1
|
Li Y, Lv Y, Dorol RD, Wu J, Ma A, Liu Q, Zhang J. Integrative virtual nursing simulation in teaching cardiopulmonary resuscitation: A blended learning approach. Australas Emerg Care 2024; 27:37-41. [PMID: 37558556 DOI: 10.1016/j.auec.2023.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 07/07/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND Online learning resources facilitated educational development during the COVID-19 pandemic. This study focuses on the integration of online virtual simulation with interactive exercises and offline low-fidelity simulation for the first time to explore the impact on CPR skills. METHODS First year nursing students from a medical college participated as volunteers in this study. They were divided randomly into two groups with both having a cardiopulmonary resuscitation (CPR) lesson with the same timings and objectives. The experimental group (n = 36) adopted a blended learning method, with virtual simulation and low-fidelity simulation as resources; the control group (n = 36) used the same method without virtual simulation. The same lecturers taught both classes. Students' self-directed learning (SDL) and critical thinking skills were assessed before and after the intervention and their CPR skills were examined afterward. RESULTS The experimental group exhibited significantly greater improvement in their SDL abilities and CPR skills. By contrast, we found no statistical differences in their critical thinking abilities. CONCLUSIONS During CPR training, blended learning method was used to integrate virtual nursing simulation in teaching, which effectively improved students' SDL and CPR skills.
Collapse
Affiliation(s)
- Yan Li
- School of Nursing, Nanyang Medical College, Nanyang, China.
| | - Yunling Lv
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Ramil D Dorol
- School of Education, Philippine Women's University, Manila, the Philippines
| | - Junxiao Wu
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Anna Ma
- School of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Qian Liu
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Jin Zhang
- School of Nursing, Nanyang Medical College, Nanyang, China
| |
Collapse
|
2
|
Rafferty B, Mthimunye K, Bimerew M. Theory-practice gap: Nursing students' self-reported depth of understanding of bioscience and its relevance to clinical practice. PLoS One 2023; 18:e0294319. [PMID: 38033017 PMCID: PMC10688849 DOI: 10.1371/journal.pone.0294319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2022] [Accepted: 10/30/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND Bioscience subjects are essential as they allow nurses to have a clear understanding of the patient's condition and ultimately allow them to provide appropriate and timeous care. However, these subjects remain a significant problem in the endeavour to produce highly competent nurses. AIM The study aimed to investigate the nursing students' self-reported depth of understanding of bioscience and its relevance to clinical practice. METHODS A quantitative research approach using a descriptive survey design was employed. The sample (n = 211) included second-, third- and fourth-year undergraduate nursing students. A three-part self-administered questionnaire was adapted and used to collect the data. Data were analysed using IBM Statistical Package for Social Sciences software version 25.0 (IBM SPSS-25). Descriptive statistics and Chi-squared test were performed to describe the relationship among the study variables. RESULTS Participants rated their understanding of the application of Human Biology (n = 86, 40.76%) and Pharmacology (n = 88, 41.71%) as good, while Physics (n = 80, 37.91%) and Chemistry (n = 85, 40.28%) were rated as adequate. Most participants rated Human Biology (n = 175, 83.73%) and Pharmacology (n = 181, 86.19%) as essential, while Physics (n = 129, 61.72%) and Chemistry (n = 133, 63.64%) were rated as relevant to clinical practice. Physics (n = 112, 60.54%; n = 95, 50.53%) and Chemistry (n = 126, 68.85%; n = 113 61.41%) were rated as not relevant to monitoring a patient's heart rate and blood pressure. Participants' perception of the relevance of Chemistry in monitoring a patient's blood pressure was statistically significant (χ2 = 6.871 (df 2), p<0.05). Most participants (n = 57, 41.91%) performed at Task specific on Akinsanya's Bionursing model, suggesting an overall understanding of the foundational concepts and principles of bioscience. CONCLUSION The findings of the study provided evidence of the students' self-reported depth of understanding and perception of the relevance of bioscience and indicate a need for more emphasis on the importance of bioscience integration in clinical practice.
