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Alexander KE, Rolfe M, Gabbett MT. Assessing genomics confidence and learning needs in Australian nurses and midwives: an educational program evaluation. Front Genet 2024; 15:1419302. [PMID: 39081808 PMCID: PMC11286479 DOI: 10.3389/fgene.2024.1419302] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2024] [Accepted: 06/24/2024] [Indexed: 08/02/2024] Open
Abstract
Introduction: The mainstreaming of genomics across healthcare specialties necessitates that all nurses and midwives have a high literacy in genomics. Methods: We aimed to design, develop, implement and evaluate a genomics education workshop for nurses and midwives using action research principles. Results: Registered nurses and midwives completed an online survey regarding genomics confidence and learning needs (n = 274). The results of this survey were used to develop the genomics education workshop. The workshop was run three times (n = 105) with evaluation data being collected both before and after each workshop. Significant improvements in confidence across all learning domains was found following the workshops (p < 0.001). A desire for more education across all learning domains except for genetics knowledge was also identified (p < 0.001). Discussion: Genomics education workshops were found to increase the confidence of nurses and midwives across a range of specialties. Nurses and midwives also expressed a desire for further education in genomics.
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Affiliation(s)
- Kim E. Alexander
- Centre for Healthcare Transformation, School of Nursing, Queensland University of Technology, Brisbane, QLD, Australia
- Cancer and Palliative Care Outcomes Centre, School of Nursing, Queensland University of Technology, Brisbane, QLD, Australia
| | - Melanie Rolfe
- Centre for Healthcare Transformation, School of Nursing, Queensland University of Technology, Brisbane, QLD, Australia
- Cancer and Palliative Care Outcomes Centre, School of Nursing, Queensland University of Technology, Brisbane, QLD, Australia
| | - Michael T. Gabbett
- Centre for Genomics and Personalised Health, School of Biomedical Sciences, Queensland University of Technology, Brisbane, QLD, Australia
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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.
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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
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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.
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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
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Padigos J, Reid S, Kirby E, Anstey C, Broom J. Nursing experiences in antimicrobial optimisation in the intensive care unit: A convergent analysis of a national survey. Aust Crit Care 2023; 36:769-781. [PMID: 36404269 DOI: 10.1016/j.aucc.2022.09.005] [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: 06/02/2022] [Revised: 09/08/2022] [Accepted: 09/08/2022] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Recent evidence highlights the need for an interdisciplinary approach to antimicrobial stewardship (AMS). Nursing involvement in optimising antimicrobials in the intensive care unit (ICU) remains understudied. OBJECTIVE The objective of this study was to explore nurses' perceptions and experiences of antimicrobial optimisation or stewardship in ICUs in Australia. METHODS An anonymous web-based survey was deployed nationally in early 2021 through two ICU nursing networks. Associations between survey responses were analysed descriptively and by using nonparametric tests (with statistical significance established at p ≤ 0.05). Free-text survey responses underwent qualitative thematic analysis. Interpretation and reporting of quantitative and qualitative data were integrated. RESULTS A total of 226 ICU nurses completed the survey. The majority (197/226; 87%) responded that lack of education limits engagement in AMS. Only 13% (30/226) reported the presence of AMS education and training for nurses in their ICUs. Only about half (108/226; 48%) of the nurses were confident to question prescribers when they considered that the antimicrobial prescribed was unnecessary, with nurses in senior roles more likely to do so than nurses providing bedside care (p < 0.05). Gaps in education (including unfamiliarity with AMS roles), noninclusive antimicrobial discussions, moral distress, and potential workload burden were seen as potential barriers/challenges to engagement. CONCLUSION The multifactorial barriers identified that inhibit nurses from performing AMS tasks could be addressed by strengthening interprofessional education at all levels and by applying practical AMS interventions that are inclusive for nursing participation. A purposeful culture change that fosters psychological safety and collaborative practice is paramount to supporting nurses in these roles.
