scholarly journals The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
Thor Arne Haukedal ◽  
Inger Åse Reierson ◽  
Hanne Hedeman ◽  
Ida Torunn Bjørk
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Intervention Group ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Knowledge Test ◽  
Patient Deterioration ◽  
Simulation Based ◽  
Quasi Experimental ◽  
The Impact

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.

scholarly journals Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

scholarly journals Emotional recognition for simulated clinical environment using unpleasant odors: quasi-experimental study

2020 ◽  
Vol 28 ◽  
Author(s):  
Mateus Henrique Gonçalves Meska ◽  
Leandro Yukio Mano ◽  
Janaina Pereira Silva ◽  
Gerson Alves Pereira Junior ◽  
Alessandra Mazzo
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Critical Points ◽  
Intervention Group ◽  
Control Group ◽  
Fermented Foods ◽  
Circumplex Model ◽  
Clinical Environment ◽  
Undergraduate Nursing ◽  
Quasi Experimental

Objective: to compare the effect of exposure to unpleasant odors in a simulated clinical environment on the emotions of undergraduate nursing students. Method: quasi-experimental study. A total of 24 nursing students participated the study, divided into two groups, 12 in the intervention group with exposure to unpleasant odors, and 12 in the control group without exposure to unpleasant odors. To simulate the unpleasant vomiting odor in intervention group, fermented foods were used: boiled oats, curdled milk, spoiled Parmesan cheese, raw egg, pea soup, raisins and vinegar. Participants were filmed and the facial expression analysis was performed at six critical points: student approach; report of the complaint; clinical evaluation; and patient occurrence, intervention and reevaluation based on what was proposed by the Circumplex model of emotions recognition. Results: a total of 83,215 emotions related to the six critical points were verified. At the critical point of the proposed scenario with exposure to unpleasant odors, the intervention group presented the basic emotion of sadness and the Control Group, anger. Conclusion: it is inferred that the inclusion of unpleasant odors in the simulated scenarios can broaden the emotional development of health students.

scholarly journals Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Roghayeh Mehdipour –Rabori ◽  
Behnaz Bagherian ◽  
Monirsadat Nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract Background Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019. Methods This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics. Results The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p< 0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control. Conclusion These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

scholarly journals Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

2020 ◽  
Author(s):  
Roghaye Mehdipour-Rabori ◽  
Behnaz Bagherian ◽  
Monirsadat Nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students' performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

scholarly journals Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). After written consent was received, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21, and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing mastery-based learning model.

scholarly journals Impact of permagarden intervention on improving fruit and vegetable intake among vulnerable groups. A quasi-experimental study conducted in seven cities of Ethiopia

2019 ◽  
Author(s):  
Fikralem Alemu ◽  
Medhanit Mecha ◽  
Girmaye Medhin
Keyword(s):  
Experimental Study ◽  
Nutrient Intake ◽  
Vegetable Consumption ◽  
Intervention Group ◽  
Control Group ◽  
Control Groups ◽  
Percentage Difference ◽  
Vulnerable Families ◽  
Quasi Experimental ◽  
The Impact

AbstractBackgroundIncreasing nutrient intake through home gardening is a sustainable strategy that can address multiple micronutrient deficiencies in developing countries. This study investigated the impact of permagarden intervention in increasing the frequency and diversity of vegetable and fruit consumption among vulnerable families.MethodA quasi-experimental study was conducted from August 10 to September 30, 2015. A total of 884 care givers (427 from intervention and 457 control) participated in the study. Data was collected through face to face interview with caregivers of highly vulnerable children. Propensity score matching (PSM) was conducted using STATA software, and the program impact on the frequency and diversity of household’s vegetable consumption between intervention and control groups was assessed using chi square test.ResultIntervention participants had a 13% greater increase frequency of one-week vegetables and fruits consumption compared with control participants (p<0.01). The diversity (consumption of 2 and more groups of vegetable and fruit) is higher among intervention groups than control groups (percentage difference=9, p-value<0.05). A significant higher percentage of participants in the intervention group reported getting the one-week vegetable and fruits mainly from their own garden (percentage difference 58.3, p<0.05). A significantly larger proportion of participants in the intervention group compared to the control group reported “high likelihood” on intention to grow vegetable in the future (percentage difference = 30%, and P<0.01). Perceived importance to include vegetables in every day meal is higher among intervention groups than control groups (percentage difference = 11.5%, P<0.01).ConclusionsThe observed higher frequency and diversity of household vegetable consumption among intervention group compared to control group suggests that nutrition and health programs need to promote household vegetable gardening as the means for address improve micro nutrient intake for vulnerable societies in least and middle developed countries.

scholarly journals The effect of educational intervention based on BASNEF model for reducing internet addiction among female students: a quasi-experimental study

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Batol Gholamian ◽  
Hossein Shahnazi ◽  
Akbar Hassanzadeh
Keyword(s):  
Experimental Study ◽  
Educational Intervention ◽  
Internet Addiction ◽  
Intervention Group ◽  
Female Students ◽  
T Test ◽  
The Internet ◽  
Control Group ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Adolescents and students are encountered with a challenge so-called “internet Addiction”. This issue affects both their physical and mental health, as well as their academic, social, and family performance. The aim of the current research is to determine the impact of educational intervention. To achieve this aim, BASNEF is utilized to reduce the excessive use of the internet by students. Methods This quasi-experimental study was implemented on 120 high school female students in Shahrekord (west of Iran), which were addicted to the internet. Paticipants was randomly divided into two groups of control and intervention. For data collection before and after the intervention, the standard Yang internet Addiction Questionnaire and BASNEF researcher-developed Questionnaire were used. Educational intervention for mothers was conducted in one session (as the most important subjective norm) and for students in two sessions. This method was based on BASNEF construct. Then, data were analyzed using SPSS-20 and chi-square test, Mann-Whitney test, independent t-test, and paired t-test. Results After the education intervention, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control and enabling factors in the intervention group were significantly different from the control group (p < 0.001). In Post-test assessment, the intervention group revealed a significant decrease, in terms of using the internet (based on the time). (p < 0.001). Conclusions The results of this study revealed that BASNEF and its related constructs was a suitable framework to design the educational interventions in order to reduce the extreme use of internet in students. Applying of this model can be a cognitive and intellectual framework that affects students’ internet use behavior.

scholarly journals Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Nursing Skills ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This study was a quasi-experimental study with two groups (the control and intervention). After receiving written consent, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21descriptive and inferential statistics. Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05), implying that the simulation-based mastery model of the intervention group was significantly more effective than that of the control. Conclusion: These findings showed that mastery learning strategy improved the clinical skills of undergraduate nursing students. The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

scholarly journals Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

2021 ◽  
pp. 014303432110250
Author(s):  
Celeste Simões ◽  
Anabela C. Santos ◽  
Paula Lebre ◽  
João R. Daniel ◽  
Cátia Branquinho ◽  
...  
Keyword(s):  
Mental Health ◽  
Intervention Group ◽  
Well Being ◽  
Primary School Children ◽  
Control Group ◽  
Physical And Mental Health ◽  
Quasi Experimental ◽  
Mental Health Difficulties ◽  
Prosocial Behaviours ◽  
The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

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