scholarly journals Emotional Intelligence and Teamwork Skills Among Undergraduate Engineering and Nursing Students: A Pilot Study

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Charlotte Lee ◽  
Michele Bristow ◽  
Jason C. Wong
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Engineering Students ◽  
Positive Association ◽  
Industrial Engineering ◽  
Healthcare Operations ◽  
Undergraduate Nursing ◽  
Before And After ◽  
Teamwork Skills

Background: Healthcare operations require collaboration between healthcare and non-healthcare professionals.Objectives: To examine: a) the effectiveness of a case-based interprofessional education (IPE) workshop, and b) the association between emotional intelligence (EI) and teamwork skills in nursing and industrial engineering trainees.Methods: Undergraduate nursing and industrial engineering students (N = 42) participated in a workshop that requires the integration of knowledge from both disciplines. Previously validated instruments were used to assess EI, empathic listening and teamwork skills pre- and post-workshop.Findings: While results of the multivariate analysis of variance suggested no difference in study variables before and after the workshop, findings from Pearson’s correlation revealed more pairs of significant correlations post-workshop. Positive association between EI and teamwork skills was found post-workshop.Conclusion: IPE workshops beyond conventional healthcare professions are feasible and welcomed by trainees. EI should be considered an antecedent of teamwork.

scholarly journals Virtual learning object for the simulated evaluation of acute pain in nursing students

2011 ◽  
Vol 19 (2) ◽  
pp. 229-237 ◽  
Author(s):  
Ana Graziela Alvarez ◽  
Grace Teresinha Marcon Dal Sasso
Keyword(s):  
Nursing Students ◽  
Acute Pain ◽  
Qualitative Evaluation ◽  
Virtual Learning ◽  
Learning Object ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study aimed to evaluate the results of the application of a virtual learning object for the simulated evaluation of acute pain in the learning of undergraduate nursing students and to verify the opinions of the students regarding the quality of the technology. This was a quasi-experimental, non-randomized, before and after study performed with 14 students in the seventh phase of the undergraduate nursing course of the Federal University of Santa Catarina. The pre (8.84) and post-test (9.31) means revealed significant differences in learning after the intervention (p=0.03). In the qualitative evaluation the flexibility of access, access independent of time/place, freedom to decide the best learning route and the similarity with reality were highlighted. It constitutes a promising educational tool, an interactive experience, similar to reality, dynamic and constructive learning. The application of the technology has brought positive results for learning about pain evaluation, contributing to fill the gap in the teaching of the thematic.

scholarly journals A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255086
Author(s):  
Mitsuyuki Numasawa ◽  
Nobutoshi Nawa ◽  
Yu Funakoshi ◽  
Kanako Noritake ◽  
Jun Tsuruta ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Japanese Version ◽  
Dental Students ◽  
Evidence Based ◽  
Interprofessional Learning ◽  
Before And After ◽  
Explanatory Sequential Design ◽  
Tokyo Medical

Background Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. Methods Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch’s t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. Results Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. Conclusions The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

scholarly journals Interprofessional Education Activity to Improve Communication With Older Adults With Hearing Loss

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 4-4
Author(s):  
Laura Gaeta ◽  
Tara Sharpp
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Complex Case ◽  
Evaluation Data ◽  
Age Related ◽  
Before And After ◽  
Education Activity ◽  
Age Related Hearing Loss

Abstract The purpose of this study was to determine how an interprofessional education (IPE) intervention with Communication Sciences and Disorders (CSAD) and Nursing students can affect their ability to communicate effectively with older adults who have hearing loss. As the older adult demographic increases, healthcare professionals must provide competent care, which includes effectively managing hearing-related communication difficulties in an increasingly diverse population. Faculty received IRB approval to conduct a descriptive mixed-methods study to determine knowledge and satisfaction of students completing an IPE activity. Students were divided into teams of CSAD and Nursing students. Students listened to a brief presentation on IPE before they were introduced to a complex case study of an 84-year-old male with age-related hearing loss. We administered a knowledge assessment questionnaire (KAQ) we created regarding communication with older adults before and after the activity. A total of 92 participants in the two programs (n=36 CSAD, n=56 Nursing) completed the KAQ before and after the activity and an evaluation with a Likert-type scale and open-ended questions. CSAD students scored significantly higher than Nursing students on the KAQ at baseline (F=25.69, p&lt;0.001) and KAQ scores increased significantly (F=57.04, p&lt;0.001) among both groups from pretest to posttest. The evaluation data indicated students were able to learn other perspectives and found the experience valuable. Based on the improvement in scores on the KAQ and evaluation data, this IPE activity increased knowledge related to communication with older adults with hearing loss and awareness of the roles of other professions.

