scholarly journals Using Simulation Training to Promote Nurses’ Effective Handling of Workplace Violence: A Quasi-Experimental Study

2019 ◽  
Vol 16 (19) ◽  
pp. 3648 ◽  
Author(s):  
Jin-Lain Ming ◽  
Hui-Mei Huang ◽  
Shiao-Pei Hung ◽  
Ching-I Chang ◽  
Yueh-Shuang Hsu ◽  
...  
Keyword(s):  
Workplace Violence ◽  
Simulation Training ◽  
Risk Group ◽  
High Risk Group ◽  
Focus Group Interviews ◽  
Self Confidence ◽  
Simulation Education ◽  
Quasi Experimental ◽  
Baseline Characteristics ◽  
Group Interviews

Background: Workplace violence in the health care sector has become a growing global problem. Research has shown that although caregivers comprise a high-risk group exposed to workplace violence, most of them lacked the skills and countermeasures against workplace violence. Therefore, through a quasi-experimental design, this study aimed to investigate the effectiveness of situational simulation training on the nursing staffs’ concept and self-confidence in coping with workplace violence. Methods: Workplace violence simulation trainings were applied based on the systematic literature review and the conclusions from focus group interviews with nursing staff. Data were obtained from structured questionnaires including: (1) baseline characteristics; (2) perception of aggression scale (POAS); and (3) confidence in coping with patient aggression. Results: The results revealed that training course intervention significantly improved the nursing staffs’ self-perception and confidence against workplace violence (p < 0.001). Conclusions: The “simulation education on workplace violence training” as the intervention significantly improved the workplace violence perception and confidence among nursing staffs in coping with aggression events.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba Publishing ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might  be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes  as well as being ill-equipped to integrate  technology  into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to  gain insight  into the  potential benefits of DST  for teaching and learning  and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote  voice/self-expression, and  (iii) promote collaborative learning and  acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also,  the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals The Face of Workplace Violence: Experiences of Healthcare Professionals in Surgical Hospital Wards

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Jenny Jakobsson ◽  
Malin Axelsson ◽  
Karin Örmon
Keyword(s):  
Focus Group ◽  
Gender Discrimination ◽  
Workplace Violence ◽  
Healthcare Professionals ◽  
Physical Violence ◽  
Preventive Strategies ◽  
Negative Consequences ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Hospital Wards

Background. Though workplace violence (WPV) is a global problem for healthcare professionals, research within in-hospital care has mainly focused on WPV in emergency healthcare settings. Thus, the number of qualitative studies that explores experiences of WPV in general hospital wards with a longer length of stay is limited. Aim. The aim of this study was to explore how healthcare professionals in surgical hospital wards experience and manage WPV perpetrated by patients or visitors. Method. The study applied a qualitative, inductive approach using focus group interviews for data collection. A purposeful sample of 16 healthcare professionals working in surgical wards was included. Data were analysed using a thematic analysis. Findings. The analysis resulted in four main themes: workplace violence characteristics, partly predictable yet not prevented, approaching workplace violence, and consequences from workplace violence. During the focus group interviews, the healthcare professionals described various acts of physical violence, verbal abuse, and gender discrimination perpetrated by patients or their visitors. Despite the predictability of some of the incidents, preventive strategies were absent or inadequate, with the healthcare professionals not knowing how to react in these threatful or violent situations. They experienced that WPV could result in negative consequences for the care of both the threatful or violent person and the other patients in the ward. WPV caused the healthcare professionals to feel exposed, scared, and unprotected. Conclusion and clinical implications. Exposure to WPV is a problem for healthcare professionals in surgical wards and has consequences for the patients. Preventive strategies, guidelines, and action plans are urgently needed to minimise the risk of WPV and to ensure a safe work and care environment.

scholarly journals Stroke code simulation benefits advanced practice providers similar to neurology residents

2018 ◽  
Vol 8 (2) ◽  
pp. 116-119 ◽  
Author(s):  
Muhib Khan ◽  
Grayson L. Baird ◽  
Theresa Price ◽  
Tricia Tubergen ◽  
Omran Kaskar ◽  
...  
Keyword(s):  
Clinical Training ◽  
Simulation Training ◽  
Comfort Level ◽  
Advanced Practice ◽  
Pressure Management ◽  
Stroke Patients ◽  
Simulation Education ◽  
Before And After ◽  
Quasi Experimental ◽  
Strongly Agree

BackgroundAdvanced practice providers (APPs) are important members of stroke teams. Stroke code simulations offer valuable experience in the evaluation and treatment of stroke patients without compromising patient care. We hypothesized that simulation training would increase APP confidence, comfort level, and preparedness in leading a stroke code similar to neurology residents.MethodsThis is a prospective quasi-experimental, pretest/posttest study. Nine APPs and 9 neurology residents participated in 3 standardized simulated cases to determine need for IV thrombolysis, thrombectomy, and blood pressure management for intracerebral hemorrhage. Emergency medicine physicians and neurologists were preceptors. APPs and residents completed a survey before and after the simulation. Generalized mixed modeling assuming a binomial distribution was used to evaluate change.ResultsOn a 5-point Likert scale (1 = strongly disagree and 5 = strongly agree), confidence in leading a stroke code increased from 2.4 to 4.2 (p < 0.05) among APPs. APPs reported improved comfort level in rapidly assessing a stroke patient for thrombolytics (3.1–4.2; p < 0.05), making the decision to give thrombolytics (2.8 vs 4.2; p < 0.05), and assessing a patient for embolectomy (2.4–4.0; p < 0.05). There was no difference in the improvement observed in all the survey questions as compared to neurology residents.ConclusionSimulation training is a beneficial part of medical education for APPs and should be considered in addition to traditional didactics and clinical training. Further research is needed to determine whether simulation education of APPs results in improved treatment times and outcomes of acute stroke patients.

