scholarly journals Attitudes of nursing students towards substance users and perceptions about religious/spiritual care

2018 ◽  
Vol 52 (0) ◽  
Author(s):  
Angelica Martins de Souza Gonçalves ◽  
Manoel Antônio dos Santos ◽  
Rosa Maria Jacinto Volpato ◽  
Erikson Felipe Furtado ◽  
Teresa Maria Mendes Diniz de Andrade Barroso ◽  
...  
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Spiritual Care ◽  
Substance Users ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Student’S T ◽  
Drug Problems ◽  
The Impact ◽  
Student’S T Test

ABSTRACT Objective: To evaluate the impact of an educational intervention on the attitudes of Nursing students towards users of psychoactive substances (excluding alcohol and tobacco) and their perceptions about the religious and spiritual care offered within the health services. Method: Quasi-experimental study. We applied a questionnaire before and one month after an intervention about the comprehensive care of substance users, containing: sociodemographic information, knowledge, the Treatment Spirituality/Religiosity Scale, and the Drug and Drug Problems Perceptions Questionnaire. For the analyses, we employed the paired Student’s t-test and Pearson’s Coefficient. Results: 62 students participated in this study. After the intervention, there was improvement in the students’ attitudes towards the substance users, but not regarding the perception they already had about the importance of offering religious and spiritual care within the services. Conclusion: We verified the effectiveness of the educational intervention on the improvement of attitudes concerning the care of substance users, yet we point out that the students did not show changes in their perception about the inclusion of the religious and spiritual aspects in the care dedicated to this population.

scholarly journals The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad W. Albayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

The impact of an educational intervention on nursing students' critical thinking skills: A quasi-experimental study

2020 ◽  
Vol 85 ◽  
pp. 104305 ◽  
Author(s):  
María López ◽  
José María Jiménez ◽  
Belén Martín-Gil ◽  
Mercedes Fernández-Castro ◽  
María José Cao ◽  
...  
Keyword(s):  
Experimental Study ◽  
Critical Thinking ◽  
Nursing Students ◽  
Educational Intervention ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quasi Experimental ◽  
The Impact

Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

2018 ◽  
Vol 37 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Elizabeth V. Kinchen ◽  
Victoria Loerzel
Keyword(s):  
Nursing Students ◽  
Time Management ◽  
Student Nurses ◽  
Health Study ◽  
Personal Health ◽  
Convenience Sample ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Holistic Therapies

Purpose: The purpose of this study was to explore student nurses’ openness to using or recommending holistic therapies, the strategies they use to manage stress from school or work, and their perceptions of the impact of holistic therapies on personal health. Study Design: Qualitative component of a quasi-experimental, mixed-methods study. Methods: A convenience sample of undergraduate nursing students in a southeastern U.S. university completed baseline surveys, including demographics and three open-ended questions regarding attitudes toward holistic therapies and strategies used for stress management. Qualitative thematic analysis was undertaken to identify recurring themes in textual data. Findings: Students are open to using or recommending holistic therapies but identify lack of knowledge and lack of time as barriers to their practice. Among strategies used by student nurses to manage stress from school or work were physical activity, prayer and meditation, time management, distraction, socialization, artistic pursuits, animal interactions, and other activities. Themes describing holistic therapies’ impact on personal health were wholeness, self-empowerment, relaxation/restoration, and alternative/complement to traditional medicine. Conclusions: Findings indicate receptiveness by student nurses to the use of holistic therapies but point to the need for the inclusion of informational as well as experiential education on holistic therapies within nursing curricula.

scholarly journals The impact of an online intervention on the medical, dental and health sciences students about interprofessional education; a quasi-experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Salman Y. Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad Wahbi Al Bayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Online Intervention ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The Impact

Abstract Background Interprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). Methods This quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings and attitudes about IPE. Results Out of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics. Conclusion The present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.

scholarly journals The Willingness of Undergraduate Nursing Students Regarding Utilizing CAM as a Preventative Method of Coronaviruses

2021 ◽  
Vol 6 (04) ◽  
pp. 237-243
Author(s):  
Najla A. Barnawi ◽  
Hind S. Al-Ghadeer ◽  
Madhawi M. BinSaran ◽  
Walaa, S. Bin-Muneef ◽  
Maryam S. Alroilai ◽  
...  
Keyword(s):  
Nursing Students ◽  
Population Based ◽  
Herbal Remedies ◽  
Educational Video ◽  
Video Session ◽  
Undergraduate Nursing ◽  
Before And After ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact

In response to the global awareness about the Coronavirus, mainly COVID-19, developing an educational-video tool regarding the utilization of Complementary and Alternative Medicine (CAM) as a preventative method of Coronaviruses. It is an ideal resource for nursing students, who are a cornerstone of the continuity of care and partnerships with high-risk individuals, families, and communities. This study examines the impact of the CAM video session on the level of attitude among Saudi undergraduate female nursing students in Riyadh, Saudi Arabia. A pre-post tests quasi-experimental study was conducted among 174 students to examine their attitude changes before and after they exposed the CAM educational video. The results suggesting that the CAM video session significantly improves students’ attitudes (M(differences) = 55.2068, SD = 5.9964, [t(174) = 121.444, p < .001]); Further, the number of utilizing the CAM therapy mainly the herbal methods was increased after the exposure to CAM video (pre-test n= 76, 43.7% vs. post-test n= 130, 74.7%). In conclusion enhancing the students' attitudes toward utilizing CAM therapy as preventive measures is a core aspect of public health. Further, implementing such attractive, simple, and evidence-based tools increases the utilization of accessible and available CAM resources such as herbal remedies. Accordingly, there is a need to examine the CAM video tool at a larger scale and not merely focus on the healthcare professionals but should include population-based scope.

scholarly journals Attitudes of Undergraduate Nursing Students towards Patient Safety: A Quasi-Experimental Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1429
Author(s):  
Nuria Cantero-López ◽  
Víctor M. González-Chordá ◽  
María Jesús Valero-Chillerón ◽  
Desirée Mena-Tudela ◽  
Laura Andreu-Pejó ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Educational Intervention ◽  
Critical Incident ◽  
Undergraduate Nursing ◽  
Final Measurement ◽  
Before And After ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Two Phases

Improving nursing students’ attitudes towards patient safety is a current and relevant topic. This study aims to evaluate the effectiveness of an educational intervention based on critical incident and root cause analysis (RCA) techniques regarding attitudes towards patient safety in nursing students. A quasi-experimental before and after study was developed between January 2018 and December 2019 in a sample of 100 nursing students at Universitat Jaume I (Spain). The intervention was developed in two phases. Phase I was at university, where students applied the RCA technique in a real case. Phase II took place during clinical practice. Students used critical incidents to identify a risk situation for the patients and applied RCA to detect its root causes. The measurement of attitudes was performed with the Attitudes to Patient Safety Questionnaire (APSQ-III). The global score of the questionnaire in the baseline measurement was 3.911 (±0.335), in the intermediate measurement it was 4.031 (±0.337) and in the final measurement it was 4.052 (±0.335), with significant differences (p = 0.03). However, intra-group differences were observed in the final measurement (p = 0.021). The teamwork dimension had the highest mean score on all three measures and the notification dimension had the lowest mean scores. An educational intervention combining critical incident and RCA techniques can improves nursing students’ attitudes toward patient safety.

scholarly journals The Impact of an Online Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad Wahbi Al Bayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Positive Impact ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The Impact

Abstract BackgroundInterprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings and attitudes about IPE. ResultsOut of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief online educational intervention underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of our intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

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