, which may not be available in all settings. Further study and expansion of this pilot are needed to assess success in other settings.
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Chand, David V. "Observational Study Using the Tools of Lean Six Sigma to Improve the Efficiency of the Resident Rounding Process." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 144–50. http://dx.doi.org/10.4300/jgme-d-10-00116.1.
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Abstract Background Recent focus on resident work hours has challenged residency programs to modify their curricula to meet established duty hour restrictions and fulfill their mission to develop the next generation of clinicians. Simultaneously, health care systems strive to deliver efficient, high-quality care to patients and families. The primary goal of this observational study was to use a data-driven approach to eliminate examples of waste and variation identified in resident rounding using Lean Six Sigma methodology. A secondary goal was to improve the efficiency of the rounding process, as measured by the reduction in nonvalue-added time. Methods We used the “DMAIC” methodology: define, measure, analyze, improve, and control. Pediatric and family medicine residents rotating on the pediatric hospitalist team participated in the observation phase. Residents, nurses, hospitalists, and parents of patients completed surveys to gauge their attitudes toward rounds. The Mann-Whitney test was used to test for differences in the median times measured during the preimprovement and postimprovement phases, and the Student t test was used for comparison of survey data. Results and Discussion Collaborative, family-centered rounding with elimination of the “prerounding” process, as well as standard work instructions and pacing the process to meet customer demand (takt time), were implemented. Nonvalue-added time per patient was reduced by 64% (P = .005). Survey data suggested that team members preferred the collaborative, family-centered approach to the traditional model of rounding. Conclusions Lean Six Sigma provides tools, a philosophy, and a structured, data-driven approach to address a problem. In our case this facilitated an effort to adhere to duty hour restrictions while promoting education and quality care. Such approaches will become increasingly useful as health care delivery and education continue to transform.
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So, Kit Ying, Hiu Fai Ko, Cindy Sin Yui Tsui, Chi Yeung Yeung, Yee Ching Chu, Veronica Ka Wai Lai, and Anna Lee. "Brief compression-only cardiopulmonary resuscitation and automated external defibrillator course for secondary school students: a multischool feasibility study." BMJ Open 10, no. 10 (October 2020): e040469. http://dx.doi.org/10.1136/bmjopen-2020-040469.
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ObjectivesThis study assessed the feasibility and preliminary efficacy of a 2-hour compression-only cardiopulmonary resuscitation and automated external defibrillator (CO-CPRAED) course in secondary school students.DesignProspective pre-post feasibility study.Setting and participants128 students (12–15 years old) without prior basic life support (BLS) training at four secondary schools in Hong Kong. All students were followed up at 3 months after training.InterventionsEmergency medicine-trained nurse and physicians taught the 2-hour CO-CPRAED course using the American Heart Association ‘CPR in School Training Kit’ programme. Students were trained in groups up to 40 students/session, with an instructor to student ratio not exceeding 1:10. To practise hands-on compressions, the manikin to student ratio was 1:1. For a simulated cardiac arrest, the manikin and AED to student ratio was 1:10.Primary and secondary outcomesCPR and AED knowledge, attitude statements towards bystander CPR and AED, quality of BLS performance skills during training and at 3 months.ResultsSome students (46%) knew how deep to push on an adult chest when doing CO-CPR before training. The course was associated with an increase in knowledge score (pretraining 55%, post-training 93%; adjusted mean difference (MD) 38%, 95% CI 33% to 43%; p<0.001). Most students (68%) thought that CPR education in senior secondary school was essential before training. The students had a very positive attitude towards CPR; no change in the mean (SD) attitude score out of 30 over time (pretraining 27.2 (2.5), post-training 27.6 (2.7); adjusted MD 0.5, 95% CI −0.1 to 1.0; p=0.132). Most students were competent in performing BLS immediately after training (77%) and at 3 months (83%) (adjusted MD 6%, 95% CI −4% to 15%; p=0.268).ConclusionsThe results demonstrate the feasibility of scaling up the number of secondary schools trained in a brief CO-CPRAED course within the local school curriculum.
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Talukder, Md Humayun Kabir, Md Nuruzzaman, and Tahmina Nargis. "Introducing Interprofessional Education to Foster Patient Centred Health Care : A Quasi Experimental Experience in Bangladesh." Chattagram Maa-O-Shishu Hospital Medical College Journal 15, no. 1 (July 17, 2016): 3–7. http://dx.doi.org/10.3329/cmoshmcj.v15i1.28752.
