The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Derya Uzelli Yilmaz ◽  
Esra Akin Palandoken ◽  
Burcu Ceylan ◽  
Ayşe Akbiyik
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Skills Training ◽  
First Year ◽  
Safety Skills ◽  
Safety Behavior ◽  
Significant Difference ◽  
Academic Year ◽  
Nursing Course

AbstractThe aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016–2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017–2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students’ performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students’ performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

scholarly journals Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

2017 ◽  
Vol 16 (1) ◽  
pp. 19-23
Author(s):  
Manoj Sharma ◽  
Kumud Kumar Kafle
Keyword(s):  
Nursing Students ◽  
Nursing Programs ◽  
P Value ◽  
First Year ◽  
Teaching Methodology ◽  
Chi Square ◽  
Course Content ◽  
Bachelor Of Science ◽  
Chi Square Test ◽  
Academic Year

Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

Implementation of the TeamSTEPPS Curriculum With Baccalaureate Nursing and Social Work Students Utilizing Student Trainers: A Qualitative and Quantitative Study

2020 ◽  
Vol 26 (3) ◽  
pp. e63-e69
Author(s):  
Susan L. Huehn ◽  
Mary Beth Kuehn ◽  
Genesis M. Fukunaga Luna Victoria
Keyword(s):  
Patient Safety ◽  
Social Work ◽  
Nursing Students ◽  
Training Program ◽  
Communication Skills ◽  
Social Work Students ◽  
Skills Training ◽  
Clinical Experiences ◽  
Qualitative And Quantitative ◽  
Compromise Patient Safety

Nursing and social work education programs are seeking innovative ways to prepare students to function as collaborative members of interprofessional teams upon graduation. Communication is a key linked to a decrease in medical errors, which compromise patient safety. In response to nursing students' concerns about clinical experiences in which they had witnessed poor communication with the potential to jeopardize patient care, faculty members identified a communication skills training program designed to improve team performance. Senior nursing and social work students at the beginning of their last semester of school were trained in selected modules of the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) training program and subsequently trained their student colleagues. The goal was to emphasize communication skills and strategies in a sustainable student trainer model. Qualitative and quantitative data about participant experiences revealed significant improvement in teamwork attitudes and communication skills following the training.

scholarly journals Effectiveness of different ways of presenting neuroanatomy illustration in powerpoint slides on nursing student’s short -term learning memory

2021 ◽  
Vol 7 (1) ◽  
pp. 5-9
Author(s):  
Gyem Dorji ◽  
Kanokwan Wetasin ◽  
Kuenzang Chhezom ◽  
Nargis Sultana ◽  
Minjur Dorji
Keyword(s):  
Nursing Students ◽  
Control Group ◽  
Original Structure ◽  
First Year ◽  
Medical Sciences ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Difficult Subject

Introduction: Neuroanatomy is considered as difficult subject as it consists mostly of complicated microscopic structures. However, understanding of the subject structure is very important for nursing students to know its functions and dysfunctions for enhancing nursing practices. To date, teaching neuroanatomy relies heavily on illustrations and the most common way is by using PowerPoint slides, but teachers are often faced with dilemma on how to use illustrations effectively. Therefore, this study was conducted to assess the effectiveness of different ways of presenting neuroanatomy illustrations in PowerPoint slides on nursing students’ short[1]term learning memory. Methods: The quasi-experimental study was conducted at Faculty of Nursing and Public Health, Khesar Gyalpo University of Medical Sciences of Bhutan between June 2020 and November 2020 by comparing an Experimental (n= 70) and a Control group (n= 69) of first year nursing students for their ability to answer questions based on those seven-way slides. Independent sample t-test was used for statistical analysis. Results: Significant difference was found at 95% CI between the performance of the Experimental and Control groups regarding Way 1 (Sequencing of labels) and Way 6 (Magnifying from the original structure) of presentation (tWay 1(135.99) = 2.695, p= .008, d = .458, 95% CI = [0.059, .385]; tWay 6(135.61) = 2.351, p= .020, d = .399, 95% CI = .031, .355], respectively). Conclusions: The use of different ways like sequencing the labels and magnifying from the original structure of presenting illustration in PowerPoint slides are found to be helpful in increasing short[1]term memory in students.

scholarly journals General endurance of first-year university students in the context of Covid-19 pandemics

2021 ◽  
Vol 16 (5) ◽  
pp. 2872-2878
Author(s):  
Ihor Zanevskyy ◽  
Kostiantyn Labartkava ◽  
Romana Sirenko ◽  
Ivan Rybchych ◽  
Andriy Dulibskyy ◽  
...  
Keyword(s):  
Physical Education ◽  
Male Students ◽  
First Year ◽  
Physical Endurance ◽  
Significant Difference ◽  
General Physical ◽  
Education Of Students ◽  
First Year University ◽  
Academic Year ◽  
Research Stage

