scholarly journals THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

2021 ◽  
Vol 10 (5) ◽  
pp. 3316-3323
Author(s):  
Seok-Young Han
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Group Work ◽  
Self Efficacy ◽  
Action Learning ◽  
Control Group ◽  
Team Efficacy ◽  
Nursing Skills ◽  
Clinical Program ◽  
Experimental Group

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

scholarly journals The Effect of Simulation Nursing Education Using the Outcome-Present State-Test Model on Clinical Reasoning, the Problem-Solving Process, Self-Efficacy, and Clinical Competency in Korean Nursing Students

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
Yon Hee Seo ◽  
Mi Ran Eom
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Education Program ◽  
Self Efficacy ◽  
Control Group ◽  
Clinical Competency ◽  
Problem Solving Process ◽  
Experimental Group

The purpose of this study was to assess the effect of a simulation nursing education program in terms of clinical reasoning, problem-solving process, self-efficacy, and clinical competency using the Outcome-Present State-Test (OPT) model in nursing students. The participants comprised 45 undergraduate nursing students recruited from two universities in Korea. The number of nursing students assigned to the experimental group and control group were 25 and 20, respectively. For a period of two weeks, the experimental group received a simulation nursing education program using the OPT model, while the control group received a traditional clinical practicum. The data were analyzed using prior homogeneity tests (Fisher’s exact test and paired t-test); ANCOVA was performed to investigate the differences in dependent variables between the two groups. There was a significant improvement in clinical reasoning (F = 10.59, p = 0.002), problem-solving process (F = 30.92, p < 0.001), and self-efficacy (F = 36.03, p < 0.001) in the experimental group as compared to the control group (F = 10.59, p = 0.002). Moreover, the experimental group showed significantly higher scores in clinical competency than the control group (F = 11.07, p = 0.002). This study demonstrates that the simulation nursing education program using the OPT model for undergraduate students is very effective in promoting clinical reasoning, problem-solving processes, self-efficacy, and clinical competency.

scholarly journals Development and Effects of a Mechanical Ventilation Education Program with Blended Learning for Nursing Students

2021 ◽  
Vol 28 (3) ◽  
pp. 361-371
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Jihyun Kim ◽  
Hyun Sook Kim
Keyword(s):  
Mechanical Ventilation ◽  
Nursing Students ◽  
Blended Learning ◽  
Education Program ◽  
Control Group ◽  
Implementation Phase ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Nursing Skills ◽  
Experimental Group

Purpose: This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students.Methods: Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program.Results: The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group.Conclusion: The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.

scholarly journals Effects of a Rational Emotive Behavior Therapy Counseling Program on Self-efficacy and Adjustment to College Life for Nursing Freshmen

2018 ◽  
Vol 24 (4) ◽  
pp. 443-452
Author(s):  
Kyunghyun Lee ◽  
Myungah Kim
Keyword(s):  
Nursing Students ◽  
Behavior Therapy ◽  
Self Efficacy ◽  
Rational Emotive Behavior Therapy ◽  
Control Group ◽  
Emotive Behavior ◽  
Counseling Program ◽  
College Life ◽  
Adjustment To College ◽  
Experimental Group

Purpose: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. Methods: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. Results: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. Conclusion: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.

scholarly journals Effect of Cultural-Based Breast Self-Examination Educational Program on BSE Self Efficacy Among Nursing Student, Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 29-39
Author(s):  
Juanita Juanita ◽  
Piyanuch Jittanoon ◽  
Umaporn Boonyasopun
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Educational Program ◽  
Cognitive Theory ◽  
T Test ◽  
Individual Responsibility ◽  
Control Group ◽  
Breast Self Examination ◽  
Self Examination ◽  
Experimental Group

The clinical breast self-examination is one of the strategies to prevent breast cancer to women. Previous study was conducting to promote breast self-examination, but the study did not consider about the role of culture on health behavior. The purpose of this quasi-experimental design was to examine the effect of cultural-based breast self-examination (BSE) educational program on BSE self-efficacy among nursing students. The cultural-based BSE educational program was developed based on Bandura’s Social Cognitive Theory and Islamic Culture. A stratified proportionate random sampling method was employed to recruit nursing students at Public Nursing College, Faculty of Medicine, Syiah Kuala University in Aceh, Indonesia. Seventy-six students who met the inclusion criteria were recruited, 36 students were in the experimental group and 40 students were in the control group. The experimental group received the cultural-based BSE educational program including exploring Islamic mandate on prevention and individual responsibility in  health promotion and  cultural related beliefs toward BSE, health education, BSE training, and follow-up. The BSE self-efficacy scores were examined after 3 weeks of program implementation. The statistical analysis was conducted using dependent t-test and independent t-test. The results showed, the BSE self- efficacy of the nursing students in the experimental group were significantly higher than before participation ( t (35) =-5.02, p .001). Further, the BSE self-efficacy score in the experimental group was significantly higher than thecontrol group after participation the program (t (74) = 3.49, p .01). The result showed differences of the overall BSE self-efficacy and the subscale: BSE procedural efficacy (p .01), but not significant differences for the subscale: BSE barrier management efficacy (p .05). The cultural-based BSE educational program is effective in enhancing BSE self-efficacy among nursing students. The study suggests that the application of the cultural-based BSE educational program would be extended for other women and other nursing students in different areas.