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Affiliation(s)
- Junel Padigos
- Intensive Care Unit, Sunshine Coast University Hospital, Birtinya, QLD, 4575, Australia; School of Public Health, The University of Queensland, Herston, QLD, 4006, Australia.
| | - Simon Reid
- School of Public Health, The University of Queensland, Herston, QLD, 4006, Australia
| | - Emma Kirby
- Centre for Social Research in Health, University of New South Wales, Sydney NSW, 2052, Australia
| | - Chris Anstey
- School of Medicine and Dentistry, Griffith University, Birtinya, QLD, 4575, Australia; Faculty of Medicine, The University of Queensland, Herston, QLD, 4006, Australia
| | - Jennifer Broom
- Infectious Diseases Research Network, Sunshine Coast University Hospital, Birtinya, QLD, 4575, Australia; Faculty of Medicine, The University of Queensland, Herston, QLD, 4006, Australia
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Reynolds M, Bowers C, Peters H, Klein M, Clayton Z, Hagger D, McGarry B, Pelzer E. A team approach to delivery of contextually relevant bioscience: encouraging student connections between tacit knowledge and new content acquisition. BMC MEDICAL EDUCATION 2022; 22:470. [PMID: 35715773 PMCID: PMC9204984 DOI: 10.1186/s12909-022-03513-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Bioscience is essential knowledge for nursing practice and is an important component of undergraduate nursing education, however students commonly feel anxious about studying the subject. The purpose of this study was to develop appropriately scoped contextually relevant bioscience lesson resources to enhance student engagement and performance and reduce attrition and unit failures over a sustained period. METHODS Participants included students enrolled in the core bioscience unit for an undergraduate Bachelor of Nursing degree from a central campus and a widening participation (WP) campus. From 2016 to 2018, unit learning resources were progressively revised to include a structured learning and teaching manual, signposted lectures, and digital resources. Online surveys and formal institutional data collection metrics were used to assess the impact of the changes to unit learning resources. RESULTS Student attrition rates and failure rates for the unit were reduced over a two-year period across a diverse student cohort. CONCLUSIONS Scaffolded and diverse learning materials support the success of undergraduate bioscience students by improving student engagement and reducing cognitive load.
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Affiliation(s)
- Mikaela Reynolds
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Cristina Bowers
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Holly Peters
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Mathilde Klein
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Zane Clayton
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - David Hagger
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Ben McGarry
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Elise Pelzer
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
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Green J, Petty J, Whiting L, Orr F, Smart L, Brown AM, Jones L. 'Blurred boundaries': When nurses and midwives give anti-vaccination advice on Facebook. Nurs Ethics 2022; 29:552-568. [PMID: 35142239 DOI: 10.1177/09697330211041749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Nurses and midwives have a professional obligation to promote health and prevent disease, and therefore they have an essential role to play in vaccination. Despite this, some nurses and midwives have been found to take an anti-vaccination stance and promulgate misinformation about vaccines, often using Facebook as a platform to do so. RESEARCH QUESTION This article reports on one component and dataset from a larger study - 'the positives, perils and pitfalls of Facebook for nurses'. It explores the specific issue of nurses and midwives who take an anti-vaccination stance, deemed to be unprofessional by crossing professional boundaries and by providing medical information on Facebook that is not within their scope of practice. PARTICIPANTS Data were collected via an online worldwide survey from nurse and midwife participants, distributed and 'snowballed' through relevant nursing and midwifery groups on Facebook. In total, 1644 Registered Nurses and Midwives, and Enrolled Nurses worldwide attempted the online survey. There were 1100 (66.9%) completed surveys and 54 partially (33.1%) completed surveys. Semi-structured interviews were also conducted online using Skype® with 17 participants in Australia. ETHICAL CONSIDERATIONS Ethical processes and procedures have been adhered to relating to privacy, confidentiality and anonymity of the participants. FINDINGS/RESULTS A mixed-methods approach was used, including descriptive and content analysis of the quantitative survey data and thematic analysis of the qualitative interview data. The main theme 'blurred boundaries' was generated, which comprised three sub-themes: 'follow the science, 'abuse of power and erosion of trust' and 'the moral and ethical responsibility to safeguard public health'. The results offer an important and unique understanding of how nurses and midwives interpret the conduct of fellow health professionals as unprofessional and crossing the professional boundary if they used Facebook to promulgate anti-vaccination messages and/or give medical advice online. CONCLUSION There are many positives and negatives for nurses and midwives associated with using Facebook for personal and professional communication, which is in keeping with the results of the larger study from which this article is taken. Professional behaviour is a key theme in the larger research as is the ethical construct of 'every act has a consequence'; however, in this article, the theme 'blurred boundaries' offers an overall understanding of how nurses and midwives interpret the behaviour of their colleagues who espouse anti-vaccination sentiment and/or give medical advice online that is outside their scope of practice and education.
