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Garcia-Ros R, Ruescas-Nicolau MA, Cezón-Serrano N, Flor-Rufino C, Martin-Valenzuela CS, Sánchez-Sánchez ML. Improving assessment of procedural skills in health sciences education: a validation study of a rubrics system in neurophysiotherapy. BMC Psychol 2024; 12:147. [PMID: 38486300 PMCID: PMC10941460 DOI: 10.1186/s40359-024-01643-7] [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: 07/24/2023] [Accepted: 03/05/2024] [Indexed: 03/17/2024] Open
Abstract
BACKGROUND The development of procedural skills is essential in health sciences education. Rubrics can be useful for learning and assessing these skills. To this end, a set of rubrics were developed in case of neurophysiotherapy maneuvers for undergraduates. Although students found the rubrics to be valid and useful in previous courses, the analysis of the practical exam results showed the need to change them in order to improve their validity and reliability, especially when used for summative purposes. After reviewing the rubrics, this paper analyzes their validity and reliability for promoting the learning of neurophysiotherapy maneuvers and assessing the acquisition of the procedural skills they involve. METHODS In this cross-sectional and psychometric study, six experts and 142 undergraduate students of a neurophysiotherapy subject from a Spanish university participated. The rubrics' validity (content and structural) and reliability (inter-rater and internal consistency) were analyzed. The students' scores in the subject practical exam derived from the application of the rubrics, as well as the rubrics' criteria difficulty and discrimination indices were also determined. RESULTS The rubrics´ content validity was found to be adequate (Content Validity Index > 0.90). These showed a unidimensional structure, and an acceptable internal consistency (α = 0.71) and inter-rater reliability (Fleiss' ƙ=0.44, ICC = 0.94). The scores of the subject practical exam practically covered the entire range of possible theoretical scores, showing all the criterion medium-low to medium difficulty indices - except for the one related to the physical therapist position-. All the criterion exhibited adequate discrimination indices (rpbis > 0.39), as did the rubric as a whole (Ferguson's δ = 0.86). Students highlighted the rubrics´ usefulness for learning the maneuvers, as well as their validity and reliability for formative and summative assessment. CONCLUSIONS The changed rubrics constitute a valid and reliable instrument for evaluating the execution quality of neurophysiotherapy maneuvers from a summative evaluation viewpoint. This study facilitates the development of rubrics aimed at promoting different practical skills in health-science education.
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Affiliation(s)
- Rafael Garcia-Ros
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, Blasco Ibáñez Av. no. 21, Valencia, 46010, Spain
- Neurophysiotherapy Teaching Innovation Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
| | - Maria-Arantzazu Ruescas-Nicolau
- Neurophysiotherapy Teaching Innovation Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain.
- Physiotherapy in Motion. Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain.
| | - Natalia Cezón-Serrano
- Neurophysiotherapy Teaching Innovation Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
- Physiotherapy in Motion. Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
| | - Cristina Flor-Rufino
- Neurophysiotherapy Teaching Innovation Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
- Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
| | - Constanza San Martin-Valenzuela
- Neurophysiotherapy Teaching Innovation Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
- Research unit in Clinical biomechanics - UBIC, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
| | - M Luz Sánchez-Sánchez
- Neurophysiotherapy Teaching Innovation Group, Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
- Physiotherapy in Motion. Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, Faculty of Physiotherapy, University of Valencia, Gascó Oliag Street no. 5, Valencia, 46010, Spain
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Ozdemir NG, Kaya H. The effectiveness of high-fidelity simulation methods to gain Foley catheterization knowledge, skills, satisfaction and self-confidence among novice nursing students: A randomized controlled trial. NURSE EDUCATION TODAY 2023; 130:105952. [PMID: 37639878 DOI: 10.1016/j.nedt.2023.105952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 08/06/2023] [Accepted: 08/22/2023] [Indexed: 08/31/2023]
Abstract
BACKGROUND The use of high-fidelity simulation (HFS) methods provides probable benefits and advantages for nursing students to retain knowledge, acquire skills, improve satisfaction, and gain self-confidence in a safe, realistic and supportive environment. OBJECTIVES To evaluate the effect of HFS methods to develop Foley catheterization knowledge, skills, satisfaction and self-confidence among novice nursing students when compared to low-fidelity simulation (LFS). The specific aim was to examine the effects of outcome variables between the intervention group and the control group, through multi-group path analysis. DESIGN A randomized controlled trial was designed. SETTINGS AND PARTICIPANTS 80 nursing students were randomly assigned to the HFS group (high-fidelity manikin and scenario) and the LFS group (female catheterization simulator) at a nursing faculty between May and July 2019 in Türkiye. METHODS The intervention group experienced HFS and the control group experienced LFS in order to learn Foley catheterization. Students' knowledge was evaluated before and after the intervention, while affective and psychomotor skills, and satisfaction and self-confidence in learning were evaluated after the intervention. RESULTS The HFS group had better skill performance and significantly higher self-confidence in learning than the LFS group. While each group had a high level of knowledge, affective skills and satisfaction, there was no significant difference between the groups' mean scores. CONCLUSIONS The HFS and scenario improved the knowledge, affective and psychomotor skills, satisfaction and self-confidence of novice nursing students on Foley catheterization. When compared to LFS, HFS had more advantages for the development of psychomotor skills and self-confidence in learning.
