Learning Style Preferences of Practicing Nurses

Developing and Validating a Flipped Classroom Intervention to Improve CPR Competency

The onset of cardiac arrest is unpredictable, and it is crucial to administer cardiopulmonary resuscitation (CPR). The flipped classroom has generated considerable interest in medical education in the last decade. To optimize the effectiveness of a flipped classroom intervention, there is a need to understand which component, if any, of the intervention may be successful in improving CPR competency. This study aimed to use mixed-method intervention development techniques to develop and validate a flipped classroom intervention to improve CPR competency. The theoretical framework underpinning the intervention is Competency Outcomes and Performance Assessment (COPA). The content validity index (CVI) and the content validity ratio (CVR) were calculated and found to be satisfactory. The results provided a clear specification of the intervention protocol for researchers in the next phase of the study - a pilot RCT to preliminarily explore the effect of the developed intervention.

An Effective Triage Education Method for Triage Nurses: An Overview and Update

Background

Accurate decision-making in triage largely determines the amount of time required for a patient to be evaluated and treated while in the emergency department. Nursing staff worldwide have similar learning characteristics with similar working hours and common goals, despite the fact that different triage scales are used globally. The aim of this mini review is to present the different educational methods and identify the most effective for triage training of triage nurses.

Materials and Methods

We screened studies concerning triage education for nurses in Emergency Department, in databases including PubMed, CENTRAL and CINAHL. From November 12, 2023 to February 15, 2024, databases were searched for relevant literature. "Triage education" OR "triage training" AND "emergency nurses" OR "triage nurses" were the MeSH terms.

Results

There are various educational methods, including traditional, web-based, audiovisual, simulation-based, blended learning, and other specialized approaches. Almost all of the studies that are currently available demonstrate how effectively an educational intervention might improve nurses' comprehension of triage. Except for one, every study concluded that the educational intervention significantly improved nurses' triage knowledge. Comparing the included studies is challenging due to their heterogeneity, and applying the results in practice requires caution.

Conclusion

The majority of studies reported that educational interventions effectively increased nurses' triage knowledge. Blended learning in conjunction with refresher courses enhanced triage-related knowledge and decision-making; however, additional research is required to ascertain whether this approach is superior to the others and whether these improvements will last.

Implementing Wells' criteria to improve deep vein thrombosis screening in housebound patients

BACKGROUND

Screening of deep vein thrombosis (DVT) is an NHS priority for improving community health service. Effective DVT screening and documentation improve patient outcomes, prevent prolonged hospitalisation and lead to fewer expenses. The lack of evidence of DVT screening in the community requires action. This Quality Improvement Project focuses on improving DVT screening and documentation for housebound patients in the community.

AIM

To improve screening and documentation of DVT in four months by introducing several interventions in collaboration with one care community.

METHODS

The authors used a fishbone analysis and driver diagram to form three 'Plan, Do, Study and Act' cycles. The authors also developed a Wells' template, delivered a training session, had a team meeting with community nurses, audited their screening records and collected their feedback.

FINDINGS

There was a 74% increase in staff using the National Institute for Health and Care Excellence guidelines and 100% documentation of DVT assessment, of which 82% used the Wells' score template.

CONCLUSIONS

DVT screening and documentation in community services can be optimised and sustained with training and monitoring.

Needs Assessment and Tailored Training Pilot for Emergency Care Clinicians in the Prehospital Setting in Rwanda

Background

In low- and middle-income countries (LMIC), 45% of deaths could be addressed by implementation of an emergency medical services (EMS) system. Prehospital care is a critical component of EMS worldwide, and basic, affordable training has been shown to improve EMS systems. However, patient outcome impact is unclear. In this study we aimed to assess the current state of prehospital care in Kigali, Rwanda, through a needs assessment, focused training intervention, and analysis of current practices and patient outcomes.

Methods

We identified 30 clinicians through the prehospital medical command office and included them in the study. A prospective, nonrandomized, interrupted time-series approach was used. Data collected through closed- and open-ended questionnaires included age, sex, training, and knowledge assessment. We used the data to create a tailored, 18-hour training after which immediate and 11-month post-tests were administered. Linked prehospital and hospital care datasets allowed for evaluation of patient outcomes and prehospital process indicators that included training skill application, airway intervention, intravenous fluid administration, and glucose administration.