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Affiliation(s)
- Janet Green
- Doctor of Eduction candidate, University of Technology Sydney, Australia; University of Tasmania, Australia
| | | | | | - Fiona Orr
- University of Technology Sydney, Australia
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Silva ÍR, Ventura CAA, Costa LDS, Silva MMD, Silva TPD, Mendes IAC. Knowledge management: connections for teaching research in undergraduate nursing. Rev Bras Enferm 2021; 74Suppl 6:e20201295. [PMID: 34406265 DOI: 10.1590/0034-7167-2020-1295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Accepted: 02/13/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to understand the meanings that nursing students and professors attribute to research and research teaching in the context of undergraduate studies. METHODS this is a qualitative research, whose theoretical and methodological frameworks were Complexity Theory and Grounded Theory. Sixteen students and 14 undergraduate nursing professors from a public university in Rio de Janeiro were interviewed. Semi-structured interviews were used for data collection. RESULTS causes, actions, and interactions related to research and teaching research in undergraduate nursing are connected with learning science for nursing praxis, which ranges from students' ability to question to their and their professors' understanding of social demands guided by science. FINAL CONSIDERATIONS nursing professors and students signify research and teaching of this as a structure for the training of nurses for the critical professional capacity needed to meet social demands.
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Affiliation(s)
- Ítalo Rodolfo Silva
- Universidade Federal do Rio de Janeiro. Rio de Janeiro, Rio de Janeiro, Brazil
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Kawasaki H, Kawasaki M, Iki T, Matsuyama R. Genetics education program to help public health nurses improve their knowledge and enhance communities' genetic literacy: a pilot study. BMC Nurs 2021; 20:31. [PMID: 33579269 PMCID: PMC7881575 DOI: 10.1186/s12912-021-00549-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Accepted: 02/03/2021] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND As human genetics knowledge develops, public genetic literacy needs to be increased, though the educational capacity for this purpose has not yet been fully developed. Under this circumstance, the daily work of public health nurses can be viewed as an opportunity to enhance public genetic literacy. However, in Japan, there is not only a lack of public knowledge of human genomics but also a lack of public health nurses' recognition about genomic literacy. A short-term education program was implemented as a pilot study. This study aimed to examine the effectiveness of the program to support public health nurses' activity aimed at promoting health services-related genetic literacy. METHODS The genetics education program was implemented in December 2019, in Kagoshima, Japan. Twenty-three public health nurses cooperated with the research. The program was composed of a case study on consultation, a lecture on hereditary diseases, and a discussion on the role of public health nurses. Familial hypercholesterolemia was used as the topic of the case study. We evaluated scores for cognition, affect, and psychomotor characteristics related to their learning goals before and after the program using Wilcoxon signed-rank tests. Answers in the consultation were qualitatively analyzed. RESULTS The mean cognitive score, capturing provision of explanations of hereditary disease, was 6.3 before the program but increased significantly to 9.3 after the program (p < 0.001). For the affective score, the goal of which was deepening interest in human genetics, the mean score increased significantly from 8.5 before to 11.0 after (p < 0.001). For the psychomotor score, addressing the need for genetic consultation, the mean score increased significantly from 4.4 before to 8.1 after (p < 0.001). Prominent themes extracted from descriptions on the worksheet post training included, "providing advice and accurate information on genetic disorders" and "referral to a specialized organization." CONCLUSIONS Our findings indicated that this education program helps public health nurses be positively involved in human genetic disorders. Thus, they may connect to their local community to provide accurate genetics knowledge and advice for health management and promoting genetic literacy.
