scholarly journals Effectiveness of self-re-learning using video recordings of advanced life support on nursing students’ knowledge, self-efficacy, and skills performance

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kyeongmin Jang ◽  
Sung Hwan Kim ◽  
Ja Young Oh ◽  
Ji Yeon Mun
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Life Support ◽  
Statistical Significance ◽  
Advanced Life Support ◽  
Rank Test ◽  
Control Group ◽  
Bulletin Board ◽  
Post Intervention ◽  
Experimental Group

Abstract Background Nurses are presumably the first to see an in-hospital cardiac arrest patient. This study proposed measuring nursing students’ knowledge, self-efficacy, and skills performance in advanced life support (ALS), 6 months after training, by sending videos taken during their final skills test after the ALS training. Methods This is an experimental study using a randomised control group design. This study was conducted from June to December 2018, and the subjects of the study were 4th year students, recruited through a bulletin board at a nursing university. The participants’ knowledge, self-efficacy, and skill performance in ALS were evaluated immediately after the training, and participants were videotaped during the final skills test. Thereafter, the videos were sent to the experimental group through a mobile phone messenger application, once a month, from the third month after training. Approximately six months after training day, a follow-up test was conducted for the measured variables using a blinded method. The paired t-test and Wilcoxon signed-rank test were used to compare the two groups pre-and post-intervention. The statistical significance level was set at p < .05. Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p < 0.001). Self-efficacy decreased by about 3 points from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 points in the control group, from 50.67 to 39 (p < 0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p < 0.001). Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training such as knowledge, self-efficacy, and skills performance.

scholarly journals Effects and Retention of Self-Re-Learning Using Video Recording of Advanced Life Support (ALS) On Nursing Students’ Knowledge, Self-Efficacy, and Skills Performance

2020 ◽  
Author(s):  
Kyeongmin Jang ◽  
Sung Hwan Kim ◽  
Ja Young Oh ◽  
Ji Yeon Mun
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Self Efficacy ◽  
Life Support ◽  
Video Recording ◽  
Advanced Life Support ◽  
Control Group ◽  
Control Group Design ◽  
Hospital Deaths ◽  
Experimental Group

Abstract Background In-hospital cardiac arrests account for 80% of hospital deaths, and the survival rate is not significantly different from that of pre-hospitalized cardiac arrest patients. The nurses would presumably be the first to see an in-hospital cardiac arrest patient. This study proposed to measure nursing students’ knowledge, self-efficacy, and skills performance of advanced life support (ALS) 6 months after the training by sending their videos taken during the final skills test after the ALS training.Methods This is an experimental study with a randomized control group design. The participants’ knowledge, self-efficacy, and skill performance of ALS were evaluated immediately after the training and participants were videotaped during the final skills test. Thereafter, we sent the video to the experimental group through the mobile phone messenger application once a month from the third month after training. Approximately six months after the training day, we conducted a follow-up test of the measured variables using the blinded method.Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p<0.001). Self-efficacy decreased by about 3 from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 in the control group from 50.67 to 39 (p<0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p< 0.001).Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training, such as knowledge, self-efficacy, and skills performance.

scholarly journals Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students --- Taking the “Nursing Psychology” Course as an Example

2018 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Zhiping Liu ◽  
Menglin Yue
Keyword(s):  
Nursing Students ◽  
Statistical Significance ◽  
Junior Colleges ◽  
Control Group ◽  
Teaching Model ◽  
Teaching Mode ◽  
Learning Attitudes ◽  
Before And After ◽  
Psychology Course ◽  
Experimental Group

 Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of “Nursing Psychology”, the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students’ learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students’ learning attitudes.

scholarly journals The effectiveness of latex wound model on wound dressing skill of the nursing students

2020 ◽  
Vol 10 (10) ◽  
pp. 68
Author(s):  
Benyaporn Bannaasan
Keyword(s):  
Nursing Students ◽  
Wound Dressing ◽  
Statistical Significance ◽  
Skill Training ◽  
Control Group ◽  
Evaluation Form ◽  
Wound Model ◽  
The Mean ◽  
Skill Evaluation ◽  
Experimental Group

