scholarly journals Development and Effects of a Mechanical Ventilation Education Program with Blended Learning for Nursing Students

2021 ◽  
Vol 28 (3) ◽  
pp. 361-371
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Jihyun Kim ◽  
Hyun Sook Kim
Keyword(s):  
Mechanical Ventilation ◽  
Nursing Students ◽  
Blended Learning ◽  
Education Program ◽  
Control Group ◽  
Implementation Phase ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Nursing Skills ◽  
Experimental Group

Purpose: This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students.Methods: Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program.Results: The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group.Conclusion: The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.

scholarly journals The Effect of an Empathy Education Program on Nursing Students' Empathy Ability, Interpersonal Ability, and Caring

2019 ◽  
Vol 25 (3) ◽  
pp. 344-356 ◽  
Author(s):  
Jin Ok Jeong ◽  
Sue Kim
Keyword(s):  
Nursing Students ◽  
Interpersonal Relationships ◽  
Education Program ◽  
Cognitive Empathy ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Equivalent Control ◽  
Nursing Department ◽  
Experimental Group

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.

scholarly journals The Effect of Simulation Nursing Education Using the Outcome-Present State-Test Model on Clinical Reasoning, the Problem-Solving Process, Self-Efficacy, and Clinical Competency in Korean Nursing Students

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
Yon Hee Seo ◽  
Mi Ran Eom
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Education Program ◽  
Self Efficacy ◽  
Control Group ◽  
Clinical Competency ◽  
Problem Solving Process ◽  
Experimental Group

The purpose of this study was to assess the effect of a simulation nursing education program in terms of clinical reasoning, problem-solving process, self-efficacy, and clinical competency using the Outcome-Present State-Test (OPT) model in nursing students. The participants comprised 45 undergraduate nursing students recruited from two universities in Korea. The number of nursing students assigned to the experimental group and control group were 25 and 20, respectively. For a period of two weeks, the experimental group received a simulation nursing education program using the OPT model, while the control group received a traditional clinical practicum. The data were analyzed using prior homogeneity tests (Fisher’s exact test and paired t-test); ANCOVA was performed to investigate the differences in dependent variables between the two groups. There was a significant improvement in clinical reasoning (F = 10.59, p = 0.002), problem-solving process (F = 30.92, p < 0.001), and self-efficacy (F = 36.03, p < 0.001) in the experimental group as compared to the control group (F = 10.59, p = 0.002). Moreover, the experimental group showed significantly higher scores in clinical competency than the control group (F = 11.07, p = 0.002). This study demonstrates that the simulation nursing education program using the OPT model for undergraduate students is very effective in promoting clinical reasoning, problem-solving processes, self-efficacy, and clinical competency.

scholarly journals Comparison of Learning Transfer Using Simulation Problem-Based Learning and Demonstration: An Application of Papanicolaou Smear Nursing Education

2021 ◽  
Vol 18 (4) ◽  
pp. 1765
Author(s):  
Jeongim Lee ◽  
Hae Kyoung Son
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Transfer ◽  
Learner Satisfaction ◽  
Control Group ◽  
Papanicolaou Smear ◽  
Self Confidence ◽  
Simulation Problem ◽  
Experimental Group

The purpose of this study was to compare the effects of simulation problem-based learning (S-PBL), a type of learning that reflects various clinical situations, and demonstration-based learning, a conventional type of learning that shows clinical skill performance, of Papanicolaou smear education on the self-confidence, learner satisfaction, and critical thinking of nursing students. A quasi-experimental control group pretest-posttest design was used. Nursing students who were classified as advanced beginners were randomly allocated to the control group (n = 53) or the experimental group (n = 52). Students in the control group participated in a conventional demonstration of a Papanicolaou smear, while students in the experimental group participated in S-PBL. The students’ self-confidence, learner satisfaction, and critical thinking were measured via a self-reported questionnaire. Compared with the control group, self-confidence, learner satisfaction, and critical thinking increase significantly more (p < 0.001) in the experimental group. S-PBL was found to be an effective strategy for improving learning transfer, applying learned nursing knowledge to simulated nursing situations. Thus, S-PBL is recommended to improve training in nursing education.

scholarly journals THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

2021 ◽  
Vol 10 (5) ◽  
pp. 3316-3323
Author(s):  
Seok-Young Han
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Group Work ◽  
Self Efficacy ◽  
Action Learning ◽  
Control Group ◽  
Team Efficacy ◽  
Nursing Skills ◽  
Clinical Program ◽  
Experimental Group

