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Kim, Son C., Caroline E. Brown, Willa Fields, and Jaynelle F. Stichler. "Evidence-based practice-focused interactive teaching strategy: a controlled study." Journal of Advanced Nursing 65, no. 6 (June 2009): 1218–27. http://dx.doi.org/10.1111/j.1365-2648.2009.04975.x.
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Belowska, Jarosława, Mariusz Panczyk, Aleksander Zarzeka, and Joanna Gotlib. "Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice." Polish Journal of Public Health 125, no. 4 (December 1, 2015): 201–4. http://dx.doi.org/10.1515/pjph-2015-0055.
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Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.
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Šakalytė, Danguolė, and Valdonė Indrašienė. "EVIDENCE-BASED PRACTICE TEACHING INTEGRATION IN COLLEGE NURSING STUDIES: HISTORICAL AND LEGAL ASPECTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 685–95. http://dx.doi.org/10.17770/sie2021vol1.6182.
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To better understand and analyze the education of evidence-based practice, it is necessary to review the context and premises of the formation of evidence-based practice itself. The beginning of the evidence-based practice movement in the teaching of health professionals’ dates back to 1910 and looking at the health care system; first, there was evidence-based medicine. In 1990, Sackett's initiative at McMaster University in Canada, it was decided to change the term "evidence-based medicine" to "evidence-based practice" (Mackey Bassendowski, 2017; Thom Eaves, 2015). In nursing, the beginning of evidence-based practice is linked to the reforms of nursing science and practice by the first nursing researcher, Florence Nightingale, from 1854 to 1910, although the term of “evidence-based practice” was not yet known at the time. The professional training of nurses as one of the leading health professionals is related to health policy and the development of nursing science. The European Qualifications Framework (EHEA) defines the expected learning outcomes for professionals with a bachelor's degree, including the skills to find, evaluate, reflect, and apply scientific information in practice (Bologna Working Group, 2005). Despite international and national recommendations, it is difficult for many higher education institutions to refine the steps of teaching evidence-based practice in nursing study programs. These difficulties are revealed by the ambiguity in the definition of the concept of evidence-based practice (Horntvedt et al. 2018).The problematic question is: What is the basis for integrating evidence-based practice training into college nursing study programs?The study is based on the scientific literature review.
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Martínez-Linares, Jose Manuel, Rocío Martínez-Yébenes, Francisco Antonio Andújar-Afán, and Olga María López-Entrambasaguas. "Assessment of Nursing Care and Teaching: A Qualitative Approach." International Journal of Environmental Research and Public Health 16, no. 15 (August 3, 2019): 2774. http://dx.doi.org/10.3390/ijerph16152774.
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Background: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students’ participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. Methods: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. Results: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. Conclusion: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.
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Patelarou, Athina E., Enkeleint A. Mechili, María Ruzafa-Martinez, Jakub Dolezel, Joanna Gotlib, Brigita Skela-Savič, Antonio Jesús Ramos-Morcillo, et al. "Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review." International Journal of Environmental Research and Public Health 17, no. 17 (August 31, 2020): 6351. http://dx.doi.org/10.3390/ijerph17176351.
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Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.
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Skela-Savič, Brigita, Joanna Gotlib, Mariusz Panczyk, Athina E. Patelarou, Urban Bole, Antonio Jesús Ramos-Morcillo, Stefano Finotto, et al. "Teaching evidence-based practice (EBP) in nursing curricula in six European countries—A descriptive study." Nurse Education Today 94 (November 2020): 104561. http://dx.doi.org/10.1016/j.nedt.2020.104561.
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Chu, Tsung-Lan, Jeng Wang, Lynn Monrouxe, Yu-Chih Sung, Chen-li Kuo, Lun-Hui Ho, and Yueh-E. Lin. "The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study." PLOS ONE 14, no. 1 (January 15, 2019): e0210606. http://dx.doi.org/10.1371/journal.pone.0210606.
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Myrick, Florence, Florence Luhanga, Diane Billay, Vicki Foley, and Olive Yonge. "Putting the Evidence into Preceptor Preparation." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/948593.
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The term evidence-based practice refers to the utilization of knowledge derived from research. Nursing practice, however, is not limited to clinical practice but also encompasses nursing education. It is, therefore, equally important that teaching preparation is derived from evidence also. The purpose of this study was to examine whether an evidence-based approach to preceptor preparation influenced preceptors in a assuming that role. A qualitative method using semistructured interviews was used to collect data. A total of 29 preceptors were interviewed. Constant comparative analysis facilitated examination of the data. Findings indicate that preceptors were afforded an opportunity to participate in a preparatory process that was engaging, enriching, and critically reflective/reflexive. This study has generated empirical evidence that can (a) contribute substantively to effective preceptor preparation, (b) promote best teaching practices in the clinical setting, and (c) enhance the preceptorship experience for nursing students.
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Tayebi Myaneh, Zahra, Maryam Azadi, Seyedeh Zahra Hosseinigolafshani, and Farnoosh Rashvand. "Effect of Evidence-Based Nursing Care Guidelines on the Quality of Care of Patients in Neurosurgical Intensive Care Units." Journal of Qazvin University of Medical Sciences 24, no. 1 (April 1, 2020): 56–67. http://dx.doi.org/10.32598/jqums.24.1.6.