Wound dressing is a skill which must be able to be performed by all nurses. If the practical ability of a nurse is weak, it will affect the quality of patient care. The objective of this research is to study the effectiveness of the latex wound model for wound dressing training on wound dressing skills of the nursing student. The latex wound model is a device used in practice which is made from rubber. The samples are the 60 second-year nursing students. Simple random sampling was applied in the selection of samples to be an experimental group and a control group for 30 persons per group. The latex wound model was provided to the experimental group for wound dressing skill training at the dormitory for a seven day period. A personal data questionnaire, wet dressing skill evaluation form, and dry dressing skill evaluation form were used for data collection. The data were analyzed using descriptive statistics, Wilcoxon Signed Ranks Test and Mann-Whitney U Test. The results indicated that: 1) the mean score of wet dressing skill and dry dressing skill after the intervention were significantly higher than before the intervention (p < .05); 2) the mean score of wet dressing skill and dry dressing skill of the experimental group were higher than that of the control group, who was given the explanation of research procedures and the use of latex wound model, at statistical significance (p < .05). The findings imply that the use of the latex wound model for wound dressing training could enhance the wound dressing practical skill of the nursing students.

The Effect of Computer-Based Resuscitation Simulation on Nursing Students’ Performance, Self-Efficacy, Post-Code Stress, and Satisfaction

2014 ◽  
Vol 28 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Young Sook Roh ◽  
Sang Suk Kim
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Statistical Significance ◽  
Training Group ◽  
Control Group ◽  
Immediate Feedback ◽  
Resuscitation Training ◽  
Simulation Group ◽  
Computer Based ◽  
Post Code

Computer-based simulation has intuitive appeal to both educators and learners with the flexibility of time, place, immediate feedback, and self-paced and consistent curriculum. The purpose of this study was to assess the effects of computer-based simulation on nursing students’ performance, self-efficacy, post-code stress, and satisfaction between computer-based simulation plus instructor-led cardiopulmonary resuscitation training group and instructor-led resuscitation training-only group. This study was a nonequivalent control group posttest-only design. There were 213 second year nursing students randomly assigned to one of two groups: 109 nursing students with computer-based simulation or 104 with control group. Overall nursing students’ performance score was higher in the computer-based simulation group than in the control group but reached no statistical significance (t = 1.086, p = .283). There were no significant differences in resuscitation-specific self-efficacy, post-code stress, and satisfaction between the two groups. Computer-based simulation combined with hands-on practice did not affect in nursing students’ performance, self-efficacy, post-code stress, and satisfaction in nursing students. Further study must be conducted to inform instructional design and help integrate computer-based simulation and rigorous scoring rubrics.

scholarly journals Effects of a periodized functional strength training program (FST) on Functional Movement Screen (FMS) in physical education students

2020 ◽  
Vol 24 (3) ◽  
pp. 162-167
Author(s):  
Michał Sawczyn
Keyword(s):  
Physical Education ◽  
Strength Training ◽  
Statistical Significance ◽  
Rank Test ◽  
Training Intervention ◽  
Control Group ◽  
Before And After ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

Background and Study Aim: To examine the effects of periodized functional strength training (FST) on FMS scores of sport university students with higher risk of injury. Material and Methods: Thirty three  participants (age 21.6±1.3 years, height 177.8±6.9 m, mass 80.4±7.7 kg) with FMS total score ≤ 14 were selected from eighty two volunteered students of University of Physical Education and Sport in Gdańsk and randomly assigned to experimental group (n=16) and control group (n=17). The FMS test was conducted one week before and one week after the 12 week training intervention. The experimental group participated in FST program through 12 weeks. The control group did not engaged in any additional physical activity than planned in their course of study. The  collected  data  were  analysed  using Statistica 13.3 pl (StatSoft Inc). Wilcoxon signed rank test was used to establish the statistical significance of the difference between FMS total scores within each group and Mann Whitney U test between groups before and after the 12 week training intervention. Results: 45 % of volunteers in the first FMS testing showed total scores ≤14. The experimental group that participated in FST program changed significantly FMS total scores after 12 weeks (p<0.05). There were also significant differences in FMS total score between groups after the experiment (p<0.05). Conclusions: There is a need for injury prevention programs for students of University of Physical Education and Sport in Gdańsk. It is clear from this study that FST is effective in improving FMS total score in students with cut off score ≤14.

