scholarly journals Nursing, Physical Therapy, and Cytotechnology Graduate and Undergraduate Students’ Attitudes Toward Teamwork Before and After Participation in an Interprofessional Education Experience

2021 ◽  
Vol 4 (2) ◽  
pp. 2167
Author(s):  
Shelley C. Mishoe ◽  
Muge Akpinar Elci ◽  
Rebecca Poston ◽  
Kimberly Adams Tufts ◽  
Beth Thompson
Keyword(s):  
Physical Therapy ◽  
Undergraduate Students ◽  
Interprofessional Education ◽  
Education Experience ◽  
Before And After ◽  
Students Attitudes

scholarly journals Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

2021 ◽  
Vol 18 (19) ◽  
pp. 10180
Author(s):  
Caitlin R. Semsarian ◽  
Gabrielle Rigney ◽  
Peter A. Cistulli ◽  
Yu Sun Bin
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Stages Of Change ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Course Grades ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

scholarly journals Student Experiences with Engagement in a Nursing and Physical Therapy Interprofessional Education Simulation

2020 ◽  
Author(s):  
Sarah Koplow ◽  
Melissa Morris ◽  
Shari Rone-Adams ◽  
Heather Hettrick ◽  
Bini Litwin ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Mixed Method ◽  
Interprofessional Education ◽  
Scope Of Practice ◽  
Student Experiences ◽  
Interprofessional Learning ◽  
Short Answer ◽  
Doctor Of Physical Therapy ◽  
Education Experience ◽  
Bsn Students

Purpose: Interprofessional Education (IPE) incorporated into healthcare discipline instruction has been shown to be successful in improving the understanding perceptions of complimentary professions. The purpose of this mixed method study was to measure differences in perceptions of early Baccalaureate of Science in Nursing (BSN) students and Doctor of Physical Therapy (DPT) with participation in a immersive interprofessional education experience. Method: Students completed a pre and posttest survey consisting of the Readiness for Interprofessional Learning Scale and several short answer qualitative questions. Cohorts of BSN and DPT students participated in a computerized mannequin simulation experience or a hybrid simulation. Results: Students indicated they learned about each other’s scope of practice and recognized the benefits of teamwork through collaboration. Conclusion: Students showed increased knowledge of the other profession, appreciated the opportunity for interprofessional learning, and were interested in having more IPE simulation learning experiences.

Combining medical, physiotherapy and nursing undergraduates in high-fidelity simulation: determining students’ perceptions

2018 ◽  
Vol 5 (2) ◽  
pp. 108-110
Author(s):  
Josephine Seale ◽  
Sabina Ikram ◽  
Lewis Whittingham ◽  
Colin Butchers
Keyword(s):  
Nursing Students ◽  
Human Factors ◽  
Undergraduate Students ◽  
Interprofessional Education ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Positive Attitudes ◽  
Before And After ◽  
Simulation Session ◽  
Physiotherapy Students

High-fidelity simulation (Hi-Fi SIM) is increasingly used to provide undergraduate interprofessional education (IPE). Although research has reported positive student feedback, studies have predominantly involved medical and nursing specialties. The present study sought to further explore this area by determining the perceptions of medical, physiotherapy and nursing students participating in the same simulation session. A total of 145 medical, physiotherapy and nursing undergraduate students jointly participated in a novel Hi-Fi SIM IPE programme. Immediately before and after their session, students completed the KidSIM ATTITUDES questionnaire where statements were rated regarding simulation, IPE and human factors. A high score indicated a more positive attitude. Physiotherapy students reported the lowest level of previous Hi-Fi SIM experience. Students from each specialty had more positive attitudes related to simulation, IPE and human factors following their simulation. Physiotherapy students had predominantly less positive attitudes compared with nursing and medical students. Participation in an IPE Hi-Fi SIM session positively impacted on the perceptions of medical, physiotherapy and nursing students regarding the relevance of simulation, IPE and the importance of human factors. Such findings support the use of this learning modality for the provision of IPE in a range of specialties.

Teaching a Health Equity Course at a Midwestern Private University—A Pilot Study

2019 ◽  
Vol 40 (3) ◽  
pp. 201-207
Author(s):  
Rob Braun ◽  
Mariah Nevels ◽  
Meredith C. Frey
Keyword(s):  
Health Disparities ◽  
Health Equity ◽  
Undergraduate Students ◽  
Private University ◽  
Individual Responsibility ◽  
Attitudes And Beliefs ◽  
The Social ◽  
Before And After ◽  
Significant Change ◽  
Students Attitudes

Teaching about health disparities and health equity at a 4-year institution is imperative. Unfortunately, there is a lack of empirical research demonstrating this concept and the proper way to develop a course. As a result, this research attempted to assess the effectiveness of developing and teaching this course centered on the social determinants of health (SDH). Using a 30-question Attribution of Health Disparities Assessment, data were collected on students’ attitudes and beliefs about the relevancy of these two concepts before and after they took the health equity course. All participants ( n = 42) were seniors, 80% self-identify as Caucasian and 66% were female. Overall, there was a statistically significant change in attitudes and beliefs about health disparities and the relevancy of these issues. It appears that in the eyes of the students, the SDH are more relevant and related to these issues than a person’s individual responsibility. As a result, the relevancy of many of the SDH discussed in class had a profound effect on the students who took this course as indicated by their statistically significant change. Finally, our research demonstrates how a health equity course could be taught to effectively change undergraduate students’ views on issues related to the SDH.