scholarly journals The effect of case-based learning based on flipped learning for nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 107-116
Author(s):  
Min Hee Lee ◽  
Myung Sook Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Control Group ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Case Based Learning ◽  
Directed Learning ◽  
Thinking Disposition ◽  
Experimental Group ◽  
Case Based

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ2-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

scholarly journals Effects and Retention of Self-Re-Learning Using Video Recording of Advanced Life Support (ALS) On Nursing Students’ Knowledge, Self-Efficacy, and Skills Performance

2020 ◽  
Author(s):  
Kyeongmin Jang ◽  
Sung Hwan Kim ◽  
Ja Young Oh ◽  
Ji Yeon Mun
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Self Efficacy ◽  
Life Support ◽  
Video Recording ◽  
Advanced Life Support ◽  
Control Group ◽  
Control Group Design ◽  
Hospital Deaths ◽  
Experimental Group

Abstract Background In-hospital cardiac arrests account for 80% of hospital deaths, and the survival rate is not significantly different from that of pre-hospitalized cardiac arrest patients. The nurses would presumably be the first to see an in-hospital cardiac arrest patient. This study proposed to measure nursing students’ knowledge, self-efficacy, and skills performance of advanced life support (ALS) 6 months after the training by sending their videos taken during the final skills test after the ALS training.Methods This is an experimental study with a randomized control group design. The participants’ knowledge, self-efficacy, and skill performance of ALS were evaluated immediately after the training and participants were videotaped during the final skills test. Thereafter, we sent the video to the experimental group through the mobile phone messenger application once a month from the third month after training. Approximately six months after the training day, we conducted a follow-up test of the measured variables using the blinded method.Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p<0.001). Self-efficacy decreased by about 3 from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 in the control group from 50.67 to 39 (p<0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p< 0.001).Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training, such as knowledge, self-efficacy, and skills performance.

scholarly journals Effectiveness of self-re-learning using video recordings of advanced life support on nursing students’ knowledge, self-efficacy, and skills performance

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kyeongmin Jang ◽  
Sung Hwan Kim ◽  
Ja Young Oh ◽  
Ji Yeon Mun
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Life Support ◽  
Statistical Significance ◽  
Advanced Life Support ◽  
Rank Test ◽  
Control Group ◽  
Bulletin Board ◽  
Post Intervention ◽  
Experimental Group

Abstract Background Nurses are presumably the first to see an in-hospital cardiac arrest patient. This study proposed measuring nursing students’ knowledge, self-efficacy, and skills performance in advanced life support (ALS), 6 months after training, by sending videos taken during their final skills test after the ALS training. Methods This is an experimental study using a randomised control group design. This study was conducted from June to December 2018, and the subjects of the study were 4th year students, recruited through a bulletin board at a nursing university. The participants’ knowledge, self-efficacy, and skill performance in ALS were evaluated immediately after the training, and participants were videotaped during the final skills test. Thereafter, the videos were sent to the experimental group through a mobile phone messenger application, once a month, from the third month after training. Approximately six months after training day, a follow-up test was conducted for the measured variables using a blinded method. The paired t-test and Wilcoxon signed-rank test were used to compare the two groups pre-and post-intervention. The statistical significance level was set at p < .05. Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p < 0.001). Self-efficacy decreased by about 3 points from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 points in the control group, from 50.67 to 39 (p < 0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p < 0.001). Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training such as knowledge, self-efficacy, and skills performance.

scholarly journals Effect of Prior Learning Method on Nursing Students' Practical Capacity

2019 ◽  
Vol 8 (2S6) ◽  
pp. 322-325
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
Learning Ability ◽  
Control Group ◽  
Learning Method ◽  
Prior Learning ◽  
Learning Satisfaction ◽  
Practical Capacity ◽  
Experimental Group

We looked at how the practical capacity of nursing students was affected by the application of the Prior Learning Method in the fundamentals of nursing practice course. In order to compare practical capacity, self-efficacy, self-directed learning ability, and learning satisfaction were set as variables and results were calculated using SPSS 18.0. Comparing results after applying the Prior Learning Method to only the experimental group by classifying it as a group of experimental and control group, the results showed that self-efficacy in the experimental group was increased and learning satisfaction was high. There was a meaningful result of applying the Priority Learning Method to the demanding practical class, gaining satisfaction, and increasing confidence. It is necessary to verify it through repeated research and develop it into a better teaching method.

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