scholarly journals Effectiveness of Model Based Training on Competence Regarding Intra Uterine Contraceptive Device (IUCD) Insertion among Nursing Students at Selected Nursing College

2021 ◽  
Vol 11 (7) ◽  
pp. 257-264
Author(s):  
Velip Resha Ratnakar ◽  
Sunil M. B. ◽  
Vani. K.
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cost Effective ◽  
Contraceptive Device ◽  
Model Based ◽  
Contraceptive Devices ◽  
Study Results ◽  
Post Test ◽  
Utilisation Rate ◽  
Nursing College

Background of the study: Intrauterine contraceptive devices IUCD are a safe and cost-effective contraceptive method. Despite this, the utilisation rate for IUCDs is relatively low in many countries. Provision of training regarding IUCDs to nurses, is one approach to overcome some of the barriers that may prevent wider uptake of IUCDs. Objectives: To assess the competence of nursing students regarding IUCD insertion. To evaluate the effectiveness of model based training on competence regarding IUCD insertion among nursing students and to find out an association between pre test competence scores of nursing students with their selected socio demographic variables. Methodology: An evaluative study was conducted among 30 final year B.Sc Nursing students of KLES’ Institute of Nursing Sciences, Hubballi. The research design used for the study was Pre-experimental; one group pre-test, post-test design. OSCE based checklist of interval IUCD insertion procedure was used for obtaining the level of competence. Results: The study results revealed that majority of the subjects 20 (66.7%) were females and 14 (46.6%) had previous knowledge regarding IUCD insertion. With respect to competence scores, majority of the subjects in pre-test 24 (80%) had unsatisfactory competence, 6 (20%) had satisfactory competence. In post-test 25 (83.33%) had satisfactory competence, 05 (16.66%) had unsatisfactory competence. After model based training on competence regarding interval IUCD insertion, there was a significant gain in competence i.e 41.4%. The calculated paired ‘t’ value (tcal = 24.44*) was greater than the tabulated value (ttab = 2.045). This indicates that the gain in competence score was statistically significant at 0.05 level of significance. Conclusion: The study concludes that model based training on competence regarding interval IUCD insertion was effective in upgrading the skills of final year B.Sc nursing students. Hence, it is recommended to re-address & improve pre-service nursing education pertaining to the family planning services. Key words: IUCD, competence, OSCE, nursing students, model based training.

scholarly journals Reported self-efficacy of nursing clinical instructors in a bachelor’s of science in nursing program

2020 ◽  
Vol 11 (3) ◽  
pp. 28
Author(s):  
Annette Ferguson ◽  
Natalie Perry
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Formal Education ◽  
Cost Effective ◽  
Nursing Program ◽  
Clinical Instructors ◽  
School Of Nursing ◽  
Before And After ◽  
Post Test

Clinical instructors play a significant role in the development of safe and competent nursing students. When nurses beginning their career as a clinical instructor, a substantial gap in knowledge can existence in the expectations of this new role. A deficiency of formal education in nursing education or orientation to this position can lead to a lack of self-efficacy and knowledge among clinical instructors. Research supports that a formal orientation and training increases feelings of self-efficacy among clinical instructors. The purpose of this study was to evaluate an online educational program on clinical instructor’s knowledge and self-efficacy towards teaching in a pre-licensure bachelors of science in nursing program. A pre-test/post-test design was utilized to assess changes in knowledge and self-efficacy immediately before and after the intervention for ten clinical instructors. Directly following the training, knowledge scores were measured with a statically significant result. In addition, immediately after the training and three months after the training, self-efficacy scores were measured and found to be statically significantly. In conclusion, the educational intervention was found to be statistically significant in improving the knowledge and self-efficacy scores among clinical instructors in the program as evidenced by the pre-test/post-tests results. This program was cost-effective to implement as there was no cost to the school of nursing or clinical instructors. The instructors could complete the online training from any location that had internet access and during any time of the day or night at their convenience.

