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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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Thalluri, Jyothi, and Joy Penman. "Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." Issues in Informing Science and Information Technology 16 (2019): 197–210. http://dx.doi.org/10.28945/4297.
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Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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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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Hall, Catherine E. A. "Toward a model of curriculum analysis and evaluation — Beka: A case study from Australia." Nurse Education Today 34, no. 3 (March 2014): 343–48. http://dx.doi.org/10.1016/j.nedt.2013.04.007.
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Virik, Kiran, and Paul Glare. "Profile and Evaluation of a Palliative Medicine Consultation Service Within a Tertiary Teaching Hospital in Sydney, Australia." Journal of Pain and Symptom Management 23, no. 1 (January 2002): 17–25. http://dx.doi.org/10.1016/s0885-3924(01)00371-2.
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Campbell-Grossman, Christie, Bunny Pozehl, and Lani Zimmerman. "Nursing Students’ Evaluation of Classroom Teaching: Developing and Testing an Instrument." Journal of Nursing Measurement 4, no. 1 (January 1996): 49–57. http://dx.doi.org/10.1891/1061-3749.4.1.49.
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Although literature on instruments measuring classroom teaching is abundant, it is difficult to find an established tool that meets the specific evaluation needs of faculty teaching in a contemporary nursing college. This methodological study developed and tested an instrument for student completion that assessed the effectiveness of a faculty member’s classroom teaching in a modern curriculum. The items were developed from a literature review and feedback from content experts. Four midwestern nursing schools participated in the assessment of the instrument’s reliability and validity. A coefficient alpha of .98 was reported for internal consistency (N = 233) and r = .85 (p < .001) for test-retest reliability (n = 35). Factor analysis revealed one dominant factor that measured effective traits/methods in classroom teaching. This factor’s eigenvalue of 28.95 accounted for 60% of the total variance.
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Vilaplana, Josep Maria Gutiérrez, Alessandra Zampieron, Lourdes Craver, and Alessandra Buja. "EVALUATION OF PSYCHOLOGICAL OUTCOMES FOLLOWING THE INTERVENTION ‘TEACHING GROUP’: STUDY ON PREDIALYSIS PATIENTS." Journal of Renal Care 35, no. 3 (September 2009): 159–64. http://dx.doi.org/10.1111/j.1755-6686.2009.00113.x.
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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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S. Carlson, Joanne. "Orientation, Evaluation, and Integration of Part-Time Nursing Faculty." International Journal of Nursing Education Scholarship 12, no. 1 (January 1, 2015): 83–90. http://dx.doi.org/10.1515/ijnes-2015-0036.
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AbstractThis study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.
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BI, P., P. J. TULLY, S. PEARCE, and J. E. HILLER. "Occupational blood and body fluid exposure in an Australian teaching hospital." Epidemiology and Infection 134, no. 3 (September 30, 2005): 465–71. http://dx.doi.org/10.1017/s0950268805005212.
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To examine work-related blood and body fluid exposure (BBFE) among health-care workers (HCWs), to explore potential risk factors and to provide policy suggestions, a 6-year retrospective study of all reported BBFE among HCWs (1998–2003) was conducted in a 430-bed teaching hospital in Australia. Results showed that BBFE reporting was consistent throughout the study period, with medical staff experiencing the highest rate of sharps injury (10·4%). Hollow-bore needles were implicated in 51·7% of all percutaneous injuries. Most incidents occurred during sharps use (40·4%) or after use but before disposal (27·1%). Nursing staff experienced 68·5% of reported mucocutaneous exposure. Many such exposures occurred in the absence of any protective attire (61·1%). This study indicated that emphasis on work practice, attire, disposal systems and education strategies, as well as the use of safety sharps should be employed to reduce work-related injuries among HCWs in Australia.
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Talukder, Md Humayun Kabir, Md Zakir Hossain, Nasrin Akther, Rumana Nazneen, and Ismat Ara Perveen. "Evaluation of Implementing Status of Diploma Nursing Curriculum in Bangladesh." Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 25–28. http://dx.doi.org/10.3329/bjme.v1i1.12855.
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This descriptive type of cross-sectional study was conducted to evaluate the implementing status of diploma nursing curriculum in Bangladesh according to teachers' and students views along with four specific objectives. The study was conducted at different government diploma nursing institutes of Bangladesh within July 2009 to June 2010. Teachers & students of different diploma nursing institutes were the study population. Out of them as per the inclusion and exclusion criteria data were collected by simple random sampling. Self-administered structured questionnaire was used to collect data. Sample size was 1107 out of which 103 teachers and 1004 students. Study revealed that out of 1107, 626 (56.8%) respondents expressed that the present diploma nursing curriculum averagely will be able to fulfill the demand of the nursing profession. Most of the respondents 1001 (90.4%) expressed their opinion that the present diploma nursing curriculum should be changed. 1088 (98.3%) responded negatively that they do not get books as per need of the curriculum. 1084 (97.9%) respondents replied negatively that they do not have sufficient teaching staff for implementing present diploma nursing curriculum. Around 583 (52.7%) respondents replied negatively that examination are not conducted perfectly as per the present curriculum. 667 (60.6%) respondents expressed about library, 609 (55.3%) expressed about practical classes & 785 (71.3%) viewed about clinical training at hospital for better implementation of diploma nursing curriculum. Study recommended that the ongoing diploma nursing curriculum to be reviewed, updated considering the context of the country as well as need of the country, books to be developed/written as per the demand of present diploma nursing curriculum and should make those available. For better implementation of diploma nursing curriculum it was also recommended that number of the relevant teachers at different nursing institutes to be increased & they should be oriented on revised updated diploma nursing curriculum, teaching methodology and evaluation or assessment of the students. For the improvement of present diploma nursing course admission policy, syllabus /course materials, teaching methods, evaluation/assessment, library, practical class and clinical training at hospitals to be changed and redesigned for the better interest of the country as well as for the nursing profession. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12855 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.25-28
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Fonseca, Luciana Mara Monti, Natália Del'Angelo Aredes, Adriana Moraes Leite, Claudia Benedita dos Santos, Regina Aparecida Garcia de Lima, and Carmen Gracinda Silvan Scochi. "Evaluation of an educational technology regarding clinical evaluation of preterm newborns." Revista Latino-Americana de Enfermagem 21, no. 1 (February 2013): 363–70. http://dx.doi.org/10.1590/s0104-11692013000100011.