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Affiliation(s)
- Hiromi Kawasaki
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan.
| | - Masahiro Kawasaki
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan
| | - Tomoko Iki
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan
| | - Ryota Matsuyama
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan
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Millanzi WC, Kibusi SM. Exploring the effect of problem-based facilitatory teaching approach on metacognition in nursing education: A quasi-experimental study of nurse students in Tanzania. Nurs Open 2020; 7:1431-1445. [PMID: 32802363 PMCID: PMC7424441 DOI: 10.1002/nop2.514] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Revised: 04/12/2020] [Accepted: 04/14/2020] [Indexed: 11/06/2022] Open
Abstract
Aim Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. There is a growing concern to rethink the approaches on how nurses are prepared, explore and test novel approaches for delivering the nursing curricula. This study tested the effect of the problem-based facilitatory teaching approach on metacognition among nursing students in Tanzania, higher learning institutions. Design A controlled pre-/post-test quasi-experimental study design with a quantitative research approach was employed in this study. Methods The study was conducted between February-June 2019 including two purposively selected higher learning institutions in the Dodoma region, the central zone of Tanzania. The 401 randomly selected undergraduate nursing students (interventional = 134 and control = 267) were involved. The auditing inventory developed by the researcher measured the intervention, and the questionnaire titled Metacognition Strategies in Nursing was adopted to measure the metacognition, respectively. Statistical analysis was performed using the Statistical Package for the Social Solution (SPSS) software program version 23. Results Findings indicated that 65.8% of the study participants were males. The post-test findings revealed a significant gain in metacognition scores among participants in an intervention group between (M = 23.27; SD = 1.716) at baseline and (M = 66.31; SD = 6.204) post-intervention. 63.4% of the total sample in an intervention group demonstrated a high level of knowledge about the regulation of cognition compared to their counterpart control group. However, 69.1% (N = 85) participants in the control group performed better for the knowledge about cognition. With the control of other factors, the intervention was found to be more times likely to influence metacognition among nurse students (AOR = 1.603, p < 0.05, 95% CI: 1.023, 2.513) . In conclusion, the intervention had the potential to positively effect the levels of metacognition among nurse students. Hence, it was closely linked to professional competency and it would change the spectrum of nursing competency and quality of care among nurse students.
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Affiliation(s)
- Walter C. Millanzi
- Department of Nursing and MidwiferyCollege of Health SciencesThe University of DodomaDodomaTanzania
| | - Stephen M. Kibusi
- Department of Public HealthCollege of Health SciencesThe University of DodomaDodomaTanzania
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Koch J, Ramjan LM, Everett B, Maceri A, Bell K, Salamonson Y. "Sage on the stage or guide on the side"-Undergraduate nursing students' experiences and expectations of bioscience tutors in a blended learning curriculum: A qualitative study. J Clin Nurs 2019; 29:863-871. [PMID: 31855301 DOI: 10.1111/jocn.15140] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 12/03/2019] [Accepted: 12/08/2019] [Indexed: 11/25/2022]
Abstract
AIMS AND OBJECTIVES This study sought to explore undergraduate nursing students' perceptions of the role and value of their bioscience tutors in a blended learning curriculum. BACKGROUND Blended learning approaches typically have reduced face-to-face contact with tutors-particularly in bioscience subjects which nursing students have traditionally found difficult, and the move to more web-based learning resources may compound this difficulty. DESIGN Qualitative descriptive study. METHODS This qualitative study was conducted with 19 undergraduate nursing students enrolled in bioscience subjects, at a large university in outer metropolitan Sydney, Australia in 2016. Semi-structured interviews were conducted over the telephone or face-to-face. Duration of interviews ranged from 13 to 71 min. Results were thematically analysed. EQUATOR guidelines for qualitative research (COREQ) applied. RESULTS Two main themes with accompanying sub-themes were identified. The first theme identified the importance of the tutor in bioscience, including their qualities, expertise and contextualisation of learning. The second theme provided insights into students' perceptions of what they considered good and poor approaches to learning. CONCLUSIONS This study has clearly shown that while nursing students appreciated the flexibility offered by the online component of a blended learning curriculum, they still wanted an experienced bioscience tutor with clinical experience for their face-to-face classes. While the tutor was seen as crucial to providing clarification and context for content that was often challenging, they also played a key role in engaging and motivating students and creating a learning environment where students felt empowered to ask questions and debate issues with their peers. Given the increased use of online learning, further research could determine if the current study findings are also applicable in nonscience areas of study. RELEVANCE TO CLINICAL PRACTICE The importance of students having a sound understanding of the biosciences for safe, effective clinical practice cannot be underestimated.
