The effects of CPBL + SBAR teaching mode among the nursing students

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

BACKGROUND

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

METHODS

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

RESULTS

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

CONCLUSION

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

The effect of "typical case discussion and scenario simulation" on the critical thinking of midwifery students: Evidence from China

BACKGROUND

Assessment ability lies at the core of midwives' capacity to judge and treat clinical problems effectively. Influenced by the traditional teaching method of "teacher-led and content-based", that teachers involve imparting a large amount of knowledge to students and students lack active thinking and active practice, the clinical assessment ability of midwifery students in China is mostly at a medium or low level. Improving clinical assessment ability of midwifery students, especially critical thinking, is highly important in practical midwifery education. Therefore, we implemented a new teaching program, "typical case discussion and scenario simulation", in the Midwifery Health Assessment course. Guided by typical cases, students were organized to actively participate in typical case discussions and to promote active thinking and were encouraged to practice actively through scenario simulation. In this study, we aimed to evaluate the effect of this strategy on the critical thinking ability of midwifery students.

METHOD

A total of 104 midwifery students in grades 16-19 at the West China School of Nursing, Sichuan University, were included as participants through convenience sampling. All the students completed the Midwifery Health Assessment course in the third year of university. Students in grades 16 and 17 were assigned to the control group, which received routine teaching in the Midwifery Health Assessment, while students in grades 18 and 19 were assigned to the experimental group, for which the "typical case discussion and scenario simulation" teaching mode was employed. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and Midwifery Health Assessment Course Satisfaction Questionnaire were administered after the intervention.

RESULTS

After the intervention, the critical thinking ability of the experimental group was greater than that of the control group (284.81 ± 27.98 and 300.94 ± 31.67, p = 0.008). Furthermore, the experimental group exhibited higher scores on the four dimensions of Open-Mindedness (40.56 ± 5.60 and 43.59 ± 4.90, p = 0.005), Analyticity (42.83 ± 5.17 and 45.42 ± 5.72, p = 0.020), Systematicity (38.79 ± 4.70 and 41.88 ± 6.11, p = 0.006), and Critical Thinking Self-Confidence (41.35 ± 5.92 and 43.83 ± 5.89, p = 0.039) than did the control group. The course satisfaction exhibited by the experimental group was greater than that exhibited by the control group (84.81 ± 8.49 and 90.19 ± 8.41, p = 0.002).

CONCLUSION

The "typical case discussion and scenario simulation" class mode can improve the critical thinking ability of midwifery students and enhance their curriculum satisfaction. This approach carries a certain degree of promotional significance in medical education.

Critical thinking disposition of medical students in Anhui Province, China: a cross-sectional investigation

OBJECTIVE

To investigate the critical thinking disposition of medical undergraduates.

METHODS

This cross-sectional study was performed on 426 students from four majors, including preventive medicine, maternal and children's health care medicine, health inspection and quarantine, and food quality and safety. The survey was completed in May 2019 using the California Critical Thinking Dispositions Inventory-Chinese version (CTDI-CV).

RESULTS

A total of 435 questionnaires were distributed and 426 valid questionnaires were collected, with an effective rate of 97.93%. The CTDI-CV overall average score was 262.02 ± 34.74 points indicating an ambivalent disposition in medical undergraduate students. Only one of the subscales (maturity in judgment) had mean scores of 43.35 ± 8.23 indicating the positive disposition of students. Among them, males scored 257.42 ± 35.06 lower than females' 264.82 ± 34.32, the difference was statistically significant. The target scores of preventive medicine, maternal and children's health medicine, health inspection and quarantine, and food quality and safety were 265.17 ± 30.10, 260.26 ± 37.05, 271.73 ± 33.55, and 252.11 ± 39.87, respectively. The difference was statistically significant. Among the three dimensions of seeking truth, open mind, and cognitive maturity, the scores of males were 38.26 ± 7.48, 38.78 ± 6.46 and 41.03 ± 8.69, which were lower than females' 39.97 ± 7.11, 40.48 ± 6.48 and 44.91 ± 7.60, respectively. The scores of food quality and safety students were 37.23 ± 7.08, 36.61 ± 7.41 and 40.57 ± 8.60, respectively, which were lower than the preventive medicine (39.98 ± 7.07, 40.60 ± 5.96 and 44.44 ± 6.97, respectively).

CONCLUSION

Most medical students were found to have an ambivalent disposition which meant they were not disposed toward critical thinking. These findings suggested that more effective teaching methods should be taken to facilitate critical thinking disposition and problem-solving ability.

Case-based learning interventions for undergraduate nursing students in a theoretical course: A review of design, implementation, and outcomes

BACKGROUND

Case-based learning (CBL) is a contextualized learning and teaching method that can facilitate active and reflective learning to develop critical thinking and problem-solving skills. However, nursing educators have some difficulty in creating a CBL environment that matches the diverse professional nursing curriculum and students' needs, including developing relevant cases and appropriate CBL implementation processes.

OBJECTIVE

To summarize the case design, implementation process, and their relationship with CBL effectiveness.