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AIM: To evaluate, from the students' point of view, educational software developed as a tool to help teachers and students in neonatal nursing. METHOD: The study evaluates the contents and simulations addressed in the software. A total of 57 undergraduate nursing students affiliated with five Brazilian public colleges participated. RESULTS: The general assessment of the software was highly satisfactory: 82.4% of the sample characterized the software as quite effective as a teaching tool. Most components were assessed as good or very good. The participants' suggestions and comments are being considered in the improvement and adaptation of the new software version. CONCLUSION: The results show that the product is adequate for use in neonatal nursing courses and nursing training on the physical examination techniques and semiology of preterm newborns, falling within the pedagogical framework of active methods.
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Cogo, Ana Luísa Petersen, Eva Néri Rubim Pedro, Denise Tolfo Silveira, Ana Paula Scheffer Schell da Silva, Rosa Helena Kreutz Alves, and Vanessa Menezes Catalan. "Development and use of digital educative objects in nursing teaching." Revista Latino-Americana de Enfermagem 15, no. 4 (August 2007): 699–701. http://dx.doi.org/10.1590/s0104-11692007000400028.
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This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers.
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Castro, Fernanda Salim Ferreira de, Danielle Monteiro Vilela Dias, Ieda Harumi Higarashi, Carmen Gracinda Silvan Scochi, and Luciana Mara Monti Fonseca. "Evaluation of digital educational studenttechnology interaction in neonatal nursing." Revista da Escola de Enfermagem da USP 49, no. 1 (February 2015): 114–21. http://dx.doi.org/10.1590/s0080-623420150000100015.
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OBJECTIVE To assess the digital educational technology interface Caring for the sensory environment in the neonatal unit: noise, lighting and handling based on ergonomic criteria. METHODS Descriptive study, in which we used the guidelines and ergonomic criteria established by ISO 9241-11 and an online Likert scale instrument to identify problems and interface qualities. The instrument was built based on Ergolist, which follows the criteria of ISO 9141-11. There were 58 undergraduate study participants from the School of Nursing of Ribeirao Preto, University of Sao Paulo, who attended the classes about neonatal nursing content. RESULTS All items were positively evaluated by more than 70% of the sample. CONCLUSION Educational technology is appropriate according to the ergonomic criteria and can be made available for teaching nursing students.
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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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González-Chordá, Víctor Manuel, and María Loreto Maciá-Soler. "Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing." Revista Latino-Americana de Enfermagem 23, no. 4 (August 2015): 700–707. http://dx.doi.org/10.1590/0104-1169.0393.2606.
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AbstractObjective: to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing.Method: prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis.Results: nine items were identified and nine learning activities included in the assessment tools that did not reach the established quality indicators (p<0.05). There are statistically significant differences depending on the hospital and clinical practices unit (p<0.05).Conclusion: the analysis of the evaluation tools used in the article "Nursing Care in Welfare Processes" of the analyzed university undergraduate course enabled the detection of the areas for improvement in the teachinglearning process. The challenge of education in nursing is to reach the best clinical research and educational results, in order to provide improvements to the quality of education and health care.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Góes, Fernanda dos Santos Nogueira de, Luciana Mara Monti Fonseca, Maria Cândida de Carvalho Furtado, Adriana Moraes Leite, and Carmen Gracinda Silvan Scochi. "Evaluation of the virtual learning object "Diagnostic reasoning in nursing applied to preterm newborns"." Revista Latino-Americana de Enfermagem 19, no. 4 (August 2011): 894–901. http://dx.doi.org/10.1590/s0104-11692011000400007.
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The potential use of computer technology in teaching and continuous education for nursing motivated the development of this study to evaluate the virtual learning object, "Diagnostic Reasoning in Nursing Applied to Preterm Newborns" at an intermediate neonatal care unit. This descriptive study evaluates the appearance and content of the virtual object concerning aspects related to presentation, organization, usability and overall impression. Experts from the fields of computer technology (12) and nursing (31) participated in the evaluation process. Each sub-item of the instrument was assessed on a Likert scale and blank space was provided for comments/suggestions. All items were positively evaluated by over 80% of the experts, except for the 'informational density' criterion in the evaluation performed by computer technology experts. The developed product is considered adequate to be used for teaching for nursing students and in continuous education of diagnostic reasoning in the development of Nursing Diagnoses for preterm newborns, in the problem-posing pedagogical framework.
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Clapis, Maria José, Estefânia Andréia Marques, Adriana Katia Corrêa, Maria Conceição Bernardo de Mello e. Souza, and Kátia Pereira de Borba. "Problematization methodology in primary healthcare teaching." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1671–77. http://dx.doi.org/10.1590/0034-7167-2017-0157.