Results

Of 30 clinicians, 18 (60%) were female, 19 were nurses, and 11 were nurse anaesthetists. Median age was 36, and median years providing care was 10 (IQR 7-11). Twenty-four (80%) participants completed immediate and post-test assessments. Mean knowledge across 12 core skills significantly improved from a pre-test mean of 59.7% (95% confidence interval [CI] 42.2-77.20) to a post-test mean of 87.8% (95% CI 74.7-100). At 11 months post-training, the score improvement maintained, with a mean score of 77.6% (95% CI 59.2-96.8). For patient outcomes, the total sample size was 572 patients; 324 of these patients were transported to the ED during the pre-training period (56.4%), while 248 were transported post-training. Prehospital oxygen administration for patients with a saturation level of <95% significantly increased pre- to post-training (66.7% to 71.7%; Δ = 5.0%; Δ95% CI 1.9,-8.1%). No significant changes were noted in patient treatment outcomes or other process indicators due to small sample sizes.

Conclusion

This study provides insights on Rwandan EMS and demonstrates that a tailored intervention targeting education on prehospital process indicators has positive impacts on clinician knowledge and practice.

Innovative Projects: A Unique Approach to Telehealth Education

ABSTRACT

During the COVID-19 pandemic, telehealth utilization grew astronomically, encouraging more institutions of higher education to become innovative and proactive in preparing health care providers to deliver high-quality telehealth care. Telehealth can be creatively implemented throughout health care curricula given the appropriate guidance and tools. This article speaks to the development of student telehealth projects as part of the work of a national taskforce funded by the Health Resources and Services Administration and charged with the development of a telehealth toolkit. Proposed telehealth projects allow students to take the lead in their innovative learning and allow faculty to facilitate project-based evidence-based pedagogy.

Co-design of a nurse handover tool to optimise infection control and antimicrobial stewardship in a low resource setting intensive care unit: A nurse led collaboration

Background

The quality of intensive care unit (ICU) nursing handover impacts patient safety, including infection prevention and control (IPC) and antimicrobial stewardship (AMS) practices. We report a co-designed quality improvement study using a visual, structured nurse handover tool in a low resource setting.

Methods

The study was conducted with clinical nurses in an 8-bed medical ICU at a tertiary hospital in South Africa. Using a participatory action research (PAR) framework and visual participatory methods, the handover tool development had three phases: data collection, journal club, and co-design. To engage busy nurses and create real-time discussions and input, 7-minute focussed sessions in the ICUs using large-scale graphics to facilitate were used. Qualitative data were thematically analysed.

Results

Between September - October 2022, baseline data were collected from 16 handovers (46 patient discussions over 4 hours). The tool was co-designed through 18 contact sessions involving 31 nurses (April-June 2023). Variation was observed in patterns of handover structure (sequence of what was presented) and content (type and the level of detail of information provided). An evidence-based visual tool was co-designed to identify and manage key patient care risk factors. The tool included a structured section to report on IPC and AMS. Nurses reported the visual prompts to be beneficial to ensuring consistent inclusion of critical information in handovers.

Conclusions

An innovative approach involving ICU nurses in co-designing a visual handover tool resulted in a structured method for systematically reporting patient care risk factors, body systems, IPC, and AMS. Implementation and dissemination in this unit, and expansion to other units, is underway to promote sustainable change in nursing clinical practices.

Opinions of Polish postgraduate nursing students on medical humanization courses in relation to age, years of service, and nursing specialty

BACKGROUND

The Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master's degrees alongside their younger colleagues who had only recently obtained bachelor's degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care.

METHODS

From February to June 2023, an anonymous survey was conducted on the university's online platform, involving 89 out of 169 participants in the master's degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions.

RESULTS

The study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman's rho 0.480, p < 0.001) and those with more years of professional experience (Spearman's rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants.

CONCLUSIONS

This study found age- and work-experience-related differences in nursing students' opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice.

