scholarly journals Impact of a blended curriculum on nursing handover quality: a quality improvement project

2021 ◽  
Vol 10 (1) ◽  
pp. e001024
Author(s):  
Xavier Losfeld ◽  
Laure Istas ◽  
Quentin Schoonvaere ◽  
Michel Vergnion ◽  
Jochen Bergs
Keyword(s):  
Educational Intervention ◽  
Patient Information ◽  
Professional Communication ◽  
Fit Indices ◽  
Negative Consequences ◽  
Improvement Project ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
E Learning

Context and objectiveThe negative consequences of inadequate nursing handovers on patient safety are widely acknowledged, both within the literature as in practice. Evidence regarding strategies to improve nursing handover is, however, lacking. This study investigates the effect of a tailored, blended curriculum on nurses’ perception of handover quality.MethodsWe used a pre-test/post-test design within four units of a Belgian general hospital. Our educational intervention consisted of an e-learning module on professional communication and a face-to-face session on the use of a structured method for handovers. All nurses completed this blended curriculum (n=87). We used the Handover Evaluation Scale (HES) to evaluate nurses’ perception of handover quality before and after the intervention. The HES was answered by 87.4% of the nurses (n=76 of 87) before and 50.6% (n=44 of 87) after the intervention. Confirmatory factor analysis was used to assess the validity of the HES.ResultsThe original factor structure did not fit with our data. We identified a new HES structure with acceptable or good fit indices. The overall internal consistency of our HES structure was considered adequate. Perception of nurses on Relevance of information showed a significant improvement (M=53.19±4.33 vs M=61.03±6.01; p=0.04). Nurses also felt that the timely provision of patient information improved significantly (M=4.50±0.34 vs M=5.16±0.40; p=0.01).ConclusionThe applied intervention resulted in an improved awareness on the importance of Relevance of information during handovers. After our intervention, the nurses’ perception of the HES item ‘Patient information is provided in a timely manner’ also improved significantly. We are aware that the educational intervention is only the first step to achieve the long-term implementation of a culture of professional communication based on mutual support.

scholarly journals The E-Learning Utilization On Attitudes And Behavior Of Diarrhea Prevention During Pandemic

2021 ◽  
Vol 12 (6) ◽  
pp. 231-236
Author(s):  
Zul Fikar Ahmad Et.al
Keyword(s):  
Sampling Technique ◽  
P Value ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
E Learning ◽  
Increasing Knowledge ◽  
The One ◽  
And Behavior ◽  
Attitudes And Behavior

Diarrhoea is a health problem that is often experienced by infants and toddlers and in almost every country. One of the efforts to prevent diarrhoea was through counselling. Due to the pandemic situation, face-to-face counselling was not possible. This study aimed to assess the use of e-learning in increasing knowledge, attitudes, and behaviours to prevent diarrhoea. This research was an analytical observational study with the design of The One Group Pre-test Post-test Design. Samples were select used the purposive sampling technique. The sample size in this study was 54 students. The eLearning model used in this research was Google Class. The data were obtained by using google form then analyzed using McNemar Test. The results of the analysis showed that there were differences in knowledge (p-value = 0.000), attitudes (p-value = 0.031), and behaviour (p-value = 0.016) to prevent diarrhea before and after treatment. The utilization of online learning (e-learning) significantly affected increasing knowledge, attitudes, and behaviour in preventing diarrhea. In the future, e-learning can be an alternative to prevent diarrhea during a pandemic.

scholarly journals Focused educational intervention improves but may not sustain knowledge regarding falls management

2018 ◽  
Vol 7 (3) ◽  
pp. e000222 ◽  
Author(s):  
Punith Kempegowda ◽  
Joht Singh Chandan ◽  
Richard Hutton ◽  
Lauren Brown ◽  
Wendy Madden ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Alternative Methods ◽  
Junior Doctors ◽  
Improvement Project ◽  
Preventative Measures ◽  
Before And After ◽  
Hospital Stays ◽  
Falls Management