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

scholarly journals Teaching Helping Babies Breathe via Telehealth: A New Application in Rural Guatemala

2019 ◽  
Vol 4 (3) ◽  
pp. 1-6
Author(s):  
Caitlin Jones-Bamman ◽  
Susan Niermeyer ◽  
Kelly McConnell ◽  
John F. Thomas ◽  
Christina Olson
Keyword(s):  
Nursing Students ◽  
Neonatal Resuscitation ◽  
Cost Effective ◽  
Helping Babies Breathe ◽  
Life Saving ◽  
Percent Improvement ◽  
Hands On ◽  
Post Test ◽  
Course Material ◽  
Passing Scores

Background: Helping Babies Breathe (HBB) is a neonatal resuscitation curriculum that teaches life-saving interventions utilized in the first minutes after birth, reducing morbidity and mortality. Traditionally, it requires in-person facilitators for didactic and hands-on training. Objectives: The aim of this study was to offer HBB to nurses and nursing students in Guatemala, with the lead facilitator presenting concepts via telehealth and in-person facilitators providing hands-on demonstration. Methods: Learners completed pre- and post-tests that included the standard HBB knowledge check, as well as an assessment of the course teaching model. Learners also completed the standard Objective Structured Clinical Evaluations (OSCEs). Results: Eighteen learners were included in the analysis. All but one learner (94%) passed the course, and the average percent improvement from the pre- to post-test was 12%. All learners achieved passing scores on the OSCEs. Learners responded positively to questions regarding the technology, connection with the instructor, and ability to ask questions. Ninety-four percent of the learners agreed with the statement “this lecture was as good via telehealth as in person.” A cost analysis demonstrated approximately USD 3,979.00 in savings using telehealth compared to a standard in-person course. Conclusions: The telehealth model was successful in delivering course material to the learners and was well received. This model represents a cost-effective way to improve access to HBB. This study may not be generalizable to other populations, and the ability to use telehealth requires reliable internet connectivity, which may not be available in all settings. Further study and expansion of this pilot are needed to assess success in other settings.

scholarly journals Developing an integrated curriculum for patient safety in an undergraduate nursing program: a case study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Yoonjung Ji ◽  
Hyeonkyeong Lee ◽  
Taewha Lee ◽  
Mona Choi ◽  
Hyejung Lee ◽  
...  
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Nursing Education ◽  
Nursing Students ◽  
Integrated Curriculum ◽  
Practical Training ◽  
Evaluation Tool ◽  
Study Approach ◽  
Nursing College

Abstract Background Nursing students’ practical training should begin when students can apply core knowledge, skills, and attitudes related to patient safety. This necessitates an integrated curriculum in nursing education that links practice to the theory concerning patient safety to enhance patient safety competencies and quality in nursing care. This study aimed to develop an integrated curriculum that incorporates patient safety factors in the existing curriculum to increase patient safety competencies in nursing students. Method A case study approach was adopted to explain the development processes of a new curriculum integrating patient safety in the existing outcome-based curriculum of a nursing college. Based on the existing outcome-based curriculum of a nursing college, a four-step process was performed to integrate patient safety component, including quality improvement, into the curriculum: 1) literature review, 2) analysis of course syllabus, 3) selection of courses related to patient safety topics, and 4) development of evaluation tool. Results The integrated patient safety curriculum was based on six topics: patient safety principles, teamwork, communication, patient engagement, risk management and, quality improvement, and International Patient Safety Goals. Based on the characteristics of the course according to the level of students in each year, the curriculum was integrated to address patient safety topics in seven courses (four theoretical and three practical). A Patient safety Competency self-assessment checklist was developed for students to naturally acquire patient safety competencies in clinical settings. Conclusions This study demonstrated that patient safety topics should be addressed in both theoretical and practical settings across the entire nursing curriculum per the continuity and sequence of education principles.

scholarly journals Effects of Online Learning on Nursing Students in South Korea during COVID-19

2021 ◽  
Vol 18 (16) ◽  
pp. 8506
Author(s):  
Sook-Young Kim ◽  
Shin-Jeong Kim ◽  
Soon-Hee Lee
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Design Development ◽  
Additional Information ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Flow