Enhancing inpatient glycemic education and management with a SMILE SBAR: A quantitative study

AIM

To examine the effectiveness of a comprehensive diabetes education class on improving nurses' self-efficacy in glycemic management and physician communication, with a focus on using the SMILE (Sugar Trend, Medications, Intravenous fluid, Labs, and Eating) SBAR (Situation, Background, Assessment, Recommendation) as a communication tool. The secondary aim of this study was to investigate the translation of knowledge into practice, in this case, inpatient glycemic control.

BACKGROUND

Inpatient glycemic management for patients living with diabetes can be challenging. Therefore, as patient advocates, nurses must be able to identify what clinical data warrants a call to the physician to facilitate timely decisions and interventions.

METHODS

Data was collected from a purposive sample of 28 registered nurses from a single general medicine unit. A t-test was used to analyze nurses' pretest-posttest perceptions of self-efficacy in nine content areas. Kruskal-Wallis H analysis was also conducted on patients' median blood glucose values over four months (July-October 2023).

RESULTS

The results suggest the class was effective in improving nurses' perceived knowledge and self-efficacy in all nine content areas, with the highest mean difference increase of 1.46 for I have sufficient knowledge regarding the SMILE SBAR and [will] use it as a tool for communicating with the physician, p < 0.05. A comparison of 403 patients' median blood glucose values were also statistically significantly different across four months, χ2(3) = 21.088, p < 0.0001.

CONCLUSIONS

Continued efforts to prevent and manage inpatient glycemic control should focus on enhancing nurse-physician communication and teamwork with simple yet effective tools such as the SMILE SBAR.

Learning styles and test anxiety in nursing students

BACKGROUND

Test anxiety has always been a common problem among students, which may be influenced by various factors such as learning styles. Considering the high prevalence of test anxiety in nursing students, the present study investigated the relationship between their learning styles and test anxiety.

MATERIALS AND METHODS

The present research was a correlational descriptive study conducted in January of 2023, in which 235 students from the first to sixth semesters in two nursing schools affiliated with Zanjan University of Medical Sciences were selected by stratified random method. The data collection tools included demographic questionnaires, Kolb's learning styles, and Sarason's test anxiety, completed by the self-report method. The data were analyzed using descriptive and inferential statistics by SPSS (v. 26).

RESULTS

The mean test anxiety score in students was 28.30 ± 3.56, which showed a high level of test anxiety, and most of them had a divergent learning style (32.2%). The highest mean of test anxiety was among students with divergent learning styles. Also, the relationship between learning styles and test anxiety is statistically significant. The LSD test for more detailed information showed that the level of test anxiety with divergent learning styles is significantly higher than those with convergent learning styles (P < 0.05).

CONCLUSION

The findings showed that students with divergent learning styles suffer the highest test anxiety level. Considering that most nursing students participating in this research had divergent learning styles, it can be one reason for their high test anxiety. Because students with divergent learning styles mainly learn through seeing and experiencing, one of the solutions to reduce test anxiety in these students is to use observational learning methods as much as possible during teaching. Holding anxiety control and management workshops before the exam by psychological experts can be considered by educational managers.

Reproductive endocrinology and infertility nurse online orientation program evaluation: a quality improvement initiative

Objective

To evaluate the effectiveness of a novel online orientation program (Nurses in REI Communication, Knowledge, and Skills [NRCKS]) among new and early-career reproductive endocrinology nurses to make recommendations for program quality improvement.

Design

Quality improvement.

Subjects

Reproductive endocrinology nurses.

Exposure

Online orientation program featuring 8 micromodules.

Main Outcome Measures

Knowledge acquisition, confidence, user experience, skills, and abilities.

Results

Nurses demonstrated a statistically significant increase in reproductive knowledge after completion of NRCKS. Most nurse users felt confident applying knowledge in the clinical settings after program completion. Nurse users had an overall positive experience with interactive components and quality of visuals. Most nurse users gained skills and abilities that they will implement into professional practice. Nurses suggested improving navigation, adding more visuals in content expert presentations, and teaching soft skills necessary for the role of reproductive endocrinology nurses.