BackgroundThe number of falls in hospital ranges from 3.8 to 8.6 falls per 1000 bed days. 1 Around 30% of falls as inpatients are injurious, and 4%–6% can result in serious and life-threatening injury. 2 3 This results in significant health burdens and economic burdens due to increased hospital stays following a fall. Junior doctors are usually the first point of contact for managing patients who fall in hospital. It is therefore important they understand the preventative measures and postfalls management.AimTo assess the retention of knowledge regarding falls management in foundation year 1 (FY1) doctors before and after a short educational intervention.MethodsA 3-stage quality improvement project was conducted at a West Midlands teaching hospital to highlight issues regarding falls management. A questionnaire assessing areas of knowledge regarding assessment and management of falls was delivered to 31 F1s. This was followed by a short presentation regarding falls management. The change in knowledge was assessed at 6 and 16 weeks postintervention. The questionnaire results were analysed using unpaired t-tests on STATA (V.14.2).ResultsThe mean score for knowledge regarding falls management in the preintervention, early postintervention and late postintervention were 73.7%, 85.2% and 76.4%, respectively. Although there was an improvement in the knowledge at 6 weeks’ postintervention, this returned to almost baseline at 16 weeks. The improvement in knowledge did not translate to clinical practice of falls management during this period.ConclusionAlthough educational interventions improve knowledge, the intervention failed to sustain over period of time or translate in clinical practice. Further work is needed to identify alternative methods to improve sustainability of the knowledge of falls and bring in the change in clinical practice.

scholarly journals Involving postgraduate medical students in pharmacology practical classes by e-learning

2019 ◽  
Vol 14 (1) ◽  
pp. 26-31
Author(s):  
Asma Akter Abbasy ◽  
Mir Misbahuddin
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Face To Face ◽  
Class A ◽  
Virtual Class ◽  
Virtual Classes ◽  
Post Test ◽  
E Learning ◽  
Questionnaire Surveys ◽  
Teaching Modules

The aim of the present study was to evaluate the effectiveness of e-learning (virtual class) in achieving procedural knowledge necessary to conduct practical class in the laboratory. In this study, teaching modules were prepared on eight selected topic related to pharmacology laboratory works. Virtual classes were conducted among the postgraduate MD students (n=26) of this Department. To know the existing procedural knowledge pre-test was taken before the classes and to evaluate the effectiveness of virtual class,  a post-test was carried out seven days later. To get the feedback from students, two additional questionnaire surveys were done. The performance of each student improved in the post-test in comparison to the pre-test. Most of the students mentioned that virtual class was easier in comparison to face to face class. But they preferred combination classes to learn procedural knowledge.

scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

scholarly journals BLENDED LEARNING AS A METHOD FOR IMPROVING STUDENTS’ ACHIEVEMENT IN DERMATOTHERAPY: A PRELIMINARY STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 249
Author(s):  
Sri Linuwih Menaldi ◽  
Hanny Nilasari ◽  
Githa Rahmayunita ◽  
Siti Farida ◽  
Nanda L. Prasetya
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Test Score ◽  
Learning Objectives ◽  
Learning Activities ◽  
Bivariate Analysis ◽  
Learning Method ◽  
Face To Face ◽  
Post Test ◽  
E Learning

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from the students. Comparison of pre-test and post-test results were analysed using paired T test, and followed by bivariate test of students’ characteristic, gadget usage and e-learning activities associated with the increased post-test score.Results: An increased in post-test score was found to be statistically significant (p<0.05). Approximately 95,4% of students passed the final exam on the dermatotherapy subject. Bivariate analysis revealed that the number of gadgets owned, digital usage and e- learning activities did not have a significant effect on the post-test score. Based on the students’ feedback, blended learning had a positive impact on helping their learning process; however, the materials of e-learning must be interactive, informative and comprehensive. Face-to-face lecture is still an important component in learning hence it is irreplaceable. Conclusion: Blended learning is an effective method of learning and should be considered if there is limitation of lecture time and number of teachers available. By using this method, medical students are more flexible in their study and it can be adjusted to their own learning style hence heling them understand better. Further development and improvement are needed for this method as to achieve the learning objectives.  Keywords: blended learning, dermatotherapy, medical students

scholarly journals (P2-45) Impact of Educational Intervention on Knowledge Regarding Disaster Management Among Nurses Working in Nepal

