The Effect of Transcultural Nursing Course on Students’ Moral Sensitivity: A Quasi-Experimental Study

2021 ◽  
pp. 104365962110638
Author(s):  
Cevriye Yüksel Kaçan
Keyword(s):  
Nursing Students ◽  
Teaching Method ◽  
Intervention Group ◽  
Transcultural Nursing ◽  
Moral Sensitivity ◽  
Quality Of Patient Care ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Nursing Course

Introduction: The moral sensitivity of nurses positively affects the quality of patient care. For this reason, nursing students are expected to gain moral sensitivity skills during their education. The aim of the study is to examine the impact of transcultural nursing course (TNC) on the moral sensitivity levels of students. Methods: This study had a quasi-experimental design. The sample consisted of 100 nursing students (intervention: 36 and control: 64). The intervention group was composed of students who had enrolled in the TNC. The data were collected through the Sociodemographic Information Form and the Moral Sensitivity Questionnaire. Independent samples t-test and analysis of variance were used in data analysis. Results: The moral sensitivity levels of the students who received the TNC were significantly higher than those who did not. Discussion: The TNC is an effective teaching method in increasing the moral sensitivity levels of nursing students.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

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 Pengaruh Promosi Kesehatan Melalui Buku Praktis Kesehatan Ibu Hamil Preeklamsia Terhadap Pengetahuan Kader Kesehatan

JKEP ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 44-53
Author(s):  
Ulty Desmarnita ◽  
Yuli Mulyanti
Keyword(s):  
Pregnant Woman ◽  
Intervention Group ◽  
Sampling Technique ◽  
Control Group ◽  
Control Approach ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Knowledge And Attitude ◽  
And Control ◽  
The Impact

Hypertension during pregnancy may lead to a serious condition called preeclampsia.Health cadre should be provided with information concerning identification of such risk. This study aimed to identify the impact of guidebook of pregnant woman with preeclampsia on knowledge and attitude in pregnant women in health cadre. The study design was quasi-experimental withnon-randomized pretest-posttest group control approach. This study involved 60 health cadres whom were assigned into two groups, intervention group (n= 30) and control group (n= 30) and recruited through purposive sampling technique. The results suggest that there was significant difference in health cadre’s attitude between both groups (p= 0.000). Variable of duration being a cadre is the most determinant factor affecting cadre’s attitude. Health promotion through guidebook of pregnant woman with preeclampsia was effective in improving health cadre’s attitude. Authors recommend health cadres to use the guidebook of pregnant woman with preeclampsia when enacting their duties. 

Rubric-based debriefing to enhance nursing students’ critical thinking via simulation

2020 ◽  
Vol 7 (1) ◽  
pp. 11-16
Author(s):  
Janet Yuen Ha Wong ◽  
Maggie Mee Kie Chan ◽  
Vivien Wai Yin Tsang ◽  
Michelle Tsz Ha Pang ◽  
Claudia Kor Yee Chan ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Qualitative Data ◽  
Intervention Group ◽  
Estimating Equation ◽  
Vital Role ◽  
Simulated Patients ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control

IntroductionDebriefing plays a vital role in effective simulation-based learning by providing feedback to students to foster their development of critical thinking in the learning.ObjectivesWe evaluated the effects of rubric-based debriefing on students’ critical thinking, level of confidence in performing tasks and communication.MethodThis is a quasi-experimental study. Final year nursing undergraduates (n=204) of a local university participated in the study. In the intervention group, students performed two 20 min simulation sessions individually with simulated patients followed by a 15 min individual rubric-based debriefing between the two sessions and had a 5 min of that at the end. In the control group, students performed the same simulation sessions followed by a 20 min individual rubric-based debriefing at the end. The primary outcome was comparing the critical thinking of students between two groups, which was assessed by The Northeastern Illinois University Critical Thinking Rubric. The qualitative data were collected by an open-ended question.ResultsBased on generalised estimating equation models, the intervention effect over time was found to be statistically significant (β=2.06, 95% CI 1.04 to 3.08) in enhancing students’ critical thinking. No statistically significant differences were reported in the self-perceived confidence levels between the intervention group and control group. Qualitative data reflected positive feedback from students on simulation activities.ConclusionsThis is the first study to provide evidence that a rubric-based debriefing enhances students’ critical thinking in simulation learning.

scholarly journals Effects of an Extracurricular Anger Self-Control Program for Nursing Students