Conclusions

Nurses in REI Communication, Knowledge, and Skills was well received by nurse participants and emphasized the receptivity and desire for reproductive health and fertility training among novice reproductive endocrinology nurses. Nurses in REI Communication, Knowledge, and Skills increased nursing knowledge, and nurses felt confident applying newly gained knowledge in the clinical setting on completion. Nurse participants provided invaluable feedback for quality improvement to inform the hard launch. The results emphasize the online orientation's strong potential to close the theory-practice gap.

Wound Care Nursing Education in the Acute Care Setting

OBJECTIVE

To assess the feasibility of a survey study exploring how nurses in acute care prefer to be educated, particularly regarding wound management in the acute care setting.

METHODS

This pilot study utilized a cross-sectional survey design that included both open-ended and close-ended questions. Participants (N = 47) completed the Index of Learning Styles Questionnaire and provided information regarding their educational preferences related to wound management through use of an online survey.

RESULTS

Participants described the importance of varying educational techniques by topic, ensuring an appropriate time of day for education, and preferring smaller educational sessions over time. Most participants preferred one-on-one bedside education, and the most commonly reported learning styles were active, sensing, visual, and a balanced approach to sequential and global learning. There were few correlations between learning styles and choice of education method, only one of which was expected.

CONCLUSIONS

It would be beneficial to conduct this study on a larger scale to confirm results, improve understanding of the correlations, and determine further potential correlations between study variables.

A Structured Educational Intervention Aims to Improve Pneumococcal Vaccination Practices in Primary Healthcare Centers

Objective

The Centers for Disease Control and Prevention (CDC) provide evidence-based recommendations on vaccine use in the US Current CDC recommendations for the two available pneumococcal vaccine types can be confusing for providers and nursing staff, introducing the potential for administering the wrong product to patients. The pneumococcal vaccine products come with specific recommendations and target-specific patient groups. This intervention aims to improve pneumococcal vaccine practices per CDC recommendations, at primary health-care centers in Saudi Arabia.

Materials and Methods

This intervention is conducted with nursing staff and mid-level providers. An educational intervention consisting of a five-question assessment questionnaire and containing brief scenario cases on pneumococcal vaccine indication. The assessment questionnaire was administered twice separated by a brief educational session on proper vaccine use by a clinical pharmacist. The educational intervention and the pre/post assessment required 15 min to complete. Assessments were collected, and a pre-intervention assessment was compared with a post-intervention assessment to capture the effect of the educational intervention. Test score changes from the baseline were analyzed via a paired Student's t-test.

Results

Eighty-five nursing staff and mid-level providers completed the assessment. Questionnaire scores signaled an improvement trend in both centers, but the results were not statistically significant in center 1 (p=0.767) and center 2 (p=0.125).

Conclusion

Focusing education on nursing staff by clinical pharmacists on proper vaccine use does not appear to be as effective as previously thought. The desire for improvement in practices was evident in the overwhelming desire to participate in the educational session by nursing staff and mid-level providers. However, the results reflect the complex nature of vaccine practices and the need for further training on proper vaccine use for nursing and mid-level providers.

Engaging nurses through active and experiential learning

Developing unique, creative, and engaging content that builds upon previous experience is key to captivating the attention and improving knowledge retention of adult learners. Considering the different learning styles, this article presents diverse active and experiential learning strategies that can be replicated in healthcare practice settings to improve nurses' skills and ensure high-quality patient care.

Australian First-Year Nursing Student Knowledge and Attitudes on Pressure Injury Prevention: A Three-Year Educational Intervention Survey Study

