scholarly journals Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

2022 ◽  
Vol 75 (2) ◽  
Author(s):  
Fernanda Letícia da Silva Campanati ◽  
Laiane Medeiros Ribeiro ◽  
Izabel Cristina Rodrigues da Silva ◽  
Paula Regina de Souza Hermann ◽  
Guilherme da Costa Brasil ◽  
...  
Keyword(s):  
Comparison Group ◽  
Teaching Method ◽  
Intervention Group ◽  
Knowledge Gain ◽  
Traditional Teaching ◽  
Clinical Simulation ◽  
Experimental Intervention ◽  
Post Test ◽  
Quasi Experimental ◽  
Cognitive Knowledge

ABSTRACT Objectives: to evaluate students’ knowledge gain after the implementation of clinical simulation in Nursing Fundamentals disciplines. Methods: a quasi-experimental intervention was carried out with 60 students, distributed in comparison and intervention groups, who underwent traditional teaching and traditional teaching associated with simulated teaching, respectively. Pre-test and post-test instruments were applied to both groups. Results: after analyzing the students’ performance through the applied instruments, both groups had a cognitive evolution along with the taught content, however, when compared, the intervention group obtained a higher knowledge gain than the comparison group (p = 0.016), demonstrating progressive and increasing improvement with the use of the methodology. Conclusions: simulated teaching significantly helps students in gaining technical-cognitive knowledge. Therefore, it is recommended to adhere to the use of this methodology for teaching Nursing Fundamentals.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

Persuasion Wars as a Useful Tool for Teaching Social Influence: A Replication With Direct Measure of Pedagogical Effectiveness

2021 ◽  
pp. 009862832110481
Author(s):  
Krzysztof J. Leoniak ◽  
Zuzanna Gazdowska
Keyword(s):  
Social Influence ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Knowledge Gain ◽  
Traditional Teaching ◽  
Analysis Group ◽  
Post Test ◽  
Article Analysis ◽  
Traditional Activity

Background Persuasion Wars are exercises for teaching social influence that have not been directly assessed with the use of students’ knowledge gain as an indicator. Objective This study aimed to establish the extent to which these exercises led to students’ knowledge increase in comparison to traditional teaching method. Method In a between subject design, 142 undergraduate students participated in two exercises: Persuasion Wars or Article Analysis. Pre-test and post-test measurements of students’ knowledge were collected to compute knowledge gain scores. At the end of the study, an exercise evaluation survey was distributed among students. Results Both teaching methods increased students’ knowledge about social influence. Regardless of the topic, students from Persuasion War group gained more knowledge when compared to students from Article Analysis group. Students assessed both teaching methods to a similar extent. Conclusion Persuasion Wars may serve as a useful teaching method in familiarizing students with the basic concepts of social influence despite being rated similarly to a more traditional activity. Teaching implications To improve the teaching outcomes of classes concerning basic topics of social influence, teachers should consider the use of Persuasion Wars exercises as well as should incorporate the use of a direct assessment of pedagogical effectiveness to avoid misleading predictions.

scholarly journals Implementing Peer Tutoring for the Development of Empathy in Nursing Education

2021 ◽  
Vol 39 (2) ◽  
Author(s):  
David Durán Gisbert ◽  
Anabel Vázquez Rivas
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Peer Tutoring ◽  
Comparison Group ◽  
Interaction Analysis ◽  
Intervention Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The University

Objective. This research sets out the effects of a training method based on peer tutoring, aimed at developing empathy among nursing students at the University of Barcelona (Spain). Methods. After initial training, students are matched in pairs with similar level of empathy, exchanging the role of tutor and tutee in every session, during 12 sessions. Before the session, the tutor prepares the activities to work with his or her tutee, following this structure: exploration of prior knowledge, explanation, practical activities, feedback, and reflection. Jefferson Scale of Empathy was administered as pre-test and post-test to 76 nursing students, 40 in the intervention group, and 36 in the comparison group. Following a mixed-methods sequential explanatory design, a quantitative study (a quasi-experimental design with a comparison group) was combined with a qualitative study (interaction analysis of the 12 videotaped sessions). Results. The results revealed statistically significant improvements in empathy in the intervention group. Subsequent analysis of the peer tutoring interaction highlighted the specific actions that had resulted in these improvements and generated a context in which the tutee was able to understand complex concepts, while enabling both students to participate, reflect and discuss. Conclusion. Peer tutoring is an effective method for the development of empathy in nursing students.

