Effect of a Suction Care Education Program on Undergraduate Nursing Students

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

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The impact of spiritual care education upon preparing undergraduate nursing students to provide spiritual care

Nurse Education Today ◽

10.1016/j.nedt.2012.04.005 ◽

2013 ◽

Vol 33 (9) ◽

pp. 1057-1061 ◽

Cited By ~ 34

Author(s):

Katherine L. Cooper ◽

Esther Chang ◽

Athena Sheehan ◽

Amanda Johnson

Keyword(s):

Nursing Students ◽

Spiritual Care ◽

Undergraduate Nursing Students ◽

Care Education ◽

Undergraduate Nursing ◽

The Impact

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Development and effects of a nursing information literacy competency education program for undergraduate nursing students

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2021.27.2.210 ◽

2021 ◽

Vol 27 (2) ◽

pp. 210-222

Author(s):

Mean Jung Jo ◽

Mee Ock Gu

Keyword(s):

Nursing Students ◽

Information Literacy ◽

Education Program ◽

Learning Ability ◽

Control Group ◽

Evidence Based ◽

Self Directed Learning ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Directed Learning

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students.Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0.Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, p<.001), problem-solving ability (F=52.43, p<.001), self-directed learning ability (F=36.61, p<.001), and evidence-based practice competency (F=59.66, p<.001).Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

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