Evaluation of a co-produced delirium awareness programme for undergraduate nursing students in Northern Ireland: a pre-test/post-test study

Abstract Background Delirium is a common disorder affecting several people in primary, secondary, and tertiary settings. The condition is frequently under-diagnosed leading to long-lasting physical and cognitive impairment or premature death. Despite this, there has been limited research on the impact of innovative approaches to delirium education amongst undergraduate nursing students. The aim of this study was to evaluate the effect of a delirium awareness podcast on undergraduate nursing student knowledge and confidence related to the condition in Northern Ireland. Methods The intervention was a 60-min delirium awareness podcast, available throughout May 2020, to a convenience sample of year one undergraduate nursing students (n = 320) completing a BSc Honours Nursing degree programme in a Northern Ireland University. The podcast focused on how nursing students could effectively recognise, manage, and prevent delirium. Participants had a period of 4 weeks to listen to the podcast and complete the pre and post questionnaires. The questionnaires were comprised of a 35-item true-false Delirium Knowledge Questionnaire (DKQ), a 3-item questionnaire about professional confidence and a 7-item questionnaire evaluating the use of podcasting as an approach to promote knowledge and confidence about delirium. Data were analysed using paired t-tests and descriptive statistics. Results Students improved across all three core areas in the post-test questionnaire, demonstrating improvements in knowledge about symptoms of delirium (7.78% increase), causes and risk factors of delirium (13.34% increase) and management of delirium (12.81% increase). In relation to perceived confidence, students reported a 46.50% increase in confidence related to recognition of delirium, a 48.32% increase in relation to delirium management and a 50.71% increase their ability to communicate about delirium. Both questionnaires were statistically significant (P < 0.001). The final questionnaire illustrated that nursing students positively evaluated the use of podcast for promoting their knowledge and confidence about delirium and 96.32% of nursing students believed that the podcast met their learning needs about delirium. Conclusions A 60-min podcast on delirium improved first year student nurse knowledge about delirium. Nursing students also expressed that this approach to delirium education was effective in their learning about the condition.

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Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041409 ◽

2021 ◽

Vol 18 (4) ◽

pp. 1409

Author(s):

María del Mar Requena-Mullor ◽

Raquel Alarcón-Rodríguez ◽

María Isabel Ventura-Miranda ◽

Jessica García-González

Keyword(s):

Cardiac Arrest ◽

Nursing Students ◽

Learning Outcomes ◽

Basic Life Support ◽

Life Support ◽

Undergraduate Nursing Students ◽

Assessment Protocol ◽

Clinical Simulation ◽

Undergraduate Nursing ◽

Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

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

Healthcare ◽

10.3390/healthcare10010037 ◽

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.

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Virtual learning object for the simulated evaluation of acute pain in nursing students

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692011000200002 ◽

2011 ◽

Vol 19 (2) ◽

pp. 229-237 ◽

Cited By ~ 8

Author(s):

Ana Graziela Alvarez ◽

Grace Teresinha Marcon Dal Sasso

Keyword(s):

Nursing Students ◽

Acute Pain ◽

Qualitative Evaluation ◽

Virtual Learning ◽

Learning Object ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Before And After ◽

Post Test ◽

Quasi Experimental

This study aimed to evaluate the results of the application of a virtual learning object for the simulated evaluation of acute pain in the learning of undergraduate nursing students and to verify the opinions of the students regarding the quality of the technology. This was a quasi-experimental, non-randomized, before and after study performed with 14 students in the seventh phase of the undergraduate nursing course of the Federal University of Santa Catarina. The pre (8.84) and post-test (9.31) means revealed significant differences in learning after the intervention (p=0.03). In the qualitative evaluation the flexibility of access, access independent of time/place, freedom to decide the best learning route and the similarity with reality were highlighted. It constitutes a promising educational tool, an interactive experience, similar to reality, dynamic and constructive learning. The application of the technology has brought positive results for learning about pain evaluation, contributing to fill the gap in the teaching of the thematic.

