scholarly journals Evaluation of An Online Learning Concept For Nursing Students In Caring For Patients With Dementia: Results of A Questionnaire Survey

2021 ◽  
Author(s):  
Adina Dreier-Wolfgramm ◽  
Anja Teubner ◽  
Katrin Kern
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Teaching Methods ◽  
Qualitative Content Analysis ◽  
Learning Ability ◽  
Health Concern ◽  
Inclusion Criteria ◽  
Health Care Need ◽  
Course Structure ◽  
Learning Concept

Abstract Background: Dementia is a major public health concern. Nurses have a key role in caring for patients with dementia and to relieve caregivers. To prepare them for adequate demand-oriented nursing care provision, there is a need for training and education. Due to the current Covid-19 pandemic, an online course with focus on a health care need assessment was developed.Methods: The Elaine Study is a quantitative study using questionnaire-based interviews. The recruitment of nursing students for the study was guided by following inclusion criteria (a) second-year nursing students participating in the module ‘caring for elderly patients’, (b) less than three missing lectures. Of all nursing students (N=127), n=48 met the inclusion criteria. Twenty-eight students participated. Quantitative data were analyzed by descriptive statistics. For analyzing possible relations between lectures evaluations aspects among each other, the Spearman correlation was used. Collected qualitative data were analyzed by the Kuckartz suggested qualitative content analysis using the software MAXQDA.Results: Nursing students judged the overall course structure as very well (M 1.36, SD 0.48). Learning aims were clear defined (M 1.61, SD 0.68), learning contents have been properly demonstrated (M 1.68, SD 0.67) and teaching methods contribute the understanding (M 1.63, SD 0.62). The exercise on the Geriatric Assessment promote the internal learning process (M 1.67, SD 1.00) and the final online simulation training made lecture contents easier to understand (M 1.86, SD 0.89). Correlation were determined among the course structure and the (1) clear definition of learning aims (rSp 0.566, p=0.002), (2) presentations and references are made available (rSp 0.514, p=0.005), (3) teaching methods contribute the understanding (rSp 0.535, p= 0.004) and (4) an increase of individual learning ability (rSp 0.573, p=0.001). Implication for improvement proposes a reduction of nursing students team members from four or five to a work in teams of two nursing students.Conclusions: The Elaine study describes the feasibility of an online learning concept for nursing students in caring for patients with dementia. To identify actual impact on patient’s health and on caregiver burden as well, further studies are needed.

scholarly journals Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran

2014 ◽  
Vol 11 ◽  
pp. 25
Author(s):  
Eshagh Ildarabadi ◽  
Hossein Karimi-Moonaghi ◽  
Abbas Heydari ◽  
Ali Taghipour ◽  
Abdolghani Abdollahimohammad ◽  
...  
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Teaching Methods ◽  
Teaching Method ◽  
Qualitative Content Analysis ◽  
Healthcare Staff ◽  
Main Category ◽  
Community Health Nursing ◽  
Lecture Demonstration ◽  
Health Nursing

Purpose: Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

scholarly journals Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study

2021 ◽  
Vol 7 ◽  
pp. 237796082110548
Author(s):  
Simen A. Steindal ◽  
Mari O. Ohnstad ◽  
Ørjan Flygt Landfald ◽  
Marianne T. Solberg ◽  
Anne Lene Sørensen ◽  
...  
Keyword(s):  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Advanced Practice Nursing ◽  
Student Experiences ◽  
Advanced Practice ◽  
Course Structure ◽  
Postgraduate Students ◽  
Learning Management ◽  
Group Interviews ◽  
Campus Activities

Introduction Educational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning. Objective This study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme. Methods A qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis. Results Three themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities. Conclusion The course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.

scholarly journals Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Survey Data ◽  
Structural Model ◽  
Student Interaction ◽  
Structural Relationship ◽  
Key Factors ◽  
Course Structure ◽  
Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

Comparison of two teaching methods for cardiac arrhythmia interpretation among nursing students

Resuscitation ◽  
2014 ◽  
Vol 85 (2) ◽  
pp. 260-265 ◽  
Author(s):  
Dimitrios P. Varvaroussis ◽  
Maria Kalafati ◽  
Paraskevi Pliatsika ◽  
Maaret Castrén ◽  
Carsten Lott ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiac Arrhythmia ◽  
Teaching Methods

Effectiveness of ethics education as perceived by nursing students

2014 ◽  
Vol 22 (3) ◽  
pp. 287-306 ◽  
Author(s):  
Tine Vynckier ◽  
Chris Gastmans ◽  
Nancy Cannaerts ◽  
Bernadette Dierckx de Casterlé
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Teaching Methods ◽  
Content Validity ◽  
Ethics Education ◽  
Nursing Ethics ◽  
User Friendliness ◽  
Instructional Dialogue ◽  
Quantitative Descriptive ◽  
Ethics Courses

Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.

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