METHODS

Electronic databases of PubMed, Embase, Web of Science, CINAHL, China National Knowledge Infrastructure (CNKI) and Wanfang Data (a Chinese database) were searched from inception until January 2022. Study quality was assessed using the Mixed Methods Appraisal Tool. A qualitative synthesis was then conducted to summarize the study findings.

RESULTS

The systematic mixed studies review included twenty-one quantitative studies, five qualitative studies and two mixed methods studies. The case design and implementation process were indispensable parts of each study, but the application process of CBL in each study was slightly different, basically including case design, preparation, small-group interaction and exploration, collaborative efforts, teacher summary, assignment and teacher feedback. There were three themes in this review that indicate the effect of CBL on students, namely, knowledge, competence and attitude.

CONCLUSION

The present review analyzes the available literature and suggests that there is no common format for the case design and CBL implementation process, but demonstrates that they are an indispensable part of each study. This review provides conceptual procedures for nurse educators to design and implement CBL in nursing theoretical courses to improve the effectiveness of CBL.

Effect of antenatal dexamethasone therapy on hearing screening in premature infants: A retrospective case-control study

PURPOSE

Hearing impairment has a great impact on children's auditory language development, which causes serious socio-economic burden. Existing data showed the effect of antenatal dexamethasone treatment on hearing of premature infants is controversial, which may be caused by different treatment courses. Therefore, this study explored the effects of different courses of antenatal dexamethasone treatment on hearing of premature infants.

METHOD

All premature infants born in West China Second University Hospital, Sichuan University from 2018 to 2020 with abnormal hearing screening were included. We matched premature infants who passed the hearing screening according to the gestational age (±1 week) at a ratio of 1:1. Antenatal dexamethasone information, hearing screening results, and postnatal diagnosis related to hearing were available.

RESULTS

A total of 299 premature infants failed hearing screening. In the final logistic model, antenatal use of 4 doses of dexamethasone reduced the hearing screening failure rate of premature infants (OR 0.39; 95 % CI: 0.22-0.69). Excessive exposure (OR 1.01; 95 % CI: 0.45-2.23) and incomplete exposure (OR 1.03; 95 % CI: 0.59-1.80) had no effect on the hearing screening of premature infants.

CONCLUSION

Antenatal dexamethasone therapy has a dose-dependent protective effect on hearing loss in premature infants.

Effects of reflective learning based on visual mind mapping in the fundamentals of nursing course: A quasi-experimental study

BACKGROUND

Previous studies have shown that reflective learning and mind mapping have many advantages in nursing education, but the relevant researches on the joint application of the two strategies are very limited.

OBJECTIVES

To confirm the efficacy of reflective learning based on visual mind mapping for educational purposes to support the critical thinking, academic self-efficacy, and professional self-concept of nursing students.

DESIGN

A quasi-experimental design with pretest and posttest model.

SETTINGS

A nursing college in Chengdu, Sichuan Province, China.

PARTICIPANTS

Eighty 2nd year baccalaureate nursing students in two parallel classes were assigned to an intervention group (n = 40) and a control group (n = 40) with one class for each group.

METHODS

This study was carried out from September 15 to November 30, 2021. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV), the Chinese version of Academic Self-Efficacy Scale (ASE-CV), and the Chinese version of Professional Self-Concept of Nurses Instrument (PSCNI-CV) were used to evaluate the effects of the study intervention on nursing students. Firstly, the pretest data were collected from students in the two groups. Then, the intervention group students made regular reflective entries based on mind mapping and the control group students conducted traditional reflective journal, while attending routine educational and clinical activities, about their experiences of the Fundamentals of Nursing course learning process. After the intervention, both groups completed the three scale tests again, and an open-ended question was set for intervention group to explore the difficulties or challenges encountered by students. Descriptive statistics, Chi-square, Mann-Whitney U test, and content analysis were performed.

RESULTS

There were no significant baseline demographic variables differences between the two groups. The intervention group showed significant improvement in critical thinking (P = 0.000), including truth-seeking, open-mindedness, analyticity, systematization, and inquisitiveness sub-dimensions (P = 0.000-0.014), and professional self-concept (P = 0.015), including flexibility and satisfaction sub-dimensions (P = 0.015-0.039), as compared to the baseline. There was no significant difference in students' academic self-efficacy level between pretest and posttest of the two groups. Compared to the total level of critical thinking between the intervention and the control group, the difference median values (posttest score-pretest score) were 14.0 and 1.5 respectively; and for professional self-concept, were 4.5 and 0.5 respectively, which were statistically significant at P < 0.05 level (P = 0.001-0.020). According to open-ended question survey, difficulties or challenges faced by the intervention group students were mainly problem of charting mind mapping, unfamiliar with tools, problem of mentors' guidance, and time-consuming.

CONCLUSIONS

This study found that it is appropriate for students to adopt reflective learning based on visual mind mapping. Although there were no significant differences in the improvement level of students' academic self-efficacy, students' critical thinking and professional self-concept were greatly improved by the intervention. This approach may be used as a complementary learning method for baccalaureate nursing education.