Effects of simulation with problem-based learning (S-PBL) on nursing students' clinical reasoning ability: based on Tanner's clinical judgment model

Clinical Resilience in Nursing Education: Insights from Thai Instructors on Supporting Student Growth

Background: Resilience is a cornerstone attribute for nursing students, enabling them to adapt to stressful situations encountered during their educational journey and subsequent healthcare career. Objective: This qualitative study aimed to explore nursing instructors' experiences promoting resilience among nursing students during clinical education. Methods: Focus groups were conducted with 27 instructors from four nursing colleges in Thailand. Data were analyzed using Braun and Clarke's inductive thematic analysis approach, guided by the Unitary Caring Science Resilience-Building Model. Results: Two main themes emerged: (1) Challenges to Nursing Students' Resilience and (2) Support Strategies for Enhancing Resilience. Challenges included bridging theory and practice, upholding confidence in clinical skills, adapting to new clinical environments, and managing expectations. Support strategies encompassed providing comprehensive preparation, fostering open communication, implementing peer support systems, and utilizing reflective practice. Conclusions: The findings highlight the complex interplay of factors affecting nursing students' resilience and the multifaceted approaches instructors use to support it. This study underscores the need for a holistic approach to nursing education that addresses clinical competence and psychological well-being. Implications include curriculum redesign to bridge the theory-practice gap, enhanced instructor training in mentorship and resilience-building, implementation of comprehensive student support systems, and technology integration to support learning and resilience.

Does academic excellence predict non-cognitive competencies? Insights from a situational judgement test among medical students in Nigeria

BACKGROUND

Situational judgment tests (SJTs) are becoming more widely accepted for assessing medical students' behavioral (non-cognitive) competencies. However, the correlation between behavioral and clinical competencies is under-explored, particularly in sub-Saharan Africa. Using a validated SJT questionnaire, this study examined the association between SJT and the academic performance of clinical medical undergraduates in Enugu state, Nigeria.

METHOD

This was a cross-sectional study of 279 clinical medical students at the Enugu State University of Science, Management and Technology (ESUT), Nigeria. The results of the SJT of behavioral competencies were collected using a pre-tested, validated, and self-administered questionnaire. Cronbach's alpha for SJT competencies was below 0.7, which reflects domain heterogeneity rather than poor tool precision. The association between the dependent variable (SJT performance) and individual-level predictors was assessed using both bivariate and multivariate linear regressions. Statistical significance was set at p < 0.01.

RESULTS

An increase in students' academic performance predicted a decrease in their SJT performance by 3% (β= -0.03; p = 0.21), but this finding was not statistically significant. Having a grade of A or B in chemistry, compared to a grade of C4 or below, predicted a statistically significant increase in SJT performance by 15% (β = 0.15; p = 0.01). Being a male student predicted a decrease in the SJT score by 8% (β= -0.08; p = 0.09). The results also showed that students' state of origin (β = 0.28; p = 0.04) correlated with their SJT performance.

CONCLUSION

Our study findings suggest that students who perform better clinically are less likely to have higher behavioral competence. However, the negative association between clinical performance and SJTs is not always statistically significant. This has implications for training and implies that excellent clinical education may not facilitate the production of better doctors, but this is not always the case. Hence, there may be a case for incorporating mechanisms to specifically build behavioral competencies in medical students being trained. There is a need for studies that examine these associations in other contexts and test the impact of trainings and other mechanisms in building behavioral competencies in medical professionals.

CLINICAL TRIAL REGISTRATION

Not applicable.

The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study

AIM

Compare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students' moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction.

BACKGROUND

Promoting nursing students' individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education.

DESIGN

A quasi-experimental design based on a non-equivalent control group pre-test/post-test.

METHODS

A quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ2 test was used to examine group differences in students' characteristics and satisfaction with teaching post-intervention. Student's t-test was used to assess group differences in scale scores and test scores.

RESULTS

Compared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (P<0.05), but there was no significant change in moral sensitivity (P>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (P<0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (P<0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (P>0.05).

CONCLUSION

The use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.

Impact of virtual problem-based learning of cardiopulmonary resuscitation on fourth-year nursing students' satisfaction and performance: a quasi-experimental study

BACKGROUND

Regarding competency of nursing students in cardiopulmonary resuscitation (CPR), nursing students frequently exhibit inadequate performance and low satisfaction levels regarding CPR training methods. The problem-based learning (PBL) method, characterized by a constructivist approach, has been underutilized for CPR training, particularly in a virtual format. Hence, this study aims to assess the influence of virtual problem-based learning in cardiopulmonary resuscitation on the satisfaction and performance of fourth-year nursing students.

METHODS

This quasi-experimental study, conducted in 2022, involved 80 final-year nursing students from Hamadan University of Medical Sciences, Iran. The participants were randomly assigned to either the experimental group (N = 40) or the control group (N = 40). The experimental group was further divided into six smaller groups on WhatsApp. Both groups initially received routine training sessions, after which the experimental group engaged in four problem-based learning sessions across three different scenarios. Data collection included demographic information, a teaching satisfaction questionnaire, and cardiopulmonary resuscitation checklists administered immediately and one month after the intervention.

RESULTS

The study was initiated and concluded with 80 participants. The study commenced with no significant disparity in the mean scores of cardiopulmonary resuscitation performance, encompassing chest compressions (P = 0.451) and airway management (P = 0.378), as well as teaching satisfaction (p = 0.115) among the nursing students between the experimental and control groups. However, subsequent to the intervention, both immediately and one month later, the experimental group displayed notable enhancements in mean scores for cardiopulmonary resuscitation performance, comprising chest compressions (p < 0.001) and airway management (p < 0.001), as well as teaching satisfaction (p < 0.001) compared to the control group.

CONCLUSION

Based on the study's findings, it is recommended that nursing educators implement this approach in their teaching practices.