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Affiliation(s)
- Nur Guven Ozdemir
- Zonguldak Bülent Ecevit University, Health Science Faculty, Fundamentals of Nursing Department, Zonguldak, Turkiye.
| | - Hatice Kaya
- Istanbul University-Cerrahpasa, Florence Nightingale Nursing Faculty, Fundamentals of Nursing Department, Istanbul, Türkiye
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Burke K. Implementing a Psychomotor Framework to Master High-Impact Skills for Practice. Nurse Educ 2023:00006223-990000000-00340. [PMID: 37797340 DOI: 10.1097/nne.0000000000001550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Affiliation(s)
- Kaitlyn Burke
- Assistant Professor of Clinical Nursing and Instructional Design Coordinator, Accelerated Undergraduate Program, University of Rochester School of Nursing, Rochester, New York
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Luginbuehl H, Nabecker S, Greif R, Zuber S, Koenig I, Rogan S. Transforming traditional physiotherapy hands-on skills teaching into video-based learning. BMC MEDICAL EDUCATION 2023; 23:624. [PMID: 37658348 PMCID: PMC10474678 DOI: 10.1186/s12909-023-04556-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Accepted: 07/31/2023] [Indexed: 09/03/2023]
Abstract
BACKGROUND Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students' evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy. METHODS On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students' preference for traditional or video-based hands-on skills learning. RESULTS Survey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from - 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options. CONCLUSIONS Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.
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Affiliation(s)
- Helena Luginbuehl
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland.
| | - Sabine Nabecker
- Department of Anesthesiology and Pain Management, Sinai Health System, University of Toronto, Toronto, Canada
| | - Robert Greif
- University of Bern, Bern, Switzerland
- School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
| | - Stefan Zuber
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland
| | - Irene Koenig
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland
| | - Slavko Rogan
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland
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Reezigt RR, Slager GEC, Coppieters MW, Scholten-Peeters GGM. Novice assessors demonstrate good intra-rater agreement and reliability when determining pressure pain thresholds; a cross-sectional study. PeerJ 2023; 11:e14565. [PMID: 36624753 PMCID: PMC9825054 DOI: 10.7717/peerj.14565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 11/22/2022] [Indexed: 01/06/2023] Open
Abstract
Background Experienced assessors show good intra-rater reproducibility (within-session and between-session agreement and reliability) when using an algometer to determine pressure pain thresholds (PPT). However, it is unknown whether novice assessors perform equally well. This study aimed to determine within and between-session agreement and reliability of PPT measurements performed by novice assessors and explored whether these parameters differed per assessor and algometer type. Methods Ten novice assessors measured PPTs over four test locations (tibialis anterior muscle, rectus femoris muscle, extensor carpi radialis brevis muscle and paraspinal muscles C5-C6) in 178 healthy participants, using either a Somedic Type II digital algometer (10 raters; 88 participants) or a Wagner Force Ten FDX 25 digital algometer (nine raters; 90 participants). Prior to the experiment, the novice assessors practiced PPTs for 3 h per algometer. Each assessor measured a different subsample of ~9 participants. For both the individual assessor and for all assessors combined (i.e., the group representing novice assessors), the standard error of measurement (SEM) and coefficient of variation (CV) were calculated to reflect within and between-session agreement. Reliability was assessed using intraclass correlation coefficients (ICC1,1). Results Within-session agreement expressed as SEM ranged from 42 to 74 kPa, depending on the test location and device. Between-session agreement, expressed as SEM, ranged from 36 to 76 kPa and the CV ranged from 9-16% per body location. Individual assessors differed from the mean group results, ranging from -55 to +32 kPa or from -9.5 to +6.6 percentage points. Reliability was good to excellent (ICC1,1: 0.87 to 0.95). Results were similar for both types of algometers. Conclusions Following 3 h of algometer practice, there were slight differences between assessors, but reproducibility in determining PPTs was overall good.
