Introducing a flipped classroom in a pharmacology course

2021 ◽  
Vol 30 (5) ◽  
pp. 296-300
Author(s):  
Sehrish Sajjad ◽  
Ambreen Gowani
Keyword(s):  
Nursing Students ◽  
Test Scores ◽  
Flipped Classroom ◽  
Retrospective Chart Review ◽  
Continuous Assessment ◽  
Assessment Scores ◽  
School Of Nursing ◽  
The Difference ◽  
Traditional Pedagogy ◽  
Pharmacology Knowledge

Background: Flipped classroom pedagogy has been shown to improve nursing students' academic performance. Aim: The study aimed to determine the effect of a flipped classroom approach on students' pharmacology assessment scores in a school of nursing in Karachi, Pakistan. Methods: A retrospective chart review was performed. The pharmacology test scores of the BSc nursing cohort of 2020, when flipped classroom pedagogy was used, was compared with those of the BSc nursing cohort of 2019, where traditional pedagogy was employed. Students' summative evaluation for the course and their verbal feedback were analysed. Results: The median continuous assessment test score of the 2019 cohort was 35 (interquartile range (IQR) 32–38), while that of the 2020 cohort was 38 (IQR 35–41). The difference in the score was statistically significant (P<0.001). Conclusion: The study gives an insight into a relatively novel pedagogy that was found to improve pharmacology knowledge test scores among nursing students.

scholarly journals Report on the experiences of fourth year nursing students registered for the degree of bachelor of nursing science at the university of Namibia, regarding rural placement in 2014

2017 ◽  
Vol 5 (2) ◽  
pp. 243
Author(s):  
Joan.M Kloppers ◽  
Lucia.N Nelumbu ◽  
Maria.B Tibinyane
Keyword(s):  
Nursing Students ◽  
Integrated Management ◽  
Staff Shortage ◽  
The Public ◽  
Nursing Science ◽  
School Of Nursing ◽  
Rural And Urban ◽  
Professional Nurses ◽  
The Difference ◽  
The University

The School of Nursing and Public Health sends every year the final year nursing degree students to rural placements. Students are send to the different clinics and hospitals in regions namely; - Khomas, Otjozondjupa, Kharas, Erongo, Omaheke, Kavango East and West, Otjikoto and Zambezi region. The students were placed from the 2nd June to 4th June 2014. Rural placement is organized because of complaints received from the public sector. It was uttered that newly qualified professional nurses after having obtained their degrees, lack the skills to operate independently.Aim: The aim of rural placement for fourth year nursing students is to gain knowledge and to develop the necessary skills to practice independently under the supervision of a qualified and experience registered nurse.Method: No actual research was conducted. The answers were collected from the fourth year nursing students’ reports.Results: The findings from the report of the fourth year nursing students were positive and negative. The findings were divided in themes and sub themes by using Tech’s method. The positive responses were:Management of administrative aspects. Platform to work independently; Students learn to apply their critical thinking.Practice how to manage a health facility: Learn more on integrated management of neonatal and childhood diseasesManagement of hypertension, asthma and other emergency cases.Students Experience the difference between rural and urban. Distances were very far; roads are difficult to travel; There is not always a doctor and you had to make own decisions for the patient.Prepare students to become responsible and accountable professional nurses.Work under supervision of the registered nurse.Negative responses were: Staff shortage; no delegation at some places; poor communication; language barriers; far distances.Conclusion: Although there were some hiccups the students were very grateful for the exposure to the rural placement. Students have learnt a lot of activities they were previously not fully confident of.

scholarly journals Impact of simulation-based education on the performance assessment, knowledge retention and mentality of nursing students: A systematic reviews and meta-analysis

2021 ◽  
Author(s):  
Yun Xu ◽  
Yue Xu ◽  
Qing Wang ◽  
Shizheng Du ◽  
Xing Jiang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Performance Assessment ◽  
Meta Analysis ◽  
Knowledge Retention ◽  
Cochrane Library ◽  
Assessment Scores ◽  
Self Confidence ◽  
Simulation Based ◽  
The Difference ◽  
The Impact

Abstract Background: Simulation-based education is a new type of teaching method that is suitable for clinic-related majors. This article aims to determine its impact on clinical skill assessment, performance maintenance, and mentality of nursing students.Methods: After searching PubMed, Embase, Web of Science, The Cochrane Library, MEDLINE, and EBSCO database, we conducted a systematic collection of randomized controlled trials (RCTs) on the impact of simulation-based education on performance evaluation and mentality of nursing students. The retrieval time limit was from the establishment of the database to March 12, 2021. Meta-analysis was performed using RevMan5.4 software, and two researchers used ROB2.0 software to evaluate the risk of bias in the included literature. The quality evaluation of the outcome indicators was performed using GRADEpro. A standardized mean difference (SMD) with a 95% confidence interval (CI) was used in estimating the pooled effects of RCTs. Results: A total of 21 RCTs were performed, including 1683 nursing students. The results of meta-analysis showed that simulation-based education significantly improved the assessment scores of nursing students (SMD = 1.46, 95% CI = 1.02 to 1.90, P < 0.00001), self-confidence (SMD = 1.19, 95% CI = 0.48 to 1.90, P = 0.001), satisfaction (SMD = 0.86, 95% CI = 0.13 to 1.60, P = 0.02), and knowledge retention (SMD = 1.89, 95% CI = 0.76 to 2.87, P = 0.0008), and the difference was statistically significant. The results of subgroup analysis showed that long-term intervention (MD = 1.44, 95% CI = 0.62, 2.26, P = 0.0006) and short-term intervention (MD = 1.46, 95% CI = 0.95, 1.97, P < 0.00001) improved the performance assessment of nursing students, and the difference was statistically significant.Conclusions: Simulation-based education can significantly improve the assessment scores, self-confidence, and satisfaction of the nursing students, and the scores can be effectively retained for a period of time. Limited by the quality of the number of included studies, the above conclusions need to be verified by high-quality studies.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

scholarly journals Outcomes of Femtosecond Laser Assisted Cataract Surgery Performed by Resident and Attending Surgeons