Daily life has changed due to COVID-19. This has affected nursing education and caused a shift in online learning. This study examined the effects of online learning on nursing students’ knowledge, self-regulation, and learning flow. We used a quasi-experimental design on a sample comprising 164 senior nursing students. We compared pre- and post-test scores to examine the educational effects. The pre-test was conducted a week before the educational intervention, and the post-test was conducted a week after it. We found a significant increase in knowledge (t = −14.85, p < 0.001) and learning flow (t = −2.15, p = 0.033) in the post-test. We also found an increase in self-regulation (t = −1.57, p = 0.119) from the pre- to the post-test that was not statistically significant. The results could help instructors to provide additional information in online learning. They highlight the need to assess learners’ readiness for online learning and to prepare the learning environment with systematic educational planning, design, development, and evaluation for improving the effectiveness of online learning outcomes.

scholarly journals Factors Affecting Nursing Students’ Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 49-55
Author(s):  
Dwi Karina Ariadni ◽  
Siti Zahara Nasution ◽  
Reni Asmara Ariga
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Intrinsic Factor ◽  
Learning Motivation ◽  
Extrinsic Factors ◽  
Factors Affecting ◽  
Intrinsic Factors ◽  
Study Results

High learning motivation is influenced by some factors from intrinsic factor (in self) and extrinsic factor. This study aims to describe the intrinsic factors and extrinsic factors in learning motivation. This is a descriptive design study with quota random sampling. 90 respondents were involved in this study. Results of intrinsic factors measured by interest in the field of knowledge studied: 47.8% of respondents collect tasks given in accordance with the time set, and 41.1% of respondents diligently follow the lecture. The results of the study of extrinsic factors are measured by the quality of lecturers who teach: 51.1% of lecturers often provide questions clearly and briefly. Based on the method of lecturing: simulation methods in the laboratory often increase the motivation to learn. Based on the lecture’s room: 57.8% stated that a clean lecture’s room can improve the concentration of learning. Based on the complete book in the library: 47.8% encourage respondents to do the task quickly. Based on the learning facilities: 47.8% are always motivated to learn if the lecturer uses LCD. Support of parents (76.7%) in meeting the needs of respondents in learning.The management of nursing education is suggested to motivate students during lectures based on intrinsic factors and extrinsic factors. Keywords : learning motivation, affecting factor, nursing student

scholarly journals Evaluation of Mixed reality in undergraduate nursing education. A systematic review

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
I Aguinaga-Ontoso ◽  
L Guillen-Aguinaga ◽  
S Guillen-Aguinaga
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Mixed Reality ◽  
Poor Quality ◽  
Control Group ◽  
Positive Effects ◽  
Undergraduate Nursing ◽  
Post Test ◽  
Meta Analyses

Abstract Background Mixed Reality is becoming more widespread in the training of nursing students because it allows students to face situations that are difficult to manage or that rarely occur in their practice, but for which they must be prepared. Our objective is to evaluate whether mixed reality improves nursing students' learning outcomes and satisfaction compared to simulation. Material and methods This systematic review was performed according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) The generic keywords used were “(nurses OR nurse OR nursing) AND mixed reality AND simulation”. The literature search was carried out in the PubMed and CINAHL databases between 2011 and 2021. After the review, 4 references were selected. Based on the study title and abstract, two independent authors selected potential. Whenever a study meets the inclusion criteria, the authors access the full text. To assess potential bias, all studies included in the review were evaluated with the Newcastle-Ottawa Quality Assessment Scale Results The search produced 54 papers but after reviewing only 4 were selected. Two studies were pretest post-test with a control group, while the other 2 were post-test only with no control group. Mixed reality was used in several settings (Maternal Health, Mental Health, CPR, and hospital ward) to increase the realism of simulations, increase confidence, reduce anxiety and stress of students in clinical situations. The results of the studies are contradictory, with poor quality studies showing positive effects, while studies with better quality and design showed poorer results. Conclusions Mixed reality is a very recent technique in nursing education. It is necessary to carry out well-designed studies of adequate size to evaluate in which contexts it is effective. Key messages Mixed reality is an emerging technology in education, but very few evaluations have been conducted. It is necessary to carry out well-designed studies to evaluateif Mixed reality it is effective in nursing education.

scholarly journals Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

2019 ◽  
Author(s):  
Yuexia Liao ◽  
Ting Han ◽  
Sumei Wang ◽  
Ye Jiang ◽  
Yiyun Yang ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Test Scores ◽  
Self Efficacy ◽  
Eastern China ◽  
Intervention Effect ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Abstract Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

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