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Affiliation(s)
- Roland R. Reezigt
- Department of Human Movement Sciences, Faculty of Behavioural and Movement Sciences, Amsterdam Movement Sciences—Program Musculoskeletal Health, Vrije Universiteit Amsterdam, Amsterdam, Netherlands,Academy of Health, Department of Physiotherapy, Hanze University of Applied Scienses, Groningen, Netherlands
| | - Geranda E. C. Slager
- Academy of Health, Department of Physiotherapy, Hanze University of Applied Scienses, Groningen, Netherlands
| | - Michel W. Coppieters
- Department of Human Movement Sciences, Faculty of Behavioural and Movement Sciences, Amsterdam Movement Sciences—Program Musculoskeletal Health, Vrije Universiteit Amsterdam, Amsterdam, Netherlands,Griffith University, Menzies Health Institute Queensland, Brisbane and Gold Coast, Australia,School of Health Sciences and Social Work, Griffith University, Brisbane and Gold Coast, Australia
| | - Gwendolyne G. M. Scholten-Peeters
- Department of Human Movement Sciences, Faculty of Behavioural and Movement Sciences, Amsterdam Movement Sciences—Program Musculoskeletal Health, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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Welch SR. Clinical Stress and Clinical Performance in Prelicensure Nursing Students: A Systematic Review. J Nurs Educ 2023; 62:36-41. [PMID: 36652583 DOI: 10.3928/01484834-20221109-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
BACKGROUND Stress within clinical learning environments often has been associated with nursing education. However, in the past decade, the perceived stress levels of prelicensure nursing students have not only been sustained, they have actually increased. Increased and sustained stress levels negatively affect nursing students' perceptions of their competence, confidence, and ultimately, their clinical performance. METHOD A systematic review of the relationship between nursing students' perceived clinical stress and perceived clinical performance was conducted following PRISMA guidelines. RESULTS The review highlighted what is currently known about the relationship between perceived clinical stress in prelicensure nursing students and perceived clinical performance, providing implications for future research in clinical education. Three main themes were identified: nursing student gender, academic year, and clinical skill preparation. CONCLUSION Future research with rigorous methodological designs is necessary to examine the relationship between perceived clinical stress in prelicensure nursing students and perceived clinical performance. [J Nurs Educ. 2023;62(1):36-41.].
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Cognitive Changes with Psychomotor Skill Acquisition Through Blended Learning among Nursing Students: A Qualitative Study. Nurse Educ Pract 2022; 65:103486. [DOI: 10.1016/j.nepr.2022.103486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 10/14/2022] [Accepted: 10/25/2022] [Indexed: 11/06/2022]
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Schroers G, Ross JG, Moriarty H. Medication administration errors made among undergraduate nursing students: A need for change in teaching methods. J Prof Nurs 2022; 42:26-33. [DOI: 10.1016/j.profnurs.2022.05.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 05/18/2022] [Accepted: 05/26/2022] [Indexed: 11/16/2022]
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Davis RG, Wood FG. Cultivating Clinical Judgment in Pharmacological Decision-Making Through Reflection on Practice. J Nurs Educ 2022; 61:143-146. [PMID: 35254161 DOI: 10.3928/01484834-20211128-10] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Competent clinical judgment about pharmacological therapies by nurses is essential for safe medication outcomes. This study examined the impact of postclinical pharmacology-focused reflective debriefing sessions on clinical judgment in prelicensure senior nursing students. METHOD A nonrandomized repeated measures design was used to compare clinical judgment of students who participated in an additional learning activity with students who did not. Data were collected using Lasater's Clinical Judgment Rubric. RESULTS Within-groups analysis of variance demonstrated statistically significant increases in clinical judgment scores at mid- and late-semester timepoints for the entire cohort of participants (n = 128). However, analysis of covariance showed no statistically significant differences in the clinical judgment scores for the intervention (n = 62) and control (n = 66) groups. CONCLUSION Clinical experiences provide opportunities for prelicensure students to develop clinical judgment about pharmacological therapies. Nurse educators must implement and evaluate strategies to foster this process. [J Nurs Educ. 2022;61(3):143-146.].
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Jarvill M, Neubrander J, Kim M. Nursing Student Medication Administration Practice in the Clinical Setting: A Descriptive Study. J Nurs Educ 2022; 61:137-142. [PMID: 35254164 DOI: 10.3928/01484834-20211128-09] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nurses are instrumental in preventing medication errors that cause patient harm. Increased practice and educational interventions are suggested to prepare nursing students to safely administer medications. However, a quantified account of the reality of nursing student medication administration practice in the clinical setting is unknown. METHOD This cross-sectional descriptive study assessed the frequency and quality of nursing student medication administration practice in the clinical setting. A convenience sample of prelicensure nursing students (n = 222) completed an electronic Nursing Student Medication Administration Survey after each clinical day for one semester. RESULTS Overall, participants on average had one medication administration experience, administered two drugs, and administered medications to one patient. Most medication administration experiences were supervised by bedside RNs. CONCLUSION Medication administration opportunities in the clinical setting are unpredictable and vary by facility and nursing program policy. Further investigation is necessary. [J Nurs Educ. 2022;61(3):137-142.].
