Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

ABSTRACT Objectives: to evaluate students’ knowledge gain after the implementation of clinical simulation in Nursing Fundamentals disciplines. Methods: a quasi-experimental intervention was carried out with 60 students, distributed in comparison and intervention groups, who underwent traditional teaching and traditional teaching associated with simulated teaching, respectively. Pre-test and post-test instruments were applied to both groups. Results: after analyzing the students’ performance through the applied instruments, both groups had a cognitive evolution along with the taught content, however, when compared, the intervention group obtained a higher knowledge gain than the comparison group (p = 0.016), demonstrating progressive and increasing improvement with the use of the methodology. Conclusions: simulated teaching significantly helps students in gaining technical-cognitive knowledge. Therefore, it is recommended to adhere to the use of this methodology for teaching Nursing Fundamentals.

Musculoskeletal pain and sedentary behaviour in occupational and non-occupational settings: a systematic review with meta-analysis

Background Sedentary behaviour (SB; time spent sitting) is associated with musculoskeletal pain (MSP) conditions; however, no prior systematic review has examined these associations according to SB domains. We synthesised evidence on occupational and non-occupational SB and MSP conditions. Methods Guided by a PRISMA protocol, eight databases (MEDLINE, CINAHL, PsycINFO, Web of Science, Scopus, Cochrane Library, SPORTDiscus, and AMED) and three grey literature sources (Google Scholar, WorldChat, and Trove) were searched (January 1, 2000, to March 17, 2021) for original quantitative studies of adults ≥ 18 years. Clinical-condition studies were excluded. Studies’ risk of bias was assessed using the QualSyst checklist. For meta-analyses, random effect inverse-variance pooled effect size was estimated; otherwise, best-evidence synthesis was used for narrative review. Results Of 178 potentially-eligible studies, 79 were included [24 general population; 55 occupational (incuding15 experimental/intervention)]; 56 studies were of high quality, with scores > 0.75. Data for 26 were meta-synthesised. For cross-sectional studies of non-occupational SB, meta-analysis showed full-day SB to be associated with low back pain [LBP – OR = 1.19(1.03 – 1.38)]. Narrative synthesis found full-day SB associations with knee pain, arthritis, and general MSP, but the evidence was insufficient on associations with neck/shoulder pain, hip pain, and upper extremities pain. Evidence of prospective associations of full-day SB with MSP conditions was insufficient. Also, there was insufficient evidence on both cross-sectional and prospective associations between leisure-time SB and MSP conditions. For occupational SB, cross-sectional studies meta-analysed indicated associations of self-reported workplace sitting with LBP [OR = 1.47(1.12 – 1.92)] and neck/shoulder pain [OR = 1.73(1.46 – 2.03)], but not with extremities pain [OR = 1.17(0.65 – 2.11)]. Best-evidence synthesis identified inconsistent findings on cross-sectional association and a probable negative prospective association of device-measured workplace sitting with LBP-intensity in tradespeople. There was cross-sectional evidence on the association of computer time with neck/shoulder pain, but insufficient evidence for LBP and general MSP. Experimental/intervention evidence indicated reduced LBP, neck/shoulder pain, and general MSP with reducing workplace sitting. Conclusions We found cross-sectional associations of occupational and non-occupational SB with MSP conditions, with occupational SB associations being occupation dependent, however, reverse causality bias cannot be ruled out. While prospective evidence was inconclusive, reducing workplace sitting was associated with reduced MSP conditions. Future studies should emphasise prospective analyses and examining potential interactions with chronic diseases. Protocol registration PROSPERO ID #CRD42020166412 (Amended to limit the scope)

The Fires Within Us and the Rivers We Form

This paper is a creative, poetic and experimental intervention in the form of collective reflections and writings on Anthropology, as the discipline we have experienced and/or been a part of within the University. It is also a reflection on the process of how the authors came together to form the River and Fire Collective. As a collective we have studied, worked and taught in more than 15 universities, and the aspects we point to here are fragments of our experiences and observations of the emotionality of the discipline. These are experiences from different forms of Anthropology from Northern Europe and settler-colonial contexts including Great Turtle Island Canada and Aotearoa New Zealand. In a metaphorical manner we invite the reader to our collective fireside dialogues and reflections, to be inspired, to disagree or agree and to continue a process of transformation. The paper sets out to provocatively question whether Anthropology is salvageable or whether one should ‘let it burn’ (Jobson, 2020). Exploring this question is done by way of discussing decolonial potentialities within the discipline(s), the classroom and exploring fire and water as a radical potential to think through the tensions between abolition and transformation. The reflections engage with concepts of decolonization, whiteness/white innocence, knowledge creation and -sharing, the anthropological self, ethics and accountability and language. The paper emphasizes Anthropology’s embeddedness in colonial narratives, structures and legacies and draws attention to how these colonial, able-bodied realities are being continuously reaffirmed through multiple educational practices and methodologies. It suggests that collectivity in writing, thinking and being is part of a healing process for those of us feeling our way through colonial continuities and prospective potentialities of Anthropology.