scholarly journals Cultivating reflexivity in social work students

2012 ◽  
Vol 11 (1) ◽  
pp. 54-74
Author(s):  
Grace S.M. Leung ◽  
Debbie O.B. Lam ◽  
Amy Y.M. Chow ◽  
Daniel F.K. Wong ◽  
Catherine L.P. Chung ◽  
...  
Keyword(s):  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Focus Group Interviews ◽  
Social Work Educators ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Work Education ◽  
Experimental Group ◽  
Over Time

Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.

scholarly journals Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Céline Rocher Hahlin ◽  
Jonas Granfeldt
Keyword(s):  
Formal Education ◽  
Gender Effects ◽  
The European Union ◽  
Focus Group Interviews ◽  
Language Competence ◽  
Self Image ◽  
Quasi Experimental ◽  
Group Interviews ◽  
And Gender ◽  
Positive Effect

Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.

Voice Change and Singing Experiences of Adolescent Females

2018 ◽  
Vol 66 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Bridget Sweet
Keyword(s):  
Identity Development ◽  
Adolescent Females ◽  
Vocal Development ◽  
Focus Group Interviews ◽  
Voice Change ◽  
Choral Ensemble ◽  
Self Confidence ◽  
Midwestern University ◽  
Group Interviews ◽  
Women's Choirs

The purpose of this qualitative study was to understand how undergraduate- and graduate-level choristers perceived the influence of adolescent female voice change on their singing experiences since the age of 11 years old. Data included individual and focus group interviews with 17 female collegiate choral singers enrolled in one of two women’s choirs at a large midwestern university. Three overarching themes emerged: perceptions of vocal development, teacher influence, and emotion. Findings revealed that participants’ perceptions of singing experiences since age 11 largely revolved around vocal challenges, fear, and insecurity and have remained mostly negative even after the passing of time. Experiences in choir were not necessarily positive, and participants perceived their individual vocal needs as secondary to the needs of the larger choral ensemble. Out of fear of hurting the larger choir, participants remained passive and did not self-advocate, resulting in additional challenges with self-confidence and struggles pertaining to singer identity development during adolescence and into adulthood.

scholarly journals Threats and physical violence in female-dominated workplaces in times of an economic crisis

2020 ◽  
Vol 13 (4) ◽  
pp. 377-392
Author(s):  
Hjördís Sigursteinsdóttir ◽  
Guðbjörg Linda Rafnsdóttir ◽  
Thorgerður Einarsdóttir
Keyword(s):  
Focus Group ◽  
Economic Crisis ◽  
Workplace Violence ◽  
Physical Violence ◽  
Well Being ◽  
Focus Group Interviews ◽  
Spreading Effect ◽  
Content Type ◽  
Work Related ◽  
Group Interviews

PurposeThe recent global economic crisis affected workplaces in many countries, raising questions about the employees' situation. While most work-related studies in times of crises focus on job loss and unemployment, this study analyzes workplace violence in the wake of the 2008 economic crisis among municipal employees within care and education.Design/methodology/approachMixed method approach was used for data collection; longitudinal online surveys and focus group interviews were used.FindingsThe prevalence of workplace violence increased between the three time points of the study, in particular in downsized workplaces. A higher proportion of employees working in care were exposed to threats and physical violence than employees in education as clients of employees in care services were more likely to lash out against employees due to cutbacks in services. Focus groups interviews indicated that the causes of increased workplace violence may be due to a spreading effect both from within and outside the workplace.Practical implicationsAs workplace violence can have serious consequences for the health and well-being of employees, it is important for those who have responsibility for the work environment and occupational health in the workplace to design policies that take these findings into account.Originality/valueBased on the mixed methods, longitudinal survey and focus group interviews, this study contributes to knowledge on workplace violence in times of economic crises. It shows that the prevalence of workplace violence increased not only directly after the economic collapse but also continued up to five years later.

scholarly journals Delivering Music Education Training for Non-Specialist Teachers through Effective Partnership: A Kodály-Inspired Intervention to Improve Young Children’s Development Outcomes

2021 ◽  
Vol 11 (8) ◽  
pp. 433
Author(s):  
Lindsay Ibbotson ◽  
Beng Huat See
Keyword(s):  
Music Education ◽  
Department Of Education ◽  
Randomised Control Trial ◽  
Focus Group Interviews ◽  
Self Confidence ◽  
The North ◽  
Pedagogical Skills ◽  
Group Interviews ◽  
Development Outcomes ◽  
Specialist Teachers

A priority area identified by the Department of Education (England) and the Economic Social and Research Council is the development of teachers, especially in primary music education where the limited opportunities for training offered by teacher training providers have raised concerns. This paper reports on an evaluation of a collaborative partnership training non-specialist teachers, using a Kodály-inspired pedagogy to teach music in a classroom setting. Participants included 54 teachers (and 1492 pupils, aged 5–6), selected from 55 schools, as part of a large randomised control trial (RCT) in the north of England. This paper presents findings from a qualitative study that was conducted alongside the RCT, but which was not part of the RCT itself or the RCT’s implementation and process evaluation. Results from the study, which include a pre-post survey of teachers, focus group interviews and reflective journals suggest promising effects on teachers’ pedagogical skills, their self-efficacy and competence, and children’s self-confidence and disposition for learning.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews

2020 ◽  
Vol 17 (23) ◽  
pp. 8880
Author(s):  
Jaehee Jeon ◽  
Jin Hee Kim ◽  
Eun Hee Choi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Training Program ◽  
Simulation Training ◽  
Focus Group Interviews ◽  
Emergency Situations ◽  
Essential Components ◽  
Group Interviews

Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.

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