Collapse
Affiliation(s)
- Bronwynne Rafferty
- School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, Western Cape, South Africa
| | - Katlego Mthimunye
- Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, United Kingdom
| | - Million Bimerew
- School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, Western Cape, South Africa
| |
Collapse
|
3
|
Madhuvu A, Rogers R, Gao W, Bennett N, Randle-Barrett E, Gamble A, O'Halloran M, Pitman J, Morphet J. The impact of integrating bioscience and nursing subjects in a first-year nursing curriculum: A retrospective study. Nurse Educ Pract 2023; 73:103843. [PMID: 37995447 DOI: 10.1016/j.nepr.2023.103843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Revised: 10/24/2023] [Accepted: 11/08/2023] [Indexed: 11/25/2023]
Abstract
AIM The aim of this study is to explore the effects of integrating bioscience and nursing units on academic achievement and perception in the first-year nursing curriculum. BACKGROUND Nursing students have historically found biosciences difficult and struggle to relate it to nursing practice. In response, nursing and non-nursing academics have employed different teaching modes and integration strategies to enhance learning. Despite these efforts, substantial gaps still persist concerning the integration of biosciences within nursing curriculum and the effect of integration on student academic achievement and student perception. DESIGN Retrospective descriptive. The setting was a large University in Victoria Australia with two undergraduate nursing campuses (metropolitan and non-metropolitan). METHOD Student academic records and online evaluation surveys that were completed from 2014 to 2019 were examined. Students self-reported their experiences of the unit using a five-point Likert scale and two open-ended questions. Descriptive and inferential statistics were used to analyse the data. Content analysis was used to analyse the two open-response survey items. RESULTS First-year student records from 2014 to 2016 (pre-integration) and 2017-2019 (post-integration) were examined. Student mean age was 24.5 years (SD 7.2) and 20.9 years (SD 4.8) pre-integration and post-integration respectively. There was a statistically significant decrease in student attrition from pre-integration (n=536, 29.9%) to post-integration (n=358, 20.2%) (p <0.001), and a significant improvement in students' mean academic scores post-integration in the first semester 61.9 (SD 15.9) and 67.0 (SD 14.9) respectively, confidence interval 3.9-6.2 (p <0.001). Student satisfaction with the units improved post-integration, from 77.8% to 85.8% (χ2 = 10.1076) (p=0.001). However, there was no significant difference in students' perception of feeling overwhelmed, and their self-reported ability to link theory to practice. CONCLUSION Integrating bioscience and clinical nursing practice units in the first-year curriculum can help decrease student attrition rates, improve student academic results and increase student satisfaction which may lead to an overall improvement in student learning experiences.
Collapse
Affiliation(s)
- Auxillia Madhuvu
- School of Nursing and Midwifery, Monash University, McMahons Road, Frankston, Victoria, Australia; Monash Health, Dandenong Hospital, 135 David Street, Dandenong, Victoria, Australia.
| | - Renee Rogers
- Monash Biomedical Discovery Institute, Monash University, Clayton, Victoria, Australia
| | - Weili Gao
- School of Nursing and Midwifery, Monash University, Wellington Road, Clayton, Victoria, Australia
| | - Natalie Bennett
- Monash Biomedical Discovery Institute, Monash University, Clayton, Victoria, Australia
| | - Elise Randle-Barrett
- Monash Biomedical Discovery Institute, Monash University, Clayton, Victoria, Australia
| | - Andree Gamble
- School of Nursing and Midwifery, Monash University, Wellington Road, Clayton, Victoria, Australia
| | - Monica O'Halloran
- School of Nursing and Midwifery, Monash University, McMahons Road, Frankston, Victoria, Australia
| | - Jacinta Pitman
- Monash Biomedical Discovery Institute, Monash University, Clayton, Victoria, Australia
| | - Julia Morphet
- School of Nursing and Midwifery, Monash University, McMahons Road, Frankston, Victoria, Australia; Monash Health, Dandenong Hospital, 135 David Street, Dandenong, Victoria, Australia
| |
Collapse
|
4
|
Horiuchi-Hirose M, Fukuoka T, Saeki Y. Integration of anatomy and physiology into nursing practice as perceived by undergraduate students and registered nurses: a scoping review. BMC Nurs 2023; 22:270. [PMID: 37587455 PMCID: PMC10433554 DOI: 10.1186/s12912-023-01436-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Accepted: 08/08/2023] [Indexed: 08/18/2023] Open
Abstract
OBJECTIVE The current study aimed to determine perceptions of registered and student nurses regarding the integration of anatomy and physiology into nursing practice. METHODS This scoping review was conducted following the checklist provided in the Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews. Articles published in PubMed, ERIC, and CINAL from January 1, 2002 to September 30, 2022 were included. RESULTS A literature review of 20 articles that matched the indicative criteria revealed that both undergraduate student and registered nurses recognized knowledge of anatomy and physiology as important to nursing practice. Student nurses recognized that such knowledge is related to understanding patient pathophysiology, patient observation, treatment selection, and patient safety and forms the basis for nursing practice. Registered nurses who were confident in their knowledge of anatomy and physiology also reported that they were able to explain the rationale for their nursing practice. They also reported that this knowledge is necessary for communication with multiple professions, which promotes patient/family trust in nurses and is the basis for building trusting relationships with patients and their families. CONCLUSIONS Although undergraduate student and registered nurses recognized the importance of learning anatomy and physiology, the integration of anatomy and physiology into nursing practice was not the same for all student and registered nurses. This suggests the need to investigate the overall perceptions of nurses regarding the integration of anatomy and physiology into nursing practice and for faculty to discuss how to facilitate critical thinking among students.
