المؤلفون: J M, Rodríguez-Ferrer, A, Manzano-León, C, Fernández-Jiménez, J M, Aguilar-Parra, A J, Cangas, A, Luque de la Rosa

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Nursery education, Attitude of Health Personnel, Mental Disorders, Social Stigma, Quality of Life, Humans, Students, Nursing, General Medicine, Education, Nursing, Escape room, Gamification, Education

الوصف: Negative attitudes and prejudices towards people with a mental disorder are common across cultures and societies. The stigma associated with mental illness leads to a lower quality of life, given the discrimination and social exclusion suffered by people with this type of disorder. In the field of health, research has shown that doctors and nurses also manifest these types of stigmatizing behaviors and attitudes. The present study aims to create and apply an educational escape room for the purpose of training nursing students in mental health, promoting positive attitudes towards people who have a mental disorder. To do so, a pre-post study was conducted with an experimental group and a control group to determine whether the escape room was effective for the modification of stigmatizing behaviors compared to transmissive lecture class, and a third measurement was made at 6 months only to the experimental group to evaluate whether the changes produced by the escape room were maintained in the long term. The results indicate that the students participating in the study obtained better scores in sensitization and these remain better over time. It is concluded that the escape room used is suitable for the training and sensitization of future nursing professionals in the field of mental health, facilitating the learning of knowledge and positive attitudes towards severe mental disorder.
FEDER "A way to make Europe" (Una manera de hacer Europa) UAL2020-SEJ-D1912

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::45b70069ed9ade62fef529d4911d5aabTest
https://doi.org/10.1186/s12909-022-03879-6Test

المؤلفون: Hanna, Lee, Jeong-Won, Han

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Virtual Reality, Humans, COVID-19, Students, Nursing, Clinical Competence, General Medicine, Education, Nursing, Respiration, Artificial, Education

الوصف: Background Since COVID-19 limits safe clinical practice settings, virtual reality (VR) emerged as an alternative to practical education. Using VR simulation to learn mechanical ventilation is rare in nursing education. Methods This study developed a VR simulation program for mechanical ventilation care and evaluated its effects. We adopted a quasi-experiment design. Participants were fourth-year students across nursing colleges in South Korea. Results The interaction effect of the intervention time point and control group, to which the VR simulation program was applied, showed a significant difference in self-efficacy (F = 19.54, p p p = .026). The level of learning immersion (t = − 3.13, p = .003) and learning satisfaction (t = − 3.49, p = .001) were statistically significantly higher in the experimental group than in the control group. Conclusion These findings confirmed that the VR stimulation program for nursing students had a positive effect on their self-efficacy, clinical reasoning capacity, and learning satisfaction. Furthermore, it was effective in improving their nursing competence.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5455b99f908ad681f4b30facbbab2942Test
https://doi.org/10.1186/s12909-022-03834-5Test

المؤلفون: Brian Witschen, Sharla King, Emilio Mauro Violato, Efrem Violato

المصدر: Advances in Health Sciences Education. 27:293-321

مصطلحات موضوعية: Health Personnel, Interprofessional Relations, media_common.quotation_subject, education, Applied psychology, Allied Health Personnel, Education, Compliance (psychology), symbols.namesake, Patient safety, Humans, Cooperative Behavior, Positive deviance, Students, media_common, Patient Care Team, General Medicine, Interprofessional education, Displacement (psychology), Milgram experiment, Obedience, Interprofessional Education, symbols, Students, Nursing, Psychology, Cognitive load

الوصف: Interprofessional Education and Collaborative Practice (IPECP) is a field of study suggested to improve team functioning and patient safety. However, even interprofessional teams are susceptible to group pressures which may inhibit speaking up (positive deviance). Obedience is one group pressure that can inhibit positive deviance leading to negative patient outcomes. To examine the influence of obedience to authority in an interprofessional setting, an experimental simulated clinical scenario was conducted with Respiratory Therapy (RT) (n = 40) and Advanced Care Paramedic (ACP) (n = 20) students. In an airway management scenario, it was necessary for students to challenge an authority, a senior anesthesiologist, to prevent patient harm. In a 2 × 2 design cognitive load and an interventional writing task designed to increase positive deviance were tested. The effect of individual characteristics, including Moral Foundations, and displacement of responsibility were also examined. There was a significant effect for profession and cognitive load: RT students demonstrated lower levels of positive deviance in the low cognitive load scenario than students in other conditions. The writing task did not have a significant effect on RT or ACP students’ behaviour. The influence of Moral Foundations differed from expectations, In Group Loyalty was selected as a negative predictor of positive deviance while Respect for Authority was not. Displacement of responsibility was influential for some participants thought not for all. Other individual variables were identified for further investigation. Observational analysis of the simulation videos was conducted to obtain further insight into student behaviour in a compliance scenario. Individual differences, including experience, should be considered when providing education and training for positive deviance. Simulation provides an ideal setting to use compliance scenarios to train for positive deviance and for experimentation to study interprofessional team behaviour.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::59104cbcbd78f43383e68f961c236dabTest
https://doi.org/10.1007/s10459-021-10085-4Test

