scholarly journals Effects of blended versus offline case-centered learning on academic performance and the development of critical thinking among undergraduate nursing students

2019 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Offline Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Experimental Group

Abstract Background Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance and the development of critical thinking among undergraduate nursing students.Methods A total of 269 undergraduate nursing students in two classes were taught Medical Nursing for 1 year. The two classes were randomly allocated to the experimental group (151 students), which undertook blended learning, or the control group (118 students), which undertook offline learning. The primary outcomes were academic performance and critical thinking ability. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was used.Results At baseline, the students in the control group exhibited superior performance to that observed in the experimental group regarding all seven Professional Basic courses. There was no significant difference in academic performance in the Medical Nursing course after applying the two teaching methods; however, the median score was slightly higher in the experimental group than in the control group. In addition, there was no significant difference in the development of critical thinking ability between the blended and offline learning groups. In the experimental group, there was significant improvement compared with baseline in one of the seven CTDI-CV dimensions: critical thinking self-confidence (p<0.05). In the control group, there was significant improvement compared with baseline in the total score (p<0.05) and two of the seven dimensions: truth-seeking (p=0.001) and systematicity (p=0.010).Conclusions Our study confirms the effectiveness of blended and offline learning (both based on case-centered learning) for academic performance and components of critical thinking among undergraduate nursing students. Blended and offline case-centered learning should be applied to other nursing subjects in future studies. Moreover, further efforts to improve teaching are warranted.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and the development of critical thinking among undergraduate nursing students：a quasi-experimental study

2019 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Case Based Learning ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance and the development of critical thinking among undergraduate nursing students. Methods: A quasi-experimental study design was used, with assessments immediately before and 1 school year after the intervention. All second-year undergraduate nursing students were enrolled in the study (without any sampling). The two classes (taking Medical Nursing) were randomly allocated to either the experimental group, which undertook blended case-centered learning, or the control group, which undertook offline case-centered learning. The academic performance included final exam and process assessment, and the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was used to assess critical thinking. A Shapiro-Wilk test was first performed to verify the normal distribution of the academic performance data. ANCOVA analyses were also performed to examine the two teaching methods’effect on critical thinking. Results: Both of the two classes got excellent academic performance in Medical Nursing, and the blended case-based learning class tend to make greater progress. At baseline, the students in the offline case-based learning class exhibited superior performance regarding all seven Professional Basic courses which they have completed. However, the median score in the Medical Nursing course was slightly higher in the experimental group than in the control group after 1 academic year, although was no significant difference in statistics. In addition, compared with the control group, the pre-post difference in competency in critical thinking self-confidence in the experimental group was significantly greater. In the experimental group, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p<0.05). In the control group, there was significant improvement compared with baseline in the total score (p<0.05) and two of the seven dimensions: truth-seeking (p<0.05) and systematicity (p<0.05). Conclusions: Our study confirms the effectiveness of blended and offline learning (both based on case-centered learning) for academic performance and components of critical thinking among undergraduate nursing students. Blended and offline case-centered learning could be applied to other nursing subjects in future studies. Moreover, further efforts to improve teaching are warranted.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and critical thinking ability among undergraduate nursing students.Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. All the second-year undergraduate nursing students in two class were enrolled in this study by cluster sampling. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on academic performance and critical thinking.Results: Students in the experimental class showed a significantly higher improvement in academic performance of Medical Nursing than the control class. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p=0.037). In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p=0.022). In the control class, there was significant improvement compared with baseline in the total score (p=0.029) and two of the seven dimensions: truth-seeking (p=0.016) and systematicity (p=0.005).Conclusions: Use of the blended case-centered learning showed the promising results in promoting students’ academic performance. Both the blended and offline case-centered learning in this study were a suitable educational approach to improve the critical thinking ability of undergraduate nursing students. In the future, blended and offline case-centered learning could be implemented in other nursing subjects. Moreover, further efforts to improve teaching are warranted.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and the development of critical thinking among undergraduate nursing students. Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. There were two classes for second-year undergraduate nursing students enrolled in the study. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on critical thinking. Results: The median score in the Medical Nursing course was slightly higher in the experimental class than in the control class after 1 academic year, although was no significant difference in statistics. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater. In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p<0.05). In the control class, there was significant improvement compared with baseline in the total score (p<0.05) and two of the seven dimensions: truth-seeking (p<0.05) and systematicity (p<0.05). Conclusions: Our study confirms the effectiveness of blended and offline learning (both based on case-centered learning) for academic performance and components of critical thinking among undergraduate nursing students. Blended and offline case-centered learning could be applied to other nursing subjects in future studies. Moreover, further efforts to improve teaching are warranted.Keywords: education, nursing, teaching methods, critical thinking

