scholarly journals The impact of using “ISBAR” standard checklist on nursing clinical handoff in coronary care units

2020 ◽  
Author(s):  
Behrouz Pakcheshm ◽  
Imane Bagheri ◽  
Zohreh Kalani
Keyword(s):  
Nursing Students ◽  
Clinical History ◽  
Health Care Team ◽  
Chi Square ◽  
Essential Information ◽  
Team Members ◽  
Quasi Experimental ◽  
Coronary Care ◽  
The Impact ◽  
Coronary Care Units

Background & Aim: Clinical handoff is the process of transmitting information, responsibility, and accountability among the health care team members. Lack of standard protocols may result in the loss of essential information and may lead to medical errors. The purpose of this study was to evaluate the impact of using a standard checklist on a clinical handoff in the coronary care unit. Methods & Materials: This quasi-experimental study was performed based on pre- and post-test design at Afshar Hospital in Yazd. There was a total of 564 handoffs with the participation of 24 nurses in two coronary care units in 2017. Before the intervention, 282 clinical handoffs were recorded and implemented. Nurses were informed about the ISBAR standard checklist and were encouraged to use it for one week. Then, 282 clinical handoffs were again recorded and implemented. The frequency of providing information during clinical handoff was determined based on the ISBAR checklist and the data were analyzed using descriptive statistics and chi-square tests. Results: Before the intervention, the frequency of providing information during clinical handoff was reported as follows: patient identity (86.9%), current position (75.1%), clinical history (52.8%), system status review (59.9%), and recommendations (92.9%). The results showed that the indexes significantly increased (P <0.001) after the intervention in all these five domains: patient identity (100%), current situation (94%), clinical history (80.1%), system status review (92.2%) and recommendations (100%). Conclusion: Transition of information based on standard checklists with a specific framework can increase the frequency of information provided during clinical handoff. Therefore, it is recommended to train nurses and nursing students about standard handoff and related tools such as ISBAR in hospitals and universities.

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.

scholarly journals The Impact of Educational Package on Nursing Students' Knowledge towards Fertility Preservation, a Quasi-Experimental Study

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Nastaran Rafiei ◽  
Simin Esmaeilpour Zanjani ◽  
Kajal Khodamoradi
Keyword(s):  
Nursing Students ◽  
Side Effects ◽  
Fertility Preservation ◽  
Care Providers ◽  
Patients With Cancer ◽  
Educational Package ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
The Impact

Background: Recent advances in diagnosis and treatment of cancers have resulted in survival improvement in young patients with cancer. Given the side effects of cancer treatments on the function of the reproductive system, health care providers need to be educated about the side effects of cancer treatment and fertility preservation. The aim of this study was to explore the effect of education on nursing students' knowledge towards fertility preservation methods in patients with cancer. Methodology: This was a quasi-experimental one-group pre-test post-test research study that was carried out by the nursing faculty at Islamic Azad University of Tonekabon in 2018. Data was collected through a two-part questionnaire, including demographic characteristics and 32 questions about the knowledge of fertility preservation in patients with cancer. The study intervention was an educational package which includes 8 sessions of small group education, planning questions, and a booklet. Students were asked to complete the questionnaire before starting an educational session and again two weeks after the last session. Results: The difference in the mean score of the nursing students’ knowledge before and after the educational package intervention was significant (P= 0.0001). Also, the knowledge rank of nursing students after the intervention was significantly better than before (P = 0.0001).  There was a significant difference between the mean score of knowledge based on gender (0.0001), marital status (0.0001) and residency (0.0001). Conclusion: In conclusion, educational intervention towards fertility preservation had a positive effect on nursing students’ knowledge. Therefore, the importance of considering this new approach to fertility preservation in patients with cancer should be considered in the nursing curriculum as they consider as the main resource of the medical information to the patients

scholarly journals Educational Interventions for Nursing Students to Develop Communication Skills with Patients: A Systematic Review

2020 ◽  
Vol 17 (7) ◽  
pp. 2241 ◽  
Author(s):  
Lorena Gutiérrez-Puertas ◽  
Verónica V. Márquez-Hernández ◽  
Vanesa Gutiérrez-Puertas ◽  
Genoveva Granados-Gámez ◽  
Gabriel Aguilera-Manrique
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Communication Skills ◽  
Controlled Trial ◽  
Experimental Studies ◽  
Educational Interventions ◽  
Patient Centered ◽  
Randomized Controlled ◽  
Quasi Experimental ◽  
The Impact

Introduction: Nursing students establish therapeutic relationships with their patients and as future nursing professionals, they should be trained to be effective communicators. The objective of this systematic review was to know the impact of educational interventions on nursing students to develop their communication skills with patients. Methods: A systematic review of literature was carried out. The following databases were consulted: CINAHL, PubMed (Ovid Medline), SCOPUS and Web of Science. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided this review. As for inclusion criteria, published articles in English from 2000 to 2020 were included. The methodological rigor of the included articles was evaluated with the JBI Critical Appraisal Checklist for Randomized Controlled Trial or Quasi-Experimental Studies. Changes in communication skills with the patient after the implementation of an intervention were analyzed. Results: Of the included studies in this systematic review (N = 19), two studies were randomized controlled trials, others were single group quasi-experimental studies (N = 11) and two group quasi-experimental studies (n = 6). The majority of the studies were carried out in the USA (n = 7). The most frequent educational intervention was simulation (n = 11). As for the improvement of communication skills, 13 of the 19 articles found statistically significant differences in patient-centered communication skills of nursing students. Conclusions: This systematic review provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.

scholarly journals The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
Thor Arne Haukedal ◽  
Inger Åse Reierson ◽  
Hanne Hedeman ◽  
Ida Torunn Bjørk
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Intervention Group ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Knowledge Test ◽  
Patient Deterioration ◽  
Simulation Based ◽  
Quasi Experimental ◽  
The Impact

Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.