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ABSTRACT Objective: To identify the contribution of the problematization methodology in primary healthcare teaching in a nursing undergraduate course. Method: Documentary, descriptive and qualitative study, carried out with undergraduate students from the Ribeirão Preto College of Nursing at the University of São Paulo. Data were collected through analysis documents which consisted of 21 evaluation forms filled out by first-year undergraduate students in the 2013 school year taking the subject Comprehensive Health Care I, whose theoretical framework was focused on primary health care. Results: It was found that the subject met the intended goals, allowed coordination between theory and practice, and enabled the contact of undergraduate students with the profession and work environment in the beginning of the course. Final considerations: Analysis of the evaluation forms for the subject Comprehensive Health Care I evidenced that the use of the problematization methodology favored primary healthcare teaching.
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Wilsom Mukan, Squiter Macroy, Dorothy Kulai, and Rumaizah Haji Che Md Nor. "Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors." Asian Journal of University Education 16, no. 4 (January 24, 2021): 200. http://dx.doi.org/10.24191/ajue.v16i4.11956.
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Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Universiti Teknologi MARA (UiTM) were invited to participate. A self-administered questionnaire was employed to collect demographic data and students' perceptions of effective clinical teacher behaviors and their importance on learning outcomes using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). The study results indicated that nursing students perceived evaluation as the most important effective clinical teaching behavior, while personal characteristics are the least important effective clinical teaching behavior. The results showed a significant positive relationship between the frequency of effective clinical teaching behavior used and the level of importance of effective clinical teaching behavior for all five criteria. This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting. Behavior perceived to be effective should be incorporated into clinical instructor practice, thereby maximizing students' learning experiences in the clinical setting.
Keywords: Effective Clinical Teaching Characteristics, Clinical Teaching In Nursing, Clinical Teaching Behaviour
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Sharma, Manoj, and Kumud Kumar Kafle. "Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College." Medical Journal of Shree Birendra Hospital 16, no. 1 (August 21, 2017): 19–23. http://dx.doi.org/10.3126/mjsbh.v16i1.17575.
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Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.
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Kolchraiber, Flávia Cristiane, Maria Aparecida de Oliveira Freitas, Carmen Lúcia Albuquerque de Santana, Paula Hino, Káren Mendes Jorge de Souza, and Mônica Antar Gamba. "Pedagogical strategy for teaching and learning Epidemiology in Nursing undergraduate school." Revista Brasileira de Enfermagem 72, no. 2 (April 2019): 414–19. http://dx.doi.org/10.1590/0034-7167-2018-0077.
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ABSTRACT Objective: to implement a pedagogical strategy in the epidemiology course of a nursing school in a public university. Method: This is an interventional prospective study, with a critical epidemiological approach, based on the learner’s worldview for a theoretical conception about science. The development of the study started from a field recognition for the systematization of the teaching-learning strategy and ended with the evaluation of the course. Results: 67 students participated in the study, 91% were female and 54% were between 20 and 29 years old. Prior knowledge was mostly clinical/biological, and the strategy used enhanced the knowledge of science in a critical, creative and reflective way, stimulating intersectionality and teamwork through the use of Information and Communication Technologies. Final Consideration: The pedagogical strategy provided a meaningful learning about the principles of epidemiology.
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Liu, Wen. "Use of “Weekly goal oriented teaching method” for dental nursing students during the outpatient clinical internship." Journal of Nursing Education and Practice 7, no. 7 (April 9, 2017): 129. http://dx.doi.org/10.5430/jnep.v7n7p129.
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Background and objective: Given the current rapid development of the profession, great emphasis in dental nursing education is focused on clinical internship training. The aim of this study is to investigate the effects of the “Weekly Goal Oriented Teaching Method” for dental nursing students during their outpatient clinical internship.Methods: A quasi-experimental study was carried out among students enrolled in the dental nursing major during the 2012 school year. They were randomly divided into two separate study groups according to their scheduled outpatient clinic internship schedule. The students scheduled for their outpatient clinic internship during the first four months (Months 1-4) were placed in the control group. The instructors in the control group utilized conventional teaching methods. Students scheduled during the following four months (Months 5-8) were placed in the experimental group using the “Weekly Goal Oriented Teaching Method”. Comparison of both groups included the student’s examination scores, student evaluation about the clinical internship training, and the nursing instructor’s evaluation of the student’s learning experience.Results: Compared to the control group, the students in the experimental group had examination scores that were statistically significant higher in the Department of Oral and Reconstructive Surgery, Orthodontics, and the Four-Hand Operation Department (p < .05). The student evaluation of the clinical internship in the experimental group significantly surpassed the student evaluation in the control group in the areas of internship planning, teaching methods, and student-teacher communication (p < .05). The clinical nursing instructor’s teacher evaluation scores given to the students in the experimental group surpassed the evaluation scores for students in the control group in the fields of technical learning skills, and communication skills (p < .05).Conclusions: The use of the “Weekly Goal Oriented Teaching Method” can improve and promote acquiring the essential professional skills and knowledge, enhance internship planning, improve teaching methods, and strengthen teacher–student communication. In addition, the “Weekly Goal Oriented Teaching Method” can emphasize principles of nursing theory and compassionate care.
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Iula, Angela, Carola Ialungo, Chiara de Waure, Matteo Raponi, Matteo Burgazzoli, Maurizio Zega, Caterina Galletti, and Gianfranco Damiani. "Quality of Care: Ecological Study for the Evaluation of Completeness and Accuracy in Nursing Assessment." International Journal of Environmental Research and Public Health 17, no. 9 (May 7, 2020): 3259. http://dx.doi.org/10.3390/ijerph17093259.
