Indigenous-led First Peoples Health Interprofessional and Simulation-Based Learning Innovations: mixed methods study of nursing academics' experience of working in partnership

2022 ◽  
pp. 1-34
Author(s):  
Roianne West ◽  
Vicki Saunders ◽  
Leeona West ◽  
Renee Blackman ◽  
Letitia Del Fabbro ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
Simulation Based ◽  
First Peoples

EFFECTS OF A SIMULATION-BASED NURSING PROCESS EDUCATIONAL PROGRAM: A MIXED-METHODS STUDY

2021 ◽  
pp. 103188
Author(s):  
Yi-Ya Chang ◽  
Li-Fen Chao ◽  
Xaviera Xiao ◽  
Nai-Hui Chien
Keyword(s):  
Mixed Methods ◽  
Educational Program ◽  
Mixed Methods Study ◽  
Nursing Process ◽  
Simulation Based

scholarly journals Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy: A mixed methods study

2020 ◽  
Vol 15 (4) ◽  
pp. 117-123
Author(s):  
Steven Arild Wuyts Andersen ◽  
Martin Frendø ◽  
Mads Guldager ◽  
Mads Sølvsten Sørensen
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
Self Assessment ◽  
Simulation Based

Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study

Surgery ◽  
2016 ◽  
Vol 160 (3) ◽  
pp. 591-598 ◽  
Author(s):  
Cara A. Liebert ◽  
Laura Mazer ◽  
Sylvia Bereknyei Merrell ◽  
Dana T. Lin ◽  
James N. Lau
Keyword(s):  
Mixed Methods ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Mixed Methods Study ◽  
Simulation Based

scholarly journals Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed methods study

2020 ◽  
Author(s):  
Geneviève Rouleau ◽  
Marie-Pierre Gagnon ◽  
José Côté ◽  
Lauralie Richard ◽  
Gabrielle Chicoine ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Continuing Education ◽  
Technology Acceptance ◽  
Learning Experience ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Mixed Methods Study ◽  
Simulation Based ◽  
Post Test ◽  
Relational Skills

Abstract Background Nurses must meet professional standards by attending continuing education activities. Despite the potential of virtual patient simulation in nursing education, it has rarely been used in nurses’ continuing education to address relational skills. We developed an automated virtual patient simulation informed by motivational interviewing to enhance nurses’ relational skills. The simulation features an HIV-positive man struggling to adhere to his medication. Quizzes and feedback loops embedded in the simulation allow learners to observe the consequences of their choices. This study aimed to assess nurses’ perception of simulation’s acceptability. Specific objectives were: to measure the simulation design elements, its role in supporting practice, its quality and technology acceptance, and the achievement of learning objectives; to explore nurses’ learning experience. Methods We performed a convergent mixed methods study by combining a quantitative pre-experimental, one-group post-test design and a qualitative exploratory study. We used convenience and snowball sampling approaches to select registered nurses (n=49) working in Quebec, Canada, who self-reported as having basic computer literacy skills. Participants completed an online sociodemographic questionnaire, consulted the simulation, and filled out an online post-test survey. Descriptive statistics (mean, SD, median, interquartile range) were used to present quantitative findings. From the 27 participants who completed the simulation and post-test survey, five participated in a focus group to explore their learning experience. The discussion transcript was subjected to thematic analysis. Results Nurses perceived the simulation to be highly acceptable. They rated the global system quality and the technology acceptance with high scores. They reported having enjoyed the simulation and recommended other providers use it. Four qualitative themes were identified: motivations to engage in the simulation-based research; learning in a realistic, immersive, and non-judgmental environment; perceived utility of the simulation; and perceived difficulty in engaging in the simulation-based research. Conclusions The simulation contributed to knowledge and skills development on motivational interviewing and enhanced nurses’ self-confidence in applying relational skills. Simulation holds the potential to change practice, as nurses become more self-reflective and aware of the impact of their relational skills on patient care. Relational skills are fundamental to high-quality nursing care.Trial registration:ISRCTN18243005, retrospectively registered on July 3 2020.

scholarly journals Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed-methods study

2020 ◽  
Author(s):  
Geneviève Rouleau ◽  
Marie-Pierre Gagnon ◽  
José Côté ◽  
Lauralie Richard ◽  
Gabrielle Chicoine ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Motivational Interviewing ◽  
Technology Acceptance ◽  
Learning Experience ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Mixed Methods Study ◽  
Simulation Based ◽  
Post Test ◽  
Relational Skills

Abstract Background: Some nurses may feel ill-equipped to support people living with HIV who do not optimally adhere to their antiretroviral therapy. In response, to enhance the relational skills nurses require in situations of non-adherence, we developed a virtual patient simulation that features an HIV-positive man struggling to adhere to his therapy. The simulation is informed by a strengths-based nursing approach, motivational interviewing, and adult learning theories This study aimed to assess nurses’ perception of simulation’s acceptability. Specific objectives were: to measure the simulation design elements, its role in supporting practice, its quality and technology acceptance, and the achievement of learning objectives; to explore nurses’ learning experience.Methods: We conducted a convergent mixed methods study by combining a quantitative pre-experimental, one-group post-test design and a qualitative exploratory study. We used convenience and snowball sampling approaches to select Canadian registered nurses (n=49). who self-reported as having basic computer literacy skills. Participants completed an online sociodemographic questionnaire, consulted the simulation, and filled out an online post-test survey. Descriptive statistics (mean, SD, median, interquartile range) were used to present quantitative findings. From the 27 participants who completed the simulation and post-test survey, five participated in a focus group to explore their learning experience. The discussion transcript was subjected to thematic analysis. At the final stage of the study, we used a comparison strategy for integrating the quantitative and qualitative results.Results: Nurses perceived the simulation to be highly acceptable. They rated the global system quality and the technology acceptance with high scores. They reported having enjoyed the simulation and recommended other providers use it. Four qualitative themes were identified: motivations to engage in the simulation-based research; learning in a realistic, immersive, and non-judgmental environment; perceived utility of the simulation; and perceived difficulty in engaging in the simulation-based research.Conclusions: The simulation contributed to knowledge and skills development on motivational interviewing and enhanced nurses’ self-confidence in applying relational skills. Simulation holds the potential to change practice, as nurses become more self-reflective and aware of the impact of their relational skills on patient care. Relational skills are fundamental to high-quality nursing care.Trial registration: ISRCTN18243005, retrospectively registered on July 3 2020.