Collapse
Affiliation(s)
- Miwa Horiuchi-Hirose
- Department of Health and Nutrition, Tokiwa University, Mito, 310-8585, Ibaraki, Japan.
| | - Tomoko Fukuoka
- Former Department of Nursing, Ibaraki Christian University, Hitachi, 319-1295, Ibaraki, Japan
| | - Yuka Saeki
- Graduate School of Medicine, Ehime University, Shitsukawa, Toon, 791-0295, Ehime, Japan
| |
Collapse
|
5
|
Janes G, Ekpenyong MS, Mbeah-Bankas H, Serrant L. An international exploration of blended learning use in pre-registration nursing and midwifery education. Nurse Educ Pract 2023; 66:103514. [PMID: 36610859 DOI: 10.1016/j.nepr.2022.103514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 11/15/2022] [Accepted: 11/17/2022] [Indexed: 11/27/2022]
Abstract
AIM To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy. BACKGROUND The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere. DESIGN Cross-sectional, sequential, mixed methods study PARTICIPANTS/SETTINGS: Nursing/nurse education leaders from across International Council of Nurses regions METHODS: Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants' knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes. RESULTS Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation. CONCLUSIONS Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact. TWEETABLE ABSTRACT Blended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach.
Collapse
Affiliation(s)
- Gillian Janes
- Department of Nursing, Manchester Metropolitan University, Manchester M15 6GX, England, UK.
| | - Mandu S Ekpenyong
- Department of Nursing, Manchester Metropolitan University, Manchester M15 6GX, England, UK.
| | - Henrietta Mbeah-Bankas
- Health Education England, National Programmes, Stewart House, 32 Russell Square, London WC1B 5DN, England, UK.
| | - Laura Serrant
- Department of Nursing, Manchester Metropolitan University, Manchester M15 6GX, England, UK; Health Education England, North East & Yorkshire, Don Valley House, Savile Street East, Sheffield S4 7UQ, England, UK.
| |
Collapse
|
6
|
De Juan Pardo MÁ, Vissandjee B, Guillaumet Olives M, Cerezuela Torre MÁ, Gallart Fernández-Puebla A. Enhancing perceived leadership of nursing students through a student-led dedicated education unit in a community setting: A feasibility study. J Prof Nurs 2022; 43:152-161. [PMID: 36496239 DOI: 10.1016/j.profnurs.2022.10.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 10/09/2022] [Accepted: 10/10/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Leadership competence is important to ensure the provision of safe and high-quality care in hospitals. PURPOSE The aim was to demonstrate the feasibility of enhancing the perceived leadership competence of nursing students through an innovative health education strategy, consisting of a student-led dedicated education unit (DEU) informed by a service-learning approach in a community setting. DESIGN Feasibility study in a three-phase process: I: Design; II: Acceptability and implementation; III: Expansion to a different setting. In phase II the DEU was piloted with 62 students using a pretest/post-test with control group design. In phase III it was piloted with 20 students in the expansion setting. METHODS The DEU was implemented and tested in Barcelona (Spain) between 2014 and 2019. To assess acceptability and implementation, students' perceived leadership competence was measured using the Self-Assessment Leadership Instrument. We also obtained satisfaction ratings using an ad hoc questionnaire. RESULTS Satisfaction was high among students, as well as among service users who received health education. In phase II, students' post-test self-ratings of their leadership competence were higher in both the intervention and control groups, but the increase was significantly greater among students who participated in the DEU (25.84 % vs. 16.72 %, p = .012). Similar results were obtained in the expansion phase, with students in the intervention group once again showing a significant increase in perceived leadership skills (12.89 %, p = .005). CONCLUSIONS Student-led DEUs appear to be an effective way of enhancing perceived leadership competence among senior nursing students.