scholarly journals Effects of a Rational Emotive Behavior Therapy Counseling Program on Self-efficacy and Adjustment to College Life for Nursing Freshmen

2018 ◽  
Vol 24 (4) ◽  
pp. 443-452
Author(s):  
Kyunghyun Lee ◽  
Myungah Kim
Keyword(s):  
Nursing Students ◽  
Behavior Therapy ◽  
Self Efficacy ◽  
Rational Emotive Behavior Therapy ◽  
Control Group ◽  
Emotive Behavior ◽  
Counseling Program ◽  
College Life ◽  
Adjustment To College ◽  
Experimental Group

Purpose: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. Methods: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. Results: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. Conclusion: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.

scholarly journals Evaluation of nursing students’ learning using realistic scenarios with and without debriefing

2019 ◽  
Vol 27 ◽  
Author(s):  
Rita de Cassia Silva Vieira Janicas ◽  
Nádia Zanon Narchi
Keyword(s):  
Nursing Students ◽  
Performance Test ◽  
Clinical Performance ◽  
Randomized Study ◽  
Control Group ◽  
Baseline Measurement ◽  
Post Intervention ◽  
Before And After ◽  
Teaching Learning ◽  
Experimental Group

Objective: to compare the clinical performance of nursing students in learning scenarios with and without debriefing in a simulation center. Method: a longitudinal, prospective, interventional, crossover randomized study, with a quantitative approach and before-and-after type, with a population composed of 120 nursing students distributed randomly between experimental and control group. The study phases included theoretical and demonstrative practice on child immunization; first Clinical Performance Test, which served as baseline measurement; randomization; scenarios with debriefing for the experimental group and without debriefing for the control group, according to clinical performance/intervention examination; exchange of groups or crossover; third Clinical Performance Test. Results: debriefing was proven to be effective in improving the performance of the students in the clinical exams, because improvement in the performance of the experimental group both in relation to the baseline measurement examination and in comparison with the control group in the post-intervention performance examination and in the third examination, after crossover (p<0.001). Conclusion: the use of scenarios with debriefing constitutes a strategy facilitating the teaching-learning process in the undergraduate nursing course.

Automatic compression improves adherence to advanced life support protocol in two-paramedic team. A randomized simulation study

2020 ◽  
Keyword(s):  
Human Error ◽  
Life Support ◽  
Advanced Life Support ◽  
Supraglottic Airway ◽  
Control Group ◽  
Delivery Time ◽  
Chest Compressions ◽  
Adherence To Guidelines ◽  
Experimental Group

Introduction: The use of protocols reduces the risk of human error and increases healthcare professionals’ adherence to guidelines. In a team of only two providers, following Advanced Life Support (ALS) protocol might be challenging. Automated Chest Compressions Devices (ACCD) may increase the quality of chest compressions. The aim of this study was to evaluate if the use of ACCD in resuscitation by a two-paramedic crew improves adherence to the ALS protocol. Materials and Methods: This study was designed as a prospective randomized high-fidelity cross-over simulation trial. Fifty-two doubleperson teams were enrolled. Each team performed two full resuscitation scenarios: one with ACCD (the experimental group-ACC) and one with manual compressions (the control group-MAN). Results: ACC achieved shorter mean durations of resuscitation loops, being less prolonged in relation to recommended durations than MAN (13 vs. 23 sec over recommended respectively, P = 0.0003). ACC also achieved mean times for supraglottic airway completion significantly faster than MAN: 224 ± 66 s vs 122 ± 35 s (P < 0.0001). In ACC, the intravenous line was obtained earlier then in MAN (162 ± 35 s vs 183 ± 45 s, P = 0.0111). Moreover, the first and second doses of adrenaline (epinephrine) were administered earlier 272± 58 s vs 232 ± 57 s (P = 0.0014) for the first and 486 ± 96 s vs 424 ± 69 s (P = 0.0007) for the second doses, respectively. Mean chest compression fraction (CCF) in MAN group was significantly lower (74 ± 4%) than in ACC group (83 ± 2%) (P < 0.0001). Conclusions: In a simulated setting, ACCD used by two-person paramedic teams yielded earlier achievement of resuscitation endpoints and improved delivery time of compressions. which may have implications for effective clinical resuscitation.