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Background: Evidence-based nursing care guidelines are important tools for increasing the quality of nurses’ clinical work. Objective: The aim of this study was to investigate the effect of implementing evidence-based nursing care guidelines on the quality of care of patients admitted to the Neurosurgical Intensive Care Units (NICUs). Methods: This is a quasi-experimental study on 54 nurses in NICUs of hospitals affiliated to Qazvin University of Medical Sciences selected using a convenience sampling technique and divided into two groups of intervention and control. The intervention included the teaching of evidence-based nursing guidelines and their implementation by the nurses. Before and two months after the intervention, the demographic characteristics and the quality of nurses’ patient care in both groups was evaluated by using a demographic form and a standard checklist with 37 items designed based on the standards of practice for All Registered Nurses (ANA). Data were analyzed in SPSS software using descriptive statistics (Mean±SD), and paired t-test, independent t-test and chi-square test. Findings: The mean score of nursing care quality in the two groups was not significantly different before intervention (P>0.05). After intervention, the mean score was 25.11±6.2 in the intervention group and 20.29±5.3 in the control group, and the difference was statistically significant (P<0.05). Conclusion: Implementation of evidence-based nursing care guidelines can improve the quality of nursing care. Therefore, it is recommended that the teaching of evidence-based nursing care guidelines should be on the agenda of the hospitals’ education unit and related departments.
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Kailani, Ahmad, and Tenny Murtiningsih. "TEACHING ENGLISH FOR NURSING BY USING TASK-BASED LANGUAGE TEACHING." International Journal of Educational Best Practices 3, no. 2 (October 1, 2019): 28. http://dx.doi.org/10.31258/ijebp.v3n2.p28-40.
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English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of an appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students' responses to the implementation of Task-Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.
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Dahal, Sailaza. "Knowledge and attitude toward evidence based practice among nurses of a tertiary care teaching hospital, Nepal." Journal of Patan Academy of Health Sciences 6, no. 1 (June 30, 2019): 55–60. http://dx.doi.org/10.3126/jpahs.v6i1.27081.
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Introductions: Evidence Based Practice (EBP) raises the standard of nursing practice. The objective of this study was to assess knowledge and attitude toward EBP among nurses of Patan Hospital, Patan Academy of health Sciences (PAHS), Nepal.
Methods: This was a cross-sectional study conducted from 12th August to 7th September 2018. Convenience sampling was used to select nurses with bachelor degree in nursing, working at Patan Hospital, PAHS, Nepal. Data were collected using self-administered semi-structured questionnaire to find out knowledge and attitude of nurses towards EBP.
Results: Out of 125 nurses participated, 61 (48.8%) had average level of knowledge, 19 (15.2%) had good knowledge and 45 (36.0%) poor level of knowledge of EBP. Positive attitude toward EBP was found in 123 (98.4%). There was weak positive (r = 0.263) relationship between knowledge and attitude of EBP.
Conclusions: Nearly half of the nurses had an average level of knowledge regarding EBP, and nearly all had positive attitude toward it.
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Deng, Haiyan, and Chunyan Li. "A Hadoop-Based Online Teaching Model of "VisibleBody"." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 46. http://dx.doi.org/10.3991/ijet.v16i11.23219.
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It is the responsibility of nursing educators to cultivate community nursing professionals who can adapt to the post and meet social needs. However, there exist some problems in current community nursing curriculum education such as inconsistent teaching content and different levels of teachers’ lecturing. In this study, a good educational resource ecosystem was established in virtue of the mighty flexibility and expansibility of hadoop technology, the resources in community nursing teaching courses are stored in the hadoop cloud resource library. At the same time, community nursing online course resources were newly designed and improved through HdoopYarn resource scheduling algorithm, thereby realizing the establishment of a virtual experimental environment for nursing major. VisibleBody virtual medical software was applied to the internship and practical training, specifically in 12 knowledge units of 5 modules according to the characteristics of this course, demonstrating a deep-level human body structure and accurate nursing operation. An objective structured clinical examination mode was adopted in the teaching method, which could create a simulated community nursing situation during teaching, so that students could complete standardized patient assessment and examination within the given time, and accept testers’ questions and acquire results. It was found from the teaching practice that the application of teaching model is conductive to enhancing students' academic performance and improving community nursing capabilities, including problem-solving competence, communication skills, teamwork ability, etc.
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Khammarnia, Mohammad, Mahsa Haj Mohammadi, Zahra Amani, Shahab Rezaeian, and Fatemeh Setoodehzadeh. "Barriers to Implementation of Evidence Based Practice in Zahedan Teaching Hospitals, Iran, 2014." Nursing Research and Practice 2015 (2015): 1–5. http://dx.doi.org/10.1155/2015/357140.