Collapse
Affiliation(s)
- M Ángeles De Juan Pardo
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya (UIC), Spain.
| | - Bilkis Vissandjee
- School of Nursing, Public Health Research Institute, Université de Montréal, SHERPA Research Centre, Montréal, Québec, Canada.
| | | | | | | |
Collapse
|
7
|
Montayre J, Alananzeh I, Bail K, Barnewall K, Beament T, Campbell S, Carmody C, Chan A, Donnelly F, Duff J, Ferguson C, Gibson J, Harbour P, Ireland CJ, Liu XL, Luyke P, Maneze D, McDonall J, McTier L, Mulquiney T, O'Brien J, Pelentsov LJ, Ramjan LM, Reedy N, Richards GM, Roche MA, Smith BW, Benjamin JY, Theobald KA, Tori KE, Wall P, Wallis E, Yokota L, Zugai J, Salamonson Y. Development and psychometric testing of the gender misconceptions of men in nursing (GEMINI) scale among nursing students. Contemp Nurse 2022; 58:253-263. [PMID: 35881770 DOI: 10.1080/10376178.2022.2107041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Misconceptions about men in nursing may influence recruitment and retention, further perpetuating the gender diversity imbalance in the nursing workforce. Identifying misconceptions and implementing early intervention strategies to address these deep-rooted stereotypes remain challenging but is considered critical to support students who are commencing a nursing career. OBJECTIVE To develop and evaluate the psychometric properties of the 'Gender Misconceptions of meN in nursIng (GEMINI) Scale. DESIGN Cross-sectional survey. METHODS Pre-registration nursing students enrolled in undergraduate nursing programs across 16 nursing institutions in Australia were surveyed from July to September 2021. The 17-item self-report GEMINI Scale measured the gender misconceptions of men in nursing. RESULTS Of the 1410 completed surveys, data from 683 (45%) women were used for exploratory factor analysis showing a one factor structure, while data from 727 men (47%) were used for confirmatory factor analysis of the 17-item GEMINI Scale, which showed a good model fit. The scale demonstrated high internal consistency (Cronbach's alpha of 0.892). Men were found to have higher gender misconceptions (p < 0.001) while respondents who: a) identified nursing as their first career choice (p = 0.002); b) were in their final year of program enrolment (p = 0.016); and c) engaged in health-related paid work (p = 0.002) had lower gender misconceptions. CONCLUSION The GEMINI Scale is a robust, valid, reliable, and easy to administer tool to assess misconceptions about men in nursing, which may potentially influence academic performance and retention. Identifying and addressing specific elements of misconceptions could inform targeted strategies to support retention and decrease attrition among these students. IMPACT STATEMENT Genderism harms nursing, as well as the men and women working in the profession. Recruitment and retention of men into nursing is needed to cultivate male role models and diversify the workforce, however this is impeded by negative portrayals in popular culture and misconceptions entrenched in society.