The Covid-–19 pandemics caused significant damage to the system of physical education of students. The purpose of this  research was to create a practical model of general physical endurance of first-year university male students in the context of the pandemic of the corona virus. The testing was carried out during physical education classes, which took place according to the first academic year curriculum. The time of overcoming the 2000 meters course on the stadium treadmill was measured in September and in March of the academic year 2019-2020. During the research stage, the indicator of general endurance of students of all the three universities statistically significantly deteriorated. According to the results of ANOVA the absence of a statistically significant difference in the value of the indicator of general endurance between students of three universities both at the beginning and at the end of the research stage was revealed. Keywords:  Covid–19; endurance; modeling; students; testing  

scholarly journals Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers

2013 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Ide Pustaka Setiawan ◽  
Jan Van Dalen Jan Van Dalen ◽  
Jill Whittingham Jill Whittingham
Keyword(s):  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
First Year ◽  
Group Discussions ◽  
Skill Laboratory ◽  
Skills Lab ◽  
Significant Difference ◽  
Skills Learning ◽  
First Year Medical Students

Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.

scholarly journals How Relevant Is the Place Where First-Year College Students Live in Relation to the Increase in Body Mass Index?

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1638
Author(s):  
Antonio Viñuela ◽  
Juan José Criado-Álvarez ◽  
Javier Aceituno-Gómez ◽  
Carlos Durantez-Fernández ◽  
José Luis Martín-Conty ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Nursing Students ◽  
Body Mass ◽  
Repeated Measures ◽  
Eating Habits ◽  
The Body ◽  
P Value ◽  
First Year ◽  
Significant Difference ◽  
The Mean

(1) Objective: This study analyzes the evolution of the body mass index (BMI) throughout the academic year associated with changes in the lifestyle associated with the place where students live during the course, lifestyle design, and health strategies for the university community. (2) Methods: A total of 93 first-year nursing students participated in this study. Data were collected throughout the course by administering self-reported questionnaires about eating habits and lifestyles, weight, and height to calculate their BMI and place of residence throughout the course. Data were analyzed using statistical analysis (Mann–Whitney, chi-square, Student’s t-test, repeated-measures analysis of variance, and least significant difference tests). (3) Results: We found that the mean BMI increases significantly throughout the course among all students regardless of sex, age, eating habits, or where they live during the course. At the beginning of the course, the mean BMI was 22.10 ± 3.64. The mean difference between the beginning of the course and the middle has a value of p-value < 0.015 and between the middle of the course and the end a p-value < 0.009. The group that increased the most is found among students who continue to live in the family nucleus rather than those who live alone or in residence. Students significantly changed their eating and health habits, especially those who live alone or in residence. (4) Conclusions: There is an increase in BMI among students. It is necessary to carry out seminars or talks that can help students understand the importance of good eating practices and healthy habits to maintain their weight and, therefore, their health, in the short, medium, and long term and acquire a good quality of life.

scholarly journals Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4225
Author(s):  
Seung Eun Lee ◽  
Meen Hye Lee ◽  
Anya Bostian Peters ◽  
Seok Hyun Gwon
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
The United States ◽  
Assessment Instrument ◽  
Laboratory Simulation ◽  
Evaluation Tool ◽  
Cultural Competencies ◽  
Significant Difference

This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.

THE EFFECT OF CHAIN DRILL TECHNIQUE ON STUDENTS’ SPEAKING ACHIEVEMENT AT SMP NEGERI 3 RAHA

2019 ◽  
Vol 4 (2) ◽  
pp. 211
Author(s):  
Wa Ode Shyerlin
Keyword(s):  
Experimental Research ◽  
Null Hypothesis ◽  
Research Question ◽  
First Year ◽  
Paired Sample ◽  
Oral Test ◽  
Significant Difference ◽  
Post Test ◽  
Level Of Significance ◽  
Academic Year

This study aims to find out whether there is a significant effect of chain drill technique on the first year of SMP Negeri 3 Raha. The research question formulated “is there any significant effect of chain drill technique on students’ speaking achievement at SMP Negeri 3 Raha?”. The design of study was pre-experimental research design that consisted of one group pre-test and post-test. The population of this study was all students on the first year of SMP Negeri 3 Raha who were registered in academic year 2017/2018. The sample of this study was one class namely VII3  which consisted of 22 students. The instrument of this study was oral test in dialogue based on the cue card about how to greet and respond. The research used Paired Sample T- test to analyze the result of the study of the effect of chain drill technique on students’ speaking achievement after analyzing the normality of the data in the experimental class. The result shows that students’ speaking ability in the post test is 2.806 higher than 1.647 is the post test. The hypothesis testing is found that the level of significant is 0.00, since the level of significance value is less than 0.05, i.e. 0.00<0.05, the null hypothesis (H0) is rejected and H1 is accepted. It means that the use of chain drill technique shows a significant difference on students’ speaking achievement on the first year of SMP Negeri 3 Raha based on the result of the post-test. Keywords: Speaking, Teaching Speaking, Chain Drill Technique