2021 ◽  
Vol 13 (01) ◽  
pp. e26-e31
Author(s):  
Spencer C. Cleland ◽  
Daniel W. Knoch ◽  
Jennifer C. Larson
Keyword(s):  
Visual Acuity ◽  
Femtosecond Laser ◽  
Cataract Surgery ◽  
Retrospective Chart Review ◽  
Dissipated Energy ◽  
Independent Practice ◽  
Postoperative Visual Acuity ◽  
Included Patient ◽  
Duration Of Surgery ◽  
The Difference

Abstract Objective The study aimed to evaluate the safety and efficacy of resident surgeons performing femtosecond laser assisted cataract surgery (FLACS). Methods A retrospective chart review was conducted at the University of Wisconsin-Madison from postgraduate year four residents performing FLACS between 2017 and 2019. Data were also collected from residents performing manual cataract surgery, and attending surgeons performing FLACS for comparison. Recorded data included patient demographics, pre- and postoperative visual acuity, pre- and postoperative spherical equivalent, nuclear sclerotic cataract grade, ocular and systemic comorbidities, intraocular lens, duration of surgery, cumulative dissipated energy (CDE), and intraoperative and postoperative complications. Results A total of 90 cases were reviewed with 30 resident manual cases, 30 resident FLACS cases, and 30 attending FLACS cases. Resident manual (25.5 ± 6.8 minutes) and resident FLACS (17.5 ± 7.1 minutes) cases took a significantly longer time to complete compared with attending FLACS cases (13.6 ± 4.4 minutes; p < 0.001). There was higher CDE in resident FLACS and resident manual cases compared with attending FLACS cases, but the difference was not statistically significant (p = 0.06). Postoperative visual acuity was not statistically different at 1-day and 1-month after surgery among the three groups. Resident FLACS complications, which included one case requiring an intraoperative suture to close the wound, two cases with intraoperative corneal abrasions, two cases with postoperative ocular hypertension, and one case with cystoid macular edema, were not significantly greater than attending FLACS complications (p = 0.30). Conclusion The FLACS performed by resident surgeons had comparable visual acuity outcomes to FLACS performed by attending surgeons, and to manual cataract surgery performed by resident surgeons. However, resident FLACS cases took significantly longer time to complete, and they were associated with a higher CDE and minor complication rate compared with attending FLACS cases. Introducing advanced technologies into surgical training curricula improves resident preparedness for independent practice, and this study suggests FLACS can be incorporated safely and effectively into resident education.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

scholarly journals Efficacy of auriculotherapy for the reduction of stress in nursing students: a randomized clinical trial

2012 ◽  
Vol 20 (4) ◽  
pp. 727-735 ◽  
Author(s):  
Juliana Miyuki do Prado ◽  
Leonice Fumiko Sato Kurebayashi ◽  
Maria Júlia Paes da Silva
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Sham Group ◽  
School Of Nursing ◽  
The Third ◽  
Stress Symptoms ◽  
Single Blind ◽  
Very High ◽  
Single Blind Trial

This study is a randomized single-blind trial, which aimed to evaluate the efficacy of true auriculotherapy and placebo auriculotherapy in reducing the stress levels of mid-level Nursing students of the School of Nursing of the Beneficência Portuguesa Hospital. Seventy-one students with average, high and very high scores, according to Vasconcellos' List of Stress Symptoms, were divided into three groups: Control (25), Auriculotherapy (24), and Placebo/Sham (22). They were evaluated at the baseline, 8th and 12th sessions and at the follow-up (15 days) and received Shen Men and Brainstem points (Auriculotherapy Group) and Wrist and Outer Ear points (Placebo/Sham Group). The analysis of variance (ANOVA) showed statistically significant differences between the Control/Auriculotherapy groups from the 8th session, which was maintained in the third and fourth evaluations (p=0.000) and between the Control/Placebo groups (p<0.05) at the three evaluations. It was concluded that the true auriculotherapy obtained better responses (45.39%) than the placebo (34.18%) in the reduction of the stress, but further studies are recommended for the re-evaluation of the sham points for stress. ClinicalTrials.gov Identifier: NCT01420848.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

Identifying an Effect of Simulation Role Assignment on Critical Thinking Development in Baccalaureate Nursing Students

2016 ◽  
Vol 60 (1) ◽  
pp. 1818-1822 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scenario Analysis ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Role Assignment ◽  
Assessment Scores ◽  
Patient Simulators ◽  
The Relationship

With an increase in the number of nursing students and the limited number of open clinical positions, high-fidelity patient simulators (HFPS) have become the new norm. Multiple studies have evaluated HFPS effectiveness and several suggest that HFPS does has an effect on critical thinking. This study intends to provide data to support that suggestion. In addition, this study was designed to identify a possible correlation between role assignment and improvements in critical thinking after completion of a HFPS scenario. Analysis revealed that role assignment, for most of the roles, did have a statistically significant effect on the post-simulation critical thinking assessment scores. The relationship between role assignments and HFPS scenario outcomes (such as critical thinking), as well as the nature of the correlation, may help scenario developers better understand how critical thinking improvement can be affected by the involvement of the participant based on the roles assigned to them.

scholarly journals Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

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