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Chan E, Botelho MG, Wong GTC. A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students. PLoS One 2021; 16:e0258926. [PMID: 34679098 PMCID: PMC8535182 DOI: 10.1371/journal.pone.0258926] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 10/11/2021] [Indexed: 11/30/2022] Open
Abstract
Background Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition. Methods In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors. Results A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition. Conclusion The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools.
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Affiliation(s)
- Enoch Chan
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
| | - Michael George Botelho
- Division of Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
| | - Gordon Tin Chun Wong
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
- Department of Anaesthesiology, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
- * E-mail:
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A Quantitative Research Study Protocol to Advance Simulation Science in Nursing Education. Nurs Educ Perspect 2021; 43:103-108. [PMID: 34652331 DOI: 10.1097/01.nep.0000000000000891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM This article describes a quantitative simulation study protocol and identifies important methodological considerations for future high-level, rigorous quantitative simulation studies. BACKGROUND Quantitative simulation research studies have been found to be lacking in their conceptualization, study design, and measurement of outcomes, with small samples and lack of rigor in overall study methods. METHOD This protocol reflects research priorities of organizations that drive simulation science and nursing education, published standards of simulation best practice, and use of research methodology within and outside the simulation literature, which includes psychometrically sound instruments and outcomes of importance to cognitive and simulation science. RESULTS The protocol was a multisite, longitudinal study, guided by the integrative model of clinical judgment, with a high degree of intervention fidelity to measure the study outcomes of clinical judgment and clinical competence. CONCLUSION To advance simulation science, rigorous study protocols, reflective of the one described in this article, are needed.
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Chao YC, Hu SH, Chiu HY, Huang PH, Tsai HT, Chuang YH. The effects of an immersive 3d interactive video program on improving student nurses' nursing skill competence: A randomized controlled trial study. NURSE EDUCATION TODAY 2021; 103:104979. [PMID: 34049120 DOI: 10.1016/j.nedt.2021.104979] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 04/29/2021] [Accepted: 05/12/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND AND OBJECTIVE Acquired accurate clinical nursing skills are among the most important core nursing competencies for nursing students, as nursing students' inadequate skill capacities might endanger patients safety. Therefore, it is essential to develop teaching strategies to strengthen students' nursing skills. This study examined the effects of an immersive three-dimensional (3D) interactive video program on improving nursing students' nasogastric tube feeding skill competence. DESIGN A randomized controlled trial research design. SETTINGS AND PARTICIPANTS Forty-five nursing students from a university in northern Taiwan. METHODS The students were randomly assigned to an intervention group (n = 22) and a comparison group (n = 23). The intervention group received the immersive 3D interactive video program on nasogastric tube feeding, whereas the comparison group watched a regular demonstration video. The questionnaire was used to collect data before the intervention, immediately after the intervention, and one month after the intervention. RESULTS Nursing students' knowledge and confidence in nasogastric tube feeding were significantly improved after the intervention in both groups. Although there were no significant differences in students' knowledge, skill, and confidence between the two groups, participants' average satisfaction score with the immersive 3D interactive video program in the intervention group was significantly higher than in the comparison group that watched a regular video (t = 2.302, p = 0.026). CONCLUSIONS The findings of this study showed that both immersive 3D interactive video program and regular demonstration video could improve nursing students' learning outcomes. The higher satisfaction score in the intervention group indicates that learning through immersive 3D interactive video is acceptable and satisfactory. This study provides useful information for nursing faculty members for designing and developing teaching methods for the acquisition of nursing skills. It can also serve as a reference for further studies relating to AR, VR, or immersive learning materials.
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Affiliation(s)
- Ying-Cheng Chao
- Institute of Clinical Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan.
| | - Sophia H Hu
- Department of Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan.
| | - Hsiao-Yean Chiu
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Research Center of Sleep Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan.
| | - Pi-Hua Huang
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Nursing, St. Mary's Junior College of Medicine, Nursing and Management, Yilan, Taiwan.
| | - Hsiu-Ting Tsai
- Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan.
| | - Yeu-Hui Chuang
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Center for Nursing and Healthcare Research in Clinical Practice Application, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan.