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This study aimed to determine the barriers to implementation of EBP among nurses. This cross-sectional study was conducted in Zahedan City, South East of Iran, in 2014. The questionnaire of barriers to implementation of EBP consists of 27 statements which was distributed among 280 nurses. More than half of the participants agreed that 56% and 57% of barriers to implementation of evidence based practice are related to organizational and individual aspects, respectively. Participants identified barriers at organizational level included the lack of human resources (78.3%), lack of internet access at work (72.2%), and heavy workload (70.0%). Barrier at individual level included lack of time to read literature (83.7%), lack of ability to work with computer (68.8%), and insufficient proficiency in English language (62.0%). Age, educational level, job experience, and employment status were associated with organizational barriers to implementation of EBP. At the individual level only education was associated with barriers to implementation of EBP. Barriers to implementation of EBP occur at both individual and organizational levels. The indicator of quality in nursing practice is EBP. Hence, familiarity with EBP is recommended for Iranian nurses. In addition, knowledge of barriers will help health care system and policy makers to provide a culture of EBP.
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Chunyan Li, and Siyuan Tang. "Evaluation and Study on Medical Nursing Teaching Based on Neural Network." International Journal of Digital Content Technology and its Applications 7, no. 6 (March 31, 2013): 887–95. http://dx.doi.org/10.4156/jdcta.vol7.issue6.100.
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Shanta, Linda L., Constance B. Kalanek, Patricia Moulton, and Terri Lang. "Evidence for Policy and Regulation." Policy, Politics, & Nursing Practice 12, no. 4 (November 2011): 224–35. http://dx.doi.org/10.1177/1527154411429863.
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Nurses often do not become faculty through deliberate intention; rather they enter the role because of circumstance. While they may be expert practitioners, they are often not prepared for faculty roles. Unlike traditional preparation for nursing practice, which requires clinical education, the role of nurse teacher often has no systematic preparation. The purpose of the Nurse Faculty Intern (NFI) Pilot Study was to investigate the role development of nurse educators and the mechanism by which graduate students gain competencies related to pedagogy through practical experience and a relationship with mentors. Results from the study revealed need for intentional role development for the NFI. Even though NFI’s had many years of nursing experience, they expressed the need for orientation to teaching pedagogy to better use their nursing knowledge when working with students. This article will present the findings and recommendations from the study.
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Hamdoune, Meryem, and Abdellah Gantare. "Teaching palliative care skills via simulation-based learning." International Journal of Palliative Nursing 27, no. 7 (September 2, 2021): 368–74. http://dx.doi.org/10.12968/ijpn.2021.27.7.368.
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Background: The scarcity of palliative care (PC) services in Morocco, and their absence in Settat, limits the opportunities for nursing students at the Higher Institute of Health Sciences (HIHS) to benefit from clinical placements. As a consequence of this, most students feel underprepared to care for patients with PC needs. Aim: The purpose of this study is to share a simulation-based learning experience in a PC context and to evaluate the effectiveness of this learning method. Methods: The simulation experience took place in the simulation centre of the HIHS and involved 20 nursing students in their second year. The main goal of the simulation session was to simulate the support given to patients going through the five stages of grief. A post-simulation survey was conducted to explore the nursing students reflections on this learning experience. Findings: The simulation is recommended as a powerful learning approach to compensate for the lack of PC clinical placements available to nursing students. Conclusion: The simulation-based training was an excellent opportunity for nursing students to experience caring for patients in extreme end-of life-situations, which was not possible before due to the lack of specialised PC services.
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Menzel, Nancy, Du Feng, and Jessica Doolen. "Low Back Pain in Student Nurses: Literature Review and Prospective Cohort Study." International Journal of Nursing Education Scholarship 13, no. 1 (January 1, 2016): 19–25. http://dx.doi.org/10.1515/ijnes-2015-0057.
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AbstractThere is consensus that registered nurses worldwide have a high prevalence of work-related musculoskeletal disorders, particularly of the back. Patient handling activities such as lifting present the highest risk of injury, activities that begin in nursing school. A literature review identified 21 studies of back pain in nursing students, indicating a wide range of prevalence rates. A prospective cohort study of nursing students in a United States baccalaureate program followed 119 students who completed the Nordic Musculoskeletal Questionnaire upon beginning the 16 month upper division major and then a year later. There was no statistically significant change in low back pain prevalence over time. While nursing students have intermittent and brief exposure to patient handling activities, nursing schools must nevertheless protect them before they enter the high risk profession of nursing by teaching evidence-based safe patient handling techniques, empowering students to refuse unsafe manual lifts, and ensuring that the clinical settings with which they affiliate have adequate mechanical equipment available.
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Miller, Mindi, and Linda Neyer. "Mapping Information Literacy and Written Communication Outcomes in an Undergraduate Nursing Curriculum: A Case Study in Librarian-Faculty Collaboration." Pennsylvania Libraries: Research & Practice 4, no. 1 (May 23, 2016): 22–34. http://dx.doi.org/10.5195/palrap.2016.121.
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A syllabi study was conducted by the health science librarian and nursing faculty members in a baccalaureate nursing program to map information literacy and communication learning outcomes. Nursing course syllabi and assignments were examined for particular evidence of information literacy and communication learning outcomes in relationship to three sets of standards from the American Association of Colleges of Nursing and the Association of College & Research Libraries, and the rubrics of the Association of American Colleges & Universities. A crosswalk was created between the standards to identify areas where the librarian and nursing faculty could better collaborate to assist students in their achievement of these standards. The resulting analysis led to a change in the librarian’s practices with greater involvement with the nursing department. Information literacy skills are needed in a growing number of professions that value evidence-based practice, thus suggesting that similar curriculum mapping projects are useful for other academic disciplines. This project was supported by the Bloomsburg University Teaching and Learning Enhancement (TALE) Pedagogy-Related Research Grant.