A Longitudinal Study on the Development of Moral Judgement in Korean Nursing Students

2004 ◽  
Vol 11 (3) ◽  
pp. 254-265 ◽  
Author(s):  
Yong-Soon Kim ◽  
Jee-Won Park ◽  
Youn-Jung Son ◽  
Sung-Suk Han
Keyword(s):  
Longitudinal Study ◽  
Nursing Students ◽  
Moral Development ◽  
Ethics Education ◽  
Home Birth ◽  
Sociodemographic Factors ◽  
Defining Issues Test ◽  
Moral Judgement ◽  
First Year ◽  
Significant Difference

This longitudinal study examined the development of moral judgement in 37 nursing students attending a university in Suwon, Korea. The participants completed the Korean version of the Defining Issues Test to allow analysis of their level of moral judgement. The development of moral judgement was quantified using ‘the moral development score’ at each stage (i.e. the six stages detailed by Kohlberg) and the ‘P(%) score’ (a measure of the overall moral judgement level). The results were as follows: (1) the moral development score for stage 5A was consistently the highest across the four years of the students’ course, showing significant differences in some sociodemographic factors including home, birth order and monthly income; and (2) the P(%) score was higher in fourth-year (47.47 ± 11.21) than in first-year (46.13±9.73) students. There was no significant difference in the P(%) score according to sociodemographic factors. Further studies will examine in detail the correlation between curriculum and moral judgement development. We suggest that courses in ethics education should be made more relevant.

scholarly journals Effect of SBAR situational awareness technique as educational intervention on critical care nurse students' skills of patient safety

2020 ◽  
Vol 10 (5) ◽  
pp. 47
Author(s):  
Asmaa Ahmed Morsy ◽  
Fatma Refaat Ahmed
Keyword(s):  
Critical Care ◽  
Patient Safety ◽  
Situation Awareness ◽  
Situational Awareness ◽  
Safety Skills ◽  
Care Nurse ◽  
Critical Care Nurse ◽  
Safety Standards ◽  
Significant Difference ◽  
Nurse Students

Background: Situation awareness could actively scan for risk across multiple domains. It has been defined as “the perception of elements in the environment within a volume of time and space, the comprehension of their meaning, and the projection of their status in the near future”. Situation awareness includes three levels; perception, comprehension, and projection. Perception is the first step in developing situation awareness as it includes students' perception of status, attributes, and dynamics of relevant elements in the ICU environment. Comprehension of the present situation is based on outputs of the perception. It includes understanding of the significance of the relevant elements. Finally, projection of future status includes the ability of students to predict the future actions of certain elements in the ICU environment. Appropriate situation awareness could increase the probability of a good task performance. In addition, feedback covers state of the ICU environment affected by both decisions and performance of the selected actions. While SBAR is acromion that represents the actual application of situational awareness through situation, background, assessment and recommendation. A representation of SBAR situational awareness has been depicted as an inner factor in the method for giving patient consideration and basic leadership that helps health care professionals to handle and process information about what is occurring. SBAR is a mechanism useful for framing any conversation, especially critical ones, requiring a practitioner's immediate attention and action to foster a culture of patient safety. Critical care nurses play an important role in their workplace related to patient safety. They should be able to recognize and analyze patient safety incidents using protocols, work in a team, learn from errors, and be able to identify actions and recommendations on how to prevent patient safety incidents through the use of SBAR situational awareness technique. Nursing students’ should recognize and understand what is going on around them. Consequently, they can plan ahead with greater knowledge to patient safety which arise the need to integrate SBAR situation awareness in their curricula.Method: A quasi experimental research design was used in this study in which two tools were used for data collection: “Self-Situational Awareness Assessment Questionnaire” and “Critical Care Nurse Students’ Safety Skills Checklist”.Results: There was a statistical significant difference between both groups of students in relation to situation awareness perception, process and skills (p < .001). Moreover, there was a statistical significant difference between the study and control groups in relation to the students' practices score regarding patients’ safety standards in the post-assessment phase (p < .001).Conclusion: In the current study, the SBAR situation awareness technique was used in training critical care nurse students to improve their situation awareness level to patient safety skills. Situation awareness perception, process and skills level were significantly increased for critical care nurse students who are subjected to the training program. Also, the students' skills regarding patients' safety standards practices were significantly improved. 

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