scholarly journals Chemical and Radiation Training for Public Health and Nursing Students: An Under-Utilized Disaster Response Demographic

2019 ◽  
Vol 34 (s1) ◽  
pp. s107-s108
Author(s):  
Sukhi Atti ◽  
Emily Kiernan ◽  
Mark Layer ◽  
Aynur Sahin ◽  
Shaikhah Alotiabi ◽  
...  
Keyword(s):  
Public Health ◽  
Risk Perception ◽  
Nursing Students ◽  
Test Scores ◽  
Disaster Response ◽  
Comfort Level ◽  
Convenience Sample ◽  
Mcnemar Test ◽  
Simulation Based ◽  
Post Test

Introduction:Public health (PH) and nursing students are an underutilized demographic in disaster response. Knowledge of the disaster response phase may enhance student understanding of preparedness, and provide response capabilities.Aim:A single four-hour simulation-based training session, with toxicologists as instructors, can effectively improve PH and nursing student knowledge and skills in chemical and radiation response, despite minimal prior experience.Methods:A convenience sample was used to test PH and nursing students in a response training program. An introductory lecture and simulation training reviewed: mass casualty care, triage, personal protective equipment, decontamination, and chemical and radiation exposure toxidromes. An examination was administered pre-training, and then post-training, to evaluate relevant training, knowledge, risk perception, and comfort in response capabilities to chemical and radiation incidents.Results:Forty-two students attended the course; 39 were included in the study. Seventy-two percent (n=28) of participants had no prior disaster training. Overall, there were significant differences between the pre-test and post-test scores for all students [95% CI: 5.4 (4.7-6.1); p<0.0001, paired t-test]; maximum score 15/15. Comparing scores of nursing and PH students, despite statistical difference in pre-test scores (median, IQR: 9.0 (7.5-10±2.0); 7.0 (5.7-9.0) respectively; p=0.048, Mann Whitney U-test), there were no statistical differences in post-test scores (median, IQR: 14.0 (13.0-14.0); 13.0 (12.0-14.0), respectively, Mann Whitney U-test). All students recognized nerve agent toxidrome and performed SALT triage after the training (p <0.0001, McNemar test). Subjectively, participant comfort level in responding to a chemical or radiological incident improved (p <0.0001, McNemar test). Individual risk perception for chemical or radiological disasters did not improve after training.Discussion:Improvement of knowledge and comfort was demonstrated, irrespective of previous experience. Simulation-based training of chemical and radiation disaster preparedness, led by medical toxicologists, is an effective means of educating PH and nursing students, with minimal prior fluency.

Do Different Roles of Anesthesia Residents Improve Knowledge Retention after Non-Technical Skills Workshop?

2021 ◽  
Vol 104 (9) ◽  
pp. 1519-1527
Keyword(s):  
Test Scores ◽  
Linear Regression Analysis ◽  
Technical Skills ◽  
Knowledge Retention ◽  
University Hospital ◽  
Multivariate Linear Regression Analysis ◽  
Simulation Based ◽  
Post Test ◽  
Anesthesia Residents ◽  
Predictors Of Change

