scholarly journals Effect of Problem-Based Learning on Communication Skills of Undergraduate Nursing Students

2021 ◽  
Vol 2 (1) ◽  
pp. 21-27
Author(s):  
M. Salari ◽  
A. Zarifi ◽  
R.A. Tarmizi ◽  
◽  
◽  
...  
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Problem Based Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Web 2.0 Technology for Problem-Based and Collaborative Learning

2010 ◽  
pp. 939-946
Author(s):  
Clive N. Buckley ◽  
Angela M. Williams
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Web 2.0 ◽  
Ethical Issues ◽  
Problem Based Learning ◽  
Health Care Education ◽  
Undergraduate Nursing Students ◽  
Collaborative Problem ◽  
Undergraduate Nursing ◽  
Geographical Dispersion

Collaborative problem-based learning (PBL) has a well established history within medical and health care education. Undergraduate nursing students at the Glyndwr University undertake PBL to explore ethical issues of health care; traditionally these students meet in person to discuss scenarios, provided by tutors, and present the product of their deliberations to the rest of the class. The geographical dispersion of the students has meant that most discussions have been limited to those times when the students are physically on campus by virtue of their timetabled classes. By using Web 2.0 technologies, students are able to collaborate at distance, at a time that suits them. This chapter describes how students have used these emerging technologies to share ideas and resources to prepare for class presentations; described also are the underpinning theories that inform this work together with an analysis of student use and feedback.

Undergraduate Nursing Student Mental Health Clinical Experiences in Saudi Arabia: Findings From a Qualitative Study

2021 ◽  
pp. 107839032110001
Author(s):  
Sami Abdulrahman Alhamidi ◽  
Seham Mansour Alyousef
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Saudi Arabia ◽  
Nursing Students ◽  
Qualitative Study ◽  
Communication Skills ◽  
Nursing Student ◽  
Therapeutic Communication ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

BACKGROUND: Clinical experience is an important way of resolving preregistration challenges. Negative feelings toward pursuing a career in mental health nursing may be modified by well-structured practicums. AIM: To explore nursing student perspectives of clinical practicums in mental health in Saudi Arabia for the purpose of enhancement of nurse education in mental health care. METHOD: This qualitative study used thematic analysis from semistructured focus group interviews of 20 female undergraduate nursing students. Inductive outcomes and emergent conceptual data were reviewed by investigators, doctoral prepared faculty peers, and members of the sample. NVivo 10.1 software was used to suggest conceptual groupings into themes based on inductive codes. RESULTS: The core theme—enhancement of mental health care skills—comprised four emerging subthemes, including the application of theory for clinical improvement, positive feelings, and motivation toward removal of discrimination and stigmatization, experience with apprehension, anxiety, fear, and stress, and therapeutic communication skills. DISCUSSION: Clinical placement in mental health-related practice may assist undergraduate nursing students in addressing anxiety and stress related to contacting patients, confronting stigmatizing and negative emotions, applying theoretical knowledge to clinical practice, having therapeutic communication skills, and enhancing overall professional experiences of nursing students. It is hoped that undergraduate clinical mental health placement will contribute valuable skills and viewpoints to nursing students who aim to enter professional practice in all areas and especially mental health.

scholarly journals EFFECTIVENESS OF A TEACHING MODEL IN A FIRST AID COURSE: A RANDOMIZED CLINICAL TRIAL

2020 ◽  
Vol 29 ◽  
Author(s):  
Fábio da Costa Carbogim ◽  
Franciane Silva Luiz ◽  
Larissa Bertacchini de Oliveira ◽  
Patrícia Rodrigues Braz ◽  
Kelli Borges dos Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Based Learning ◽  
First Aid ◽  
Control Group ◽  
Teaching Model ◽  
Undergraduate Nursing Students ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Experimental Group

ABSTRACT Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.

scholarly journals Effect of Communication Skills Training Program on Nurses-Cancer Patient Communication

2019 ◽  
pp. 86-89
Author(s):  
Loai Abu Sharour
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Cancer Patients ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Post Intervention ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference

Background: Effective communication between nurses and patients in cancer is central element of care. There is a lack of understanding of the value of interpersonal communication between the cancer patients and the professional. Purposes: this study was conducted to assess the effectiveness of Communication Skills Training Program (CSTP) for undergraduate nursing students in caring for cancer patients. Method: One group pretest and posttest quasi experimental design was used to assess the effectiveness of Communication Skills Training Program for undergraduate nursing students in caring for cancer patients. A sample of thirty three students was participated. Students' knowledge was assessed by using a knowledge test. Students' communication skills were observed and evaluated pre- and post-intervention by using Checklist observation sheet namely communication skills observation checklist (SEGUE). Results: there was a significant difference between the students’ level of knowledge pre-and post-intervention (t=–10.12, p=0.001). A significant difference between the students’ level of communication pre-and post-intervention (t=-4.67, p=0.001) was found. Conclusions and Implications: communication skills among undergraduate nursing students were improved by the training program. Different teaching aid such as role playing, open discussion, and bedside demonstration were effective in increasing the level of knowledge and skills. Findings indicate that having specific communication skills program is effective in increasing nurses’ knowledge and developing communication skills also.

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