The Ethics of Presence When Bathing Patients in a Nursing Home

2012 ◽  
Vol 16 (4) ◽  
pp. 30-35
Author(s):  
Maj-Britt Råholm,
Keyword(s):  
Experimental Study ◽  
Nursing Home ◽  
Nursing Students ◽  
Classroom Teaching ◽  
Feature Film ◽  
Post Test ◽  
Quasi Experimental ◽  
Jefferson Scale Of Empathy ◽  
Experimental Group

The purpose of this quasi-experimental study was to examine the effects of viewing the feature film Wit on the empathy ratings of nursing students. The Jefferson Scale of empathy (JSE) was used to measure nursing students’ empathy levels. Findings suggest a statistically significant increase in empathy scores in the experimental group from pre-test to post-test #1 (t = 2.60; p = 0.0133) and also from pre-test to post-test #2 (t = 2.10; p = 0.0424). In this study, the experience of viewing the film, as opposed to classroom teaching alone, enhanced student empathy ratings.

The Influence of Film on the Empathy Ratings of Nursing Students

2012 ◽  
Vol 16 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Crista L. Briggs, ◽  
Cathy H. Abell,
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Classroom Teaching ◽  
Feature Film ◽  
Post Test ◽  
Quasi Experimental ◽  
Jefferson Scale Of Empathy ◽  
Experimental Group

The purpose of this quasi-experimental study was to examine the effects of viewing the feature film Wit on the empathy ratings of nursing students. The Jefferson Scale of empathy (JSE) was used to measure nursing students’ empathy levels. findings suggest a statistically significant increase in empathy scores in the experimental group from pre-test to post-test #1 (t = 2.60; p = 0.0133) and also from pre-test to post-test #2 (t = 2.10; p = 0.0424). In this study, the experience of viewing the film, as opposed to classroom teaching alone, enhanced student empathy ratings.

scholarly journals Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

2020 ◽  
Author(s):  
Juan-Luis González-Pascual ◽  
Margarita G. Márquez ◽  
Rocío Rodríguez-Rey ◽  
Ana María Muñoz-Cobo ◽  
Juan Carlos Pérez-Jiménez
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Educational Intervention ◽  
Interprofessional Education ◽  
Wilcoxon Test ◽  
Educational Activity ◽  
Control Group ◽  
Self Assessment ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

A Quasi – Experimental Study to Assess the Effectiveness of Structured Teaching Programme Regarding Knowledge of Personal Protective Equipment (Ppe) use in Among Nursing Students at Selected Nursing Institute Faridabad (Haryana)

2021 ◽  
pp. 469-472
Author(s):  
Sudhir Singh
Keyword(s):  
Nursing Students ◽  
Infection Control ◽  
Health Workers ◽  
Control Group ◽  
Teaching Programme ◽  
Structured Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

Health worker are constantly exposed to infectious pathogens while they provide care to the patients. There are plenty of infection, for health workers to get affected by infection, so infection control measures are most necessary for health workers. By practicing infection control techniques, the health workers can avoid spreading microorganism. This can be possible when there is up gradation of knowledge and attitude of health workers regarding PPE. In this study the researcher Aimed: to assess the effectiveness of Structured teaching programmed on use of PPE among nursing students. Research design: adopted for this study was quasi experimental design, samples for this study was selected through convenient sampling technique. Total sample size for study was 100. Pre- test was done for the subjects in both group experimental and control group and experimental group received structured teaching programme regarding PPE use. Control group subjects did not receive any special intervention. On the seventh day took post- test among subjects in both groups to assess the structured teaching programme regarding use of PPE. Data collection were analyzed with the help of descriptive and inferential statistics. Results: Mean post test score in experimental and control group was 25.72and 13.71 respectively. The mean difference score was 12.01. The standard deviation score in experimental group was 2.170 and in control group 9.131. The ‘t’ Value was 59.524 which was statistically significant at ‘P’ value 0.000. Conclusion: This study imposes importance of suitable health teaching intervention through proper structure to the nursing students, for use of PPE.

