scholarly journals The effects of a maternal nursing competency reinforcement program on nursing students’ problem-solving ability, emotional intelligence, self-directed learning ability, and maternal nursing performance in Korea: a randomized controlled trial

2021 ◽  
Vol 27 (3) ◽  
pp. 230-242
Author(s):  
Sun-Hee Kim ◽  
Bo Gyeong Lee
Keyword(s):  
Randomized Controlled Trial ◽  
Emotional Intelligence ◽  
Nursing Students ◽  
Problem Solving ◽  
Controlled Trial ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Randomized Controlled ◽  
Directed Learning ◽  
Reinforcement Program

Purpose: The purpose of this study was to develop a maternal nursing competency reinforcement program for nursing students and assess the program’s effectiveness in Korea. Methods: The maternal nursing competency reinforcement program was developed following the ADDIE model. This study employed an explanatory sequential mixed methods design that applied a non-blinded, randomized controlled trial with nursing students (28 experimental, 33 control) followed by open-ended interviews with a subset (n=7). Data were analyzed by both qualitative and quantitative analysis methods. Results: Repeated measures analysis of variance showed that significant differences according to group and time in maternal nursing performance; assessment of and intervention in postpartum uterine involution and vaginal discharge (F=24.04, p<.001), assessment of and intervention in amniotic membrane rupture (F=36.39, p<.001), assessment of and intervention in delivery process through vaginal examination (F=32.42 p<.001), and nursing care of patients undergoing induced labor (F=48.03 p<.001). Group and time improvements were also noted for problem-solving ability (F=9.73, p<.001) and emotional intelligence (F=4.32 p=.016). There were significant differences between groups in self-directed learning ability (F=13.09 p=.001), but not over time. The three themes derived from content analysis include “learning with a colleague by simulation promotes self-reflection and learning,” “improvement in maternal nursing knowledge and performance by learning various countermeasures,” and “learning of emotionally supportive care, but being insufficient.” Conclusion: The maternal nursing competency reinforcement program can be effectively utilized to improve maternal nursing performance, problem-solving ability, and emotional intelligence for nursing students.

scholarly journals Self-directed learning by video as a means to improve technical skills in surgery residents: a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Geneviève Chartrand ◽  
Mikael Soucisse ◽  
Pierre Dubé ◽  
Jean-Sébastien Trépanier ◽  
Pierre Drolet ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Intestinal Anastomosis ◽  
Technical Skills ◽  
Control Group ◽  
Global Evaluation ◽  
Self Directed Learning ◽  
Randomized Controlled ◽  
Significant Difference ◽  
Directed Learning

Abstract Background With their demanding schedules, surgical residents have limited time to practice techniques. The aim is to evaluate the pedagogic model of self-directed learning using video in surgery residents. Methods Informed consent was obtained from all the participants. A randomized controlled trial was conducted in 2018 at Hôpital Maisonneuve-Rosemont (University of Montreal). Participants were general surgery residents. There were 27 eligible residents; 22 completed the study. They were filmed performing an intestinal anastomosis on cadaveric pig bowel. The self-directed learning by video (SDL-V) group was given an expert video, which demonstrated the technique performed by an experienced surgeon. The control group continued with their regular duties. Three weeks later, participants performed a second filmed anastomosis. Two attending surgeons evaluated the residents’ filmed anastomosis using the Objective Structured Assessment of Technical Skills scale. After their second anastomosis, all participants had access to the expert video and completed a survey. Results Score did not differ significantly between groups during the first (control: 23.6 (4.5) vs. SDL-V: 23.9 (4.5), p = 0.99, presented as mean (SD)) or second filmed anastomosis procedure (control: 27.1 (3.9) vs. SDL-V: 29.6 (3.4) p = 0.28). Both groups improved significantly from pre- to post-intervention (mean difference between the two anastomosis procedure with 95% CI for control: 3.5, [1.1; 5.9] and for SDL-V: 5.8, [3.4: 8.2]). Correlation between the evaluators for score was moderate (r = 0.6, 95% CI: [0.3: 0.8]). The pass/fail global evaluation exhibited poor inter-rater reliability (Kappa: 0.105, 95% CI: [− 0.2:0.4]). On the survey, all participants wanted more expert-made videos of specific surgical techniques. Conclusions Despite a higher final OSATS score for the intervention group, self-directed learning by video failed to produce a statistically significant difference on the overall OSATS scores between the two groups in this small cohort.

scholarly journals The Effects of Jigsaw Cooperation Learning on Communication Ability, Problem Solving Ability, Critical Thinking Disposition, Self-directed Learning Ability and Cooperation of Nursing Students

2019 ◽  
Vol 25 (4) ◽  
pp. 508-516
Author(s):  
Myo Gyeong Kim ◽  
Hye Won Kim
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Critical Thinking Disposition ◽  
Directed Learning ◽  
Communication Ability ◽  
Thinking Disposition

Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

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