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students

2021 ◽  
pp. bmjstel-2020-000685
Author(s):  
John T Paige ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
John Zahmjahn ◽  
Raquel Baroni de Carvalho ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Interprofessional Education ◽  
Linear Regression Analysis ◽  
Univariate Analysis ◽  
Team Training ◽  
Adaptive Communication ◽  
Undergraduate Nursing ◽  
Simulation Based

BackgroundThe evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants.MethodsForty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores.ResultsStatistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis.ConclusionsQuality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

scholarly journals An aging simulation game’s impact on the attitudes of nursing students

2019 ◽  
Author(s):  
Carla Sílvia Neves da Nova Fernandes ◽  
Germano Couto ◽  
Andreia Afonso
Keyword(s):  
Nursing Students ◽  
Elderly Person ◽  
The Elderly ◽  
Simulation Game ◽  
Control Group ◽  
Future Health ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Before And After ◽  
The Impact

Background & Aim: The aging of the population poses new challenges, among others, a greater concern with the teaching of geriatrics and gerontology, especially to future health professionals. The simulation game "Aging Nursing Game" ® was used with the objective of evaluating the impact of an aging simulation game on nursing students' attitudes towards the elderly. Methods & Materials: A pre-test and post-test type quasi-experimental study was performed, without control group. The research was developed between February and July 2018. The subjects of this study were second-year undergraduate nursing students. A game was used as an intervention. To measure the effectiveness of the game, a questionnaire was applied before and after the intervention. The data collection instrument consisted of a questionnaire composed of two parts, the first part for sociodemographic characterization, and another consisting of the Portuguese version of the Kogan Scale (KAOP). Results: The sample consisted of 45 undergraduate nursing students from the 2nd year corresponding to 75% of the population. The attitude towards the elderly person improved significantly before and after the intervention. Of the 34 items on the Kogan Scale (KAOP), 21 improved significantly. Conclusion: The simulation game has proven to be effective in teaching students changing attitudes towards the elderly (p <0.05).

scholarly journals Hands on!!! Infusing intimate partner violence simulation in nursing education

2020 ◽  
Vol 10 (12) ◽  
pp. 76
Author(s):  
Camille Burnett ◽  
Esha Rawat ◽  
Ashley Hudson ◽  
Tamia Walker-Atwater ◽  
Donna Schminkey
Keyword(s):  
Intimate Partner Violence ◽  
Nursing Education ◽  
Nursing Students ◽  
Partner Violence ◽  
Intimate Partner ◽  
Comfort Level ◽  
Safety Planning ◽  
Undergraduate Nursing ◽  
Hands On ◽  
Before And After

Intimate partner violence (IPV) has a 1 in 4 prevalence for women globally. Nursing programs are positioned to prepare students to address IPV screening and brief counselling policy recommendations within curricula. The purpose of this project was to refine the undergraduate nursing curriculum to better facilitate student comfort with and knowledge of IPV screening and intervention using simulation. Methods: We used a 4-item pre/posttest tool to evaluate nursing students’ comfort level with IPV screening and safety planning before and after an IPV simulation with a standardized patient as part of the formative assessment of the simulation. Results: Close to 80% of students (N = 133) reported feeling more comfortable with discussing IPV, screening for IPV, talking to people about IPV, and safety planning after completing the IPV simulation. Conclusion: Infusing IPV screening and intervention simulation into curricula gives students a hands-on opportunity to practice critical trauma-informed skills before encountering a patient exposed to violence. This exposure enhances student comfort with and increases knowledge of screening and intervening with families exposed to IPV and as a result may help to decrease known barriers to IPV screening and intervening post licensure.

Sign in / Sign up

Export Citation Format

Share Document