Pressure injury prevention is a significant issue as pressure injuries are difficult to heal, painful, and create clinical complications for patients. The aim of this study was to investigate knowledge and attitudes of first-year nursing students to pressure injury prevention, and to explore whether additional educational interventions augmented learning. A previously validated online survey was administered to three cohorts of first-year nursing students in 2016, 2017 (after additional online education), and 2018 (after further simulation education), and a subsequent comparative analysis was undertaken. Overall, the knowledge of students about pressure injury was low with measures to prevent pressure injury or shear achieving the lowest score (<50%). Students aged over 25 years (p < 0.001) and men (p = 0.14) gained higher attitude scores. There were significant differences for mean knowledge scores between the 2016 and 2018 cohorts (p = 0.04), including age group (p = 0.013) and number of clinical training units undertaken (p = 0.23). The 2016 cohort scored consistently lower in the attitude survey than both other cohorts (p < 0.001). Online resources and simulation experiences marginally improved knowledge and improved attitudes towards prevention of pressure injury. Nursing curricula should include targeted education to ensure student nurses are adequately prepared to prevent pressure injury through understanding of aetiology and risk assessment.

Nurses' experiences with continuous vital sign monitoring on the general surgical ward: a qualitative study based on the Behaviour Change Wheel

Background

To support early recognition of clinical deterioration on a general ward continuous vital signs monitoring (CMVS) systems using wearable devices are increasingly being investigated. Although nurses play a crucial role in successful implementation, reported nurse adoption and acceptance scores vary significantly. In-depth insight into the perspectives of nurses regarding CMVS is lacking. To this end, we applied a theoretical approach for behaviour change derived from the Behaviour Change Wheel (BCW).

Aim

To provide insight in the capability, opportunity and motivation of nurses working with CMVS, in order to inform future implementation efforts.

Methods

A qualitative study was conducted, including twelve nurses of a surgical ward in a tertiary teaching hospital with previous experience of working with CMVS. Semi-structured interviews were audiotaped, transcribed verbatim, and analysed using thematic analysis. The results were mapped onto the Capability, Opportunity, Motivation – Behaviour (COM-B) model of the BCW.

Results

Five key themes emerged. The theme ‘Learning and coaching on the job’ linked to Capability. Nurses favoured learning about CVSM by dealing with it in daily practice. Receiving bedside guidance and coaching was perceived as important. The theme ‘interpretation of vital sign trends’ also linked to Capability. Nurses mentioned the novelty of monitoring vital sign trends of patients on wards. The theme ‘Management of alarms’ linked to Opportunity. Nurses perceived the (false) alarms generated by the system as excessive resulting in feelings of irritation and uncertainty. The theme ‘Integration and compatibility with clinical workflow’ linked to Opportunity. CVSM was experienced as helpful and easy to use, although integration in mobile devices and the EMR was highly favoured and the management of clinical workflows would need improvement. The theme ‘Added value for nursing care’ linked to Motivation. All nurses recognized the potential added value of CVSM for postoperative care.

Conclusion

Our findings suggest all parts of the COM-B model should be considered when implementing CVSM on general wards. When the themes in Capability and Opportunity are not properly addressed by selecting interventions and policy categories, this may negatively influence the Motivation and may compromise successful implementation.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-022-00837-x.

Incorporating virtual reality in nurse education: A qualitative study of nursing students' perspectives

BACKGROUND

Recent challenges to nurse education have resulted in an increased use of virtual reality which serves as an immersive and effective medium for skill and knowledge acquisition. Virtual reality technology is being included in nurse curricula at undergraduate level. This technology remains a relatively new experience for many nursing students with limited evidence regarding students' perspectives regarding virtual reality.

OBJECTIVE

To explore nursing students' perspectives of incorporating virtual reality in nurse education.

DESIGN

Qualitative descriptive study using thematic analysis.

SETTING

Public university in Ireland.

PARTICIPANTS

Undergraduate nursing students were recruited using purposive and snowball sampling.

METHODS

Students (n = 26) participated in face-to-face semi-structured individual interviews and focus groups in January and February 2020. Data were analysed using inductive thematic analysis.

RESULTS

Three themes were constructed from the interviews: captivating, innovative, and empowering nature of virtual reality; contextual transfer; and challenges and threats to actualisation. Participants believed that virtual reality affords a novel, fun, memorable, inclusive, and engaging means of learning. Many believed that virtual reality would complement current teaching and learning approaches, help build learners' confidence, and provide nursing students with a safe space for trial, error, and problem-solving. The use of virtual reality was recommended to practise various nursing skills and learn about human anatomy, physiology, problem-solving, and clinical decision-making. Participants identified the resources incurred by the technology as challenges to implementing virtual reality in nurse education and stressed the need for continuous face-to-face feedback.