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Introduction: Interprofessional education is considered to be an innovative and useful concept to accelerate the effort of transforming health professional education under health systems perspective. Generally Interprofessional Education (IPE) occurs when two or more professionals belong to different professional groups learn together through mutual interaction with the purpose to improve collaboration and the quality of care. The key for IPE is that the learning must be interactive. It is an important step in advancing health professional education for many years and has been endorsed by the Institute of Medicine as a mechanism to improve the overall quality of health care.Methods: Realizing the importance of IPE, a quasi experimental study was undertaken and conducted in Bangladesh in May 2014. Sample size was 32 out of which 15 teachers (Such as Professor, Associate Professor, Assistant Professor, Lecturer and Instructor) and 17 students of medical, dental, nursing, medical technology and allied health science institutes. All the participants voluntarily attended 5 sessions on basic concept on IPE, role delineation, communication, teamwork & team building and patient centered care followed by group work and group activities within three consecutive days. After those 5 sessions, views of the participants were sought through self administered structured questionnaire after data entry and analysis.Results: According to the study, 100% participants viewed that medical, dental, nursing, and medical technologists should have few common sessions in their student life while about 90.7% respondents opined that those sessions will develop positive relationship among them, which will help to feel and honor each others professional responsibilities viewed by all the respondents. It was also revealed that 96.9% respondents viewed that IPE sessions in student life will help to reduce silos in professional life. Better team work among doctors, nurses and medical technologists will ensure patient centered better health care was viewed by 100% respondents. Study recommended introducing IPE in Bangladesh to foster patient centered health care.Conclusion and Recommendation: The study concluded with recommendation that specific sessions for IPE should be incorporate in the under graduate education curriculum of the health professionals during their academic period and also during in- service period at workplace as part of their professional development to promote quality of care.Chatt Shi Hosp Med Coll J; Vol.15 (1); Jan 2016; Page 3-7
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Mbuthia, Nickcy Nyaruai, and Mary M. Moleki. "Perspectives on Patient Safety Education in the Kenyan Preregistration Nursing Curriculum." Africa Journal of Nursing and Midwifery 20, no. 2 (October 25, 2018). http://dx.doi.org/10.25159/2520-5293/3866.
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Patient safety education is recognised as a key ingredient in the development of safety competencies in healthcare professionals. To ensure that patient safety is emphasised in the preregistration education, it is important that it be integrated explicitly in the curriculum. This study aimed at identifying explicit patient safety concepts in the Kenyan nursing curriculum and exploring the perspectives of the nursing faculty members and clinical nurses on the integration of patient safety in the curriculum. A qualitative content analysis was conducted on the relevant curriculum documents from two universities. In-depth, semi-structured interviews were conducted on a purposive sample of 13 staff members of the nursing faculty from the university and 14 clinical nurses from the hospitals where the students undergo clinical instruction. A thematic analysis was carried out on the transcribed interviews from which four themes and subthemes emerged. The curriculum content analysis did not identify any explicit patient safety content but the content was rather implicit within the curriculum as a series of statements and inferences to patient safety. The themes included curriculum issues, student characteristics, a patient safety culture, clinical education issues, and the academic-clinical relationship. To ensure training of a nurse who is competent in patient safety, the concepts must be integrated in the curriculum, the academic and clinical faculties need to be well equipped to teach and assess these concepts, the patient safety culture in clinical placement sites should be conducive to allow for learning about patient safety, and better collaboration between the academic and clinical settings for integration of patient safety in nursing education should be realised.
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Emberda, Eric John. "Preface." UIC Research Journal 17, no. 2 (October 11, 2011). http://dx.doi.org/10.17158/206.