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Nursing documentation is an important proxy of the quality of care, and quality indicators in nursing assessment can be used to assess and improve the quality of care in health care institutions. The study aims to evaluate the completeness and the accuracy of nursing assessment, analyzing the compilation of pain assessment and nutritional status (body mass index (BMI)) in computerized nursing records, and how it is influenced by four variables: nurse to patient ratio, diagnosis related group weight (DRG), seniority of charge nurse, and type of ward (medical, surgical or other). The observational ecological pilot study was conducted between September and October 2018 in an Italian Tertiary-Level Teaching Hospital. The nursing documentation analyzed for the ‘Assessment’ phase included 12,513 records, 50.4% concerning pain assessment, and 45% BMI. The nurse–patient ratio showed a significant direct association with the assessment of nutritional status (p = 0.032). The average weight DRG has a negative influence on pain and BMI assessment; the surgical units positively correlate with the compilation of nursing assessment (BMI and pain). The nursing process is an essential component for the continuous improvement in the quality of care. Nurses need to be accountable to improve their knowledge and skills in nursing documentation.
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Kabir, Md Humayun. "Evaluation of an Anglo-Centric ELT Textbook in Bangladeshi Context: A Case Study." IIUC Studies 8 (September 10, 2014): 11–26. http://dx.doi.org/10.3329/iiucs.v8i0.20399.
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With the advancement in human civilization and human understanding we are now bold enough to ask the value of and rationale for something imposed on us by any quarter. If carefully observed, it is evident that BANA (Britain, Australia and North America) country materials have dominated the ELT (English Language Teaching) related field for quite a long time. We anxiously notice that in these materials the socio-cultural background of the vast community of ESL/EFL users (learners and teachers) is grossly ignored. Since the learners background knowledge i.e. schema is an issue of paramount importance in ELT, in this study our attempt is to assess and justify the suitability of the Anglo-centric ELT textbooks titled Foundation English Course (FEC) Book-I&II which is designed to teach the students of REC (Remedial English Course) programme at IIUC (International Islamic University Chittagong). DOI: http://dx.doi.org/10.3329/iiucs.v8i0.20399 IIUC Studies Vol.8 December 2011: 11-26
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Peck, Blake, Andrew Smith, Daniel Terry, and Joanne E. Porter. "Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia." Nursing Reports 11, no. 2 (May 20, 2021): 364–72. http://dx.doi.org/10.3390/nursrep11020035.
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The blended online digital (BOLD) approach to teaching is popular within many universities. Despite this popularity, our understanding of the experiences of students making the transition to online learning is limited, specifically an examination of those elements associated with success. The aim of this study is to explore the experiences of students transitioning from a traditional mode of delivery to a more online approach in an inaugural BOLD Bachelor of Nursing program at a regional multi-campus institution in Victoria, Australia. Fifteen students across two regional campuses participated in one of four focus groups. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation. A modified method of thematic analysis of phenomenological data was employed to analyse the focus group interview data to identify themes that represent the meaning of the transition experience for students. This qualitative exploration of students’ experience contributes to contemporary insights into how we might begin to develop programs of study that help students develop self-regulation.
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Shekarbaghani, Ashrafoalsadat. "Comparative Study of Physics Curriculum in Iran with Several Other Countries." International Education Studies 9, no. 8 (July 26, 2016): 112. http://dx.doi.org/10.5539/ies.v9n8p112.
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<p class="apa">This article is a qualitative study, which was done in 2013-2014. In this study using a comparative study was conducted to compare physics curriculum elements of Iran with the countries studied. Countries studied: Singapore, Turkey, India, England and Australia have diverse educational system. In this study, the structure of the educational system, the physics curriculum, teaching methods, students' achievement evaluation methods were studied and compared. The aim of the research was to identify the Features of the physics curriculum in Iran. In some cases, similarities and differences were observed. From the major problems in the physics curriculum of Iran is many number of books is more than in other countries. And time teaching physics Iranian schools is less than in other countries, While the content of physics books of Iranian schools from all countries studied is further and to do physics experiments in Iranian schools are of less importance. Iran evaluation system is the traditional way and held for final evaluation. The results can help to educational planners and authors of physics textbooks for perform more accurate and more comprehensive correction to the physics curriculum.</p>
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Alfayoumi, Imad Hasan. "Blending teaching strategies to improve nursing students’ clinical judgment abilities." Clinical Nursing Studies 7, no. 2 (February 25, 2019): 54. http://dx.doi.org/10.5430/cns.v7n2p54.
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Background: Nursing educators need to determine educational strategies that will enable nursing students to reach effective and timely clinical judgments. Aim: This study documents how a combination of the constructivist approaches of concept-based learning and concept mapping impacts nursing students’ clinical judgment skills.Methods: The study utilized a pretest post-test design to collect data from a convenient sample of all students who commenced adult health nursing courses at a private university in Jordan (N = 40). An observation of the performance aspects of clinical judgment of engagement, background, process, and representation utilizing a four-point Students Performance Aspects of Clinical Judgment Scale (SPACJS) was performed.Results: Except for the engagement aspect, all other aspects of clinical judgment showed significant improvements by the end of the courses. Moreover, overall clinical judgment ability significantly improved as the courses concluded.Conclusion: When the SPACJS and the constructivist approaches are respectively institutionalized as a clinical evaluation tool and as teaching strategies, students will receive specific feedback that will subsequently improve their engagement, background, process, and representation of future clinical judgment encounters. This feedback is relevant to specific concepts and cognitive maps will help students synthesize mental criteria against which future clinical encounters are reflected. As a result, students contextual clinical judgment maturity will be enhanced.
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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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Pereira, Marta Cristiane Alves, Márcia Regina Antonietto da Costa Melo, Adriana Serafim Bispo e. Silva, and Yolanda Dora Martinez Évora. "Evaluation of a Webquest on the Theme "Management of Material Resources in Nursing" by Undergraduate Students." Revista Latino-Americana de Enfermagem 18, no. 6 (December 2010): 1107–14. http://dx.doi.org/10.1590/s0104-11692010000600010.