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Yanto, Arief, and Warsono Warsono. "The Effectiveness of Prezi Web-Based Teaching Media to Improve Nursing Students’ Comprehension." South East Asia Nursing Research 2, no. 1 (March 31, 2020): 16. http://dx.doi.org/10.26714/seanr.2.1.2020.16-21.
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The process of nursing education requires a teaching media which straightforward to be comprehend. Inappropriate determining the teaching media leads nursing students face difficulties to receive an adequate course’s guidance from the educators. Prezi is a web-based presentation program which comprehensively integrates text, picture, animation, video and audio into one presentation file. This study is aimed to determine the effectiveness of Prezi web-based teaching media on improving nursing students’ comprehension. A quantitative-experimental method with pretest-posttest control group design was applied. A total of 176 nursing students were recruited by using non probability sampling approach. The study indicated Prezi web-based teaching media showed significant result on improving students’ knowledge. The determination of Prezi web-based program is suggested to improve students’ comprehension in nursing education.
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King,, Beth M., Charlotte D. Barry,, and Shirley C. Gordon,. "The Lived Experience of Teaching and Learning From Nursing Situations: A Phenomenological Study." International Journal of Human Caring 19, no. 4 (June 2015): 62–65. http://dx.doi.org/10.20467/1091-5710.19.4.62.
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This study offers insight into an innovative approach to teaching and learning nursing through the use of nursing situations. A Heideggerian, hermeneutic phenomenological study of the lived experience of teaching and learning from nursing situations was conducted with 10 participants, all of whom had taught in a caring-based curriculum and had experience teaching from nursing situations. The data revealed 3 relational themes: Focusing on the Discipline of Nursing, Moving Away From the Way We Were Taught, and Trusting the Process. A constitutive pattern emerged, Learning to Dance, expressing the alternating rhythms of teacher and student.
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Bingham, Tricia Jane, Josie Wirjapranata, and Shirley-Ann Chinnery. "Merging information literacy and evidence-based practice for social work students." New Library World 117, no. 3/4 (March 14, 2016): 201–13. http://dx.doi.org/10.1108/nlw-09-2015-0067.
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Purpose – This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland. Design/methodology/approach – A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy. Findings – This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied. Research limitations/implications – As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines. Practical implications – This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory. Social implications – To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients. Originality/value – The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work.
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Barbosa, Sayonara de Fatima Faria, and Heimar de Fatima Marin. "Web-based simulation: a tool for teaching critical care nursing." Revista Latino-Americana de Enfermagem 17, no. 1 (February 2009): 7–13. http://dx.doi.org/10.1590/s0104-11692009000100002.
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The objectives of this study were to develop, to implement and to evaluate a web-based simulation for critical care nursing, as a tool for teaching nursing students at the undergraduate level. An adapted methodology was used to develop teaching material in a web-based learning environment, consisting of three evaluation phases (ergonomic, pedagogical and usability), carried out by web-designers/programmers, nursing teachers/nurses, and undergraduate nursing students. The research tools used were three different evaluation forms, based on a five-point Likert scale, which were applied after using the simulation. The results garnered from the forms show positive analyses in every evaluation, with special emphasis on the encouragement of learning in the pedagogical evaluation period. In the usability evaluation, the highlight was on the students' satisfaction in using the environment and how easy it was to navigate. This shows the feasibility of using this simulation to improve the learning process.
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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.
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The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012).
In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others.
To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course.
References:
Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press.
Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60.
McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib
Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577.
Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01.
Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016
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Asegid, Agezegn, and Nega Assefa. "Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis." Frontiers of Nursing 8, no. 3 (September 1, 2021): 193–208. http://dx.doi.org/10.2478/fon-2021-0021.
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Abstract Objective To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is an active learning strategy involving the use of various resources to assimilate the real situation. It enables learners to improve their skills and knowledge in a coordinated environment. Methods Systematic literature search of original research articles was carried out through Google Scholar, Medline, and Cochrane Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019, and published in the English language, were included in this study. Methodological quality was assessed by Joanna Briggs Institute, and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies (ROBINS-I) checklists. Results Initially, 638 titles were obtained from 3 sources, and 24 original studies with 2209 study participants were taken for the final analysis. Of the total studies, 14 (58.3%) used single group prep post design, 7 (29.1%) used high fidelity simulator (HFS), and 7 (29.1%) used a virtual simulator (VS). Twenty (83.3%) studies reported improved skill performance following simulation-based teaching. Simulation-based teaching improves skill performance among types of groups (single or double), study regions, high fidelity (HF), low fidelity (LF), and standard patient (SP) users. But the effect over virtual and medium fidelity simulators was not statistically significant. Overall, simulation-based teaching improves the skill performance score among the experimental group (d = 1.01, 95% confidence interval [CI] [0.69–1.33], Z = 6.18, P < 0.01, 93.9%). Significant heterogeneity and publication bias were observed during the pooled analysis. Conclusions Simulation did improve skill performance among the intervention groups, but the conclusion is uncertain due to the significant heterogeneity. The large extent of difference among original research has necessitated the development of well-defined assessment methods for skills and standardized simulation set-up for proper assessment of their effects.