scholarly journals Effect of using GeoGebra software on students’ achievement at university level

2020 ◽  
Vol 3 ◽  
pp. 47-60
Author(s):  
Ganesh Prasad Adhikari
Keyword(s):  
Test Scores ◽  
Complex Analysis ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Limit Concept ◽  
Post Test ◽  
Quasi Experimental ◽  
University Level ◽  
Experimental Group

This study examined the effect of using GeoGebra software on students’ achievement in the case of limit concepts at university level. The instruments used in this study were GeoGebra software, traditional teaching method, and Mathematics Achievement Test (MAT) taken to get the required information. A quasi-experimental design was used and the GeoGebra software introduced in teaching of the limit concept of Complex Analysis among twenty-nine students of section B and traditional teaching method introduced among thirty-one students of section A of the second semester of Master’s in Mathematics Education. After the pre-test, the control group students had been taken the limit concept and related problem in a traditional method and the experimental group students toughed the same content with interactive worksheets by using GeoGebra software. After five hours of lecture in both groups, the standardized MAT (2) was applied for the post-test to the students of both groups. The gathered quantitative data were analyzed by using SPSS 26 version of the scores of sixty students on both groups. As a result, the findings of the research showed that the pre-test scores of students in both groups were insignificant differences. But the pre-test and post-test scores of students in the experimental group and post-test scores of students in both groups were significant differences. The result showed that students were found more interactive in teaching through GeoGebra software and have a positive effect on students’ achievement on the limit concept.

scholarly journals Social groupwork for promoting psychological well-being of adolescents enrolled in sponsorship programs

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 520
Author(s):  
Shinto Joseph ◽  
Dr. Sheeja Remani B Karalam
Keyword(s):  
Comparison Group ◽  
Intervention Group ◽  
Well Being ◽  
P Value ◽  
Psychological Well Being ◽  
Development Interventions ◽  
Post Test ◽  
Quasi Experimental ◽  
And Behavior ◽  
Child Sponsorship

Background: The dearth of data on adolescents highlighted in the UN’s data disaggregation against the agenda ‘no one left behind’ calls for research on ‘the second decade’. Moreover, India is a country with the world’s largest adolescent population, and as such, studies and policies for developing competencies of adolescents are crucial to the country’s development; interventions instilling confidence to aspire to a better future in underprivileged adolescents are vital to mitigate inequity. Methods: This intervention study adopted a quasi-experimental design to measure the effectiveness of social groupwork in raising the psychological well-being of adolescents in child sponsorship programs in Kerala. Forty adolescents from a Child Sponsorship Program (CSP) center in Kochi were recruited for the study. Those suggested by the CSP center considering their poor academic performance and behavior problems were allocated to the intervention group and the rest to the comparison group.  The intervention was designed in response to the information garnered through a preliminary study and administered to the intervention group (n=20). We conducted pre-test and post-test for both the intervention group and comparison group (n=20). Results: Comparison between pre- and post-measurements carried out using paired sample t-test for the intervention group and comparison group separately gave a p-value of <0.05 for the intervention group and >0.05 for the comparison group. Thus, it was proved that psychological well-being of participants in the intervention group was raised significantly due to the social group work intervention. Conclusions: Applying refined granularity, this research adds data specifically on adolescents enrolled in child sponsorship programs and sets a blueprint for social groupwork to improve their psychological well-being. Proposing a conceptual framework for child sponsorship programs, this study recommends further research in all aspects of its functioning, and interventions at group, family, and community levels, for the well-being and empowerment of marginalized adolescents.

scholarly journals Positive Psychology Intervention for Families of Hospitalized Children

2020 ◽  
Vol 30 ◽  
Author(s):  
Doralúcia Gil da Silva ◽  
Claudia Hofheinz Giacomoni
Keyword(s):  
Positive Psychology ◽  
Comparison Group ◽  
Intervention Group ◽  
Well Being ◽  
Hospitalized Children ◽  
Subjective Well Being ◽  
Post Test ◽  
Quasi Experimental ◽  
The Individual ◽  
Pilot Intervention