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Affiliation(s)
- Jane Koch
- School of Nursing and Midwifery, Western Sydney University, Penrith, NSW, Australia
| | - Lucie M Ramjan
- School of Nursing and Midwifery, Western Sydney University, Penrith, NSW, Australia
| | - Bronwyn Everett
- School of Nursing and Midwifery, Western Sydney University, Penrith, NSW, Australia
| | - Anna Maceri
- School of Nursing and Midwifery, Western Sydney University, Penrith, NSW, Australia
| | - Kate Bell
- School of Nursing and Midwifery, Western Sydney University, Penrith, NSW, Australia
| | - Yenna Salamonson
- School of Nursing and Midwifery, Western Sydney University, Penrith, NSW, Australia
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Entry requirements in nursing: Results from a national survey of nurse academics on entry requirements in Australian bachelor of nursing programs. Collegian 2019. [DOI: 10.1016/j.colegn.2018.06.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Shifting the load: Improving bioscience performance in undergraduate nurses through student focused learning. Collegian 2017; 24:37-43. [PMID: 29218960 DOI: 10.1016/j.colegn.2015.09.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Background Bioscience has a long history of being challenging to teach and learn within nursing courses and little has been published on new ways to assist students in their learning. The aim of this study was to determine which of three different interventions would assist student performance in a nursing bioscience unit. Method To begin, the contribution of recent prior learning in science was investigated by comparing the final exam marks of 182 students in the bioscience unit with the science marks they achieved at high (secondary) school. The effect of recent prior learning was then tested by investigating whether the first intervention, a pre-nursing bioscience workshop of 63 students, would substitute for recent high school science. Two further interventions were tested that used a stronger student-focused contribution to the teaching and learning within the bioscience unit. These were the Human Body Club which was composed of 44 under-performing students and an online learning platform known as LearnSmart that was used by a cohort of 263 students. Results and discussion Good and recent high school attainment in the sciences did improve student performance, whilst recent prior learning in the form of a bioscience workshop did not. Both student-focused interventions improved student performance. The longer a student spent using LearnSmart the more their mark increased. However, the Human Body Club which provided additional support and shifted the bulk of the teaching and learning to the students was the most effective of the three interventions in assisting students to pass the bioscience unit.
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Durrant RJ, Doig AK, Buxton RL, Fenn JP. Microbiology Education in Nursing Practice. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:18.2.43. [PMID: 28861140 PMCID: PMC5577971 DOI: 10.1128/jmbe.v18i2.1224] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Accepted: 06/22/2017] [Indexed: 06/02/2023]
Abstract
Nurses must have sufficient education and training in microbiology to perform many roles within clinical nursing practice (e.g., administering antibiotics, collecting specimens, preparing specimens for transport and delivery, educating patients and families, communicating results to the healthcare team, and developing care plans based on results of microbiology studies and patient immunological status). It is unclear whether the current microbiology courses required of nursing students in the United States focus on the topics that are most relevant to nursing practice. To gauge the relevance of current microbiology education to nursing practice, we created a confidential, web-based survey that asked nurses about their past microbiology education, the types of microbiology specimens they collect, their duties that require knowledge of microbiology, and how frequently they encounter infectious diseases in practice. We used the survey responses to develop data-driven recommendations for educators who teach microbiology to pre-nursing and nursing students. Two hundred ninety-six Registered Nurses (RNs) completed the survey. The topics they deemed most relevant to current practice were infection control, hospital-acquired infections, disease transmission, and collection and handling of patient specimens. Topics deemed least relevant were the Gram stain procedure and microscope use. In addition, RNs expressed little interest in molecular testing methods. This may reflect a gap in their understanding of the uses of these tests, which could be bridged in a microbiology course. We now have data in support of anecdotal evidence that nurses are most engaged when learning about microbiology topics that have the greatest impact on patient care. Information from this survey will be used to shift the focus of microbiology courses at our university to topics more relevant to nursing practice. Further, these findings may also support an effort to evolve national recommendations for microbiology education in pre-nursing and nursing curricula.