CONCLUSIONS

Findings suggest that virtual reality technology has the potential to facilitate learning, complement current educational approaches, and provide nurse educators with novel and engaging means of content delivery.

How registered nurses balance limited resources in order to maintain competence: a grounded theory study

Background

Nurses have limited time outside of work for continuing professional development. Consequently, strategies need to be explored to enable them to better maintain their competence. This article describes recent research investigating if nursing behaviours in the use of mobile technologies could be leveraged to better facilitate mobile learning. It addresses a gap in the existing literature around how nurses resource their own professional development and learning in the absence of appropriate learning resources in the workplace.

Methods

The research employed a classic grounded theory methodology which was conducted with 27 registered nurses from Public and Private Hospitals in Queensland and external postgraduate nursing students from Victoria, South Australia and the Northern Territory enrolled at the University of Southern Queensland.

Results

The Theory of Economising Learning describes how nurses maintain competence with limited resources. Unfavourable staffing levels and a fast-paced workplace mean that nurses rarely prioritise their professional learning while at work. Instead, it requires the nurse to contribute personal resources including time and money.

Though the research revealed nurses were unconcerned about using mobile technologies, they were concerned about maintaining competence with limited resources. To counter this, nurses economised their learning by balancing personal resources against their motivation to maintain competence. The process of economising learning begins and ends with the development of the nurse’s personal curriculum in response to what they identify as being the most significant knowledge deficits at work that jeopardise their competence. A learning opportunity that addresses the knowledge deficit is sought. Nurses balance the opportunity to address the deficit against the cost of personal resources, to decide if they will engage with the opportunity and update their personal curriculum accordingly.

Conclusions

It is suggested that workplaces need to create reasonable expectations within nurses to address knowledge deficits and provide the resources, including time, to allow them to do so without personal cost. It is also necessary for workplaces to moderate the flow of learning opportunities so as not to overwhelm and demotivate the nurses. Currently, nurses use several strategies to optimise their learning using mobile technologies which could be leveraged in the workplace.

Just-in-Time Training for the Use of ICU Nurse Extenders During COVID-19 Pandemic Response

Landstuhl Regional Medical Center's response to the coronavirus disease 2019 pandemic included a plan to provide just-in-time training for nursing staff and paraprofessionals from throughout the organization in the event that it became overwhelmed with more critically ill patients than the facility was staffed to manage. Training conducted was a combination of online learning from the Society of Critical Care Medicine and the Association of Critical Care Nurses as well as a 2-hour block of hands-on skills. The three competencies for floating staff from Wright's Method for Competency Assessment were utilized in the training process, allowing trainees to (1) learn to fly, (2) market themselves in a positive way, and (3) understand crisis management options. Quick implementation of the plan led to over 125 nurses and paraprofessionals receiving the education and training in preparation for the pandemic response. The article further discusses training topics covered and the competency expectations for non-critical care nurses trained.

Nursing students' views of using virtual reality in healthcare: A qualitative study

AIMS AND OBJECTIVES

This study explored nursing students' views of using virtual reality in healthcare.

BACKGROUND

The popularity and use of virtual reality in healthcare delivery and education is on the rise. Yet, the views of future nurses regarding this technology remain underexplored.

DESIGN

This is a qualitative descriptive study guided by a naturalistic inquiry and reported using the Standards for Reporting Qualitative Research checklist.

METHODS

Nursing students (n = 26) were recruited using convenience and snowball sampling. They were first exposed to a virtual reality intervention aimed to enhance men's awareness of testicular diseases. This was attempted to familiarise participants with the technology and initiate conversations around its use in healthcare. Participants were then interviewed face-to-face, either individually or within focus groups. Data were analysed using thematic analysis.