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Li, Pan, and Chunyan Li. "A Four-in-one Teaching Model for Fundamental Nursing Based on UCD Theory." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 188. http://dx.doi.org/10.3991/ijet.v15i15.15713.
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With the change of health concept and medical mode, the nursing personnel in the 21st century will confront day by day expanding work domain, and new opportunities and challenges put forward new requirements for the scale and quality of nursing personnel training. The core problem of nursing education reform is course reform. At present, nursing specialty teaching has such problems as the lack of learning initiative and imperfect course evaluation system which seriously affect the teaching effect. Hence, this study applied UCD theory, summarized the principles of multimedia teaching design based on UCD theory, and applied it in network course design of nursing teaching. The detailed design application method expanded in detail from three aspects: course process, course content and course experience. Meanwhile, four-in-one (blended-flipped-autonomous-collaborative) teaching model was proposed. The teaching model is based on the functional structure relation between course objective and course implementation process, and element analysis model of course quality process. The course quality evaluation index system oriented to objective-process was constructed from six dimensions (including course objective adaptation, teaching resource guarantee, teaching program execution, teaching program suitability, quality assurance effectiveness and course objective attainment) to assess the application effect of four-in-one teaching model in Fundamental Nursing. The results show that the four-in-one teaching model better improves students’ self-management ability, information acquisition ability, learning and cooperation ability, compared with traditional teaching models. Objective-process course quality evaluation index system can quantify evaluation of teaching effect from multiple dimensions and make teachers optimize course design with pertinence.
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Lira, Ana Luisa Brandão de Carvalho, and Marcos Venícios de Oliveira Lopes. "Nursing diagnosis: educational strategy based on problem-based learning." Revista Latino-Americana de Enfermagem 19, no. 4 (August 2011): 936–43. http://dx.doi.org/10.1590/s0104-11692011000400012.
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This study aimed to evaluate the effectiveness of a teaching strategy on nursing diagnoses based on problem-based learning in the performance of clinical reasoning and diagnostic trial of undergraduate students. Experimental study conducted in two phases: content validation of problems and implementation of educational strategy. The results showed improvement in the data pooling ability of students in the experimental group. It is concluded that the strategy put in practice exerted a positive influence.
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Yang, Xiaoxian, Ri-Hua Xie, Si Chen, Wei Yu, Yan Liao, Daniel Krewski, and Shi Wu Wen. "Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study." JMIR mHealth and uHealth 7, no. 9 (September 5, 2019): e15386. http://dx.doi.org/10.2196/15386.
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Background Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse. Objective This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills. Methods We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method. Results A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-Efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method. Conclusions Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students’ academic performance and professional skills.
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Newton, Sarah E., Margaret Harris, and Laura Pittiglio. "Constructivist Philosophy and Nursing Student Medication Calculations." Research and Theory for Nursing Practice 27, no. 2 (2013): 88–94. http://dx.doi.org/10.1891/1541-6577.27.2.88.
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Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.
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Birkhead, Ana C. Sanchez, Lynn Clark Callister, Nicole Fletcher, Allison Holt, and Samantha Curtis. "Teaching Physiologic Birth in Maternal–Newborn Courses in Undergraduate Nursing Programs: Current Challenges." Journal of Perinatal Education 21, no. 3 (2012): 169–77. http://dx.doi.org/10.1891/1058-1243.21.3.169.
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For low-risk childbearing women, fewer technological interventions are associated with better physical and psychosocial outcomes; yet, the number of unmedicated physiologic births is decreasing. As a result, fewer undergraduate nursing students experience caring for women who choose physiologic birth, which presents a challenge for nurse educators and implications for preparing students to provide appropriate care for all childbearing women after the students graduate. This exploratory descriptive qualitative study was conducted among 150 randomly selected undergraduate nursing programs in the United States to explore the challenges of educating nursing students about low-intervention birth. Four themes described current challenges: lack of placement opportunities, education versus clinical practice, evidence-based support of physiologic birth, and the need for more research on pedagogical strategies that effectively educate future nurses to advocate for minimal intervention birth options for all women.
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Looman, Wendy S. "Teaching Systems Thinking for Advanced Family Nursing Practice: A Theory-Based Tool." Journal of Family Nursing 26, no. 1 (December 27, 2019): 5–14. http://dx.doi.org/10.1177/1074840719891439.
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Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students.
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Puplampu, Vivian Afrah, and Carolyn Ross. "Nursing faculty and student transition to a context–based learning curriculum." Journal of Nursing Education and Practice 7, no. 7 (February 14, 2017): 54. http://dx.doi.org/10.5430/jnep.v7n7p54.
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Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.
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Carroll, Karen. "Advancing Nursing Practice Through Mentoring and Teaching-Learning." Nursing Science Quarterly 34, no. 4 (September 18, 2021): 366–67. http://dx.doi.org/10.1177/08943184211031586.
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In the article that follows this introduction, there are insights into the importance of a theoretical framework for nursing practice. The authors detail the impact to nursing practice a theoretical framework provides by using a case study approach. The introductory thoughts in this article focus on inspiring mentoring models and teaching learning models within theoretically based nursing science and practice.