2011 ◽  
Vol 26 (S1) ◽  
pp. s150-s150
Author(s):  
G.N. Mandal
Keyword(s):  
Standard Deviation ◽  
Disaster Management ◽  
Educational Intervention ◽  
Sampling Technique ◽  
Chi Square ◽  
Before And After ◽  
Post Test ◽  
Awareness Programs ◽  
The Difference ◽  
Level Of Significance

ObjectivesThe purpose of this study was to find the change in knowledge regarding disaster management among nurses after educational intervention.MethodsOne group pretest and post test design was adopted for the study. The study was carried out in B.P. Koirala Institute of Health Sciences, Nepal. Forty Nurses were selected from emergency, orthopedics, medicine, and surgical ward by using non-probability convenience sampling technique. A self-administered semi-structured questionnaire was used to collect the data. Data was collected before and after the educational intervention. The collected data were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (Chi-square and Z test) were used to identify the difference in knowledge between pre-test and post-test, at 0.05 level of significance.ResultsStudy findings revealed that in the pre-test, grand mean of the means of the nurses' knowledge on different aspects of disaster management as a whole was 2.39 with the standard deviation of 0.87. Similarly the grand mean of means of knowledge on different aspects of disaster management was 3.2 with the standard deviation of 0.47 in the post-test. The difference between pre-test and post-test in respondents' knowledge in different aspects of disaster management as a whole was calculated by using “Z” test (p < 0.05) The result showed that the educational intervention was effective in bringing changes in knowledge in all aspects of disaster management.ConclusionsStudy findings revealed that there was significant increase in knowledge in the post-test after the educational intervention. Therefore, it can be concluded that education plays an important role in increasing awareness. It is recommended that awareness programs on disaster management should be carried out periodically as in-service education.

scholarly journals Decreasing Duration of Mechanical Restraint Episodes by Increasing Registered Nurse Assessment and Surveillance in an Acute Psychiatric Hospital

2019 ◽  
Vol 26 (3) ◽  
pp. 245-249
Author(s):  
Diane E. Allen ◽  
Susan J. Fetzer ◽  
Kathleen S. Cummings
Keyword(s):  
Intensive Care ◽  
Psychiatric Hospital ◽  
Registered Nurse ◽  
Practice Change ◽  
Improvement Project ◽  
Mechanical Restraint ◽  
Face To Face ◽  
Before And After ◽  
Nurse Assessment ◽  
Mechanical Restraints

INTRODUCTION: The application of mechanical restraints is a high-risk emergency measure that requires psychiatric intensive care to assure patient safety and expedite release at the earliest opportunity. While current Centers for Medicare & Medicaid Services regulations require trained staff to continuously observe restrained individuals, assessment by a registered nurse is required only once an hour. The experience of an acute psychiatric hospital demonstrates that more frequent registered nurse assessments can decrease duration of mechanical restraint episodes. AIMS: The aim of this three-part quality improvement project was to decrease duration of mechanical restraint episodes by increasing the frequency of registered nurse assessment and surveillance. METHODS: First, the requirement for frequency of face-to-face registered nurse assessment during episodes of mechanical restraint was increased from once every hour to once every 30 minutes. Second, the frequency of assessment was increased on half the hospital’s units, from every 30 minutes to continuous registered nurse presence during restraint. Finally, the remaining units adopted 1:1 registered nurses during restraint. Mean hours of restraint per episode were measured and compared before and after each practice change. RESULTS: Mean duration of restraint episodes decreased 23% in the first change cycle, 12% in the second, and 44% in the third. Overall, there was a statistically significant 30% decrease in mean duration of restraint episodes. CONCLUSIONS: Increased frequency of registered nurse assessment and surveillance can significantly decrease duration of mechanical restraint episodes. Nurses are encouraged to adopt mechanical restraint practice standards that provide continuous psychiatric intensive care by a registered nurse.