scholarly journals Virtual patient simulation to improve nurses’ relational skills in a continuing education context: a convergent mixed methods study

BMC Nursing ◽  
2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Geneviève Rouleau ◽  
Marie-Pierre Gagnon ◽  
José Côté ◽  
Lauralie Richard ◽  
Gabrielle Chicoine ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Motivational Interviewing ◽  
Continuing Education ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Mixed Methods Study ◽  
Simulation Based ◽  
Post Test ◽  
The Impact ◽  
Relational Skills

Abstract Background Effective provider-patient communication is crucial to the delivery of high-quality care. Communication roadblock such as righting reflex is widely observed among providers and can lead to relational disengagement. In previous work, nurses felt ill-equipped to communicate effectively with HIV-positive patients to support medication adherence. Providing nurses with continuing education opportunities to improve their relational skills is a major target for optimizing the quality of care. Virtual patient simulation is one promising strategy that needs to be evaluated among graduate nurses. This study aimed to assess the acceptability of a virtual patient simulation to improve nurses’ relational skills in a continuing education context. Methods We conducted a convergent mixed methods study by combining a quantitative pre-experimental, one-group post-test design and a qualitative exploratory study. We used convenience and snowball sampling approaches to select registered nurses (n = 49) working in Quebec, Canada. Participants completed an online sociodemographic questionnaire, consulted the automated virtual patient simulation (informed by motivational interviewing), and filled out an online post-test survey. Descriptive statistics (mean, SD, median, interquartile range) were used to present quantitative findings. From the 27 participants who completed the simulation and post-test survey, five participated in a focus group to explore their learning experience. The discussion transcript was subjected to thematic analysis. At the final stage of the study, we used a comparison strategy for the purpose of integrating the quantitative and qualitative results. Results Nurses perceived the simulation to be highly acceptable. They rated the global system quality and the technology acceptance with high scores. They reported having enjoyed the simulation and recommended other providers use it. Four qualitative themes were identified: motivations to engage in the simulation-based research; learning in a realistic, immersive, and non-judgmental environment; perceived utility of the simulation; and perceived difficulty in engaging in the simulation-based research. Conclusions The simulation contributed to knowledge and skills development on motivational interviewing and enhanced nurses’ self-confidence in applying relational skills. Simulation holds the potential to change practice, as nurses become more self-reflective and aware of the impact of their relational skills on patient care. Trial registration ISRCTN18243005, retrospectively registered on July 3 2020.

Determining Emotional Tone and Verbal Behavior in Patients With Tinnitus and Hyperacusis: An Exploratory Mixed-Methods Study

2019 ◽  
Vol 28 (3) ◽  
pp. 660-672
Author(s):  
Suzanne H. Kimball ◽  
Toby Hamilton ◽  
Erin Benear ◽  
Jonathan Baldwin
Keyword(s):  
Mixed Methods ◽  
Verbal Behavior ◽  
Coping Strategies ◽  
Mixed Methods Study ◽  
Self Report ◽  
Anxiety And Depression ◽  
Negative Consequences ◽  
Emotional Tone ◽  
Explanatory Mixed Methods ◽  
Quantitative Results

Purpose The purpose of this study was to evaluate the emotional tone and verbal behavior of social media users who self-identified as having tinnitus and/or hyperacusis that caused self-described negative consequences on daily life or health. Research Design and Method An explanatory mixed-methods design was utilized. Two hundred “initial” and 200 “reply” Facebook posts were collected from members of a tinnitus group and a hyperacusis group. Data were analyzed via the LIWC 2015 software program and compared to typical bloggers. As this was an explanatory mixed-methods study, we used qualitative thematic analyses to explain, interpret, and illustrate the quantitative results. Results Overall, quantitative results indicated lower overall emotional tone for all categories (tinnitus and hyperacusis, initial and reply), which was mostly influenced by higher negative emotion. Higher levels of authenticity or truth were found in the hyperacusis sample but not in the tinnitus sample. Lower levels of clout (social standing) were indicated in all groups, and a lower level of analytical thinking style (concepts and complex categories rather than narratives) was found in the hyperacusis sample. Additional analysis of the language indicated higher levels of sadness and anxiety in all groups and lower levels of anger, particularly for initial replies. These data support prior findings indicating higher levels of anxiety and depression in this patient population based on the actual words in blog posts and not from self-report questionnaires. Qualitative results identified 3 major themes from both the tinnitus and hyperacusis texts: suffering, negative emotional tone, and coping strategies. Conclusions Results from this study suggest support for the predominant clinical view that patients with tinnitus and hyperacusis have higher levels of anxiety and depression than the general population. The extent of the suffering described and patterns of coping strategies suggest clinical practice patterns and the need for research in implementing improved practice plans.

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