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Lin, Chiou-Fen, Meei-Shiow Lu, Chun-Chih Chung, and Che-Ming Yang. "A comparison of problem-based learning and conventional teaching in nursing ethics education." Nursing Ethics 17, no. 3 (May 2010): 373–82. http://dx.doi.org/10.1177/0969733009355380.
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The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.
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Kyriakoulis, Konstantinos, Athina Patelarou, Aggelos Laliotis, Andrew C. Wan, Michail Matalliotakis, Chrysoula Tsiou, and Evridiki Patelarou. "Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review." Journal of Educational Evaluation for Health Professions 13 (September 22, 2016): 34. http://dx.doi.org/10.3352/jeehp.2016.13.34.
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Purpose: The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods: The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results: Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion: Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence.
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Admaja, Rangga Kusuma, and Sulistyaningsih. "Teaching Method Used By Lecturer In Teaching English For Nursing Academy Program (A Study Of ESP)." JournEEL (Journal of English Education and Literature) 2, no. 1 (June 1, 2020): 54–64. http://dx.doi.org/10.51836/journeel.v2i1.83.
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The background of this study is English Special Purpose, English Special Purpose has a specific term for each field. English has many functions in education or profession. English has many different purpose especially in Nurse Academy Program. Regarding to this case the teacher of English should be able to teach English for the students in Nursing Academy program with the appropriete teaching method. Based on the background of the study, the purpose of the study focuses to discribe the teaching method used by lecturer in nursing academy program and the responses’ students in English in their field. The Techniques of collecting data in this research are observation, interview and questionnaire. This is a qualitative research design the writer describe the data briefly. The result of observation and interview showed that Spiral Teaching Method was the teaching method used by the lecture in teaching English of Nursing Academy Program, the method was appropriete with the concept of English special purpose. Whereas, the results of the questionnaire explain about the resposes of the students showed that the student’s majority had a positive responses, it were showed that diagram were not presentage lower in 50% and the presentage was on 50% up to 100 % in each item question. The conclusion in this research is the lecturer implements method used to teach English for special purpose in nursing academy program very well and the students gave respond positively in English in their field.
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Malik, Gulzar, Lisa McKenna, and Debra Griffiths. "Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study." Western Journal of Nursing Research 40, no. 12 (January 22, 2018): 1765–84. http://dx.doi.org/10.1177/0193945917753589.
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Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students’ appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory “ On a path to success: Endeavoring to contextualize curricula within an EBP framework” reflects academics’ endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics’ journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.
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Luo, Qiao-Qian, and Marcia A. Petrini. "A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method." Frontiers of Nursing 5, no. 3 (October 25, 2018): 175–83. http://dx.doi.org/10.1515/fon-2018-0023.
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AbstractObjectiveClinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.MethodsThe authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.ResultsThe application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.Conclusionshigh-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.
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Prabhu, Sushma. "COMPARISON OF TRADITIONAL VERSUS VIDEO BASED TEACHING ON NEUROLOGICAL ASSESSMENT AMONG UNDERGRADUATE NURSING STUDENTS." Journal of Health and Allied Sciences NU 03, no. 02 (June 2013): 029–32. http://dx.doi.org/10.1055/s-0040-1703649.
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Abstract Background: The new computer assisted and interactive video instructions have been merged into teaching system as an efficient method. This method is an effective medium for student learning, regardless of discipline and its potentials have encouraged instructors and learners to opt this method. Purpose: The current study has aimed to compare the traditional lecture method with video based teaching, in improving the knowledge and skill of Undergraduate Nursing students on Neurological assessment. Methods: This quasi experimental study was conducted on 30 undergraduate nursing students who were randomly assigned to two groups. Group A attended a lecture cum demonstration method and group B underwent video based teaching on neurological assessment. Learning level of both the groups was compared by using independent't' test. Results: In both the groups the post test scores were significantly higher than the pretest scores, but there was no statistically significant difference between group A and B. Hence both the teaching methods were found to be equally effective in improving the knowledge and skill of undergraduate nursing students on neurological assessment.
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Rusli, Ahmad, Jufrizal Jufrizal, and Hamzah Hamzah. "English for Nursing Students Based on Task-Based Learning." International Journal of Educational Dynamics 1, no. 1 (January 3, 2019): 41–54. http://dx.doi.org/10.24036/ijeds.v1i1.44.
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The aim of this research was to develop English learning materials based on task-based learning in the form of handout for nursing study program students at STIKES Aufa Royhan Padangsidimpuan. In the development process, this research used to: 1) identify the needs of teaching/learning Englishof the students; 2) develop English learning materials based on task-based learning; 3) find out the experts’ judgments about the developed handout; 4) find out the users’ perceptions about the developed handout. Research method was Research and Development (R&D). ADDIE model used to develop the handout. The result of needs analysis indicated the students needed to learn English language use in the nursing context. Then appropriate handout of English for Nursing was developed based on the result of needs analysis. Based on the experts judgments and users’ perception, the developed handout are categorized valid, effective, and practical.
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Maharjan, Babu Raja, Uttam Shrestha, Ashis Shrestha, Balakrishnan M. Acharya, Ambika Poudel, Sarala KC, and Rajesh N. Gongal. "Perception of Students and Faculty on Problem Based Learning in Proficiency Certificate Level Nursing Program." Journal of Nepal Health Research Council 18, no. 4 (January 22, 2021): 779–84. http://dx.doi.org/10.33314/jnhrc.v18i4.2667.