scholarly journals Blended Learning An Experiment on Students’ Attitudes

2021 ◽  
Vol 16 (6) ◽  
pp. 0-0
Keyword(s):  
Blended Learning ◽  
Research Design ◽  
Undergraduate Students ◽  
Research Study ◽  
Empirical Studies ◽  
Learning Support ◽  
Traditional Course ◽  
Before And After ◽  
Students Attitudes ◽  
Student's Attitudes

The findings of a number of recent empirical studies on blended learning support this pedagogy claiming many advantages such as the facilitation of independent and collaborative learning experiences. This study compares the attitudes towards blended learning of undergraduate students in the UAE before and after a full course exposure to blended learning, comparing results to the attitudes of students in a traditional course. An experimental research design was chosen for this research study, specifically a two-group pretest-posttest research design. Results show that exposure to blended learning serves as a trigger for changing students’ attitudes towards blended learning in a positive manner and that lack of exposure does not change student’s attitudes.

scholarly journals Blended Learning

2021 ◽  
Vol 16 (6) ◽  
pp. 1-12
Author(s):  
Roberta Fenech ◽  
Priya Baguant ◽  
Ihab Abdelwahed
Keyword(s):  
Blended Learning ◽  
Research Design ◽  
Undergraduate Students ◽  
Research Study ◽  
Empirical Studies ◽  
Learning Support ◽  
Traditional Course ◽  
Before And After ◽  
Students Attitudes ◽  
Student's Attitudes

The findings of a number of recent empirical studies on blended learning support this pedagogy claiming many advantages such as the facilitation of independent and collaborative learning experiences. This study compares the attitudes towards blended learning of undergraduate students in the UAE before and after a full course exposure to blended learning, comparing results to the attitudes of students in a traditional course. An experimental research design was chosen for this research study, specifically a two-group pretest-posttest research design. Results show that exposure to blended learning serves as a trigger for changing students’ attitudes towards blended learning in a positive manner and that lack of exposure does not change student’s attitudes.

Interprofessional Simulation Olympics as a platform to assess team work knowledge acquisition

2015 ◽  
Vol 1 (2) ◽  
pp. 49-53 ◽  
Author(s):  
Jill Steiner Sanko ◽  
Ilya Shekhter ◽  
Mary Mckay ◽  
Karina Gattamorta ◽  
David J Birnbach
Keyword(s):  
Nursing Students ◽  
Repeated Measures ◽  
Interprofessional Education ◽  
Team Work ◽  
Assessment Of Learning ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Students Attitudes ◽  
Work Knowledge ◽  
Good Agreement

IntroductionSeveral years ago an on-stage competition called SimWars was introduced to the simulation community. This concept was adopted into a patient safety course as a way to further engage students and named Sim Olympics. We sought to evaluate it as a platform for assessment of learning in students who participated as audience members.MethodsA non-equivalent groups design was used to assess whether students could be taught to recognise features of effective teamwork, including a pair of expert raters. One-way repeated measures analysis of variance was used to compare students’ attitudes toward interprofessional education (IPE) education, teamwork and simulation, before and after the course.ResultsStudent scores compared to expert scores showed good agreement. For team 1 there were no statistical differences noted (M=19.58, SD=4.34 given by the students, M=17.50, SD=2.12 given by the experts), t (192)=1.26, p=0.264. There was also no difference for team 2 (M=15.173, SD=5.52 given by the students, M=19.50, SD=3.53 given by the experts), t (173)=0.863, p=0.354. A premeasure and postmeasure of students’ attitudes towards IPE education, teamwork and simulation, also showed significant time effect, p<0.001.ConclusionsMedical and nursing students were able to demonstrate their learning of teamwork dynamics by discerning differences between great teamwork and good teamwork as proficiently as seasoned experts. Findings of this study may further support the use of observation as a method to evaluate learning.

scholarly journals P131 The impact of an online sleep education program on university students’ sleep knowledge, attitudes, and behaviours

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A64-A64
Author(s):  
C Semsarian ◽  
G Rigney ◽  
P Cistulli ◽  
Y Bin
Keyword(s):  
University Students ◽  
Sleep Quality ◽  
Undergraduate Students ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Sleep Education ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

Abstract Introduction Sleep is essential for optimising health and academic performance, yet university students consistently report poor sleep quality. We conducted a before-and-after study to determine if an interactive, online sleep course improved sleep (1) knowledge, (2) attitudes, and (3) behaviours among university students. Methods Undergraduate students completed the course from August-November 2020. The course involved activities that encouraged students to reflect on their own sleep behaviours and goals. Baseline data was collected through course surveys and students were invited to complete a 6-month follow-up survey via email. Results N=212 students completed the baseline questionnaires and n=75 (35%) completed the follow-up survey. Students retained at follow-up possessed higher baseline sleep knowledge and received higher grades. At 6-months follow-up, sleep knowledge increased from baseline (mean quiz score: 60 vs 84%, p&lt;0.001). 85% of students aimed to increase their sleep knowledge at baseline and 91% reported that they were more knowledgeable at follow-up. 83% of students aimed to improve their sleep at baseline and 37% reported improvement at follow-up. 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was reduction in sleep latency (mean 33.3 vs 25.6min, p=0.015), but no change in total Pittsburgh Sleep Quality Index score at follow-up. Discussion Completion of an interactive sleep education course led to increased sleep knowledge and changes in sleep attitudes, with no meaningful change in sleep behaviours. Future interventions require careful design and evaluation, and should consider components of behavioural change (e.g. motivation, triggers) that go beyond the knowledge-attitudes-behaviour continuum.

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