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Preface<br />The last eight months (May to December of 2011) have been very hectic for the UIC Research and Development Center since there were three research forums that we organized to facilitate the dissemination of 18 studies that appear in this issue (Volume 17 Number 2 October 2011) of our faculty research journal. The bulk of work that Ms. Emma V. Sagarino and I had to finish is hard to describe but we are thankful that despite of such challenge, we still finally get hold of this issue. Of course, the Research Committee and the Panel of Reviewers as well as all the writers are very significant to this effort. Without them, the release of this issue would have not been made possible. A million thanks to all of you!<br /><br />This particular issue is divided into six sections, namely Health, Engineering & Engineering Education, Curriculum & Instruction, Social Sciences, Science & Math Education, and Information Technology<br />Education.<br /><br />Three studies on Health led by Marlon B. Sepe, S. Ma. Remegia M. Cirujales and Emma V. Sagarino report about an innovative technology that can ensure a safe drinking water and alleviate poverty to the people in rural communities, the working conditions of Filipino nurses abroad, and the status of women’s health in selected banana plantations, respectively.<br /><br />The UIC Engineering Faculty has managed to complete three studies delving into the safety practices in engineering field and current instructional strategies directly affecting the engineering curricula. The researchers for Engineering and Engineering Education are Bryant S. Arante, Renan P. Limjuco collaborating with Fr. Francisco G. Glover and Isagani M. Mendez, and Neil C. Capricho with Michael M. Obenque and Fe Monique F. Musni. <br /><br />In the section Curriculum and Instruction, two studies concerning the intensification of instruction, curriculum, and research in UIC were authored by Alvin O. Cayogyog who worked with Reynaldo O. Cuizon, and Emma V. Sagarino with Deogracia B. Corpuz. The first study tackled constructs such as Capability, Culture, and Passion for research and their relationships to each other, while the second investigation analyzed the 5-year performance of the UIC BS in Accountancy graduates in CPA board examinations.<br /><br />Meanwhile, three research articles appear in Social Sciences section. One of them was done by Mona L. Laya and Jason N. Marquez, who described in their work the brand of leadership that is epitomized by Rodrigo<br />R. Duterte. Then, Bienvinido E. Infante and Maribeth Q. Galindo, leading the Social Science Faculty, documented the multi-faceted experiences of foreign students in UIC, and the team of Alvin O. Cayogyog and Ariel E. San Jose investigated the lived philosophies of LGU Officials in reference to their human core faculties.<br /><br />The section for Science and Math Education accommodates the scholarly works of Adorico M. Aya-ay, Orcheliza L. Paramo, and Renan P. Limjuco who shared the findings of their own investigations about the distribution and relative abundance of medium-sized arboreal mammals at Mt. Mahuson, Mount Apo, development and validation of teacher’s laboratory competence evaluation instrument, and creative learning enrichment for mathematics appreciation, respectively, to elevate the quality of science and mathematics education in the university.<br /><br />Three ICT researchers were highlighted in the section Information Technology Education. Shenna Rhea A. Maranguit, et. al., conducted a study entitled Developing a Server-Side Scripting Language Converter for Translating ColdFusion to PHP, while Eric John G. Emberda, et. al., completed their work Developing a Web Proxy Server Application to Minimize Cross-Site Scripting Attacks. Exander T. Barrios, et.al., contributed two different studies. They are entitled A Consolidated Web Browser Interface Using Multiple Browser Libraries for Testing Web Designs and Implementing Symmetric Cryptography on SMS Messaging for Generic Phone Using J2ME Platform. These four studies deal with software development which aims to offer new features to the existing applications available in the Internet. The designs were conceptualized involving several stages and upon consultation with software developers in the region as well as with the intended users of the proposed technologies.<br /><br />
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Tobias, Joseph, Aaron Cunningham, Kelsi Krakauer, Deepthi Nacharaju, Lori Moss, Carlos Galindo, Michael Roberts, et al. "Protect Our Kids: a novel program bringing hemorrhage control to schools." Injury Epidemiology 8, S1 (September 2021). http://dx.doi.org/10.1186/s40621-021-00318-w.
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Abstract Background Following the shooting at Sandy Hook Elementary School, the Hartford Consensus produced the Stop the Bleed program to train bystanders in hemorrhage control. In our region, the police bureau delivers critical incident training to public schools, offering instruction in responding to violent or dangerous situations. Until now, widespread training in hemorrhage control has been lacking. Our group developed, implemented and evaluated a novel program integrating hemorrhage control into critical incident training for school staff in order to blunt the impact of mass casualty events on children. Methods The staff of 25 elementary and middle schools attended a 90-minute course incorporating Stop the Bleed into the critical incident training curriculum, delivered on-site by police officers, nurses and doctors over a three-day period. The joint program was named Protect Our Kids. At the conclusion of the course, hemorrhage control kits and educational materials were provided and a four-question survey to assess the quality of training using a ten-point Likert scale was completed by participants and trainers. Results One thousand eighteen educators underwent training. A majority were teachers (78.2%), followed by para-educators (5.8%), counselors (4.4%) and principals (2%). Widely covered by local and state media, the Protect Our Kids program was rated as excellent and effective by a majority of trainees and all trainers rated the program as excellent. Conclusions Through collaboration between trauma centers, police and school systems, a large-scale training program for hemorrhage control and critical incident response can be effectively delivered to schools.
