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Lam AHY, Ho LMK, Lam SKK, Chan CKY, Chan MMK, Pun MWM, Wang KMP. Effectiveness and experiences of integrating Mindfulness into Peer-assisted Learning (PAL) in clinical education for nursing students: A mixed method study. Nurse Educ Today 2024; 132:106039. [PMID: 37989037 DOI: 10.1016/j.nedt.2023.106039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 10/25/2023] [Accepted: 11/09/2023] [Indexed: 11/23/2023]
Abstract
INTRODUCTION Nursing students can find clinical learning to be challenging, unpredictable and stressful. To address this problem, this study integrated Mindfulness into Peer-assisted Learning (PAL) for nursing clinical education and investigated the feasibility and effectiveness on improving student participants' emotional reactions, and explored the perception and experience towards the programme. METHOD This quasi-experimental, repeated-measure, mixed methods study was conducted in a convenience sample of 126 Year 2 and Year 3 university nursing students. The participants engaged in an online mindfulness peer-assisted learning (PAL) programme that consisted of mindfulness practice, senior students sharing their experiences, and peer-assisted group learning. Emotional status (in terms of depression, anxiety and stress), burnout and self-efficacy were measured at baseline, 8 weeks after programme commencement and immediately after programme completion. Linear mixed-effects models and an intention-to-treat analysis were used to investigate changes in the dependent variables over time. Thirty-nine participants were also invited to engage in semi-structured interviews to explore their learning experiences in the programme. RESULTS The programme significantly improved the participants' self-reported self-efficacy (β = 1.44, 95 % confidence interval (CI): 0.58 to 2.30, p = 0.001) and decreased their level of burnout (β = -2.31, 95 % CI: -3.24 to -1.38, p < 0. 001) but did not significantly alleviate their depression, anxiety or stress across time (p > 0.05). Three themes emerged from the qualitative data, namely 1) nurturing self-care capacity through mindfulness; (2) empowering essential skills for clinical placement; (3) maintaining momentum alongside various challenges and enablers. CONCLUSION The mindfulness PAL programme may facilitate nursing students' clinical preparedness. Further trials are recommended to investigate its applicability and use in clinical nursing education.
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Affiliation(s)
| | | | - Stanley Kam Ki Lam
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong
| | - Claudia Kor Yee Chan
- School of Nursing and Health Studies, Hong Kong Metropolitan University, Hong Kong
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Ganotice FA, Shen X, Yuen JKY, Chow YMA, Wong AMY, Chan KMK, Zheng B, Chan L, Ng PY, Leung SC, Barrett E, Chan HYC, Chan WN, Chan KWS, Chan SLP, Chan SCS, Chan EWY, Cheuk YYJ, Choy J, He Q, Jen J, Jin J, Khoo US, Lam HYA, Lam MPS, Law YW, Lee JCY, Leung FCY, Leung A, Liu RKW, Lou VWQ, Luk P, Ng ZLH, Ng AYM, Pun MWM, See MLM, Shen J, Szeto GPY, Tam EYT, Tso WWY, Wang N, Wang R, Wong JKT, Wong JYH, Yuen GWY, Tipoe GL. Students' interaction anxiety and social phobia in interprofessional education in Hong Kong: mapping a new research direction. Ann Med 2023; 55:2210842. [PMID: 37166406 PMCID: PMC10177675 DOI: 10.1080/07853890.2023.2210842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/12/2023] Open
Abstract
BACKGROUND Interprofessional education (IPE) has been promoted as a breakthrough in healthcare because of the impact when professionals work as a team. However, despite its inception dating back to the 1960s, its science has taken a long time to advance. There is a need to theorize IPE to cultivate creative insights for a nuanced understanding of IPE. This study aims to propose a research agenda on social interaction by understanding the measurement scales used and guiding researchers to contribute to the discussion of social processes in IPE. METHOD This quantitative research was undertaken in a cross-institutional IPE involving 925 healthcare students (Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech Language Pathology, Clinical Psychology, Food and Nutritional Science and Physiotherapy) from two institutions in Hong Kong. Participants completed the Social Interaction Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6). We applied a construct validation approach: within-network and between-network validation. We performed confirmatory factors analysis, t-test, analysis of variance and regression analysis. RESULTS CFA results indicated that current data fit the a priori model providing support to within-network validity [RMSEA=.08, NFI=.959, CFI=.965, IFI=.965, TLI=.955]. The criteria for acceptable fit were met. The scales were invariant between genders, across year levels and disciplines. Results indicated that social interaction anxiety and social phobia negatively predicted behavioural engagement (F = 25.093, p<.001, R2=.065) and positively predicted behavioural disaffection (F = 22.169, p<.001, R2=.057) to IPE, suggesting between-network validity. CONCLUSIONS Our data provided support for the validity of the scales when used among healthcare students in Hong Kong. SIAS-6 and SPS-6 have sound psychometric properties based on students' data in Hong Kong. We identified quantitative, qualitative and mixed methods research designs to guide researchers in getting involved in the discussion of students' social interactions in IPE.Key MessagesThe Social Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6) scales have sound psychometric properties based on the large-scale healthcare students' data in IPE in Hong Kong.Social interaction anxiety and social phobia negatively predicted students' behavioural engagement with IPE and positively predicted behavioural disaffection. The scales are invariant in terms of gender, year level and discipline.Quantitative, qualitative and mixed methods studies are proposed to aid researchers to contribute in healthcare education literature using the SIAS-6 and SPS-6.
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Affiliation(s)
- Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Xiaoai Shen
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | | | - Yin Man Amy Chow
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
| | - Anita M Y Wong
- Faculty of Education, The University of Hong Kong, Hong Kong
| | - Karen M K Chan
- Faculty of Education, The University of Hong Kong, Hong Kong
| | - Binbin Zheng
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Linda Chan
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | | | - Siu Chung Leung
- Emergency Medicine Unit, The University of Hong Kong, Hong Kong
| | | | - Hoi Yan Celia Chan
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
| | - Wing Nga Chan
- School of Nursing and Health Studies, Hong Kong Metropolitan University, Hong Kong
| | | | | | - So Ching Sarah Chan
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Esther W Y Chan
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong
| | | | - Jacky Choy
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
| | - Qing He
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Julienne Jen
- Department of Professional Legal Education, The University of Hong Kong, Hong Kong
| | - Jingwen Jin
- Department of Psychology, The University of Hong Kong, Hong Kong
| | - Ui Soon Khoo
- Department of Pathology, The University of Hong Kong, Hong Kong
| | | | - May P S Lam
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong
| | - Yik Wa Law
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
| | | | | | - Ann Leung
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong
| | - Rebecca K W Liu
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Vivian Wei Qun Lou
- Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong
| | - Pauline Luk
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Zoe Lai Han Ng
- School of Nursing, The University of Hong Kong, Hong Kong
| | | | | | | | - Jiangang Shen
- School of Chinese Medicine, The University of Hong Kong, Hong Kong
| | | | - Eliza Y T Tam
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong
| | - Winnie Wan Yee Tso
- Department of Paediatrics and Adolescent Medicine, The University of Hong Kong, Hong Kong
| | - Ning Wang
- School of Chinese Medicine, The University of Hong Kong, Hong Kong
| | - Runjia Wang
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
| | - Janet Kit Ting Wong
- Department of Pharmacology and Pharmacy, The University of Hong Kong, Hong Kong
| | | | | | - George Lim Tipoe
- Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong
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