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Kassabry M, Al-Kalaldeh M, Ayed A, Abu-Shosha G. The impact of applying unfolding case-study learning on critical care nursing students' knowledge, critical thinking, and self-efficacy; a quasi-experimental study. Nurse Educ Pract 2024; 78:104015. [PMID: 38852273 DOI: 10.1016/j.nepr.2024.104015] [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: 02/27/2024] [Revised: 04/05/2024] [Accepted: 05/30/2024] [Indexed: 06/11/2024]
Abstract
BACKGROUND The unfolding case-study learning approach is a growing modernized learning strategy implemented in different health disciplines. However, there is a lack of existing research that examines the effects of unfolding case studies in advanced nursing courses. AIM To examine the impact of applying an unfolding case-study learning approach on critical care nursing students' knowledge, critical thinking, and self-efficacy. METHODS This posttest-only, quasi-experimental study was conducted at XXX University in Palestine. A single-stage cluster sampling was used to assign nursing students enrolled in the critical care nursing course into experiment and conventional groups. The intervention group (n= 91) underwent unfolding case-study learning for selected cardiovascular topics, whereas the conventional group (n= 78) was taught using the traditional teaching methods. The posttest assessment was conducted using Knowledge Acquisition tests, Yoon`s Critical Thinking Disposition Instrument (YCTD), and the Self-Efficacy for Learning and Performance instruments. The Social Constructivist Theoretical Framework was integrated into the study. RESULTS Homogeneity was achieved between both groups concerning Age, Gender, and GPA. The experiment group scored significantly higher than the conventional group regarding the posttest knowledge acquisition tests (7.12 vs. 5.49, respectively, t=-12.7, P<0.001, CI: -1.89 to -1.38), critical thinking (4.32 vs. 3.63 respectively, t=17.390, p<0.001, CI: -77 to -61) and self-efficacy (6.12 vs. 4.4 respectively, t=-30.897, p<0.001, CI: -1.82 to -1.60). Multivariate analysis revealed that 69 % of the variations of posttest scores were influenced by critical thinking scores (Adjusted R Squared=0.690, F=3.47, P=0002, η2=0.969). Similarly, self-efficacy has been shown to contribute by 74 % to the variations of scores after conducting the study program (Adjusted R Squared=0.743, F=4.21, P=0001, η2=0.974). However, the variations of both critical thinking and self-efficacy scores were not significantly influenced by the contribution of knowledge acquisition (p=0.772 and 0.857, respectively) and students' GPA (p=0.305 and 0.956, respectively). CONCLUSIONS Irrespective of knowledge level and GPA, the unfolding case-study learning approach can enhance the critical thinking and self-efficacy of students enrolling in advanced nursing courses.
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Affiliation(s)
- Maysa Kassabry
- Faculty of Nursing, Arab American University/ Palestine (AAUP), Palestine.
| | | | - Ahmad Ayed
- Faculty of Nursing, Arab American University/ Palestine (AAUP), Palestine.
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Antão C, Antolí-Forner A, Fernandes H, Alves SB, Pimentel H. Current Nursing Education Considering Southern Europe's Reality and Legal Framework: A Two-Phased Research Approach. NURSING REPORTS 2023; 13:1342-1353. [PMID: 37873820 PMCID: PMC10594451 DOI: 10.3390/nursrep13040113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 09/22/2023] [Accepted: 09/26/2023] [Indexed: 10/25/2023] Open
Abstract
Nursing education and formation is still heterogenous in spite of The Bologna Declaration in 1999. Apart from the existence of basic curriculum standards, universities have flexibility regarding its design. The objective of this study is to provide an overview of contemporary nursing education and contrast it with the legal frameworks in place in four Southern European countries: Portugal, Spain, Italy, and Greece. A scoping review was conducted in order to revise and obtain an up-to-date review of current nursing education and quality. Then, a content evaluation of the legal public framework was conducted. A total of nine articles were included in the review. Data analysis evoked three main themes from the results: nursing education heterogeneity owing to ECTS increased from 180 to 240 for the diversity of clinical practice hours; the nursing framework lacked a definition; and the evolution of nursing education, alongside quality improvement and more accurate guidelines were required. Regarding their legal framework, the main directives and legislation standards were assessed and compared with the current curriculum. To conclude, nursing heterogeneity education evokes competence inequality among students and future professionals as larger curricular programs (240 ECTS) offer more clinical practice. Nursing education uniformity could enhance international mobility and promote knowledge exchange and nursing competence framework definitions. These are facts that certainly bring nursing empowerment. This study was not registered.