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

scholarly journals The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

2020 ◽  
Vol 11 (1) ◽  
pp. 30
Author(s):  
Mary Beth R. Maguire ◽  
Anne White ◽  
Jane D. Brannan ◽  
Austin R. Brown
Keyword(s):  
Septic Shock ◽  
Nursing Students ◽  
Clinical Judgment ◽  
Repeated Measures ◽  
Control Group ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Shock Simulation ◽  
The Impact

Background: Prelicensure nursing students possess minimal knowledge and skill to implement sepsis protocols effectively. This article evaluates an educational project to assess the impact of a repeat septic shock simulation on pre-licensure nursing students' knowledge and skill competency. Methods: A quasi-experimental, repeated measures, pre-post design strategy was used to evaluate a repeat septic shock simulation. A convenience sample of one-hundred-forty-three (N = 143) senior baccalaureate nursing students enrolled in the study. The project consisted of a septic shock didactic session, septic shock simulation with a high-fidelity mannequin, debrief, repeat simulation followed by a second debrief as a component of a complex health nursing course. Ninety-seven (n = 97) participants were randomly assigned to groups of up to five students to participate in a repeat septic shock simulation. Forty-six (n = 46) participants were randomly assigned to up to five students and served as a control group. The control group participated in all study elements except the repeat simulation.Results: The percent change in nursing students’ knowledge scores from Pre-simulation to Post-simulation was statistically significant (p < .001). The initial and repeat simulation realized modest gains in competency scores between the initial and repeated simulation.Conclusions: Providing concurrent experiences using a screening tool in real-time while simultaneously providing an opportunity to practice and refine clinical judgment through a repeat simulation proved effective.

scholarly journals Nursing Course on Drug Addiction and its Effects on Beliefs and Intentions: A Quasi-experimental Study

Aquichan ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 1-12
Author(s):  
Miguel Ángel Villegas-Pantoja ◽  
Martha Dalila Méndez-Ruiz ◽  
María de Jesús De Valle-Alonso ◽  
Laura Alicia García-Perales
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Drug Use ◽  
Drug Addiction ◽  
University Education ◽  
Beneficial Effects ◽  
Before And After ◽  
Quasi Experimental ◽  
Long Course ◽  
The Impact

Objective: To determine the impact of a course aimed at the care of persons with drug dependence on the beliefs and intentions of drug use among bachelor nursing students. Materials and methods: A quasi-experimental study conducted with a non-equivalent comparison group composed of 210 Mexican students of both sexes. Two Likert-type instruments were used to measure the beliefs and intentions of drug use, before and after a semester-long course. Results: At the end of the study, a significant interaction was found (F = 3.56, p = 0.050, η2p = 0.025), which suggests a greater decrease in beliefs in favor of drug use among students who took the course on drug addiction. Regarding drug use intentions, a general decrease was observed in the entire sample (F = 10.13, p = 0.002, η2p = 0.059). Conclusions: Courses on the care of drug addiction can have beneficial effects on nursing students by modifying beliefs and intentions to carry out unhealthy behaviors such as the use of substances. These results demand to verify if the effects remain beyond the completion of university education.

scholarly journals Integration of Extended Reality and a High-fidelity Simulator in Team-based Simulations for Arrhythmia Scenarios Among Undergraduate Nursing Students

2021 ◽  
Author(s):  
Youngho Lee ◽  
Sun Kyung Kim ◽  
Hyoseok Yoon ◽  
Jongmyung Choi ◽  
Hyesun Kim
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Health Care Team ◽  
High Fidelity ◽  
High Expectations ◽  
Physical Discomfort ◽  
Learning Satisfaction ◽  
Smart Glasses ◽  
Current Program ◽  
Quasi Experimental

Abstract Objective: The purpose of this study was to evaluate the usability and feasibility of smart glasses for team-based simulations constructed using a high-fidelity simulator. Methods: Two scenarios of patients with arrhythmia were developed to establish the process for interprofessional interaction via smart glass in 15-hour simulation training. Three to four participants made a team and took roles of either a remote supporter or bad-side trainee with smart glass. A quasi-experimental post-test design was used to evaluate the effectiveness of team-based simulation using smart glasses that assessed attitudes toward interprofessional health care teams and learning satisfaction. A scale for software evaluation was used to obtain quantitative data, and an essay questionnaire was used to assess the usability and feasibility of the current program. Statistical analyses were conducted using SPSS (version 25.0), and descriptive statistics, independent t-tests, and chi-squared tests were performed to test for homogeneity and group differences. Results: Data were obtained from 61 participants in which the scores were higher in the experimental group with smart glasses, but differences in attitude towards the interprofessional health care team and learning satisfaction were not different between groups. The current program was given an easy to use (3.61±0.95) rating, and the users reported feeling confident during use (3.90±0.87). Participants responded positively to long-term use (3.26±0.89) and low levels of physical discomfort (1.96±1.06). The likability of the smart glasses-based simulation was high, with a high rating for satisfaction (4.65±0.55). The majority (84%) of subjects provided favorable responses to their overall experience with high expectations for improving safety in future clinical practice. Key barriers and challenges of the current program include unstable internet connection, poor resolution and display, and physical discomfort of the smart glasses with accessories. Conclusion: We determined the feasibility and acceptability of smart glasses for interprofessional interaction within a team-based simulation environment. Participants responded favorably toward a smart glasses-based simulation learning environment that would be applicable in clinical settings.

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