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Evaluation of Drug Dose Calculation Ability of Nursing Students: An Interventional Study

10.21203/rs.3.rs-52253/v1 ◽

2020 ◽

Author(s):

Deependra Prasad Sarraf ◽

Basant Kumar Karn ◽

Erina Shrestha

Keyword(s):

Nursing Students ◽

Dose Calculation ◽

Drug Dose ◽

P Value ◽

Interventional Study ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Mastery Level ◽

Post Test ◽

Calculation Ability

Abstract Background: Incorrect drug dose calculations by nursing students can cause drug errors and harm patients. Their ability to calculate the correct dosage of drugs consistently need to be evaluated regularly. The objective of the study was to evaluate the drug dose calculation ability of nursing students.Methods: A pre-post interventional study was conducted among 99 undergraduate nursing students studying in 2nd, 3rd and 4th year. Pre-test was conducted using a 20-item self-administered questionnaire on drug dose calculation test followed by a 30 minute lecture on the methods of drug dose calculation. Post-test was conducted using the same questionnaire after a washout period of six weeks. Mean score, standard deviation, frequency and percentage were calculated. Student t test, one way ANOVA and McNemar Test were used for statistical analysis using SPSS version 11.5 at P-value of 0.05.Results: Pre-test and post-test mean score were 10.59 ± 3.00 and 15.36 ± 2.46 respectively. There was 45.04% increase in mean score in the post-test after the intervention and it was statistically significant (P-value < 0.05). None of students scored more than 90% of mastery level in the pretest and 42 students (42.4%) scored more than 90% of mastery level in the post-test. The mean score was highest for third year students in both pre-test and post-test; however, it was statistically not significant (P-value > 0.05).Conclusions: Drug dose calculation ability of the students was poor in the pre-test and it significantly improved after the intervention. The study findings highlight the need for regular continuing mathematical and drug dose calculation practice among the students.

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The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

International Journal of Learning and Development ◽

10.5296/ijld.v7i1.11021 ◽

2017 ◽

Vol 7 (1) ◽

Cited By ~ 1

Author(s):

Hala Gabr Mahmoud

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Cooperative Learning ◽

Learning Strategy ◽

Nursing Administration ◽

Student Centered ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Significant Difference ◽

Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

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Analysis of the Training Effect of a Nursing Undergraduate Course on the Management of Radiation-Related Health Concerns—A Single Group Experiment

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17207649 ◽

2020 ◽

Vol 17 (20) ◽

pp. 7649

Author(s):

Hiromi Kawasaki ◽

Satoko Yamasaki ◽

Natsu Kohama ◽

Susumu Fukita ◽

Miwako Tsunematsu ◽

...

Keyword(s):

Nursing Students ◽

Nursing Staff ◽

Undergraduate Nursing Students ◽

Health Concerns ◽

Undergraduate Nursing ◽

Nuclear Disaster ◽

Post Test ◽

Post Class ◽

Mental Care ◽

Short Time

After the 2011 Fukushima Daiichi accident, demands regarding nursing staff’s management of nuclear disasters have increased. This study aimed to evaluate a basic training program to teach undergraduate nursing students on how to deal with public anxiety following a nuclear disaster. We analyzed the data of 111 third-year nursing students attending a Japanese university. We set attainment goals in three domains (cognitive, affective, psychomotor) regarding their acquisition of consultation techniques for radiation-related health concerns. We compared pre- and post-class response scores on a knowledge test and calculated word frequencies in health consultation scenarios. The pre-class mean score was 12.2 out of 27 points and the post-class mean score (directly after the course) was 21.0, a significant increase (p < 0.001). The mean level of attainment in each of the three domains increased significantly from pre-test to post-test (p < 0.001). The variety and number of words in the health consultations also increased. Students attained the program goals for radiation-related health concerns in all domains. During disasters, there is a great need for nursing staff to administer physical and mental care to the public. This program was evaluated to be one wherein nursing staff can acquire fundamental knowledge about radiation in a short time.

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

10.21203/rs.2.10123/v1 ◽

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.

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