2021 ◽  
Vol 18 (6) ◽  
pp. 3059
Author(s):  
Won Hee Jun ◽  
Eun Joung Choi ◽  
Hyun-Mee Cho
Keyword(s):  
Nursing Students ◽  
Intervention Group ◽  
Anger Expression ◽  
Control Program ◽  
Self Control ◽  
Trait Anger ◽  
Control Group ◽  
Control Programs ◽  
Quasi Experimental ◽  
And Control

Nursing students often experience anger in response to stress and suppress their anger instead of actively controlling it. Therefore, the anger self-control programs that can manage nursing students’ anger level and dysfunctional anger expression are needed. The aim of this study is to investigate the effects of an anger self-control program on trait anger, anger expression style, grateful disposition, and depression among nursing students. The study used a quasi-experimental study with a nonequivalent control group and a non-synchronized design. Participants were 29 nursing students who were assigned to intervention and control groups. Compared to the control group, the intervention group showed significantly decreased mean scores for the trait anger, anger-in, and anger-out anger expression styles, and increased mean scores for the anger-control anger expression style and grateful disposition. Anger self-control programs might be usefully applied as extracurricular anger-management programs for nursing students.

scholarly journals The Impact of Educational Games-Based iPad Applications on the Development of Social Studies Achievement and Learning Retention among Sixth Grade Students in Jeddah

2017 ◽  
Vol 7 (3) ◽  
pp. 21 ◽  
Author(s):  
Hanan A. Najmeldeen
Keyword(s):  
Teaching Method ◽  
Educational Games ◽  
Sixth Grade ◽  
Learning Retention ◽  
Post Test ◽  
Quasi Experimental ◽  
Educational Applications ◽  
Ipad Applications ◽  
And Control ◽  
The Impact

The present study aims to evaluate the impact of educational games-based iPad applications on the development ofsocial studies achievement and learning retention. Sample consisted of (48) sixth grade primary students in Jeddah.The author adopted Quasi-experimental design of the experimental and control groups. She also provided the teachera guidebook that explains teaching method using educational games-based iPad applications. Pre-post achievementtest was applied to both groups. Delayed achievement test, which evaluates learning retention, was applied fourweeks after post-test. The study showed the impact of educational games-based iPad applications on achievementand learning retention with statistically significant differences in scores means of both groups' participants in posttestand delayed test in favor of the experimental group. She recommended using iPad educational applications,which she prepared, in teaching.

scholarly journals Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan

2017 ◽  
Vol 7 (1) ◽  
pp. 88
Author(s):  
Jing-Hua Chen ◽  
Yi-Chou Chen
Keyword(s):  
College Students ◽  
Differentiated Instruction ◽  
Teaching Method ◽  
Total Sample ◽  
Control Group ◽  
Significant Difference ◽  
Calculus Instruction ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied educational settings. Participants: Sample data were collected from freshman students of the Army Academy: total sample = 60, experimental and control group each had 30. Methods: Quasi-experimental design. Study tested whether differentiated instruction would enhance calculus instruction, compared with a traditional teaching method. Results: As hypothesized, results showed a significant difference in calculus achievement between experimental and control groups. Conclusions: Results supported the effectiveness of differentiated instruction on calculus curriculum. Finally, depending on the research results, the researcher provided practical suggestions for the educational research.

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.

457 The Impact of PAP Therapy on Hematocrit in OSA and Polycythemia: A Pilot Study

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A180-A181
Author(s):  
Mustafa Jafri ◽  
Gabrielle Rosa-Acosta ◽  
Jose Flores Martinez ◽  
Elizabeth Schofield ◽  
Cy Wilkins ◽  
...  
Keyword(s):  
Intervention Group ◽  
Smoking History ◽  
Event Analysis ◽  
Control Groups ◽  
Testosterone Therapy ◽  
Obstructive Sleep ◽  
Significant Difference ◽  
Testosterone Administration ◽  
And Control ◽  
The Impact

