Evaluating the impact of an assertiveness communication training programme for Japanese nursing students: A quasi‐experimental study

Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.

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The impact of an educational intervention on nursing students' critical thinking skills: A quasi-experimental study

Nurse Education Today ◽

10.1016/j.nedt.2019.104305 ◽

2020 ◽

Vol 85 ◽

pp. 104305 ◽

Cited By ~ 1

Author(s):

María López ◽

José María Jiménez ◽

Belén Martín-Gil ◽

Mercedes Fernández-Castro ◽

María José Cao ◽

...

Keyword(s):

Experimental Study ◽

Critical Thinking ◽

Nursing Students ◽

Educational Intervention ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Quasi Experimental ◽

The Impact

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Nursing Course on Drug Addiction and its Effects on Beliefs and Intentions: A Quasi-experimental Study

Aquichan ◽

10.5294/aqui.2020.20.2.7 ◽

2020 ◽

Vol 20 (2) ◽

pp. 1-12

Author(s):

Miguel Ángel Villegas-Pantoja ◽

Martha Dalila Méndez-Ruiz ◽

María de Jesús De Valle-Alonso ◽

Laura Alicia García-Perales

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Drug Use ◽

Drug Addiction ◽

University Education ◽

Beneficial Effects ◽

Before And After ◽

Quasi Experimental ◽

Long Course ◽

The Impact

Objective: To determine the impact of a course aimed at the care of persons with drug dependence on the beliefs and intentions of drug use among bachelor nursing students. Materials and methods: A quasi-experimental study conducted with a non-equivalent comparison group composed of 210 Mexican students of both sexes. Two Likert-type instruments were used to measure the beliefs and intentions of drug use, before and after a semester-long course. Results: At the end of the study, a significant interaction was found (F = 3.56, p = 0.050, η2p = 0.025), which suggests a greater decrease in beliefs in favor of drug use among students who took the course on drug addiction. Regarding drug use intentions, a general decrease was observed in the entire sample (F = 10.13, p = 0.002, η2p = 0.059). Conclusions: Courses on the care of drug addiction can have beneficial effects on nursing students by modifying beliefs and intentions to carry out unhealthy behaviors such as the use of substances. These results demand to verify if the effects remain beyond the completion of university education.

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