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Fruchtl, Eileen, and Caitlyn Allen. "Onward and Upward: The Future of Nursing Education." Patient Safety, December 16, 2022, 42–47. http://dx.doi.org/10.33940/interview/2022.12.5.
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As nurses around the globe battled COVID, one inconvenient truth became glaring: There were not enough nurses to provide care. And those shortages will only get worse. Now that we have emerged from the pandemic, nurse educators have become more important than ever. What does future curricula look like? How can technology augment training and staffing? How can we ensure the next generation of nurses is dynamic enough for whatever might come their way? Patient Safety managing editor, Caitlyn Allen, sat down with Cedar Crest College senior instructor Eileen Fruchtl to learn more.
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Isangula, Kahabi, Eunice S. Pallangyo, Columba Mbekenga, Eunice Ndirangu-Mugo, and Constance Shumba. "Factors shaping good and poor nurse-client relationships in maternal and child care: a qualitative study in rural Tanzania." BMC Nursing 21, no. 1 (September 5, 2022). http://dx.doi.org/10.1186/s12912-022-01021-x.
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Abstract Background Evidence indicates that poor nurse-client relationships within maternal and child health (MCH) continues to impact trust in formal healthcare systems, service uptake, continuity with care and MCH outcomes. This necessitates contextualized innovative solutions that places both nurses and clients at the forefront as agents of change in optimizing intervention designs and implementation. This study explored nurses and clients’ perspectives on the factors shaping nurse-client relationships in MCH care to generate evidence to guide subsequent steps of human centered design (HCD) that involve designing effective strategies for improving therapeutic relationships in Shinyanga, Tanzania. Methods Qualitative descriptive design was employed. About 9 Focus Group Discussions (FGDs) and 12 Key Informant Interviews (KIIs) with purposefully selected nurses and midwives, women attending MCH services and administrators were conducted using semi-structured interview guides in Swahili language. Data were transcribed and translated simultaneously, managed using Nvivo Software and analyzed thematically. Results Factors shaping nurse-client relationships were heuristically categorized into nurse, client and health system factors. Nurse contributors of poor relationship ranged from poor reception and hospitality, not expressing care and concern, poor communication and negative attitudes, poor quality of services, job dissatisfaction and unstable mental health. Client contributors of poor relationship include being ‘much know’, late attendance, non-adherence to procedures and instructions, negative attitudes, poor communication, inadequate education and awareness, poverty, dissatisfaction with care, faith in traditional healers and unstable mental health. Health system contributors were inadequate resources, poor management practices, inadequate policy implementation and absence of an independent department or agency for gathering and management of complaints. Suggestions for improving nurse-client relationship included awards and recognition of good nurses, improving complaints mechanisms, continued professional development, peer to peer learning and mentorship, education and sensitization to clients, improving service quality and working conditions, improving renumeration and incentives, strengthening nursing school’s student screening and nursing curriculum and improving mental health for both nurses and clients. Conclusions The factors shaping poor nurse- client relationships appear to extend beyond nurses to both clients and healthcare facilities and system. Implementation of effective interventions for addressing identified factors considering feasibility and acceptance to both nurses and clients using novel strategies such as HCD could pave the way for employing good nurse-client relationships as a tool for improving performance indicators and health outcomes within MCH care.
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Beiranvand, Shourangiz, Sima Mohammad Khan Kermanshahi, Robabeh Memarian, and Mohammad Almasian. "From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study." BMC Nursing 21, no. 1 (January 4, 2022). http://dx.doi.org/10.1186/s12912-021-00797-8.
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Abstract Background Transition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. Methods A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. Results After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005). Conclusions This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.
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Hoskins, Katelin, Christine Grady, and Connie Ulrich. "Ethics Education in Nursing: Instruction for Future Generations of Nurses." OJIN: The Online Journal of Issues in Nursing 23, no. 1 (January 31, 2018). http://dx.doi.org/10.3912/ojin.vol23no01man03.
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Ethics education in nursing provides a critical foundation for addressing ethical questions that arise in the patient-provider relationship. These questions are many and often include central concerns surrounding truth-telling, informed consent, and protecting the rights and welfare of patients and families in decision making. The lack of ethics preparation at both the undergraduate and graduate level hampers nurses’ ability to work collaboratively with other team members and share their voices when ethical issues confront clinicians and their patients and families. The purpose of this article is to discuss the importance of ethics education in nursing, identifying gaps in ethics education in nursing curricula, and review specific content issues within ethics curricula and future directions. We highlight the research and clinical opportunities that support ethics education, and offer innovative methods for ethics pedagogy. We also examine what we may learn from medicine. The article ends with recommendations and a conclusion to address ways to incorporate ethics inquiry in nursing curricula for educating future generations of nurses.