Abstract Introduction Untreated polycythemia leads to complications including thrombosis. Obstructive sleep apnea (OSA) is commonly associated with secondary erythrocytosis, which testosterone therapy can perpetuate. Effects of positive airway pressure (PAP) on elevated hematocrit (HCT) is unknown. We hypothesize PAP adherence can reduce HCT in men with OSA and polycythemia. Methods Retrospective chart review of male outpatients with newly diagnosed OSA and HCT≥45% at or 3 months before polysomnography (PSG) was conducted. Intervention group consisted of patients initiating PAP for OSA. HCT within 6 months of PAP initiation and PSG were recorded for intervention and control groups, respectively. Primary endpoint was time-to-HCT reduction of HCT&lt;50% plus 3% decrease. Cox proportional-hazards analysis was used to assess time-to-HCT response. Demographics, smoking history, testosterone administration, STOP-Bang score, AHI, and PAP compliance data were obtained. Patients excluded if PAP not indicated, or if PSG, PAP compliance, or repeat HCT were unavailable. Results 41 men with OSA had HCT≥45%, of which 16 had HCT≥50%. Median age was 60 years and median BMI was 32 kg/m2. 28 started PAP. 21 met definition for PAP compliance within 6 months. Median AHI of intervention and control groups were 23 and 19 events/hr, respectively. Mean baseline HCT of both groups were 49 and 50, respectively. No significant difference in age, BMI, smoking history, testosterone therapy, and baseline HCT between both groups noted. 39% of intervention group exhibited HCT response at 1 or more longitudinal assessments, versus 38% of control. Intervention group had higher mean STOP-Bang than control (mean 5.9 vs. 4.6, p=0.01) and trended towards higher mean baseline AHI (27.4 vs. 19.0, p= 0.06). Time-to-event analysis controlling for STOP-Bang and AHI demonstrated PAP was not associated with time-to-HCT response (HR = 1.3, 95% CI = 0.4–4.4). In moderate-severe OSA patients, 40% of intervention group had HCT response compared to 14% of control, though difference was not significant (HR = 2.5, 95% CI = 0.3–20.0). Conclusion Moderate-severe OSA patients trended towards reduction in HCT with PAP, although not statistically significant. Testosterone administration did not affect HCT response to PAP in this cohort. Larger studies are required to determine HCT response to PAP in these patients. Support (if any):

scholarly journals 1346. Implementation of a Multidisciplinary 48 Hour Antibiotic Timeout in a Pediatric Population

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S684-S684
Author(s):  
Victoria Konold ◽  
Palak Bhagat ◽  
Jennifer Pisano ◽  
Natasha N Pettit ◽  
Anish Choksi ◽  
...  
Keyword(s):  
Pediatric Patients ◽  
Pediatric Population ◽  
Intervention Group ◽  
Post Intervention ◽  
Days Of Therapy ◽  
New Antibiotics ◽  
Core Elements ◽  
Quasi Experimental ◽  
Empirical Antibiotics ◽  
The Impact

Abstract Background To meet the core elements required for antimicrobial stewardship programs, our institution implemented a pharmacy-led antibiotic timeout (ATO) process in 2017 and a multidisciplinary ATO process in 2019. An antibiotic timeout is a discussion and review of the need for ongoing empirical antibiotics 2-4 days after initiation. This study sought to evaluate both the multidisciplinary ATO and the pharmacy-led ATO in a pediatric population, compare the impact of each intervention on antibiotic days of therapy (DOT) to a pre-intervention group without an ATO, and to then compare the impact of the pharmacy-led ATO versus multidisciplinary ATO on antibiotic days of therapy (DOT). Methods This was a retrospective, pre-post, quasi-experimental study of pediatric patients comparing antibiotic DOT prior to ATO implementation (pre-ATO), during the pharmacy-led ATO (pharm-ATO), and during the multidisciplinary ATO (multi-ATO). The pre-ATO group was a patient sample from February-September 2016, prior to the initiation of a formal ATO. The pharmacy-led ATO was implemented from February-September 2018. This was followed by a multidisciplinary ATO led by pediatric residents and nurses from February-September 2019. Both the pharm-ATO and the multi-ATO were implemented as an active non-interruptive alert added to the electronic health record patient list. This alert triggered when new antibiotics had been administered to the patient for 48 hours, at which time, the responsible clinician would discuss the antibiotic and document their decision via the alert workspace. Pediatric patients receiving IV or PO antibiotics administered for at least 48 hours were included. The primary outcome was DOT. Secondary outcomes included length of stay (LOS) and mortality. Results 1284 unique antibiotic orders (n= 572 patients) were reviewed in the pre-ATO group, 868 (n= 323 patients) in the pharm-ATO and 949 (n= 305 patients) in the multi-ATO groups. Average DOT was not significantly different pre vs post intervention for either methodology (Table 1). Mortality was similar between groups, but LOS was longer for both intervention groups (Table 1). Impact of an ATO on DOT, Mortality and LOS Conclusion An ATO had no impact on average antibiotic DOT in a pediatric population, regardless of the ATO methodology. Disclosures All Authors: No reported disclosures

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