Effectiveness of an Intergenerational Service-Learning Program to Change Attitudes on Aging

This study evaluated the efficacy of a 10-hour intergenerational service-learning program administered to undergraduates to determine if it would increase knowledge about aging, improve attitudes about older adults, and reduce ageism more than a course with less service-learning activity. Making maximum impact on students in these areas in a short amount of time is particularly relevant in short, quarter-based university programs. A quasi-experimental design using a convenience sample compared pre-test and post-test scores between an experimental intervention (N=68) and a comparison (N=71) group on The Facts on Aging Quiz Multiple Choice version, Aging Semantic Differential, and Fabroni Scale on Ageism. Qualitative data via open-ended survey questions was also collected. The experimental intervention, the Lives Well Lived project, was based on a documentary film by the same name, which incorporates themes of successful aging. During the project students and older adults interviewed one another about living a life well lived, participated in a photo shoot, and created a Memoir for the older adult. The comparison group included two social visits to a congregate meal program. Results from multiple regression analysis showed that students in the intervention group had less ageist stereotypes and less negative bias about aging at post-test and qualitative data indicated they were more inclined to participate in intergenerational relationships in the future. Programs like this one that are longer and more relational may be useful for consideration in undergraduate gerontology courses in reducing ageism and promoting intergenerational relationships which benefit those of all ages.

The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.

Computer simulations for the teaching of photoelectric effect

The photoelectric effect in the production and transformation of light is animportant phenomenon in quantum physics. The theory was initially presented by Albert Einstein and allows us to explain several technological applications in engineering. The use of computer simulations in the process, as they have already been proven to yield in science teaching, can provide excellent conceptual learning results, and that includes the teaching of the photoelectric effect. Ten simulations available on the internet were classified by criteria established based on bibliographic research developed within the framework of the historicity, concept, and context triad, and then four were selected and used in a classroom with engineering undergraduate sophomores. The Predict-Observe-Explain (P.O.E.) methodology was used to guide students in carrying out the experiments. The results of the analysis of the simulations and the elaboration of a laboratory instruction guide and experimental intervention, with the methodology, demonstrated the effectiveness of using computer simulations for the learning of scientific concepts in the context of engineering education.

Effect of spin in the abstract of a randomised controlled trial on physiotherapists’ perception of treatment benefit: a randomised controlled trial

ObjectiveTo assess the effect of spin in the abstract of a randomised controlled trial (RCT) on physiotherapists’ perception of treatment benefit evaluated in the trial.DesignParallel-group RCT.SettingPhysiotherapy departments in hospitals and clinics in India.ParticipantsPhysiotherapists working in clinical settings.InterventionsWe selected one abstract with high level of spin published in one of the core journals of physiotherapy and created two versions of the abstract, that is, with and without spin. We randomly assigned physiotherapists working in clinical settings (N=128) to read one version of the selected abstract, with or without spin. Participants were blinded to the study design, objectives and randomisation.Main outcome measuresPhysiotherapists’ interpretation of beneficial effect of the experimental treatment (0–10 scale) reported in the abstract. The secondary outcomes were clinicians’ perception of methodological rigour and the study importance, their interest in reading the full text, and their interest in running another trial evaluating this treatment.ResultsWe found a medium reduction in confidence of beneficial effect of the experimental treatment among physiotherapists who read the abstract without spin (mean score 4.3±2.8) compared with those who read the abstract with spin (mean score 6.14±2.6). The mean difference in scores between abstracts with and without spin was 1.8 (95% CI 0.8 to 2.8; p<0.001). For other outcomes measures studied there was no statistically significant effect.ConclusionsRemoval of spin in the abstract of RCT reporting statistically non-significant results have medium effect in improving physiotherapists’ accuracy of interpretation of study results. Spin contributes to clinicians’ positive perception about the benefit of experimental intervention tested in the trial despite the evidence showing no superiority of experimental intervention.Trial registration numberCTRI/2020/02/023557.