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Zulkosky K, Minchhoff D, Dommel L, Price A, Handzlik BM. Effect of Repeating Simulation Scenarios on Student Knowledge, Performance, Satisfaction and Self-Confidence. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Wearable Devices for Biofeedback Rehabilitation: A Systematic Review and Meta-Analysis to Design Application Rules and Estimate the Effectiveness on Balance and Gait Outcomes in Neurological Diseases. SENSORS 2021; 21:s21103444. [PMID: 34063355 PMCID: PMC8156914 DOI: 10.3390/s21103444] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 05/03/2021] [Accepted: 05/12/2021] [Indexed: 12/11/2022]
Abstract
Wearable devices are used in rehabilitation to provide biofeedback about biomechanical or physiological body parameters to improve outcomes in people with neurological diseases. This is a promising approach that influences motor learning and patients' engagement. Nevertheless, it is not yet clear what the most commonly used sensor configurations are, and it is also not clear which biofeedback components are used for which pathology. To explore these aspects and estimate the effectiveness of wearable device biofeedback rehabilitation on balance and gait, we conducted a systematic review by electronic search on MEDLINE, PubMed, Web of Science, PEDro, and the Cochrane CENTRAL from inception to January 2020. Nineteen randomized controlled trials were included (Parkinson's n = 6; stroke n = 13; mild cognitive impairment n = 1). Wearable devices mostly provided real-time biofeedback during exercise, using biomechanical sensors and a positive reinforcement feedback strategy through auditory or visual modes. Some notable points that could be improved were identified in the included studies; these were helpful in providing practical design rules to maximize the prospective of wearable device biofeedback rehabilitation. Due to the current quality of the literature, it was not possible to achieve firm conclusions about the effectiveness of wearable device biofeedback rehabilitation. However, wearable device biofeedback rehabilitation seems to provide positive effects on dynamic balance and gait for PwND, but higher-quality RCTs with larger sample sizes are needed for stronger conclusions.
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Giacomino K, Caliesch R, Sattelmayer KM. The effectiveness of the Peyton's 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression. PeerJ 2020; 8:e10129. [PMID: 33083149 PMCID: PMC7549471 DOI: 10.7717/peerj.10129] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 09/17/2020] [Indexed: 01/14/2023] Open
Abstract
Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a "see one - do one" approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton's teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton's 4-step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [-0.09; 1.49]) at retention testing were in favour of Peyton's teaching approach for skill acquisition. The groups using Peyton's teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: -0.8; 95% [CI -2.13 to 1.62]) and retention (SMD: -2.65; 95% CI [-7.77 to 2.47]) testing. The effectiveness of Peyton's teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion Peyton's teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton's teaching approach is less clear. Peyton's teaching approach is more effective when small groups with few students per teacher are used.
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Affiliation(s)
- Katia Giacomino
- School of Health Sciences, HES-SO Valais-Wallis, Leukerbad, Switzerland
| | - Rahel Caliesch
- School of Health Sciences, HES-SO Valais-Wallis, Leukerbad, Switzerland
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Yu JC, Guo Q, Hodgson CS. Deconstructing the Joint Examination: A Novel Approach to Teaching Introductory Musculoskeletal Physical Examination Skills for Medical Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:10945. [PMID: 32908950 PMCID: PMC7473186 DOI: 10.15766/mep_2374-8265.10945] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Accepted: 01/29/2020] [Indexed: 06/11/2023]
Abstract
Introduction Musculoskeletal (MSK) disorders are very common, but suboptimal teaching of MSK medicine occurs and expert clinicians agree that MSK physical examination (PE) skills can be confusing and complicated for medical students. An innovative approach in introductory teaching of MSK PE skills was developed using constructivist theory for second-year medical students. Methods We implemented the MSK PE curriculum innovation in the second year of a four-year MD program, utilizing a standard framework with spaced practice and clinician coaching. We evaluated this curriculum by comparing the innovation group (n = 123) to a historical control group (n = 134) using an anonymous survey and OSCE station scores. Data analysis included repeated measures analysis of variance comparing students' self-confidence in MSK PE to students' self-confidence in other systems-based PEs, as well as independent t-test comparisons of self-confidence scores and MSK-specific OSCE station scores between the historical and innovation groups. Results The mean self-assessed confidence of the historical group was significantly lower for the MSK PE than all other PEs (p < 0.001), except for the neurological PE. Significant improvement in MSK PE self-confidence was noted with the innovation group (t(259) = -4.05, p < 0.001). OSCE scores significantly improved in MSK-specific stations, with medium to large effect size across the different stations. Discussion We successfully used a framework of deconstruction, repetition, and spaced practice to develop fundamental MSK PE skills in preclerkship medical students. This curriculum structure provides an effective example for teaching introductory MSK PE skills to early medical learners.