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The learning process mediated by information and communication technology has considerable importance in the current context. This study describes the evaluation of a WebQuest on the theme "Management of Material Resources in Nursing". It was developed in three stages: Stage 1 consisted of its pedagogical aspect, that is, elaboration and definition of content; Stage 2 involved the organization of content, inclusion of images and completion; Stage 3 corresponded to its availability to students. Results confirm the importance of information technology and information as instruments for a mediating teaching practice in the integration between valid knowledge and the complex and dynamic reality of health services. As a result of the students’ favorable evaluation of the approximation with the reality of nursing work and satisfaction for performing the activity successfully, the WebQuest method was considered valid and innovating for the teaching-learning process.
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Kloh, Daiana, Margarete Maria de Lima, and Kenya Schmidt Reibnitz. "Ethical and social commitment in the teaching plan of nursing education." Texto & Contexto - Enfermagem 23, no. 2 (June 2014): 484–91. http://dx.doi.org/10.1590/0104-07072014000470013.
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This study focuses on the ethical and social commitment in nursing education and its impact on the development of the teaching plan, with the viewpoint that this theoretical reflection can contribute to awaken the interrelationship of the teaching plan and ethical and social commitment in college-level courses. It is assumed that the concept of ethics adapts to the values relative to each time and place, being considered an essential element for the comprehensive education of human beings. In order for education to be anchored in actions in accordance with social, ethical and professional commitment, ethical principles should permeate the curriculum content, and be present in teaching positions that involve interpersonal relationships and evaluation procedures.
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Asmara, Fatikhu Yatuni. "Bedside Teaching: Is it Effective Methods in Clinical Nursing Students Learning?" Jurnal NERS 9, no. 1 (January 27, 2017): 19. http://dx.doi.org/10.20473/jn.v9i1.2954.
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Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003). There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process. Method: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process. Result: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material. Discussions: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method.Keywords: bedside teaching, clinical learning, nursing students
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Shahi, Mandira, Megh Raj Banjara, Jeny Kayastha, Amrita Chaulagain, Suni Pradhan, and Rikesh Pradhan. "Effectiveness of Teaching Methods : Comparative Outcomes." Journal of Ayurveda Campus 1, no. 1 (October 19, 2020): 16–25. http://dx.doi.org/10.51648/jac.4.
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Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students.
Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS.
Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge.
Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.
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Rodrigues, Rosalina Aparecida Partezani, Alacoque Lorenzini Erdmann, Isília Aparecida Silva, Josicélia Dumet Fernandes, Thelma Leite Araújo, Lucila Amaral Carneiro Vianna, Rosangela da Silva Santos, and Marta Júlia Marques Lopes. "Doctoral education in nursing in Brazil." Revista Latino-Americana de Enfermagem 16, no. 4 (August 2008): 665–71. http://dx.doi.org/10.1590/s0104-11692008000400003.
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This study aimed to present the trajectory of doctoral education in nursing in Brazil from 1981 to 2004. A descriptive and analytical study was carried out, using documents available at the Brazilian Federal Agency for Support and Evaluation of Graduate Education, a body responsible for the recognition, evaluation and coordination of graduate studies in Brazil. Data analysis revealed that there are 13 doctoral courses in nursing, most of which are concentrated in the Southeast (69.2%), and that teaching and scientific production have been influenced by demographic and epidemiological transitions and by historical, social and political movements. Knowledge production is related to Nursing Care, Health Management and Practices and Theoretical Foundations of Care. Doctoral programs have prepared leaders in the fields of education, research and public policy development, in health institutions as well as in public policies, health institutions and governmental entities.
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Paudel, Keshab Raj. "Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal." Asian Journal of Medical Sciences 2, no. 3 (April 24, 2012): 159–63. http://dx.doi.org/10.3126/ajms.v2i3.4530.
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Objective: This study was set to obtain the critical appraisal of the graduating nursing students on pharmacology lectures and to compare the students’ view on teaching effectiveness and pharmacology course content at two different colleges, Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS), in Nepal. Materials and methods: Forty B Sc Nursing students studying at two colleges of twenty each at the end of the first year were enrolled in this study. Structured teaching evaluation questionnaire containing 13 close-ended items and two open-ended questions was used. Three items were intended to evaluate pharmacology course content and other ten items to evaluate the teaching effectiveness. Open-ended questions were incorporated to collect the students frank and open views that provided flexibility and reliability. Students were instructed not to disclose their identity in any form so as to obtain genuine, valid and frank responses. Yates corrected Chi square test was applied whenever necessary and P value considered significant at less than or equal to 0.05. Results: On majority of the students’ (60-90%) view existing pharmacology course content was ‘just right and useful’ and no significant difference between two college students’ view exists. Majority of students both at Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS) found the ‘clarity of voice (KMC-55%, BPKIHS-70%) and audibility (KMC-70%, BPKIHS-80%)’ to be ‘fair’. More students at KMC (60%) found the ‘student’s participation’ during lecture than students at BPKIHS (35%). Thirty five percent of students at KMC felt that pace of the lectures was ‘about right’ whereas 100% BPKIHS students found the same and the difference was significant (P=0.00005). Almost all the students both at KMC (95%) and BPKIHS (100%) preferred the liquid crystal display (LCD) mode of presentation has been over head projector (OHP) or board and marker methods. Majority of the students at the both colleges opined that the number of lectures allotted to pharmacology is less. Additionally, from students’ perspective, more student-teacher interactions, class assessments and explanation of the subject matter with clinical correlation are necessary for better understanding of the subject. Conclusion: No major significant differences except pace of the lecture exist in the teaching methodology and pharmacology course content between the two colleges though there are insignificant differences. Students at the both colleges felt that course content of the pharmacology should be increased with more weight to the subject. As per students’ responses, student-teacher interactions during lectures along with more explanations with clinical correlation and more frequent assessment may enhance the students’ learning process and keep up their expectations. Moreover, clarity of voice and audibility need to be improved on teacher’s part during the lectures. DOI: http://dx.doi.org/10.3126/ajms.v2i3.4530 Asian Journal of Medical Sciences 2 (2011) 159-163
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Fujimori, Elizabeth, Cinthia Hiroko Higuchi, Emília Gallindo Cursino, Maria De La Ó. Ramallo Veríssimo, Ana Luiza Vilela Borges, Débora Falleiros de Mello, Lucila Castanheira Nascimento, Verónica Behn, and Lynda Law Wilson. "Teaching of the Integrated Management of Childhood Illness strategy in undergraduate nursing programs." Revista Latino-Americana de Enfermagem 21, no. 3 (June 2013): 655–62. http://dx.doi.org/10.1590/s0104-11692013000300002.