scholarly journals The Effect of Simulation Nursing Education Using the Outcome-Present State-Test Model on Clinical Reasoning, the Problem-Solving Process, Self-Efficacy, and Clinical Competency in Korean Nursing Students

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
Yon Hee Seo ◽  
Mi Ran Eom
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Education Program ◽  
Self Efficacy ◽  
Control Group ◽  
Clinical Competency ◽  
Problem Solving Process ◽  
Experimental Group

The purpose of this study was to assess the effect of a simulation nursing education program in terms of clinical reasoning, problem-solving process, self-efficacy, and clinical competency using the Outcome-Present State-Test (OPT) model in nursing students. The participants comprised 45 undergraduate nursing students recruited from two universities in Korea. The number of nursing students assigned to the experimental group and control group were 25 and 20, respectively. For a period of two weeks, the experimental group received a simulation nursing education program using the OPT model, while the control group received a traditional clinical practicum. The data were analyzed using prior homogeneity tests (Fisher’s exact test and paired t-test); ANCOVA was performed to investigate the differences in dependent variables between the two groups. There was a significant improvement in clinical reasoning (F = 10.59, p = 0.002), problem-solving process (F = 30.92, p < 0.001), and self-efficacy (F = 36.03, p < 0.001) in the experimental group as compared to the control group (F = 10.59, p = 0.002). Moreover, the experimental group showed significantly higher scores in clinical competency than the control group (F = 11.07, p = 0.002). This study demonstrates that the simulation nursing education program using the OPT model for undergraduate students is very effective in promoting clinical reasoning, problem-solving processes, self-efficacy, and clinical competency.

scholarly journals Self-Learning Methodology in Simulated Environments (MAES©) as a Learning Tool in Perioperative Nursing. An Evidence-Based Practice Model for Acquiring Clinical Safety Competencies

2021 ◽  
Vol 18 (15) ◽  
pp. 7893
Author(s):  
Ester Peñataro-Pintado ◽  
José Luis Díaz-Agea ◽  
Isabel Castillo ◽  
César Leal-Costa ◽  
Antonio Jesús Ramos-Morcillo ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Training ◽  
Surgical Patients ◽  
Control Group ◽  
Post Intervention ◽  
Clinical Safety ◽  
Simulated Environments ◽  
Study Results ◽  
Self Learning ◽  
Experimental Group

Background: The self-learning Methodology in Simulated Environments (Spanish acronym: MAES©, (Murcia, Spain) is a type of self-directed and collaborative training in health sciences. The objective of the present study was to compare the level of competence of postgraduate surgical nursing students in the clinical safety of surgical patients, after training with the MAES© methodology versus traditional theoretical–practical workshops, at different points in time (post-intervention, after three months, six months post-intervention, and at the end of the clinical training period, specifically nine months post-intervention). Methods: We conducted a prospective study with an experimental group of surgical nursing postgraduate students who participated in MAES© high-fidelity simulation sessions, and a control group of postgraduate nursing students who attended traditional theoretical–practical sessions at two universities in Catalonia (Spain). The levels of competence were compared between the two groups and at different time points of the study. Results: The score was higher and statistically significantly different in the experimental group for all the competencies, with a large effect size at every measurement point previously mentioned. Conclusions: The postgraduate nurses were the most competent in the clinical safety of surgical patients when they trained with the MAES© methodology than when they learned through traditional theoretical–practical workshops. The learning of surgical safety competencies was more stable and superior in the experimental group who trained with MAES©, as compared to the control group.

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