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Affiliation(s)
- Jaime C. Yu
- Assistant Professor, Department of Medicine, Division of Physical Medicine and Rehabilitation, Faculty of Medicine and Dentistry, University of Alberta
| | - Qi Guo
- Postdoctoral Fellow, IDEAS (Innovation Discovery Education and Scholarship) Office, Faculty of Medicine and Dentistry, University of Alberta
| | - Carol S. Hodgson
- Associate Professor, Department of Pediatrics, and Director, IDEAS (Innovation Discovery Education and Scholarship) Office, Faculty of Medicine and Dentistry, University of Alberta
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Kardong-Edgren S, Oermann MH, Rizzolo MA. Emerging Theories Influencing the Teaching of Clinical Nursing Skills. J Contin Educ Nurs 2020; 50:257-262. [PMID: 31136668 DOI: 10.3928/00220124-20190516-05] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2018] [Accepted: 01/08/2019] [Indexed: 12/16/2022]
Abstract
BACKGROUND Recognition is increasing that many psychomotor skills essential for safe nursing practice are not being retained. New theories and methods are emerging that, when applied in an organized pedagogical model, could influence initial learning and the retention of critical psychomotor skills. METHOD This article explains and applies emerging educational theories and concepts relevant to skills teaching in nursing. RESULTS Theories and concepts on cognitive load, deliberate practice, mastery learning, overlearning, spaced learning, and skill decay are integrated to provide a framework for teaching skills in nursing. An example is included of using this framework for skills instruction and practice. CONCLUSION This framework may improve the nurse educator's ability to prepare learners to perform skills safely in both the skills laboratory and patient care settings and to retain skills. [J Contin Educ Nurs. 2019;50(6):257-262.].
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Abstract
Aim Although evidence supports brief, frequent CPR training, optimal training intervals have not been established. The purpose of this study was to compare nursing students’ CPR skills (compressions and ventilations) with 4 different spaced training intervals: daily, weekly, monthly, and quarterly, each for 4 times in a row. Methods Participants were nursing students (n = 475) in the first year of their prelicensure program in 10 schools of nursing across the United States. They were randomly assigned into the 4 training intervals in each of the schools. Students were trained in CPR on a Laerdal Resusci Anne adult manikin on the Resuscitation Quality Improvement (RQI) mobile simulation station. The outcome measures were quality of compressions and ventilations as measured by the RQI program. Results Although students were all certified in Basic Life Support prior to the study, they were not able to adequately perform compressions and ventilations at pretest. Overall compression scores improved from sessions 1 to 4 in all training intervals (all p < .001), but shorter intervals (daily training) resulted in larger increases in compression scores by session 4. There were similar findings for ventilation skills, but at session 4, both daily and weekly intervals led to better skill performance. Conclusion For students and other novices learning to perform CPR, the opportunity to train on consecutive days or weeks may be beneficial: if learners are aware of specific errors in performance, it may be easier for them to correct performance and refine skills when there is less time in between practice sessions.
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Competency-based education in transitioning nurse practitioner students from education into practice. J Am Assoc Nurse Pract 2019; 31:675-682. [DOI: 10.1097/jxx.0000000000000327] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
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Using Deliberate Practice and Simulation for Psychomotor Skill Competency Acquisition and Retention. Nurse Educ 2019; 45:150-154. [DOI: 10.1097/nne.0000000000000713] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Differences in Psychomotor Skills Teaching and Evaluation Practices in Undergraduate Nursing Programs. Nurs Educ Perspect 2019; 41:83-87. [PMID: 31232871 DOI: 10.1097/01.nep.0000000000000515] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AIM The purpose of this study was to understand the methods faculty use to teach and evaluate psychomotor skill performance in associate and baccalaureate nursing programs, resources available to students to master these skills, and policies and procedures related to summative evaluation of psychomotor skills. BACKGROUND Despite the importance of psychomotor skills competency in registered nursing programs, published methods for teaching and evaluating competency vary. The literature does not support a particular strategy for teaching or evaluation. METHOD In this primarily quantitative descriptive study, participants completed a 28-item questionnaire developed by the authors based on a review of the literature and personal teaching experience. RESULTS All respondents indicated that their institutions conducted summative assessment of psychomotor skills; however, the methods for teaching and evaluation varied widely. CONCLUSION Well-designed control studies and consensus guidelines from professional nursing education organizations would assist faculty in implementing consistent, effective, evidence-based strategies.