Collapse
Affiliation(s)
- Jed Montayre
- Senior Lecturer, Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith NSW 2751, , Twitter: @JedMontayre
| | | | - Kasia Bail
- Associate Professor, University of Canberra, Discipline of Nursing, Ageing Research Group,
| | - Kate Barnewall
- Lecturer, Griffith University, School of Nursing and Midwifery,
| | - Tania Beament
- Director International, Edith Cowan University, School of Nursing and Midwifery,
| | - Steve Campbell
- Professor of Clinical Redesign, Nursing, University of Tasmania, School of Nursing, College of Health and Medicine,
| | - Cathy Carmody
- Lecturer, Griffith University, School of Nursing and Midwifery,
| | - Alex Chan
- Lecturer, University of Wollongong, School of Nursing,
| | - Frank Donnelly
- Head of School, University of Adelaide, Adelaide Nursing School,
| | - Jed Duff
- Chair of Nursing Royal Brisbane and Women's Hospital, Queensland University of Technology, Centre for Healthcare Transformation,
| | - Caleb Ferguson
- Associate Head of School (Research), University of Wollongong, School of Nursing,
| | - Jo Gibson
- Senior Lecturer - Nursing, University of Canberra, School of Nursing, Midwifery & Public Health,
| | - Peta Harbour
- Deputy Head of School, Australian Catholic University, School of Nursing, Midwifery and Paramedicine,
| | - Colin J Ireland
- Lecturer, University of South Australia, Clinical and Health Sciences,
| | - Xian-Liang Liu
- Undergraduate Honours Academic Lead
- Charles Darwin University, College of Nursing and Midwifery,
| | - Patricia Luyke
- Associate Lecturer, University of Southern Queensland, School of Nursing and Midwifery,
| | - Della Maneze
- Research Associate, Western Sydney University, School of Nursing and Midwifery,
| | - Jo McDonall
- Director of Undergraduate Studies, Deakin University, School of Nursing and Midwifery,
| | - Lauren McTier
- Associate Head of School (Teaching and Learning), Deakin University, School of Nursing and Midwifery,
| | - Tameeka Mulquiney
- Lecturer, Charles Sturt University, School of Nursing, Paramedicine and Healthcare Sciences,
| | - Jane O'Brien
- Lecturer, University of Tasmania, School of Nursing, College of Health and Medicine,
| | - Lemuel J Pelentsov
- Program Director, University of South Australia, Clinical and Health Sciences,
| | - Lucie M Ramjan
- Associate Professor, Western Sydney University, School of Nursing and Midwifery,
| | - Natasha Reedy
- Bachelor of Nursing Program Director, University of Southern Queensland, School of Nursing and Midwifery,
| | - Gina M Richards
- Adjunct Lecturer, Edith Cowan University, School of Nursing and Midwifery,
| | - Michael A Roche
- Professor, University of Canberra, Faculty of Health, Adjunct Professor, University of Technology Sydney, School of Nursing and Midwifery,
| | - Brandon W Smith
- Research Assistant, Western Sydney University, School of Nursing and Midwifery,
| | - Jing-Yu Benjamin
- Associate Dean Research, Charles Darwin University, College of Nursing and Midwifery,
| | - Karen A Theobald
- Academic Lead Education, Queensland University of Technology, School of Nursing,
| | - Kathleen E Tori
- Associate Professor, University of Tasmania, School of Nursing,
| | - Peter Wall
- Lecturer, Murdoch University, College of Science, Health, Engineering and Education,
| | - Emily Wallis
- Senior Lecturer, University of Canberra, School of Nursing, Midwifery and Public Health,
| | - Luke Yokota
- Inaugural Chair, Australian College of Nursing, Men in Nursing Working Party,
| | - Joel Zugai
- Lecturer, The University of Notre Dame, Faculty of Medicine, Nursing and Midwifery and Health Sciences,
| | - Yenna Salamonson
- Professor, Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith NSW 2751, , Twitter: @salamonson
| |
Collapse
|
8
|
Barton MJ, Bentley S, Craft J, Dupen O, Gordon C, Cayanan EA, Kunst E, Connors A, Todorovic M, Johnston AN. Nursing students' perceptions of clinical relevance and engagement with bioscience education: A cross-sectional study of undergraduate and postgraduate nursing students. NURSE EDUCATION TODAY 2021; 99:104767. [PMID: 33571929 DOI: 10.1016/j.nedt.2021.104767] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 12/08/2020] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Bioscience in nursing education covers a broad range of disciplinary areas (anatomy, physiology, pathophysiology and pharmacology) and underpins clinical assessment and critical thinking in nursing practice. This is imperative for patient safety and favourable patient outcomes. In nursing programs for registration, most bioscience content is taught during the early phases of the program and little incorporated into postgraduate nursing programs. OBJECTIVES The aim of this study was to explore student's perceived relationship between clinical relevance and engagement (attention and time) with bioscience content, by surveying undergraduates and postgraduate nursing students. DESIGN This sequential mixed methods study included two phases. METHODS The first phase comprised of focus group interviews from one Australian University. Thematic analysis of these data, coupled with existing literature, informed the second study phase; a quantitative questionnaire. PARTICIPANTS Focus group interviews included N = 30 students from one tertiary site; 10 from each year level. The questionnaire was administered to nursing students undertaking undergraduate nursing studies (1st, 2nd & 3rd years), and postgraduate nursing studies. RESULTS Nursing students (n = 406) across three Australian universities (four programmes) completed the questionnaire. The clinical relevance of bioscience was widely appreciated; 91.6% of undergraduate nursing students and 98.5% of postgraduate nursing students indicated that every nurse must have a good understanding of bioscience. However, there was an inverse relationship between engagement with bioscience and timing in the curriculum, as 50% of undergraduate nursing students indicated that bioscience content took up too much of their time, compared to only 20% of postgraduate nurses (odds ratio 0.27 [0.16-0.46], p < 0.001). CONCLUSION Nursing students' perceptions of the clinical relevance of bioscience for their career strongly corresponds with their progression through their studies. Unfortunately, as students progress to the later years of their nursing education, their engagement with formal bioscience education decreases. This poses the question 'Are we delivering bioscience content to nursing students at the appropriate time?'