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

scholarly journals The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247819
Author(s):  
Tzu-Hao Huang ◽  
Fen Liu ◽  
Li-Chen Chen ◽  
Ching-Ching Tsai
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Controlled Study ◽  
Control Group ◽  
Intention To Use ◽  
Traditional Teaching ◽  
Learning Satisfaction ◽  
Experimental Group

Background Google Classroom (GC) is a free web-based instructional platform rarely used for nursing student education. The acceptance, intention to use, and learning outcomes of GC remain unclear in Taiwan. We sought to identify the technology acceptance level and factors affection the intention to use GC. We also explored how integrating GC into traditional teaching affects learning satisfaction and academic achievement among nursing students in Taiwan. Methods In this randomized controlled study, based on a technology acceptance framework, 74 nursing students were randomly assigned in clusters to experimental (n = 39) and control (n = 35) groups during the spring semester of 2018. In Weeks 3–18, each member of the experimental group received one hour of traditional and GC teaching per week. The control group received two hours of traditional teaching per week. Both groups were asked to complete questionnaires to evaluate learning satisfaction and academic achievement during weeks 10 (mid-semester) and 18 (end-of-semester). The experimental group additionally completed technology acceptance questionnaires in both situations. Findings In the experimental group, the overall end-of-semester technology acceptance score was high (141.8 out of 155); their perceived ease of use, intention to use, and technology acceptance scores increased significantly compared to mid-semester (p<0.05). At the end-of-semester, perceived playfulness and perceived usefulness explained 63.5% of the variance in intention to use. Regardless of whether the assessment was administered mid-semester or at the end-of-semester, the experimental group had higher learning satisfaction and academic achievement scores than the control group. However, the degree of progress on learning satisfaction and academic achievement demonstrated no significant between-group differences. Conclusions The experimental group demonstrated high acceptance of GC. Playfulness and usefulness positively influenced nursing students’ intention to use GC. Blended learning—in combination with GC and traditional methods—resulted in similar learning satisfaction and academic achievement when compared to traditional learning. More research is needed to explore the effectiveness of blended learning through the GC platform with different courses and ethnic groups.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and the development of critical thinking among undergraduate nursing students：a quasi-experimental study

2019 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Case Based Learning ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance and the development of critical thinking among undergraduate nursing students. Methods: A quasi-experimental study design was used, with assessments immediately before and 1 school year after the intervention. All second-year undergraduate nursing students were enrolled in the study (without any sampling). The two classes (taking Medical Nursing) were randomly allocated to either the experimental group, which undertook blended case-centered learning, or the control group, which undertook offline case-centered learning. The academic performance included final exam and process assessment, and the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was used to assess critical thinking. A Shapiro-Wilk test was first performed to verify the normal distribution of the academic performance data. ANCOVA analyses were also performed to examine the two teaching methods’effect on critical thinking. Results: Both of the two classes got excellent academic performance in Medical Nursing, and the blended case-based learning class tend to make greater progress. At baseline, the students in the offline case-based learning class exhibited superior performance regarding all seven Professional Basic courses which they have completed. However, the median score in the Medical Nursing course was slightly higher in the experimental group than in the control group after 1 academic year, although was no significant difference in statistics. In addition, compared with the control group, the pre-post difference in competency in critical thinking self-confidence in the experimental group was significantly greater. In the experimental group, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p<0.05). In the control group, there was significant improvement compared with baseline in the total score (p<0.05) and two of the seven dimensions: truth-seeking (p<0.05) and systematicity (p<0.05). Conclusions: Our study confirms the effectiveness of blended and offline learning (both based on case-centered learning) for academic performance and components of critical thinking among undergraduate nursing students. Blended and offline case-centered learning could be applied to other nursing subjects in future studies. Moreover, further efforts to improve teaching are warranted.

scholarly journals Effects of a Blood Transfusion Course Using a Blended Learning Approach on the Acquisition of Clinical Reasoning Skills among Nursing Students in Morocco