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OBJECTIVE: To describe and analyze the teaching of the Integrated Management of Childhood Illness (IMCI) strategy on Brazilian undergraduate nursing programs. METHOD: Integrating an international multicentric study, a cross-sectional online survey was conducted between May and October 2010 with 571 undergraduate nursing programs in Brazil RESULTS: Responses were received from 142 programs, 75% private and 25% public. 64% of them included the IMCI strategy in the theoretical content, and 50% of the programs included IMCI as part of the students' practical experience. The locations most used for practical teaching were primary health care units. The 'treatment' module was taught by the fewest number of programs, and few programs had access to the IMCI instructional manuals. All programs used exams for evaluation, and private institutions were more likely to include class participation as part of the evaluation. Teaching staff in public institutions were more likely to have received training in teaching IMCI. CONCLUSION: In spite of the relevance of the IMCI strategy in care of the child, its content is not addressed in all undergraduate programs in Brazil, and many programs do not have access to the IMCI teaching manuals and have not provide training in IMCI to their teaching staff.
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Bidmead, Elaine, Tilly Reid, Alison Marshall, and Veronica Southern. "“Teleswallowing”: a case study of remote swallowing assessment." Clinical Governance: An International Journal 20, no. 3 (July 6, 2015): 155–68. http://dx.doi.org/10.1108/cgij-06-2015-0020.
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Purpose – Telemedicine has enabled speech and language therapists (SLTs) to remotely assess swallowing difficulties (dysphagia) experienced by nursing home residents. The new technique, “teleswallowing”, was designed by the Speech and Language Therapy Service at Blackpool Teaching Hospitals NHS Foundation Trust. It allows prompt assessment, avoiding potential risks of aspiration pneumonia, malnutrition, poor rehabilitation, increased hospital stays and reduced quality of life (Hinchey et al., 2005; Langmore et al., 1998). The purpose of this paper is to report on a second pilot of teleswallowing and the concomitant adoption study. Design/methodology/approach – The adoption study employed qualitative methods, including consultations with senior managers, semi-structured interviews with nursing home matrons/managers and nurses, two focus groups and semi-structured interviews with SLTs. The project clinical lead kept an activity log, which was used to estimate resource savings. Findings – Over a three-month period, six SLTs and 17 patients in five nursing homes participated in teleswallowing assessments. Teleswallowing benefited both patients and participating nursing homes. Better use of therapist time and cost savings were demonstrated and evidence showed that the service could be successfully scaled up. Despite this, a number of barriers to service transformation were identified. Originality/value – This is the first implementation of teleswallowing in the UK, but it has been used in Australia (Ward et al., 2012). The approach to engaging stakeholders to understand and address barriers to adoption is novel. The value lies in the lessons learned for future innovations.
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Aguiar, Raymunda Viana, and Silvia Helena De Bortoli Cassiani. "Development and evaluation of a virtual learning environment in professional nursing courses." Revista Latino-Americana de Enfermagem 15, no. 6 (December 2007): 1086–91. http://dx.doi.org/10.1590/s0104-11692007000600005.
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This study aimed to: develop and evaluate a Virtual Learning Environment in the theme administering medications in a professional nursing course in Curitiba/PR, Brazil. The program's elaboration was divided in three phases: 1- Virtual Learning Environment development Guide. Phase 2, corresponded to implementation and assessment of its use. Phase 3, learning Evaluation. The program evaluations demonstrate that it is in accordance to the educational goals intended to develop and implement an educational technology. The assessment on learning showed that the students answered correctly 85% of the questions discussed. The possibility of elaborating new educational technologies can be helpful in the teaching/learning process, as well as in the development of future nursing professionals.
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Numminen, Olivia, Helena Leino-Kilpi, Arie van der Arend, and Jouko Katajisto. "Comparison of nurse educators’ and nursing students’ descriptions of teaching codes of ethics." Nursing Ethics 18, no. 5 (September 2011): 710–24. http://dx.doi.org/10.1177/0969733011408054.
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This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students’ knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators’ knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators’ and students’ socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators’ competence.
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SARNKHAOWKHOM, Chawapon, and Ittipaat SUWATHANPORNKUL. "The Clinical Supervision Process of Nurse Preceptors in Thailand: A Meta-Ethnography Research." Walailak Journal of Science and Technology (WJST) 17, no. 5 (August 10, 2018): 423–29. http://dx.doi.org/10.48048/wjst.2020.5530.