Collapse
Affiliation(s)
- Matthew J Barton
- School of Nursing & Midwifery, Griffith University, QLD 4111, Australia; Menzies Health Institute Queensland, Griffith University, QLD 4111, Australia.
| | - Steven Bentley
- Menzies Health Institute Queensland, Griffith University, QLD 4111, Australia
| | - Judy Craft
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, QLD 4055, Australia
| | - Oliver Dupen
- School of Nursing & Midwifery, Griffith University, QLD 4111, Australia
| | - Christopher Gordon
- Faculty of Medicine and Health, The University of Sydney, NSW 2006, Australia
| | - Elizabeth A Cayanan
- Faculty of Medicine and Health, The University of Sydney, NSW 2006, Australia
| | - Elicia Kunst
- School of Health and Human Sciences, Southern Cross University, QLD 4225, Australia
| | - Amanda Connors
- Faculty of Health, Arts & Design, Swinburne University of Technology Department of Health Professionals, VIC 3122, Australia
| | - Michael Todorovic
- School of Nursing & Midwifery, Griffith University, QLD 4111, Australia; Menzies Health Institute Queensland, Griffith University, QLD 4111, Australia
| | - Amy Nb Johnston
- School of Nursing, Midwifery and Social Work, The University of Queensland, Woolloongabba, QLD 4102, Australia; Department of Emergency Medicine, Metro South Health, Woolloongabba, QLD 4102, Australia
| |
Collapse
|
9
|
Grønlien HK, Christoffersen TE, Ringstad Ø, Andreassen M, Lugo RG. A blended learning teaching strategy strengthens the nursing students' performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course - A quasi-experimental study. Nurse Educ Pract 2021; 52:103046. [PMID: 33853032 DOI: 10.1016/j.nepr.2021.103046] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Revised: 02/20/2021] [Accepted: 03/08/2021] [Indexed: 11/29/2022]
Abstract
In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen's d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher's expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students' study experience.
Collapse
Affiliation(s)
| | | | - Øystein Ringstad
- Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway
| | - Marita Andreassen
- Department of Psychology, Inland Norway University of Applied Sciences, 2418 Elverum, Norway
| | - Ricardo G Lugo
- Faculty of Health and Welfare Sciences, Østfold University College, 1757 Halden, Norway
| |
Collapse
|
10
|
De Juan Pardo MA, Fuster P, Gallart A, Rodríguez E, Wennberg L, Martin-Ferreres ML. Fostering leadership competence and satisfaction in nursing undergraduates through a student-led conference: A quasi-experimental pre-post study. NURSE EDUCATION TODAY 2021; 98:104748. [PMID: 33517182 DOI: 10.1016/j.nedt.2021.104748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Revised: 12/04/2020] [Accepted: 01/02/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Numerous benefits have been reported for student-led conferences, such as increased leadership. This competence has been recognized as important for nurses so as to ensure the provision of safe and high-quality care in complex environments. However, research has yet to examine empirically the impact of student-led conferences on students' leadership behaviours. OBJECTIVES To examine the impact that participation in a student-led conference had on the self-perceived leadership competence of nursing undergraduates. DESIGN Quasi-experimental single group pre-post intervention study. SETTING Faculty of Medicine and Health Sciences at the Universitat Internacional de Catalunya. PARTICIPANTS 31 students enrolled in two elective modules offered during the final year (fourth year) of a nursing degree programme. METHODS Pre-post assessment of self-perceived leadership behaviours among nursing students involved in planning and organizing a scientific conference. In addition to carrying out the tasks of organizing the Conference, all students participated as co-authors of an oral communication, thus being able to develop both cognitive and non-cognitive domains. Leadership was measured using ES_SALI scale, the Spanish version of the Self-Assessment Leadership Instrument. RESULTS Involvement in the student-led conference led to a statistically significant increase in self-perceived leadership competence among nursing undergraduates (p < .001). Both the total ES_SALI score and scores on each of its four dimensions (Strategic thinking, Emotional intelligence, Impact and influence, and Teamwork skills) increased significantly, and the percentage change was above 8% in all cases (p < .01). The greatest increase (10.99%) corresponded to the 'Impact and influence' dimension of leadership. CONCLUSIONS The results suggest that student-led conferences are an effective way of helping nursing undergraduates to develop their leadership competence.