2020 ◽  
Vol 15 (18) ◽  
pp. 260
Author(s):  
Rachid Gouifrane ◽  
Halima Lajane ◽  
Said Belaaouad ◽  
Said Benmokhtar ◽  
Said Lotfi ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Clinical Reasoning ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Experimental Group

learning clinical reasoning skills in nursing education is a challenge for teachers and students. This study investigated the effects of a blended learning program on the acquisition of clinical reasoning skills via a blood transfusion course. The study employed a two group randomised controlled design with an experimental group (group 1, 16 students) and a control group (group 2, 16 students) recruited from a population of second-year nursing students at the Mohamed VI University of Health Sciences in Casablanca, Morocco, during the 2018–2019 academic year. The experimental group received blended instruction, while the control group received traditional classroom instruction over four sessions. One month after the experiment, a post-test was conducted with both groups using 'key-feature questions' that included four clinical situations and 30 questions. The mean scores of the two groups were compared to assess the degree of acquisition of clinical reasoning skills. The mean post-test score was significantly higher in the experimental group than the control group (the p-value of the Mann-Whitney Test is less than 0.05). Moreover, a statistically significant correlation was detected between students' clinical reasoning scores and their theoretical examination marks. These results suggest that blended learning is useful for enhancing the clinical reasoning skills of nursing students, at least in the short term. Thus, it seems appropriate to develop more blended courses and integrate this approach into nursing education programs.

scholarly journals Development and Effects of Supplementary Textbook about EKG for Nursing Students

2020 ◽  
Vol 27 (3) ◽  
pp. 268-276
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Hyun Sook Kim
Keyword(s):  
Nursing Students ◽  
Skill Training ◽  
Teaching Material ◽  
Control Group ◽  
Convenience Sample ◽  
Learner Participation ◽  
Self Confidence ◽  
Before And After ◽  
Equivalent Control ◽  
Experimental Group

Purpose: The aim of this study was to develop teaching material of electrocardiography (ECG) education for nursing students. Teaching material was designed to increase ECG knowledge and self-confidence of nursing students.Methods: A convenience sample of 72 nursing students in a university of South Korea were recruited to an experimental group (n=36) or a control group (n=36). A non-equivalent control group pretest-posttest design was employed to test effects of teach material on ECG knowledge and self-confidence of nursing students. Teaching material was developed based on analysis learners, state objectives, select media & materials, utilize media & materials, require learner participation, and evaluate & revise (ASSURE) model. ECG knowledge and self-confidence were self-reported using scales developed by authors. Pre-test and post-test data were collected before and after a three-week intervention period.Results: The ECG knowledge of the experimental group was significantly higher than that of the control group (t=6.86, <i>p</i><.001). And the self-confidence of the experimental group was significantly higher than that of the control group (t=3.07, <i>p</i>=.003).Conclusion: Teaching material developed in this study was effective in improving ECG knowledge and self-confidence of nursing students. Thus, this teaching material could be used as supplementary textbook in diverse nursing practice education such as simulation or nursing skill training.

scholarly journals Stress of nursing students in clinical simulation: a randomized clinical trial

2018 ◽  
Vol 71 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Radamés Boostel ◽  
Jorge Vinícius Cestari Felix ◽  
Carina Bortolato-Major ◽  
Edivane Pedrolo ◽  
Stela Adami Vayego ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Randomized Clinical Trial ◽  
Interpersonal Relationships ◽  
Control Group ◽  
High Fidelity ◽  
Clinical Simulation ◽  
Skill Laboratory ◽  
Before And After ◽  
Experimental Group

ABSTRACT Objective: To evaluate and compare the perception of stressors by nursing students before and after a high-fidelity clinical simulation or conventional laboratory practice class. Method: This is a randomized clinical trial conducted with 52 nursing students. Both groups had theoretical classes about cardiothoracic physical examination, followed by practice class in skill laboratory. In addition, the experimental group took part in a high-fidelity simulation scenario. Stressors were evaluated before and after class, with the application of KEZKAK questionnaire. Results: The experimental group was significantly more worried about six factors related to lack of competence and to interpersonal relationships (p < 0.05), while the control group was significantly more worried about being in contact with suffering (p = 0.0315). Conclusion: The simulation affects students’ perception of stressors and promotes their self-evaluation and critical thinking regarding the responsibility that comes with their learning.

scholarly journals Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students --- Taking the “Nursing Psychology” Course as an Example

2018 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Zhiping Liu ◽  
Menglin Yue
Keyword(s):  
Nursing Students ◽  
Statistical Significance ◽  
Junior Colleges ◽  
Control Group ◽  
Teaching Model ◽  
Teaching Mode ◽  
Learning Attitudes ◽  
Before And After ◽  
Psychology Course ◽  
Experimental Group

 Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of “Nursing Psychology”, the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students’ learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students’ learning attitudes.

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