scholarly journals EFFECTIVENESS OF A TEACHING MODEL IN A FIRST AID COURSE: A RANDOMIZED CLINICAL TRIAL

2020 ◽  
Vol 29 ◽  
Author(s):  
Fábio da Costa Carbogim ◽  
Franciane Silva Luiz ◽  
Larissa Bertacchini de Oliveira ◽  
Patrícia Rodrigues Braz ◽  
Kelli Borges dos Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Based Learning ◽  
First Aid ◽  
Control Group ◽  
Teaching Model ◽  
Undergraduate Nursing Students ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Experimental Group

ABSTRACT Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.

scholarly journals The Effect of an Empathy Education Program on Nursing Students' Empathy Ability, Interpersonal Ability, and Caring

2019 ◽  
Vol 25 (3) ◽  
pp. 344-356 ◽  
Author(s):  
Jin Ok Jeong ◽  
Sue Kim
Keyword(s):  
Nursing Students ◽  
Interpersonal Relationships ◽  
Education Program ◽  
Cognitive Empathy ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Equivalent Control ◽  
Nursing Department ◽  
Experimental Group

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

scholarly journals The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency

2018 ◽  
Vol 24 (1) ◽  
pp. 100-109
Author(s):  
Kyung Sook Choi ◽  
Woo Sook Lee ◽  
Yeon Suk Park ◽  
Myunghee Jun ◽  
So Young Lee ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Control Group ◽  
Teaching Model ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Experimental Group

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

scholarly journals MEASUREMENT OF GENERAL CRITICAL THINKING IN UNDERGRADUATE NURSING STUDENTS: EXPERIMENTAL STUDY

2020 ◽  
Vol 29 ◽  
Author(s):  
Diana Paula de Souza Rego Pinto Carvalho ◽  
Allyne Fortes Vitor ◽  
Ana Luisa Petersen Cogo ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
Viviane Euzébia Pereira Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Maps ◽  
Life Support ◽  
P Value ◽  
Double Blind Study ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Before And After

ABSTRACT Objective: to compare the levels of general critical thinking and the skills or cognitive attributes involved, individually measured during the training of undergraduate nursing students, through a teaching intervention using Concept Maps. Method: an experimental, randomized, double-blind study with before and after design, conducted with 77 undergraduate nursing students. The research subjects were randomized to the control (38) and experiment (39) groups and both participated in a course on Advanced Life Support in Cardiology for a period of five weeks, when the intervention was the construction of four concept maps. Data collection took place through a sociodemographic questionnaire and the California Critical Thinking Skills Test (CCTST) before and after the course and after in order to measure critical thinking. Results: sociodemographic data confirmed that the groups had similar characteristics. After the intervention using the concept maps, the mean pre-and post-test general critical thinking averages were classified as moderate and showed no statistically significant difference. The t-test for paired samples showed a significantly increased Evaluation skill score (p-value of 0.022) in the posttest for the experiment group. Conclusion: the use of the teaching strategy with construction of the concept maps performed well in the promotion of General Critical Thinking and its abilities. Teaching strategies based on constructivist theories should be encouraged as they play a significant role in improving student learning and critical thinking.

scholarly journals Team-Based Learning: a randomized clinical trial in undergraduate nursing

2020 ◽  
Vol 73 (2) ◽  
Author(s):  
Sabrina Ramires Sakamoto ◽  
Magda Cristina Queiroz Dell’Acqua ◽  
Luciana Patrícia Fernandes Abbade ◽  
Silvia Maria Caldeira ◽  
Suzimar de Fátima Benato Fusco ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Surgical Safety ◽  
Learning Group ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Team Based Learning ◽  
Pedagogic Tool