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Background: Patan Academy of Health Sciences intended to implement problem based learning in proficiency certificate level nursing program who have just completed grade 10. Presently in Nepal, the available literature on use of problem based learning as teaching learning methods is limited to undergraduate medicine who have passed 10+2 or equivalent. It was conducted to measure the perception of students and faculty on problem based learning in nursing program.Methods: Nursing faculty who have been involved in teaching learning of nursing curriculum were trained to conduct problem based learning and write problem based learning case. Prior to run problem based learning case, students were also oriented for the problem based learning process. A 44 students and seven faculty returned the filled data collection tool. Results: Both the students and tutors perceived that the problem based learning is an effective teaching learning method. They also found that the attributes of problem based learning such as self-directed learning, collaborative learning, team work and fun learning. Students were eager to have more problem based learning session in their curriculum. Faculty also perceived that problem based learning can be a better teaching learning methods and it can be implemented in proficiency certificate level nursing.Conclusions: This study shows the acceptance of problem based learning as a teaching learning methods in proficiency certificate level nursing program by both the students and faculty.Keywords: Nursing curriculum; PBL; perception.
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Bashar, Felor Javadi. "Assessing Attitudes towards Knowledge and use of Evidence-Based Practice among Nurses Working in a Teaching Hospital in Kuala Lumpur." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 25. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.25.
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Evidence-based practice provides the most effective care that is available with the aim of improving clients’ outcome. However, despite existing policies related to encouragement to or requirement of evidence-based practice (EBP), results of reviewed studies show nurses do not generally incorporate research evidence in their daily practice. This study aimed to assess nurses’ attitudes towards knowledge and use of EBP in a teaching hospital in Kuala Lumpur. This study used descriptive cross-sectional survey among 265 nurses (out of 851), working in the different adult medical-surgical wards, who were selected through the quota sampling. Participants in this study, reported positive attitudes towards EBP, good knowledge of EBP, but poor utilization of evidence in their practice. Results of this study affirmed the findings of previous researches, showed despite having positive attitude and perception of good knowledge/skill regarding EBP; nurses did not incorporate evidence into practice. Application of EBP in clinical setting increases the quality of patient care, clients’ outcome and nurses’ job satisfaction and retention. In this regard, nursing managers and authorities have an important role in providing supports, facilities and persuading environment to focus nurses on evidence-based practice. It is recommended that the effect of personal and professional agents on actual EBP activities among nurses should be assessed through the observational studies rather than self-report questionnaire.
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Antón-Solanas, Isabel, Isabel Huércanos-Esparza, Nadia Hamam-Alcober, Valérie Vanceulebroeck, Shana Dehaes, Indrani Kalkan, Nuran Kömürcü, et al. "Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 3 (February 2, 2021): 1357. http://dx.doi.org/10.3390/ijerph18031357.
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Cultural competence is an essential component in providing effective and culturally responsive healthcare services, reducing health inequalities, challenging racism in health care and improving patient safety, satisfaction and health outcomes. It is thus reasonable that undergraduate nursing students can develop cultural competency through education and training. The aim of this paper was to investigate nursing lecturers’ perception and experience of teaching cultural competence in four undergraduate nursing programs. A phenomenological approach was selected to illicit nursing lecturers’ perception of culture and experience of teaching cultural competence. Semi-structured personal interviews were held with a sample of 24 lecturers from four European universities. The anonymized transcripts were analyzed qualitatively following Braun and Clark’s phases for thematic analysis. Six themes and fifteen subthemes emerged from thematic analysis of the transcripts. Cultural competence was not explicitly integrated in the nursing curricula. Instead, the lecturers used mainly examples and case studies to illustrate the theory. The integration of cultural content in the modules was unplanned and not based on a specific model. Nursing programs should be examined to establish how cultural content is integrated in the curricula; clear guidelines and standards for a systematic integration of cultural content in the nursing curriculum should be developed.
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Khrais, Huthaifah, and Ali M. Saleh. "The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students." Creative Nursing 26, no. 1 (February 1, 2020): e19-e24. http://dx.doi.org/10.1891/1078-4535.26.1.e19.
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AimThe aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.MethodThis quasi-experimental study was conducted using a pretest–posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.ResultsThe mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.ConclusionThis study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.
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Folker-Maglaya, Catherine, Maureen E. Pylman, and Penny R. Marzalik. "Implementing Health Policy Initiatives: An Effective Breastfeeding Teaching Strategy for Prelicensure Nursing Students." Journal of Doctoral Nursing Practice 13, no. 2 (March 20, 2020): 156–63. http://dx.doi.org/10.1891/jdnp-d-19-00055.