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Kim JY, Ahn HY. The Effects of the 5-step Method for Infant Cardiopulmonary Resuscitation Training on Nursing Students' Knowledge, Attitude, and Performance Ability. CHILD HEALTH NURSING RESEARCH 2019; 25:17-27. [PMID: 35004394 PMCID: PMC8650898 DOI: 10.4094/chnr.2019.25.1.17] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2018] [Revised: 10/03/2018] [Accepted: 10/30/2018] [Indexed: 11/06/2022] Open
Abstract
PURPOSE The purpose of this study was to examine the effects of an infant cardiopulmonary resuscitation (CPR) training program that applied the 5-step method on the knowledge, attitudes, and performance ability of nursing students in terms of enhancement and sustainability. METHODS Sixty-one nursing students (28 in the experimental group and 33 in the control group) from D city participated in this study. Data were collected from April 25 to December 15, 2016. The experimental group and control group received infant CPR education using the 5-step method and the traditional method, respectively. The outcome variables were measured 3 times (pretest and posttest at 1 week and 6 months after training). RESULTS There were significant differences in attitude (t=2.68, p=.009) and performance ability (t=4.56, p<.001) between the groups at 1 week after training, as well as in sustained performance ability at 6 months after training (F=6.76, p=.012). CONCLUSION The 5-step method of infant CPR training was effective for improving performance ability in a sustained manner and promoting a positive attitude. Therefore, it is recommended that nursing students, as infant CPR novices, receive training using this effective method.
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Affiliation(s)
- Jin Young Kim
- Assistant Professor, Department of Nursing, Seoyeong University, Gwangju, Korea
| | - Hye Young Ahn
- Professor, College of Nursing, Eulji University, Daejeon, Korea,Corresponding author Hye Young Ahn College of Nursing, Eulji University, 771-77, Gyeryong-ro, Joong-gu, Daejeon 34824, Korea TEL +82-42-259-1715 FAX +82-42-259-1709 E-MAIL
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Lamont S, Brunero S. The effect of a workplace violence training program for generalist nurses in the acute hospital setting: A quasi-experimental study. NURSE EDUCATION TODAY 2018; 68:45-52. [PMID: 29885569 DOI: 10.1016/j.nedt.2018.05.008] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Revised: 04/09/2018] [Accepted: 05/12/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Workplace violence prevalence has attracted significant attention within the international nursing literature. Little attention to non-mental health settings and a lack of evaluation rigor have been identified within review literature. OBJECTIVES To examine the effects of a workplace violence training program in relation to risk assessment and management practices, de-escalation skills, breakaway techniques, and confidence levels, within an acute hospital setting. DESIGN A quasi-experimental study of nurses using pretest-posttest measurements of educational objectives and confidence levels, with two week follow-up. SETTING A 440 bed metropolitan tertiary referral hospital in Sydney, Australia. PARTICIPANTS Nurses working in specialties identified as a 'high risk' for violence. METHOD A pre-post-test design was used with participants attending a one day workshop. The workshop evaluation comprised the use of two validated questionnaires: the Continuing Professional Development Reaction questionnaire, and the Confidence in Coping with Patient Aggression Instrument. Descriptive and inferential statistics were calculated. The paired t-test was used to assess the statistical significance of changes in the clinical behaviour intention and confidence scores from pre- to post-intervention. Cohen's d effect sizes were calculated to determine the extent of the significant results. RESULTS Seventy-eight participants completed both pre- and post-workshop evaluation questionnaires. Statistically significant increases in behaviour intention scores were found in fourteen of the fifteen constructs relating to the three broad workshop objectives, and confidence ratings, with medium to large effect sizes observed in some constructs. A significant increase in overall confidence in coping with patient aggression was also found post-test with large effect size. CONCLUSIONS Positive results were observed from the workplace violence training. Training needs to be complimented by a multi-faceted organisational approach which includes governance, quality and review processes.
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Affiliation(s)
- Scott Lamont
- Clinical Nurse Consultant, Mental Health Liaison Nursing, Prince of Wales Hospital, Sessional Academic, Sydney Nursing School, University of Sydney, Australia.