Teaching Psychomotor Skills to Beginning Nursing Students Using a Web-Enhanced Approach: A Quasi-Experimental Study

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Vincent L Salyers
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Control Group ◽  
Psychomotor Skills ◽  
New Graduate Nurses ◽  
Course Content ◽  
Skills Laboratory ◽  
New Graduate ◽  
Quasi Experimental ◽  
Experimental Group

To begin to address the problem of psychomotor skills deficiencies observed in many new graduate nurses, a skills laboratory course was developed using a web-enhanced approach. In this quasi-experimental study, the control group attended weekly lectures, observed skill demonstrations by faculty, practiced skills, and were evaluated on skill performance. The experimental group learned course content using a web-enhanced approach. This allowed students to learn course material outside of class at times convenient for them, thus they had more time during class to perfect psychomotor skills. The experimental group performed better on the final cognitive examination. Students in the traditional sections were more satisfied with the course, however. It was concluded that a web-enhanced approach for teaching psychomotor skills can provide a valid alternative to traditional skills laboratory formats.

scholarly journals An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Muhammad Ishtiaq ◽  
Zuraina Ali ◽  
Muhammad Salem
Keyword(s):  
Experimental Study ◽  
Saudi Arabia ◽  
Learning Strategy ◽  
Control Group ◽  
Vocabulary Test ◽  
Student Teams ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an under-researched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 &lt; 0.05).

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

scholarly journals Transformational leadership: a quasi-experimental study

2014 ◽  
Vol 35 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Calum Alexander Arthur ◽  
Lew Hardy
Keyword(s):  
Experimental Study ◽  
Transformational Leadership ◽  
Group Cohesion ◽  
Control Group ◽  
Content Type ◽  
Beneficial Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Leadership Intervention ◽  
Experimental Group

Purpose – The purpose of this paper is to report a field-based quasi-experimental study designed to examine the effectiveness of a transformational leadership intervention in remediating poor performance. The intervention was conducted on elements of the organization that senior management perceived as being low performing. Design/methodology/approach – A quasi-experimental pre-test post-design was employed to evaluate the effectiveness of the transformational leadership intervention. Pre-test data were collected four months prior to the intervention starting and the post-test data were collected eight months after the intervention had started. Follower perceptions of their leader's behavior and group cohesion, together with training outcome data were used to evaluate the effectiveness of the intervention. Findings – Results revealed that from pre-test to post-test changes in perceptions of leadership, group cohesion, and training outcome indicated that the intervention had beneficial effects. These beneficial effects were evidenced in one of two ways: desirable behaviors increased in the experimental group from pre-test to post-test while they remained the same or were decreased in the control group; or desirable behaviors remained the same in the experimental group while they decreased in the control group. Originality/value – The current study is the first to utilize a quasi-experimental organization wide design to examine the efficacy of a transformational leadership intervention. Furthermore, the current study provides evidence that transformational leadership can buffer negative environmental effects.

scholarly journals Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
S. M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Controlled Trial ◽  
Descriptive Analysis ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental

Abstract Background Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions. Methods A pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled “Academic Motivation Scale,” was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants’ sociodemographic profiles. Regression analysis was performed to determine the association between variables. Results Findings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control. Conclusion The Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.

scholarly journals Effectiveness of the Maguerez Arch in nursing teaching on vesical catheterism: an almost experimental study

2021 ◽  
Vol 42 ◽  
Author(s):  
Jonatan Deyson do Nascimento de Sousa ◽  
Cristina da Silva Fernandes ◽  
Maria Aline Moreira Ximenes ◽  
Joselany Áfio Caetano ◽  
Nelson Miguel Galindo Neto ◽  
...  
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Interval Data ◽  
Northeastern Brazil ◽  
Test Results ◽  
Bladder Catheter ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Significance

ABSTRACT Objective To evaluate the effectiveness of the Arco de Maguerez in teaching nursing students about the Bladder Catheter. Method Quasi-experimental study conducted at a public university in northeastern Brazil, with 29 students, in a single group, in the period of october 2018. Data were collected before and after using the Arco de Maguerez in educational intervention, using validated instruments, referring to knowledge and practice. IBM SPSS Statistics software version 24 was used for statistical analysis. The level of significance was set at 5% and the 95% confidence interval. Data analysis was performed using the McNemar and Mann-Whitney test. Results The median of correct answers for knowledge was 7, in the pre-test, and 9 in the post-test (p> 0.001). Regarding practice, in the pre-test the median of correct answers was 28 and, in the post-test, it went to 36, p> 0.001. The academics explained that the AM technology based on the problematization of a fictitious clinical case made learning about Bladder Catheterization Delay clear and feasible. Conclusion The Arco de Maguerez was effective in improving the knowledge and skill of nursing students regarding the Bladder Catheter.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

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