ABSTRACT Objectives: To compare the knowledge on surgical safety through the team-based learning methodology and lecture classes for undergraduate Nursing students, and evaluate the learning satisfaction with team-based learning. Methods: Randomized, controlled, parallel, two-arm, unblinded clinical trial developed in the Faculty of Medicine of a public university in Botucatu, Brazil. The groups included 14 students for team-based learning and 11 students for lecture classes. Results: Students’ apprehension of knowledge in the team-based learning group was significantly higher compared to the control group (p<0.002) by considering the pre-test results. After 30 days, there was no significant difference between groups. The experience with the methodology was considered positive among students. Conclusions: Team-based learning is an important pedagogic tool available and has proven effective in education and learning with students playing the role of protagonists.

scholarly journals The Effect Of The Flipped Classroom On Nursing Students’ Learning And Motivation Outcomes In Health Education

2021 ◽  
Vol 12 (6) ◽  
pp. 1213-1223
Author(s):  
Mouna Hannaoui, Et. al.
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Flipped Classroom ◽  
Control Group ◽  
Traditional Teaching ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Innovative Strategies ◽  
Undergraduate Nursing ◽  
Experimental Group

As contemporary society evolves, the technological revolution increasingly requires higher education institutions to adopt innovative strategies instead of traditional teaching. Improving the training of health professions in innovative teaching strategies would help prepare future nurses for professionalization. Therefore, the flipped classroom is one of the active educational approaches that has been shown to be effective on nursing students’ outcomes and motivation. Our study, spread over two years from 2018 to 2020, is a quantitative experimental pilot study, which aims to examine the effect of the flipped classroom on nursing students’ learning and motivation outcomes in health education of undergraduate nursing students of the ‘Higher Institute of Nursing Professions and Health Techniques’ (ISPITS). We used two tests, knowledge test and motivation test. The control group consisted of 15 students against 17 students from the experimental group. The experiment lasted three months. Our results showed a statistically highly significant (p<0.0001) increase (p<0.0001) in the grades and motivation levels of students in the experimental group. We point out that our experience coincided with the COVIC-19 pandemic which forced distance learning. According to our results, The flipped classroom could be an effective way to enhance the learning of nursing students and improve their motivation for knowledge to teach health sciencess

scholarly journals Development and Effects of Combined Exercise and an Exercise Habit Formation Program for Undergraduate Nursing Students

2020 ◽  
Vol 27 (4) ◽  
pp. 413-427
Author(s):  
Mi Sook Lee ◽  
Mee Ock Gu
Keyword(s):  
Nursing Students ◽  
Habit Formation ◽  
T Test ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Exercise Habit ◽  
Combined Exercise ◽  
Undergraduate Nursing ◽  
Exercise Intention ◽  
Experimental Group

Purpose: This study was conducted to develop and test the effects of a combined exercise and exercise habit formation program for undergraduate nursing students.Methods: A non-equivalent control group pre-post test design was used. The participants were 44 students (experimental group: 23, control group: 21) who had not done regular exercise for over 3 months before this study. The program was developed based on theory of planned behavior and the habit formation model. The program consisted of 24 sessions for 8 weeks and included combined exercise (aerobic exercise 30 minutes, resistance exercise 20 minutes, and flexibility exercise 10 minutes), exercise intention promotion strategy and exercise habit formation strategy (30 minutes, weekly). Data collection was done before, and immediately after the program: September 4 to October 29. Data were analyzed using t-test, paired t-test, <i>x</i><sup>2</sup> test, Mann-Whitney U test, and Wilcoxon signed rank-sum test with SPSS/ WIN 21.0 program.Results: Exercise intention, exercise habit strength, exercise behavior, and physical fitness (cardiopulmonary endurance, muscle strength, and muscle endurance) were significantly better and stress and fatigue were significantly lower in the experimental group compared to the control group.Conclusion: The study findings indicate that the combined exercise and exercise habit formation program for undergraduate nursing students was effective and can be recommended as an intervention for improving healthy lifestyle of undergraduate nursing students.

Sign in / Sign up

Export Citation Format

Share Document