| | - Scott Brunero
- Clinical Nurse Consultant, Mental Health Liaison Nursing, Prince of Wales Hospital, Western Sydney University, Australia
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Gracy KF. Holistic competency development and the significance of learning domains in audiovisual archiving education. EDUCATION FOR INFORMATION 2018. [DOI: 10.3233/efi-189006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Chuang YH, Lai FC, Chang CC, Wan HT. Effects of a skill demonstration video delivered by smartphone on facilitating nursing students' skill competencies and self-confidence: A randomized controlled trial study. NURSE EDUCATION TODAY 2018; 66:63-68. [PMID: 29677580 DOI: 10.1016/j.nedt.2018.03.027] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2017] [Revised: 03/09/2018] [Accepted: 03/28/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The correct and appropriate performance of nursing skills by students can ensure patient safety and care quality. However, developing appropriate teaching and learning strategies to enhance nursing students' nursing skills and knowledge are challenging tasks for nursing faculty members. Nowadays, smartphones are popular mobile devices that are used on campuses by students and could be considered a potential tool to deliver learning materials to nursing students. OBJECTIVES This study aimed to examine the effects of a skill demonstration video delivered by smartphone on facilitating nursing students' nursing skill competency and confidence. DESIGN A randomized controlled trial study design was used. SETTINGS AND PARTICIPANTS A convenience sample of nursing students at a university was recruited. METHODS After receiving a regular nursing skills lab demonstration, pre-test data were collected from nursing students in an intervention group (n = 44) and a comparison group (n = 43). Then, students in the intervention group downloaded the skill demonstration video onto their smartphones, while the comparison group did not. Post-test data were collected at 2 weeks after the intervention. RESULTS There were significant differences in students' urinary catheterization knowledge (F = 4.219, p = 0.04) and skills (F = 6.739, p = 0.013), but there was no difference in students' confidence level (F = 2.201, p = 0.142) between the two groups after the intervention. Furthermore, the average score of the satisfaction level regarding the intervention was 4.46 (SD = 0.43) on a scale of 1-5. CONCLUSIONS This study found that delivering learning materials through smartphones to nursing students is suitable. Although there was no significant difference in students' self-confidence level, students' knowledge and skills were improved by the intervention. Smartphones can serve as a supplemental tool for learning nursing skills.
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Affiliation(s)
- Yeu-Hui Chuang
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan.
| | - Fu-Chih Lai
- Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan.
| | - Chia-Chi Chang
- School of Gerontology Health Management, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan.
| | - Hsu-Tien Wan
- Division of Educational Technology, Office of Information Technology, Taipei Medical University, 250 Wu-Xing St., Taipei 110, Taiwan.
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Integration of an Individual Simulation-Based Experience Into a Psychomotor Skills Course. Nurse Educ 2018; 43:117-120. [DOI: 10.1097/nne.0000000000000446] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Gonzalez L, Bourgault AM, Aguirre L. Varying levels of fidelity on psychomotor skill attainment: a CORTRAK product assessment. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2018; 4:141-145. [DOI: 10.1136/bmjstel-2017-000265] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/09/2018] [Indexed: 11/04/2022]
Abstract
BackgroundA task trainer is defined as a model that represents a part or region of the human body such as an arm and an abdomen… generally used to support procedural skills training. Concepts for consideration when selecting a task trainer include fidelity and cognitive load. Insertion of small - bore FTs in acutely ill patients continues to be a high - risk skill. The most frequent complication is insertion of the F T into the pulmonary system, which can lead to pneumothorax, pneumonitis and death. Training consists of placing the FT under electromagnetic visual assistance in a task trainer.ObjectiveThis study describes assessment of two task trainers that are used to simulate assisted feeding tube (FT) insertion. Simulation is an excellent approach to close the learning gap and ensure competency. Study selection: This study used a prospective observational design. Participants (n=20) were registered nurses considered to be superusers. They were randomly assigned to order of the task trainer.Findings and conclusionsThe findings suggest the learners preferred the low-fidelity task trainer. The clear Anatomical Box scored higher overall (18.35/21) when compared with the human-like task trainer (16.5/21). A higher fidelity task trainer may seem attractive; however, with a lens to cognitive load theory, it may hinder the early learning process. Fidelity requirements vary depending on the training task. Recommendations from this study include: initial instruction should focus on the psychomotor steps for the FT insertion process. The high-fidelity human torso is recommended for performance, final competency and ongoing competency maintenance.
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Hannon MA, Raymond RA. Color Coding of a Sterile Field to Aid in Recognition of Visual Cognition and Learning. Nurs Educ Perspect 2018; 39:371-372. [PMID: 30339133 DOI: 10.1097/01.nep.0000000000000290] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study used color coding to determine if color promotes visual cognition and learning for students to identify the sterile field while inserting an indwelling catheter. Novice students have trouble identifying the sterile field. It was theorized that adding color would help students identify what is and is not sterile. Thirty students in the control group were instructed using a standard non-color-coded catheter kit; 30 students in the experimental group were instructed using a red color-coded catheter kit. All students were validated using the standard non-colored-coded kit. The experimental group performed better on overall sterility.
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Affiliation(s)
- Michele A Hannon
- About the Authors Michele A. Hannon, MSN, RN, was a lab specialist and is now a visiting professor at Chamberlain College of Nursing, Downers Grove, Illinois. Roberta A. Raymond, PhD, RN, CNE, is an associate professor at Chamberlain College of Nursing, Downers Grove, Illinois. For more information, contact Michele Hannon at
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Nursing Students' Perceptions of Learning Psychomotor Skills: A Literature Review. TEACHING AND LEARNING IN NURSING 2017. [DOI: 10.1016/j.teln.2016.09.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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