Objective: The authors assessed whether anesthesia residents who acted as a scenario creators would have better knowledge retention than their juniors 90 days after participating in a simulation-based anesthetists’ non-technical skills (ANTS) workshop. Materials and Methods: A prospective observational study via simulation ANTS workshop was conducted at a university hospital in southern Thailand in November 2017. Seven third-year post-graduate (PGY-3) residents volunteered as scenario creators, while the remaining anesthesia residents were randomly selected to participate in or observe three case scenarios, which were cardiac arrest, hypotension, and difficult ventilation. Resident’s knowledge was assessed before, immediately after, and 90 days after the workshop using a 20-item multiple-choice questionnaire. Predictors of change in knowledge scores were analyzed using multivariate linear regression analysis and presented as beta coefficient (β) and 95% confidence limits (CL). Results: Twenty-four anesthesia residents were recruited in the present study and included eight PGY-1, seven PGY-2, and nine PGY-3. The roles consisted of seven scenario creators, seven participants, and 10 observers. The overall immediate post-test and 90-day post-test scores increased significantly compared to the pre-test scores with a mean of 15.5 and 13.2 versus 11.7 (p<0.001 and p=0.007, respectively). The predictors of change in 90-day scores were PGY-3 versus PGY-1 (β 95% CL 4.0 [0.5 to 7.6], p=0.039), and role of participants and observers versus scenario creator (β 95% CL 5.5 [2.2 to 8.8] and 6.7 [2.8 to 10.6], p=0.004, respectively). Conclusion: Anesthesia residents who were participants or observers could improve their knowledge 90 days after a simulation-based ANTS workshop without necessarily being a scenario creator. Keywords: Anesthetists’ non-technical skill; Knowledge retention; Scenario creator; Simulation workshop

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

scholarly journals Addressing Workforce Disparities by Improving the Academic Resilience and Professionalism of Health Science Students Through Structured and Targeted Supports

2021 ◽  
Vol 9 ◽  
Author(s):  
Tehout Selameab ◽  
Meghan R. Mason
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Nursing Students ◽  
Time Management ◽  
Academic Resilience ◽  
Health Science ◽  
Health Programs ◽  
Public Health Workforce ◽  
Full Time ◽  
Convenience Sample

Background: The undergraduate program in Public Health of Saint Catherine University is the second most popular major of the institution, drawing students from diverse racial, economic, cultural, and educational backgrounds. This has presented significant opportunities and challenges with regard to providing students and faculty with the needed academic and professional development to ensure graduates embody the skills needed for Public Health workforce of today. The objective of this study was to identify potential structured institutional supports to graduate Public Health professionals from diverse communities to advance health equity. A secondary objective was to determine whether the needed supports for Public Health students might differ from peers in other health programs, specifically Nursing.Methods: Using a mixed methods approach and a convenience sample, data were gathered from Public Health students, nursing students, faculty, and staff from November 2019 through July 2020. The survey assessed stress, grit, and demographic factors. Focus group topics included: academic resilience and professionalism, supports and gaps in the current institutional structure with respect to mitigating student stressors, and opportunities for programmatic solutions.Results: In total, 53 Public Health and 32 in Nursing students completed the survey. Nursing students tended to be farther along in their undergraduate careers, less likely to have failed a class, and more likely to have recently been laid off from a job. Public Health students reported more support from parents, but less support from friends and classmates than their Nursing peers. Most Nursing and Public Health students reported unmanaged stress, and similar average grit scores (3.51 vs. 3.41, p = 0.43), respectively. In focus groups, students described a series of stressors including working full time while attending school, family expectations, difficulty with time management, and learning how to acclimate to college norms. University staff and faculty identified financial pressures as a primary student stressor in addition to complex lives including managing family crises.Conclusions: Study findings are being used to identify or adapt professional development supports in undergraduate Public Health programs. Through supporting a diverse undergraduate student population in Public Health, a future workforce from communities most impacted by health disparities will emerge.

scholarly journals Simulating Complex Community Disaster Preparedness: Collaboration for Point of Distribution

2017 ◽  
Vol 22 (1) ◽  
Author(s):  
Pamela Rafferty-Semon ◽  
Jeremy Jarzembak ◽  
Jennifer Shanholtzer
Keyword(s):  
Public Health ◽  
Nursing Students ◽  
Emergency Management ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Health Department ◽  
Public Health Department ◽  
Learning Approaches ◽  
Preparedness Planning ◽  
Undergraduate Nursing