Collapse
Affiliation(s)
- M A De Juan Pardo
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain.
| | - P Fuster
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - A Gallart
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - E Rodríguez
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - L Wennberg
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | - M L Martin-Ferreres
- Nursing Department, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| |
Collapse
|
11
|
Montayre J, Ramjan LM, Maneze D, Ho MH, Maceri A, Salamonson Y. "Connecting the dots" - The transfer of bioscience knowledge by new graduate nurses to the clinical setting: A qualitative study. NURSE EDUCATION TODAY 2021; 97:104729. [PMID: 33360317 DOI: 10.1016/j.nedt.2020.104729] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 11/23/2020] [Accepted: 12/07/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Little is known regarding the transfer of bioscience knowledge gained during undergraduate nursing studies into clinical practice. OBJECTIVE To explore the experiences of new registered nurses in applying bioscience concepts in their day-to-day nursing practice. DESIGN Descriptive qualitative design. PARTICIPANTS Fifteen recently graduated registered nurses (RNs) who were working in acute care settings participated in the study. METHODS Semi-structured, face-to-face individual interviews were conducted. Interview data were audio-recorded and thematically analysed. RESULTS Four themes were identified from the qualitative interviews. The first and second themes demonstrated nurses' realisation of the relevance of theoretical bioscience knowledge learnt within the classroom to their practice and how this evidence-based knowledge translated into confidence in decisions made. The third and fourth themes revealed the impact bioscience knowledge had on RNs' relationships with patients and family members, which was viewed as providing compassionate care. CONCLUSIONS The application of knowledge in biosciences gained during their undergraduate years, provided the basis for RNs to trust in their own clinical judgment and to speak with conviction. 'Connecting the dots' between bioscience knowledge and clinical practice provided the platform for RNs to gain and build trust with their patients. The practical utility of bioscience knowledge in everyday practice allowed RNs to contextualise their nursing care regimen and tailor holistic nursing care delivery to individual patient needs.
Collapse
Affiliation(s)
- Jed Montayre
- Western Sydney University, School of Nursing and Midwifery, Centre for Oral Health Outcomes, Research & Translation (COHORT) Research Group Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Centre for Oral Health Outcomes and Research Translation (COHORT), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Della Maneze
- Western Sydney University, School of Nursing and Midwifery, Multicultural Health Promotion Officer, South Western Sydney Local Health District, Centre for Oral Health Outcomes and Research Translation (COHORT), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Mu-Hsing Ho
- Department of Nursing, Taipei Medical University Hospital, Taipei, Taiwan.
| | - Anna Maceri
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Yenna Salamonson
- Western Sydney University, School of Nursing and Midwifery, Centre for Oral Health Outcomes, Research & Translation (COHORT) Research Group Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia.
| |
Collapse
|
12
|
Thompson DS, Thompson AP, McConnell K. Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.2020.17.issue-1/ijnes-2019-0081/ijnes-2019-0081.xml. [DOI: 10.1515/ijnes-2019-0081] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Accepted: 07/24/2020] [Indexed: 11/15/2022]
Abstract
AbstractObjectivesThe challenges of bioscience courses such as anatomy and physiology in nursing education are well documented. Virtual reality has recently become accessible and may support student engagement. The purpose of this project was to describe students’ engagement and experiences with virtual reality in a first-year nursing course on anatomy, physiology, and health assessment.MethodsWe used a cross-sectional design and collected both quantitative and qualitative data. The Exploratory Learning Model guided our work.ResultsStudents perceived their engagement to be higher in virtual reality compared to other teaching methods. Their experiences were positive with students reporting that they found it easy to use, it helped their learning, and they recommended more of it.ConclusionsVirtual reality is an accessible tool for supporting student engagement. The Exploratory Learning Model is a useful conceptualization for integrating virtual reality into a course. Future research on the relationship between virtual reality and learning achievements is warranted.
Collapse
|