scholarly journals Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education

Nutrients ◽  
2020 ◽  
Vol 12 (8) ◽  
pp. 2210 ◽  
Author(s):  
Gerardo Gómez-García ◽  
José Antonio Marín-Marín ◽  
José-María Romero-Rodríguez ◽  
Magdalena Ramos Navas-Parejo ◽  
Carmen Rodríguez Jiménez
Keyword(s):  
Flipped Classroom ◽  
Self Regulation ◽  
Educational Practice ◽  
Face To Face ◽  
Healthy Habits ◽  
Post Test ◽  
E Learning ◽  
Mixed Approach ◽  
Student Today ◽  
Teaching Learning

Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

scholarly journals Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

2019 ◽  
Vol 7 (4) ◽  
pp. 972
Author(s):  
Srabani Bhattacharya ◽  
Rucha Wagh ◽  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar ◽  
Sandhya S. Khadse
Keyword(s):  
Gender Difference ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Cognitive Domain ◽  
First Year ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Before And After ◽  
Post Test ◽  
Domain Scores

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

scholarly journals THE EFFECTIVENESS OF USING SERIES OF PICTURES AS MEDIA TO IMPROVE THE STUDENTS’ SPEAKING ABILITY AT STORYTELLING: A CASE OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 2 PURWODADI

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
M. Khoiruddin
Keyword(s):  
Test Score ◽  
T Test ◽  
Face To Face ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Media ◽  
The Mean ◽  
Definition Of ◽  
Key Terms

The objectives of this research are (1) to find out the speaking ability of SMA Negeri 2 Rembang students before being taught using series pictures of storytelling, (2) to find out the speaking ability of SMA Negeri 2 Purwodadi students after being taught using series pictures of storytelling, and (3) to find out whether or not there is a significant difference of speaking ability of SMA Negeri 2 Purwodadi students before and after being taught using series pictures of storytelling.This study uses Experimental method. The number of populations in this research is30 students. The method of data collection is spoken test. First the writer gives pre-test to the students and scores. Second the writer gives a treatment for two meetings at this time, the writer implements the series pictures in classroom activities. At last, the writer gives the students a post test. The data analysis reveals that the mean of pre-test score is 61,03 ; it is at fair level. The mean of post-test score is 76,1 ; it is at good level. Then the result of t-test is9,71, and the t-table of 30 students is2,04. The result of t-test is higher than t-table. Based on research analysis, the writer takes conclusions: first the speaking ability of the students before being taught using series pictures of storytelling is fair, second the speaking ability of the students after being taught using series pictures of storytelling is good, and last there is significant improvement of English speaking ability of the students taught by using series pictures of storytelling. The writer also suggests to all of teachers of senior high school. It is better for them to use the media of series pictures of storytelling to improve the students’ speaking ability. It is for the simple reason that a series pictures are a media to improve the speaking ability at storytelling. The writer also suggests to the students that the study is as recommendation to motivate the students in improving the students’ speaking ability. The students are encouraged to give their opinions, ideas and imagination about the presented pictures. Definition of key terms (1) series picture A picture is an illustration of pictures that can be used as a two dimensional visual representation of percent, place, or things. (2) Media is any extension of man which allows him to affect other people who are not in face to face with him. (3) Story telling is In this research storytelling is used to improve the students’ speaking ability. It caused that storytelling can improve the ideas and imagines their story and express it by telling the story. It helps the students to speak and talk active.

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