Disasters are increasing at local, national, and global levels, as is the need for all nurses and communities to be prepared. Since 2003, decreased funds for disaster preparedness has meant less opportunity for public health departments and emergency management agencies to test disaster response plans. Today’s graduating nurses need strong skills in disaster nursing to manage a variety of disasters in a local to global context. One aim of this article is to briefly describe preparedness planning using a Point of Distribution/Dispensation (POD) and teaching competencies for disaster nursing. We discuss in detail an exemplar about a simulation developed with collaboration among university faculty, the county public health department, and the local emergency management agency (EMA). The article considers insufficient funds for drills and exercises; strategies to increase disaster knowledge and competency of undergraduate nursing students; and realistic, hands-on active learning approaches to disaster response at all levels, including implications for practice.

scholarly journals Dedicated Education Unit: Improving graduating nursing students’ preparedness for practice

2020 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Persephone Vargas ◽  
Kimberly Dimino ◽  
Spencer Mullen
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Test Scores ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Test Results ◽  
Dedicated Education Unit ◽  
Self Confidence ◽  
Post Test ◽  
Readiness For Practice

Background and Objective: Majority of new graduate nurses are not adequately prepared to assume the dynamic and complex role of today’s professional nurse. The Dedicated Education Unit (DEU) is a clinical teaching model developed in response to the limitations of traditional clinical model (TCM). The aim of the study is to examine the readiness for practice and level of confidence in clinical decision making among graduating nursing students in the DEU and compare it with the students in the TCM.Methods: A pre-test/post-test design was used.  The Casey-Fink Readiness for Practice was utilized in the pre and post-test surveys and the Nursing Anxiety and Self-Confidence in Clinical Decision-Making was used in the post test. Data were analyzed in aggregate and pre-test scores were compared to post-test scores at the cohort level using t-test.Results: The pre-test results showed no significant difference between the DEU and TCM groups. However, the post-test results showed higher levels of readiness for practice and higher self-confidence and lower anxiety in clinical decision making among the DEU students.Conclusions: The study provides evidence on the impact of the DEU in providing graduating nursing students with high quality clinical education to better prepare them for practice.

Changes in Taiwanese nursing student values during the educational experience

2010 ◽  
Vol 17 (5) ◽  
pp. 646-654 ◽  
Author(s):  
Yu-Hua Lin ◽  
Liching Sung Wang ◽  
Susan Yarbrough ◽  
Danita Alfred ◽  
Pam Martin
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Educational Experience ◽  
Nursing Program ◽  
Professional Values ◽  
Convenience Sample ◽  
Positive Direction ◽  
Post Test ◽  
Program Entry ◽  
Student Values

Professional values are standards for action and provide a framework for evaluating behavior. This study examined changes in the professional values of nursing students between their entrance to and graduation from an undergraduate nursing program. A pre- and post-test design was employed. A convenience sample of 94 students from a university in Taiwan was surveyed. Data were collected from students during the sophomore and senior years. Total scores obtained for the revised Nurses Professional Values Scale during the senior year of the nursing program were significantly higher than upon program entry. The ‘caring’ subscale was scored highest at both program entry and graduation, but the pre- and post-test scores were not significantly different from each other. The students scored significantly higher on the ‘professionalism’ and ‘activism’ subscales at post-test than they did at pre-test. Professional values changed in a positive direction between the beginning of the student nurses’ educational experience and their graduation. The results supported the premise that education had a positive effect on these students’ professional values but causality could not be assumed.

scholarly journals Effect of a Simulation-Based Handover Education Program for Nursing Students: A Quasi-Experimental Design

2021 ◽  
Vol 18 (11) ◽  
pp. 5821
Author(s):  
Da-Hye Lee ◽  
Eun-Ju Lim
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Education Program ◽  
Self Efficacy ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
Handover Performance