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Affiliation(s)
- Celeste Antão
- Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal; (H.F.); (S.B.A.); (H.P.)
- Health Sciences Research Unit: Nursing (UICISA: E), Health School of Bragança, Avenida D. Afonso V, 5300-121 Bragança, Portugal
| | - Aloma Antolí-Forner
- Department of Nursing, Universitat Jaume I, Avenida de Vicent Sos Baynat, 12071 Castelló, Spain;
| | - Hélder Fernandes
- Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal; (H.F.); (S.B.A.); (H.P.)
- Health Sciences Research Unit: Nursing (UICISA: E), Health School of Bragança, Avenida D. Afonso V, 5300-121 Bragança, Portugal
| | - Sara Brás Alves
- Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal; (H.F.); (S.B.A.); (H.P.)
| | - Helena Pimentel
- Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal; (H.F.); (S.B.A.); (H.P.)
- Health Sciences Research Unit: Nursing (UICISA: E), Health School of Bragança, Avenida D. Afonso V, 5300-121 Bragança, Portugal
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Psychometric Evaluation of the Capstone Core Competency Scale on Nursing Students in Taiwan. THE JOURNAL OF NURSING RESEARCH : JNR 2022; 30:e232. [PMID: 35608399 DOI: 10.1097/jnr.0000000000000500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
BACKGROUND Previous studies have evaluated the competency of newly graduated nurses and nurses. However, most of the instruments used include a large number of items that make completing them a time-consuming process. A brief instrument may be more acceptable and feasible for use in these evaluations. PURPOSE This study was designed to develop the brief capstone core competency (CCC or 3C) scale and validate its effectiveness in evaluating the academic and practical performance of nursing students enrolled in a bachelor's degree program. METHODS A cross-sectional study was conducted. The 3C scale was developed in two phases. In Phase I, the items were summed from literature reviews, an expert panel, known-groups validity, test-retest reliability, internal consistency reliability, and exploratory factor analysis. In Phase II, the efficacy of the instrument was confirmed using confirmative factor analysis. Five hundred ninety-six participants participated in the first phase, and 520 participants participated in the second phase. The study period was 2016-2017. RESULTS The 3C scale includes 24 items distinguished into a three-component structure that accounts for 67.85% of the total variance. The three components include nursing intelligence, nursing humanity, and nursing career. The 3C scale was found to have high levels of internal consistency reliability (.97) and test-retest stability reliability ( r = .97). A significant statistical difference in the performance level was examined between senior and junior nursing students. The hypothesized three-factor model fit index showed χ 2 / df = 1338.25/249, p < .001, goodness-of-fit index = .82, comparative fit index = .90, root mean square error of approximation = .09, and standardized root mean square residual = .06. The participants were found to have excellent nursing humanity competency. CONCLUSIONS The developed 3C scale exhibited satisfactory reliability and validity for use with nursing students. The 3C scale may be used to evaluate the performance of nursing students during their learning process, and the results may be used to evaluate changes in educational outcomes.