RESULTS

Four themes were identified: (i) positive experiences of virtual reality; (ii) challenges to using virtual reality; (iii) settings where virtual reality can be implemented; and (iv) blue-sky and future applications of virtual reality. Participants described this technology as novel, enjoyable, immersive, memorable and inclusive. They questioned, however, the suitability of virtual reality for older adults, reported minor technical difficulties and stressed the importance of prior preparation in the use of the technology. Virtual reality was recommended for use in outpatient healthcare settings, schools and the community. Participants suggested using virtual reality in health promotion, disease prevention and management, and to promote nurses' empathy towards patients.

CONCLUSIONS

Findings highlight the potential role of virtual reality in assisting nurses in promoting health and managing disease. Future research is needed to establish the long-term effect of virtual reality interventions among more diverse participants.

RELEVANCE TO CLINICAL PRACTICE

Virtual reality can be implemented in outpatient, educational and community settings in order to promote health, prevent disease, enhance disease and self-management, and increase nurses' empathy towards patients.

Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco

Background:

Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients.

Objective:

The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford.

Methods:

Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument.

Results:

The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles.

Conclusion:

Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015-2018)

BACKGROUND AND AIM

There is a growing interest in learning styles of undergraduate health-care professional students; however, the evidences about learning styles over time during undergraduate programs are rare. In this study, the learning styles of undergraduate health-care professional students from the beginning to the completion of the program were examined to determine changes in learning style over time.

METHODOLOGY

This is a longitudinal descriptive study from 2015 to 2018. A total of 101 health-care professional students were selected by census method. Learning styles were evaluated using the Perceptual Learning-Style Preference Questionnaire three times in the study at the beginning (T1), the middle (T2), and the end of the educational course (T3). The data were analyzed using repeated measures ANOVA.

RESULTS

In T1, auditory (mean = 13.99) and visual (mean = 13.54) styles were preferred as major learning styles, whereas at T2, visual style (mean = 13.6) was the only preferred major learning style. At T3, the major learning styles were kinesthetic (mean = 14.32), tactile (mean = 13.98), and visual (mean = 13.58). There were statistically significant differences in auditory, kinesthetic, tactile and group scale scores between the three time points (P < 0.05). Group learning style was in the negative type at all three time points.

CONCLUSIONS

Learning styles can change depending on the context, environment, teaching method, and the subject of learning material and are probably a flexible changing feature rather than a fixed inherent feature a student possesses.

Central Line Care: Reducing Central Line-Associated Bloodstream Infections on a Hematologic Malignancy and Stem Cell Transplant Unit

BACKGROUND

Patients with hematologic malignancies and stem cell transplant recipients are at increased risk for infections because of their prolonged periods of profound neutropenia. Central line-associated bloodstream infections (CLABSIs) can result in lengthy hospitalizations, increased healthcare costs, and increased morbidity and mortality.

OBJECTIVES

The aim of this comprehensive educational training program was to reduce CLABSI rates by focusing on the standardized practices associated with use, care, and maintenance of all types of central lines.

METHODS

A pretest was administered to nursing staff. Based on the responses, an education program was then created. The program consisted of a comprehensive two-hour class using different modalities of teaching, including standardized practices associated with central line care.

FINDINGS

The comprehensive education program was effective in standardizing education and improving knowledge gaps, resulting in the reduction of CLABSI rates. Overall, staff knowledge surrounding central line care and maintenance increased by 16%. In addition, no CLABSI events have been reported on the unit from the time of program initiation.

The Evaluation of a Palliative Care Advanced Practice Nursing Externship

A growing population of persons with a serious illness will place higher demands on health care professionals to provide the palliative care needed. A Palliative Care Advanced Practice Registered Nurse (APRN) Externship was developed and implemented as a novel way to increase access to palliative care with the potential to be replicated in multiple locations. Two APRN cohorts with a total of 10 APRNs participated in a 1-week educational program, including both classroom and clinical experiences, in 1 such site. The effectiveness of the program was evaluated by participants through an electronic survey and debriefings. Active learning experiences included role play, case studies, and clinical observation and were rated as highly valuable by participants. An important theme concerning the validation of current practice was identified. Future externship programs should be refined by incorporating participant feedback and continuing to use a variety of techniques to engage learners with diverse learning styles.