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The purpose of this study was to synthesize five graduate theses on nurse preceptors by using the Meta-Ethnography research method. The research findings fell into three steps, as follows: Step 1- Preparing for teaching. Nurse preceptors prepared for their clinical supervision with four sub-steps, 1) preparing for readiness, 2) studying and reviewing the clinical practice and clinical supervision guidelines of the organization, 3) planning and designing a clinical supervision model, and 4) making clinical supervision plans; Step 2- Teaching. This step consisted of seven sub-steps, 1) creating familiarity with the learners, 2) clinical practice orientation, 3) clarifying the performance evaluation criteria, 4) pre-conference, 5) clinical teaching from real situations, 6) post- conference, and 7) improving clinical teaching skills; Step 3- Teaching evaluation. This step consisted of three sub-steps, as follows. 1) self-evaluation by learners, 2) reflection-evaluation by nurse preceptors, and 3) documentation of evaluation by nurse preceptors. Therefore, nursing administrators can implement the results of this research as a process for clinical supervision and develop supervision systems in the nursing organizations to be more effective.
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Perroca, Márcia Galan, Marli de Carvalho Jericó, and Solange Diná Facundin. "Surgery cancelling at a teaching hospital: implications for cost management." Revista Latino-Americana de Enfermagem 15, no. 5 (October 2007): 1018–24. http://dx.doi.org/10.1590/s0104-11692007000500021.
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This study discusses the problem of surgery cancellation on the economic-financial perspective. It was carried out in the Surgical Center Unit of a school hospital with the objective to identify and analyze the direct costs (human resources, medications and materials) and the opportunity costs that result from the cancellation of elective surgeries. Data were collected during three consecutive months through institutional documents and a form elaborated by the researchers. Only 58 (23.3%) of the 249 cancelled scheduled surgeries represented costs for the institution. The cancellations direct total cost was R$ 1.713.66 (average cost per patient R$ 29.54); distributed as follows: expenses with consumption materials R$ 333.05; sterilization process R$201.22; medications R$149.77 and human resources R$1,029.62. The human resources costs represented the greatest percentile in relation to the total cost (60.40%). It was observed that most of the cancellations could be partially avoided. Planning on management; redesigning work processes, training the staff and making early clinical evaluation can be strategies to minimize this occurrence.
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Asirifi, Mary, Linda Ogilvie, Sylvia Barton, Patience Aniteye, Kent Stobart, Olenka Bilash, Cecilia Eliason, Gloria Ansong, Lydia Aziato, and Atswei Kwashie. "Assessing challenges of clinical education in a baccalaureate nursing program in Ghana." Journal of Nursing Education and Practice 7, no. 10 (May 25, 2017): 109. http://dx.doi.org/10.5430/jnep.v7n10p109.
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Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.
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Clarke, P. H. J. "A referrer and patient evaluation of a telepsychiatry consultation–liaison service in South Australia." Journal of Telemedicine and Telecare 3, no. 1_suppl (June 1997): 12–14. http://dx.doi.org/10.1258/1357633971930788.
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A study was carried out to describe the patient population assessed by a telepsychiatry consultation-liaison service in rural South Australia, and to assess the referrers’ and patients’ satisfaction rating with this service. The study was performed in two parts, with retrospective and prospective components. The author completed a semi-structured interview for each patient (n=75) with a Brief Psychiatric Rating Scale (BPRS) for the prospective group (n=32). A questionnaire was also sent to all referrers seeking an evaluation of the usefulness of the telepsychiatry interview in terms of assessment and management recommendations and outcome. Patients from the prospective group were sent a questionnaire examining their evaluation of the usefulness of the interview in terms of assessment and management recommendations, and difficulties with the technology. The patient population was characterized by high rates of affective disorder and personality disorder, and high indices of developmental disturbance. Referrers reported high rates of satisfaction with the service. Nursing staff rated the service more positively than general practitioners. The usefulness for assessment was rated more highly than for management.
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Alvarez, Ana Graziela, and Grace Teresinha Marcon Dal Sasso. "Virtual learning object for the simulated evaluation of acute pain in nursing students." Revista Latino-Americana de Enfermagem 19, no. 2 (April 2011): 229–37. http://dx.doi.org/10.1590/s0104-11692011000200002.
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This study aimed to evaluate the results of the application of a virtual learning object for the simulated evaluation of acute pain in the learning of undergraduate nursing students and to verify the opinions of the students regarding the quality of the technology. This was a quasi-experimental, non-randomized, before and after study performed with 14 students in the seventh phase of the undergraduate nursing course of the Federal University of Santa Catarina. The pre (8.84) and post-test (9.31) means revealed significant differences in learning after the intervention (p=0.03). In the qualitative evaluation the flexibility of access, access independent of time/place, freedom to decide the best learning route and the similarity with reality were highlighted. It constitutes a promising educational tool, an interactive experience, similar to reality, dynamic and constructive learning. The application of the technology has brought positive results for learning about pain evaluation, contributing to fill the gap in the teaching of the thematic.
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Bianchi, Serena, Sara Bernardi, Enrico Perilli, Claudia Cipollone, Jasmine Di Biasi, and Guido Macchiarelli. "Evaluation of Effectiveness of Digital Technologies During Anatomy Learning in Nursing School." Applied Sciences 10, no. 7 (March 30, 2020): 2357. http://dx.doi.org/10.3390/app10072357.
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The disciplines of biosciences included in the curricula of a nursing degree represent a daunting but crucial type of knowledge that a well-prepared nurse should acquire. Given the importance and the objective difficulties of these courses, nursing students experience anxiety, especially for the anatomy course. This anxiety and the related rate of exam failures lead professors to analyze their teaching approach, by diversifying the lecturing methods. The aim of our study was to test the use of a virtual dissection table (DT) during the anatomy lectures of a nursing course, evaluating the anxiety level before the exam and evaluating the exam score. The feedback of the evaluated student population was positive overall. The integration of the DT in anatomy lectures improved the learning performance and mostly enhanced the self-confidence of the first year nursing students.