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Hökkä M, Pölkki T, Lehto JT. Nursing Students' Views of the Content of Palliative Care in Undergraduate Education and their Self-assessed Palliative Care Competence-A Nationwide Cross-sectional Study. J Palliat Care 2022; 37:434-442. [PMID: 35286180 DOI: 10.1177/08258597221084445] [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: 11/16/2022]
Abstract
BACKGROUND The importance of integrating palliative care (PC) education into undergraduate nursing studies has been recognized. Still, there is considerable variation in the PC education of nurses. OBJECTIVE To study the nursing students' views of the PC contents during the nursing education; students' self-assessed levels of PC competence; and whether prior education or work experience influence these views. METHODS A cross-sectional study. Data were collected using a questionnaire which was tested for its content and construct validity and internal consistency. The sample consisted of final-year undergraduate nursing students (n = 1331) from Finland. RESULTS The response rate was 94%. Of the students, 94.4% considered PC education to be quite or very useful, but only 51.9% reported the achieved PC teaching as quite or very good. Teaching on mental symptoms, existential issues and multicultural aspects were considered incomplete. Over half of the students wanted more education on pharmacological- and non-pharmacological pain management. Students with previous education assessed their PC competence as quite or very good more often than other students (70.1% vs. 54%, P < .001), and more often felt that these competencies are relevant to their profession (72.2% vs. 57.6%, P < .001). CONCLUSION PC was considered as a useful subject, still only about half of the students reported the received PC education and their competence on PC as sufficient. Previous education or experience may enhance PC competence highlighting the need for divergent teaching. The results identify development needs for the contents of PC education in undergraduate nursing studies.
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Affiliation(s)
- Minna Hökkä
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Finland.,Kajaani University of Applied Sciences, Kajaani, Finland
| | - Tarja Pölkki
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Finland.,Medical Research Center Oulu, Oulu University Hospital, Oulu, Finland
| | - Juho T Lehto
- Faculty of Medicine and Health Technology, Tampere University, Tampere, Finland.,Palliative Care Centre and Department of Oncology, Tampere University Hospital, Tampere, Finland
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Zaccagnini M, Bussières A, Nugus P, West A, Thomas A. Exploring the professionalization of respiratory therapy in Canada. ACTA ACUST UNITED AC 2021; 57:129-137. [PMID: 34703877 PMCID: PMC8500402 DOI: 10.29390/cjrt-2021-046] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Introduction A recurrent challenge facing respiratory therapists (RTs) is their legitimacy as professionals. RTs are often referred to as technologists, vocationalists, or technicians and must often justify their status as full professionals rather than "professional technicians". There is currently little exploration of what it means to be a profession and the process of professionalization in respiratory therapy. Approach Drawing from sociological theory, the purpose of this paper is to discuss the professionalization of respiratory therapy in Canada using Andrew Abbott's theory, the "system of professions". We will use this theory as a lens to propose areas of consideration for professional development regarding two pervasive themes in the respiratory therapy community, RTs' specialized body of knowledge and professional autonomy. Findings Abstract knowledge is believed to be essential in the evolution from occupation to profession and is valuable to a profession in three ways: it can influence the profession's legitimacy, it can be used for conducting research, and it promotes higher education. RTs possess jurisdictional professional autonomy within Canada. The privilege of self-regulation allows RTs to act according to their knowledge and judgement without direct oversight from other professions. Conclusion Based on Abbott's theoretical position, RTs can rightly justify their position as professionals. However, RTs need to acknowledge that professionalization is a dynamic and continuous process that requires creative changes to innovate within the profession and support future efforts to reinforce their position as professionals. Throughout this paper, we offer suggestions for how RTs can contribute to the ongoing professionalization of respiratory therapy.