Abstract Positive Psychology interventions may benefit families with hospitalized children. This study aimed to evaluate a pilot intervention in positive psychology for parents with hospitalized children with acute health conditions. A quasi-experimental study was conducted with thirty mothers with a mean age of 25.37 (SD = 7.3), most of them with incomplete elementary school and married. A focal intervention was applied in the individual and group modality and a comparison group was carried out. Pre- and post-test evaluations were performed using standardized instruments on subjective well-being, symptoms of depression, anxiety and stress and ways of coping with problems. Data pointed out that in the intervention group, the levels of positive affects and problem-focused coping increased in relation to the comparison group. Likewise, in the individual intervention there was also an increase in problem-focused coping in relation to the comparison group.

scholarly journals PENGARUH KONSELING GIZI TENTANG KONSUMSI DAUN KATUK DAN KACANG HIJAU DENGAN MEDIA BOOKLET TERHADAP PERILAKU IBU MENYUSUI DI KECAMATAN PERCUT SEI TUAN

2021 ◽  
Vol 16 (1) ◽  
pp. 134-138
Author(s):  
Ratna Zahara
Keyword(s):  
Comparison Group ◽  
Univariate Analysis ◽  
Intervention Group ◽  
Secondary Data ◽  
Primary Data ◽  
Bivariate Analysis ◽  
Menu Selection ◽  
Post Test ◽  
Quasi Experimental ◽  
Breastfeeding Counseling

ABSTRACT       Breastmilk (ASI) is the best life fluid that is needed by babies, containing various important substances for the baby's growth and development according to their needs. The success of breastfeeding is influenced by the nutrients consumed by the mother during pregnancy and breastfeeding. This study was conducted to determine the effect of breastfeeding counseling using bookletters on breastfeeding behavior in Percut Sei Tuan District. This type of research is a quasi-experimental (Quasy experiment) with a pre-test research design and a post-test design with a comparison group. Conducted in March - August 2020, the samples were breastfeeding mothers in Percut Sei Tuan District in Cinta Rakyat Village as an intervention group and breastfeeding mothers in Cinta Damai Village as a comparison group. Samples and controls were selected by "purposive sampling" each of 30 samples. The data consisted of primary data and secondary data, processed and univariate analysis was carried out to see the frequency distribution based on knowledge and attitudes in the menu selection of breastfeeding mothers followed by bivariate analysis using the dependent t-test to compare knowledge, attitudes and actions of respondent eating before (pre) and after (post) counseling. From the research conducted, there were differences in the knowledge of mothers from the intervention group and the comparison group, there were differences in attitudes in the two groups, and there were differences in actions in the two groups after counseling using booklet media. Booklet-based counseling influences the mother's actions in breastfeeding her baby.     Keywords: breastfeeding, counseling, booklets, breastfeeding behavior  

scholarly journals Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 397
Author(s):  
Ignacio Manuel Guerrero-Martínez ◽  
Francisco Javier Portero-Prados ◽  
Rocío Cándida Romero-González ◽  
Rocío Romero-Castillo ◽  
Manuel Pabón-Carrasco ◽  
...  
Keyword(s):  
Nursing Students ◽  
Exploratory Study ◽  
Point Of View ◽  
Red Cross ◽  
Emergency Setting ◽  
Learning Method ◽  
Clinical Simulation ◽  
Large Size ◽  
Post Test ◽  
Quasi Experimental

(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the “satisfaction” dimension and d = 1.25 for the “large” size of the effect, and p < 0.0069 for the “confidence and motivation” dimension and d = 0.58 for the “moderate–large” size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.

scholarly journals A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

2019 ◽  
Vol IV (I) ◽  
pp. 61-66
Author(s):  
Muhammad Kamran ◽  
Namra Munir ◽  
Rashid Minas Wattoo
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Domain ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
Experimental Group ◽  
Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

scholarly journals Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

2021 ◽  
Vol 06 (04) ◽  
pp. 1-1
Author(s):  
Brandis M. Ansley ◽  
◽  
Meagan A. Wander ◽  
Keyword(s):  
Stress Management ◽  
Comparison Group ◽  
Secondary Trauma ◽  
Intervention Group ◽  
Self Care ◽  
Management Training ◽  
Medium Effects ◽  
Post Intervention ◽  
Stress Management Training ◽  
Quasi Experimental

Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

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