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BackgroundExclusive breastfeeding for 6 months is recommended by all health professional organizations. However, women cite lack of support from health professionals as a barrier to breastfeeding. Foundational nursing education does not prepare students (future nurses) to support breastfeeding women. Therefore, an evidence-based breastfeeding curriculum “toolkit” supporting health policy was developed and implemented.ObjectiveThe study was performed to determine the effectiveness of the toolkit education compared with standard education in an associate degree nursing program.MethodsA pretest–posttest survey design with intervention and comparison groups was used. Students (N = 102) completed pre- and posttests. A 15-item survey derived from Marzalik's (2004) instrument was used to measure nursing student knowledge about breastfeeding.ResultsThe mean number of pretest questions correct were statistically the same for the control and intervention groups. Both groups showed growth in their posttest scores, however the intervention group scored significantly higher on the posttest (intervention mean = 12.34, control mean = 10.73, t value (100 df) = −4.12, p < .0001).ConclusionThe toolkit provides a curriculum that demonstrated enhanced student learning about breastfeeding.Implications for NursingUse of a reliable intervention like this breastfeeding toolkit is essential in the development of nurses who can provide effective breastfeeding support.
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Ndiwane, Abraham. "Teaching with the Nightingale Tracker Technology in Community-Based Nursing Education: A Pilot Study." Journal of Nursing Education 44, no. 1 (January 1, 2005): 40–42. http://dx.doi.org/10.3928/01484834-20050101-08.
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Mininel, Vivian Aline, Vanda Elisa Andres Felli, Everaldo José da Silva, Zelinda Torri, Ana Paula Abreu, and Maria Tereza Afonso Branco. "Workloads, strain processes and sickness absenteeism in nursing." Revista Latino-Americana de Enfermagem 21, no. 6 (December 2013): 1290–97. http://dx.doi.org/10.1590/0104-1169.2992.2366.
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OBJECTIVE: to analyze the workloads, strain processes and sickness absenteeism among nursing workers from a teaching hospital in the Brazilian Central-West. METHOD: a descriptive and cross-sectional study was developed with a quantitative approach, based on the theoretical framework of the social determination of the health-disease process. Data were collected between January and December 2009, based on records of complaints related to occupational exposure among nursing professionals, filed in the software Monitoring System of Nursing Workers' Health. For the sake of statistical analysis, relative and absolute frequencies of the variables and the risk coefficient were considered. RESULTS: 144 notifications of occupational exposure were registered across the analysis period, which represented 25% of the total nursing population at the hospital. The physiological and psychic workloads were the most representative, corresponding to 37% and 36%, respectively. These notifications culminated in 1567 days of absenteeism for disease treatment. CONCLUSIONS: the findings evidence the impact of occupational illnesses on the absenteeism of nursing workers, and can be used to demonstrate the importance of institutional investments in occupational health surveillance.
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Logsdon, M. Cynthia, Diane Eckert, Roselyn Tomasulo, and John Myers. "Self-Efficacy and Postpartum Teaching: A Replication Study." Journal of Perinatal Education 22, no. 3 (2013): 166–70. http://dx.doi.org/10.1891/1058-1243.22.3.166.
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Postpartum depression (PPD) occurs in 13% of new mothers internationally, but many do not receive treatment. In the Western world, hospital-based perinatal nurses have extended contact with new mothers and are in a unique position to teach them to recognize symptoms of and seek treatment for PPD. In this replication study framed by self-efficacy theory, teaching new mothers about PPD was predicted by a nurse’s self-efficacy related to PPD teaching, expectations for teaching from supervisor, PPD continuing education, teaching experience on other topics, and experience with observing other nurses teaching patients about PPD. The results of the study demonstrate the importance of the climate created by the nursing supervisor in which teaching about PPD is expected and facilitators of effective patient teaching are available.
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Wu, Xi Vivien, Yuchen Chi, Umadevi Panneer Selvam, M. Kamala Devi, Wenru Wang, Yah Shih Chan, Fong Chi Wee, Shengdong Zhao, Vibhor Sehgal, and Neo Kim Emily Ang. "A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors’ Teaching Competencies: Pretest and Posttest Study." Journal of Medical Internet Research 22, no. 4 (April 24, 2020): e18604. http://dx.doi.org/10.2196/18604.
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Background Clinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies. Objective This study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. Methods A quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. Results Compared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P<.001), self-efficacy (mean 70.40, SD 9.35; P<.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P<.001), and blended learning outcomes (mean 122.13, SD 14.86; P<.001) after the CTBL program. Conclusions The CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.
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Shang, Feifei, and Chuan-Yong Liu. "Blended learning in medical physiology improves nursing students’ study efficiency." Advances in Physiology Education 42, no. 4 (December 1, 2018): 711–17. http://dx.doi.org/10.1152/advan.00021.2018.
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The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.
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Ward, Phillip. "Core Practices for Teaching Physical Education: Recommendations for Teacher Education." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 98–108. http://dx.doi.org/10.1123/jtpe.2019-0114.
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Purpose: To identify and define a set of core practices for physical education teacher education (PETE), to situate these practices within existing conceptions of core practices in other subject matters, and to validate the core practices using expert opinion and the evidence-based pedagogy literature. Method: A total of 45 PETE teacher educators, consisting of 22 research experts and 23 faculty members, were purposely selected to establish a consensus on core practices. The procedures draw upon guidelines from evaluation and program planning, medicine, nursing, and health education. Data were collected over e-mail. Results: From an initial set of 18 core practices, 16 practices were further developed and refined by the experts. These 16 practices were further validated by seeking evidence from the physical education literature and by using meta-analytic effect sizes. Discussion/Conclusion: The results of this study can be used as an invitation to the field to improve the authors’ teacher education efforts.