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Sinatra-Wilhelm, Tina. "Nursing Care Plans Versus Concept Maps in the Enhancement of Critical Thinking Skills in Nursing Students Enrolled in a Baccalaureate Nursing Program." Creative Nursing 18, no. 2 (2012): 78–84. http://dx.doi.org/10.1891/1078-4535.18.2.78.
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Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.
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Liao, Min-Chi, and I.-Chun Lin. "Performance Evaluation of an Information Technology Intervention Regarding Charging for Inpatient Medical Materials at a Regional Teaching Hospital in Taiwan: Empirical Study." JMIR mHealth and uHealth 8, no. 3 (March 25, 2020): e16381. http://dx.doi.org/10.2196/16381.
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Background The process of manually recording the consumption of medical materials can be time consuming and prone to omission owing to its detailed and complicated nature. Implementing an information system will better improve work performance. Objective The Information System Success Model was adopted as the theoretical foundation. The opinions of nursing staff were collected to verify the impact of the system intervention on their work performance. Methods This cross-sectional study was conducted at a regional teaching hospital. Nursing staff were invited to participate in the field survey. A total of 296 questionnaires were collected, and of these, 284 (95.9%) were valid and returned. Results The key findings showed that two critical factors (“subjective norm” and “system quality”) had significant positive effects (both P<.001) on user satisfaction (R2=0.709). The path of “service quality” to “user satisfaction” showed marginal significance (P=.08) under the 92% CI. Finally, the explanatory power of the model reached 68.9%. Conclusions Support from the top management, appointment of a nurse supervisor as the change agent, recruitment of seed members to establish a pioneer team, and promotion of the system through the influence of opinion leaders in small groups were critical success factors needed for implementing the system in the case hospital. The target system was proven to be able to improve work performance, and the time saved could be further used for patient care, thereby increasing the value of nursing work. The positive experiences gained from this study could lay the foundation for the further promotion of the new system, and this is for future studies to replicate. The example of the successful experience of the case hospital could also serve as a reference for other hospitals in developing countries like Taiwan with regard to the promotion of nursing informatization.
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Jack, Eleanor. "Service user involvement in an undergraduate nursing programme." Journal of Mental Health Training, Education and Practice 15, no. 3 (January 27, 2020): 125–40. http://dx.doi.org/10.1108/jmhtep-12-2018-0073.
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Purpose The purpose of this study is to highlight the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach. Design/methodology/approach The study reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups. Findings The findings from the two focus groups highlight that the service user input (expert by experience) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope and facilitated the identification of the importance of their role in terms of connecting meaningfully with those they are supporting and reconsidering key priorities for practice. They also suggest that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application. Research limitations/implications Although only a brief evaluation of a short theory module within a wider programme involving a small number of participants, the findings echo the wider literature and offers further rationale to support direct service user involvement within mental health education across all healthcare professions. This finding is also relevant, as, increasingly, learning/teaching programmes now seek to implement blended learning with significant online teaching and less face-to-face facilitation of learning. Practical implications This study highlights not only the positive impact of service user input on health-care education but also the benevolent influence skilled narratives can have as a pedagogical approach to learning. Originality/value Although there is much in the literature as to the benefits for student learning in involving service users within higher education institute education, there is limited information as to “how” and “why” this is the case, this article seeks to bridge that gap.
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Luizari, Marisa Rufino Ferreira, Conceição Vieira da Silva Ohara, and Ana Lúcia Moraes Horta. "Assessing the teaching of nursing physical examination in the context of pediatric semiology." Acta Paulista de Enfermagem 21, no. 1 (March 2008): 66–71. http://dx.doi.org/10.1590/s0103-21002008000100010.
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OBJECTIVES: To assess how nursing students perform the physical examination of children regarding the use of instruments, the sequence of the procedures and the interaction with patients, and identify the phases of motivation and performance in the learning of this exam. METHODS: This is a descriptive study, using forms and observing students attending the course 'Semiology and sign and symptom interpretation' in a nursing undergraduate program in Campo Grande, Mato Grosso do Sul State, Brazil. RESULTS: Most students felt motivated to perform the exam and interacted with the child under examination. By assessing student performance, it was possible to identify the difficulties they face using techniques to collecting data on anthropometric measurements, vital signs, auscultation, palpation, percussion, and inspection. CONCLUSION: The evaluation instrument was considered effective in allowing students to identify the features distinguishing normal from abnormal patterns in children.
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Freitas, Juliana Santana de, Ana Elisa Bauer de Camargo Silva, Ruth Minamisava, Ana Lúcia Queiroz Bezerra, and Maiana Regina Gomes de Sousa. "Quality of nursing care and satisfaction of patients attended at a teaching hospital." Revista Latino-Americana de Enfermagem 22, no. 3 (June 2014): 454–60. http://dx.doi.org/10.1590/0104-1169.3241.2437.
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OBJECTIVES: assess the quality of nursing care, the patients' satisfaction and the correlation between both.METHOD: cross-sectional study, involving 275 patients hospitalized at a teaching hospital in the Central-West of Brazil. The data were collected through the simultaneous application of three instruments. Next, they were included in an electronic database and analyzed in function of the positivity, median value and Spearman's correlation coefficients.RESULTS: among the nursing care assessed, only two were considered safe - hygiene and physical comfort; nutrition and hydration - while the remainder were classified as poor. Nevertheless, the patients were satisfied with the care received in the domains assessed: technical-professional, confidence and educational. This can be justified by the weak to moderate correlation that was observed among these variables.CONCLUSION: Despite the quality deficit, the patients' satisfaction level with the nursing care received was high. These results indicate that the institution needs to center its objectives on a continuing evaluation system of the care quality, aiming to attend to the patients' expectations.