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de Vries JMA, Timmins F. Teaching psychology to nursing students-a discussion of the potential contribution of psychology towards building resilience to lapses in compassionate caring. Nurse Educ Pract 2017. [PMID: 28648957 DOI: 10.1016/j.nepr.2017.06.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Psychology is a required element in nursing education in many countries. It is particularly aimed at teaching nursing students to get a better understanding of patients, colleagues, health care organizations and themselves, and moreover to apply what they learn about psychology to optimise their care. A meaningful integration of psychology within nursing education requires an emphasis on its application in understanding aspects of care and skills development. However, its ultimate value is demonstrated when addressing problem areas in nursing and health care. In this paper the authors outline an approach to psychology education in nursing which emphasises its development as a problem solving support. An example is presented which focuses on the application of psychology to the challenge of care erosion and deficient critical nursing reflection. The discussion includes the organisational context, social pressure, social cognition, reflection and the role of inner conflict (cognitive dissonance). Nursing educators can contribute to the prevention of care erosion by a combined effort to teach awareness of psychological mechanisms, 'critical' reflection, mastery in practice, strong values and standards, and 'inoculation' against justifications of substandard care.
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Affiliation(s)
- Jan M A de Vries
- School of Nursing and Midwifery, Trinity College Dublin, Ireland
| | - Fiona Timmins
- School of Nursing and Midwifery, Trinity College Dublin, Ireland.
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Gordon CJ, Hudson PB, Plenderleith MB, Fisher M, Craft JA. Final year Australian nursing students’ experiences with bioscience: A cross-sectional survey. Nurs Health Sci 2016; 19:22-28. [DOI: 10.1111/nhs.12310] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2016] [Revised: 07/06/2016] [Accepted: 08/06/2016] [Indexed: 11/30/2022]
Affiliation(s)
| | - Peter B. Hudson
- Faculty of Education; Queensland University of Technology; Brisbane Queensland Australia
| | - Mark B. Plenderleith
- Faculty of Health; Queensland University of Technology; Brisbane Queensland Australia
| | - Murray Fisher
- Sydney Nursing School; The University of Sydney; Sydney New South Wales Australia
| | - Judy A. Craft
- Faculty of Health; Queensland University of Technology; Brisbane Queensland Australia
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Salvage-Jones J, Hamill J, Todorovic M, Barton MJ, Johnston ANB. Developing and evaluating effective bioscience learning activities for nursing students. Nurse Educ Pract 2016; 19:63-9. [PMID: 27428695 DOI: 10.1016/j.nepr.2016.05.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2015] [Revised: 03/25/2016] [Accepted: 05/12/2016] [Indexed: 11/24/2022]
Abstract
Effective engagement of nursing students in the study of biosciences remains a challenge for many tertiary institutes. In this study we attempted to implement and then evaluate a simple hands-on intervention, consisting of a series of hands-on games and puzzles, to increase nursing student engagement with core concepts and anatomical learning involved in clinical anatomy and physiology. The study used a quazi-experimental longitudinal before and after design, to explore the effect of a learning intervention on student performance. Set across three different campuses of the same University, it included 1320 first year undergraduate nursing students from 2013 to 2014 who were studying Anatomy and Physiology. Students were exposed to the interventions or not, and concomitant academic performance, weekly quiz scores, performance in fortnightly worksheets and, across the semester, exam performance were compared. The results show that while the intervention appeared to increase academic performance in students on one campus (2013) compared to the other two, this difference was not sustained into 2014 when a bigger cohort was examined. Despite significant subjective student satisfaction and enthusiasm about these learning and teaching interventions, the data does not support the capacity of these activities to enhance student academic performance. Tertiary entrance scores, being a non-native English speakers and socio-economic status all had a bigger impact on student performance than engagement with fun anatomy and physiology activities.
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Affiliation(s)
- Judith Salvage-Jones
- Eskitis Institute for Cell and Molecular Biology, Griffith University, Brisbane Innovation Park, Nathan, QLD, 4111, Australia
| | - Jessie Hamill
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, 4111, Australia
| | - Michael Todorovic
- Eskitis Institute for Cell and Molecular Biology, Griffith University, Brisbane Innovation Park, Nathan, QLD, 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, 4111, Australia
| | - Matthew J Barton
- Eskitis Institute for Cell and Molecular Biology, Griffith University, Brisbane Innovation Park, Nathan, QLD, 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, 4111, Australia; Centre for Musculoskeletal Research, Griffith University, Gold Coast, QLD, 4111, Australia
| | - Amy N B Johnston
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, 4111, Australia; Gold Coast University Hospital - Emergency, Hospital Blvd, Southport, QLD, 4215, Australia.
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