Nursing handover facilitates the continuity of nursing and ensures patient safety and quality of care. This study aimed to evaluate the effectiveness of a handover education program by assessing handover knowledge, self-efficacy, and handover performance competency. A group pretest–post-test quasi-experimental design was used. Thirty 4th-year Korean nursing students participated in a handover education program comprising a lecture and simulation training using a high-fidelity simulator. The average level of handover knowledge was 4.63 ± 1.61 before the program and 5.83 ± 0.95 after (t = −3.71, p = 0.001). Meanwhile, the average self-efficacy score was 3.35 ± 0.57 before the program and 3.90 ± 0.60 after (t = −5.65, p < 0.001). Further, the average handover performance competency was 1.75 ± 0.25 before the program and 2.37 ± 0.21 after (t = −12.08, p < 0.001). The simulation-based handover education intervention was effective in improving knowledge, self-efficacy, and performance competency of nursing students. This intervention can provide an effective method of improving nursing students’ handover skills prior to entering clinical practice.

scholarly journals Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

2019 ◽  
Author(s):  
Yuexia Liao ◽  
Ting Han ◽  
Sumei Wang ◽  
Ye Jiang ◽  
Yiyun Yang ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Test Scores ◽  
Self Efficacy ◽  
Eastern China ◽  
Intervention Effect ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Abstract Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

scholarly journals Incorporating lead education content into undergraduate nursing curriculum: Impact on knowledge and confidence

2021 ◽  
Vol 12 (1) ◽  
pp. 56
Author(s):  
Tsu-Yin Wu ◽  
Lydia McBurrows ◽  
Jenni Hoffman ◽  
Sarah Lally ◽  
Vedhika Raghunathan
Keyword(s):  
Public Health ◽  
Nursing Students ◽  
Health Concern ◽  
Health Crisis ◽  
Prevention Education ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Student Cohorts ◽  
Post Test ◽  
The Impact

Background and objective: Lead poisoning is a major public health crisis in Michigan. The purpose of this study was to explore the impact of an education intervention on knowledge and confidence levels among nursing students enrolled in the pre-licensure Bachelor of Science in Nursing and Registered Nurse to Bachelor of Science in Nursing (RN2BSN) program.Methods: The study used a quantitative pre- and post-test design to assess the impact of lead health learning activities on knowledge and confidence among undergraduate nursing students in the Midwestern United States. The final study sample included 115 nursing students from two student cohorts. The study instrument used 26-item Nursing Students Lead Knowledge and Confidence Scale; independent sample t-tests, paired sample t-test and Cohen’s d for the effect size were used in data analyses.Results: The education improved total knowledge and confidence on both groups whereas RN2BSN students had larger effect sizes on the differences of pre- to post-test scores than pre-licensure students in general lead knowledge, lead exposure knowledge, total lead knowledge, and confidence.Conclusions: The results contribute to limited literature examining a critical public health concern regarding lead health exposure and prevention education of nursing students. Incorporating such content area into nursing curriculums is essential in ensuring that such public health disparities are mitigated.

scholarly journals Interprofessional Simulation: Students' Perceptions

2017 ◽  
Author(s):  
Elizabeth Welch
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Interprofessional Education ◽  
Social Work Students ◽  
Healthcare Team ◽  
Institute Of Medicine ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Post Test ◽  
Quantitative Descriptive

<p>An alarming number of errors occur in the healthcare system. The Institute of Medicine (IOM) responded to the error rate by encouraging changes in professional education and recommending interdisciplinary team training. A variety of professions, including aviation and the military, have utilized simulation in their education and training for mastering skills and also to assist with respect and appreciation of other professional roles on the healthcare team. The purpose of this study was to examine undergraduate nursing students, graduate social work students, and APRN students’ perceptions of one another as healthcare professionals using interdisciplinary simulation. The research study was a quantitative descriptive study using a pre-test, intervention, post-test design with a nonprobability, convenience sample. The participants were asked to complete the IEPS questionnaire, an eighteen-question survey with a 6-point Likert scale that measures the effect of interprofessional education experiences on students. The participants then took part in four interprofessional simulations scenarios with debriefing sessions following each scenario. The same IEPS was completed at the end of the day. 109 participants from the mentioned disciplines participated in the study. Statistically significant higher scores were found on the posttest questionnaires in 17 of the 18 questions. The study supports the use of interprofessional simulation in higher education and also provides a proven benefit related to perceptions of other disciplines.</p>

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