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Affiliation(s)
- Marco Zaccagnini
- School of Physical and Occupational Therapy, McGill University, Montréal, QC, Canada.,Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
| | - André Bussières
- School of Physical and Occupational Therapy, McGill University, Montréal, QC, Canada.,Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada.,Département Chiropratique, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Peter Nugus
- Institute of Health Sciences Education, McGill University, Montréal, QC, Canada.,Department of Family Medicine, McGill University, Montréal, QC, Canada
| | - Andrew West
- The Canadian Society of Respiratory Therapists, Saint John, NB, Canada
| | - Aliki Thomas
- School of Physical and Occupational Therapy, McGill University, Montréal, QC, Canada.,Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada.,Institute of Health Sciences Education, McGill University, Montréal, QC, Canada
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Stanton R, Best T, Williams S, Vandelanotte C, Irwin C, Heidke P, Saito A, Rebar AL, Dwyer T, Khalesi S. Associations between health behaviors and mental health in Australian nursing students. Nurse Educ Pract 2021; 53:103084. [PMID: 34044342 DOI: 10.1016/j.nepr.2021.103084] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 04/15/2021] [Accepted: 05/12/2021] [Indexed: 12/12/2022]
Abstract
AIM Nursing students experience high levels of stress, anxiety and depression. This study examined associations between health behaviors and stress, anxiety and depression in Australian nursing students. DESIGN this was a cross-sectional study. METHODS Participants completed an online survey providing demographic information and responses to the 21-item Depression Anxiety Stress Scale, Fagerström Test for Nicotine Dependence, short Food Frequency Questionnaire, Alcohol Use Disorders Identification Test, International Physical Activity Questionnaire and Workforce Sitting Questionnaire. Associations were evaluated using multivariate linear regression. RESULTS Mild to extremely severe stress (46.6%), anxiety (52.8%) and depression (42.2%) were prevalent. Intake of snack-foods was associated with higher depression (β = 8.66, p < 0.05) and stress (β = 3.92, p = 0.055) scores. More time spent sitting was associated with higher depression (β = 0.48, p < 0.001) and stress (β = 0.28, p < 0.05) scores. Skipping meals correlated with higher stress, anxiety and depression scores. CONCLUSION More support must be provided to nursing students to manage psychological distress and mental health during university study.
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Affiliation(s)
- Robert Stanton
- School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Talitha Best
- School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Susan Williams
- Physical Activity Research Group, Appleton Institute, School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Corneel Vandelanotte
- Physical Activity Research Group, Appleton Institute, School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Christopher Irwin
- Menzies Health Institute Queensland and School of Allied Health Sciences, Griffith University, Gold Coast, Australia
| | - Penny Heidke
- School of Nursing, Midwifery and Social Sciences, CQUniversity, Rockhampton, Australia
| | - Amornrat Saito
- Menzies Health Institute Queensland and School of Nursing and Midwifery, Griffith University, Logan campus, Australia
| | - Amanda L Rebar
- School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Trudy Dwyer
- School of Nursing, Midwifery and Social Sciences, CQUniversity, Rockhampton, Australia
| | - Saman Khalesi
- Physical Activity Research Group, Appleton Institute, School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia.
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Totur Dikmen B, Bayraktar N. Nursing Students' Experiences Related to Operating Room Practice: A Qualitative Study. J Perianesth Nurs 2021; 36:59-64. [PMID: 33531173 DOI: 10.1016/j.jopan.2020.06.025] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Revised: 06/16/2020] [Accepted: 06/17/2020] [Indexed: 10/23/2022]
Abstract
PURPOSE The purpose of this study was to examine the experiences of nursing students concerning operating room (OR) practice. DESIGN A qualitative design was used in this study. METHODS Data were collected from second-year nursing students using the semistructured interview form including open-ended questions about their OR experiences. Perspectives of phenomenological approach including existentials of lived body, lived relations, lived space, and lived time were used in data analysis. FINDINGS The study data regarding experiences of nursing students concerning OR practice were organized under three themes, namely, "OR environment," "emotions," and "career plans after graduation." Nine subthemes emerged: educational experience, teamwork, and communication, excitement, enjoyment, anxiety, fear, different emotions, working as a surgical nurse, and working in departments other than OR. CONCLUSIONS In clinical environments, student nurses should be supported by staff and instructors to facilitate learning and create meaningful learning experiences.
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Affiliation(s)
- Burcu Totur Dikmen
- Near East University Nursing Faculty, Department of Surgical Nursing, Nicosia, Cyprus.
| | - Nurhan Bayraktar
- Near East University Nursing Faculty, Department of Surgical Nursing, Nicosia, Cyprus
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