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"The Impact of Nurse Educators on Nursing Education: The Need for Certification." Journal of Nursing & Healthcare 2, no. 4 (November 20, 2017). http://dx.doi.org/10.33140/jnh/02/04/00005.
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Nurse educators perform a critical role and function impacting thousands of nursing students each year in the delivery of safe, evidence-based, high quality care of patients. When evaluating the impact of the educational activities, it is also critical that nurse educators have the knowledge, skills, and abilities to identify and measure the outcomes of the instruction delivered. Nurse educators must also have in-depth knowledge of teaching and learning styles, technology such as simulation, and the diversity that is present in the nursing school classroom. All of these factors impact curriculum development and delivery. Obtaining certification as a nurse educator indicates that a standard of excellence as a nurse educator has been achieved that sends a positive message to the public about the quality of instruction nursing students receive in nursing education programs.
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Man Ho, Ka, Yiu Han Chan, Victor Cheung, Sim Chu Agnes Cheung, Sze Sze So, Cheuk Ting Chung, Wing Yiu George Ng, Hang Kwong Eric So, and Nam Hung Chia. "MO1051: Standardized Simulation Education Program with Summative Assessment on Exchange Procedure of Ultrabag System for Peritoneal Dialysis: Innovations in Practical Recommendations." Nephrology Dialysis Transplantation 37, Supplement_3 (May 2022). http://dx.doi.org/10.1093/ndt/gfac091.009.
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Abstract BACKGROUND AND AIMS Inexperience in practicing peritoneal dialysis (PD) and lack of standard education program under the instruction of qualified renal nurses are known causes of peritonitis in patients with chronic renal failure [1]. Thus far, the standardized and validated curriculum for Continuous Ambulatory Peritoneal Dialysis (CAPD) training has not been well-established under simulation-based education model [2]. We aimed i) to develop a well-structured and standardized educational training program on exchange procedure of Ultrabag system and ii) to evaluate the degree of acquisition in domains of cognitive (knowledge) and psychomotor (skills) by summative assessment using valid and reliable knowledge evaluation index and performance checklist. METHOD Following an invention of 3D-printed CAPD device, ‘Helping Hands’ in closed system operation, the Renal Unit in the Department of Medicine and Multi-Disciplinary Simulation and Skills Centre (MDSSC) in Queen Elizabeth Hospital (QEH) formulated a standard 5-day CAPD training to equip PD patients with knowledge and skills for safe Ultrabag exchange. In order to optimize training effectiveness and assessment standards, the program was designed with ‘6 (+2 additional) guiding questions’ from the International Society for Peritoneal Dialysis (ISPD) document [3]. Scoring Checklist with specific and relevant items, such as fixation of the connecting catheter, parallel point-to-point connection and procedures in placing disinfection cap, could strengthen internal validity. RESULTS In 2021, 17 CAPD patients with partial impairment in vision (12, 71%) or eye-hand coordination (13, 77%) attended this education program. Post-training assessment showed that participants had improved cognitive knowledge (M = 71%; A Grade (>80 marks) = 5, 29% B Grade (60–80 marks) = 9, 53%; C Grade (<60 marks) = 3, 18%) and psychomotor skills (100% achievement in simulation task). Except for 1 participant who required additional training session and re-assessment, 94% of them passed the simulation examination by completing all procedures without any assistance in one-take. A validated educator-guided scheme of psychomotor skills in proper use of CAPD is recommended with six operational phases: CONCLUSION Repetitive performance in task-specific procedure of bag exchange, coupled with constructive feedback from experienced renal nurse educators and well-validated assessment (with a standardized scoring sheet and checklist), resulted in improved skill performance. The training program, correspondent with traditional concept of Miller's pyramid (1990), demonstrated how CAPD novice turns skillful user by developing competence in cognition with factual knowledge of dialysis (‘Knows’) and verbalization of rationale and flows of PD (‘Knows How’); and competence in behavior with simulation practice with CAPD device (‘Shows’) and summative assessment demonstrating mastery of safe bag exchange skills to be integrated into everyday practice (‘Does’). Further studies may be warranted to investigate whether knowledge and skills acquired before use of CAPD could be carried over time and on how education program accounts for risk minimization of CAPD-related peritonitis and survival rate.