المؤلفون: Reza Baghbani, Mahnaz Rakhshan, Nahid Zarifsanaiey, Reza Nemati, Safieh Daneshi

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Humans, Learning, Education, Nursing, Baccalaureate, Students, Nursing, General Medicine, Electronics, Morals, Education

الوصف: Background Nursing is a profession that has had many ethical aspects and understanding professional belonging and ethics as a deep and complex process is one of the basic concepts in this field. This study aimed to compare the effectiveness of training professional belonging and ethical behaviors in two methods: electronic portfolio and online discussion forum in nursing students. Methods This study is a single-blinded randomized-controlled trial (RCT) with two parallel intervention groups and a third control group. The sample size was 90 selected by block randomization method. The educational contents of professional belonging and ethical behaviors were presented to the participants in two ways: electronic portfolio and online discussion forum. Demographic information form, professional belonging questionnaire, and ethical behaviors questionnaire were applied to collect data. Data were analyzed using SPSS version 24 software. Respectively mean, standard deviation and repeated measured, analysis of variance tests was used in descriptive and analytic statistic. (P value Results Comparison of the mean score of professional belonging and ethical behavior in the three stages of pretest, immediately after the test and four weeks after the test in all three groups was significant (P Conclusion Training based on two methods of the electronic portfolio and online discussion forum increases and enhances the level of ethical behaviors in students. Therefore, the implementation of such methods of training can be useful in improving, promoting, and learning ethical behaviors in nursing students. On the other hand, training based on the two methods had a negative impact on professional belonging. Therefore, it is suggested that future studies be conducted with a greater focus on areas of professional belonging. Trial registration This research has been registered in Iranian Clinical Trial Registration Center (IRCT) with registration number "IRCT20180612040063N1" and registration date "16/07/2018".

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::00a8aeaeacb1488d7443839c7c126fb6Test
https://doi.org/10.1186/s12909-022-03677-0Test

المؤلفون: Ching-Yi Lee, Hiroshi Nishigori, Pai-Hsuang Yang, Madawa Chandratilake, Lynn V Monrouxe, Gohar Wajid, Muhamad Saiful Bahri Yusoff, Julie Chen, Chang-Chyi Jenq, Mi-Mi Chen

المصدر: Advances in Health Sciences Education

مصطلحات موضوعية: Scoping review, medicine.medical_specialty, Asia, Health Personnel, Population, Scopus, Clinical Reasoning, Article, Education, 03 medical and health sciences, 0302 clinical medicine, Health professions, Health care, medicine, Humans, Learning, 030212 general & internal medicine, Nurse education, education, Curriculum, education.field_of_study, 030504 nursing, business.industry, Learning environment, General Medicine, Critical thinking, Family medicine, Students, Nursing, 0305 other medical science, business, Psychology, Delivery of Health Care, Inclusion (education)

الوصف: Clinical reasoning is the thought process that guides practice. Although a plethora of clinical reasoning studies in healthcare professionals exists, the majority appear to originate from Western cultures. A scoping review was undertaken to examine clinical reasoning related research across Asian cultures. PubMed, SciVerse Scopus, Web of Science and Airiti Library databases were searched. Inclusion criteria included full-text articles published in Asian countries (2007 to 2019). Search terms included clinical reasoning, thinking process, differential diagnosis, decision making, problem-based learning, critical thinking, healthcare profession, institution, medical students and nursing students. After applying exclusion criteria, n = 240 were included in the review. The number of publications increased in 2012 (from 5%, n = 13 in 2011 to 9%, n = 22) with a steady increase onwards to 12% (n = 29) in 2016. South Korea published the most articles (19%, n = 46) followed by Iran (17%, n = 41). Nurse Education Today published 11% of the articles (n = 26), followed by BMC Medical Education (5%, n = 13). Nursing and Medical students account for the largest population groups studied. Analysis of the articles resulted in seven themes: Evaluation of existing courses (30%, n = 73) being the most frequently identified theme. Only seven comparative articles showed cultural implications, but none provided direct evidence of the impact of culture on clinical reasoning. We illuminate the potential necessity of further research in clinical reasoning, specifically with a focus on how clinical reasoning is affected by national culture. A better understanding of current clinical reasoning research in Asian cultures may assist curricula developers in establishing a culturally appropriate learning environment. Supplementary Information The online version contains supplementary material available at 10.1007/s10459-021-10060-z.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::87f1ccebca827fca59622811182ec689Test
https://doi.org/10.1007/s10459-021-10060-zTest

المؤلفون: Kathleen Neville, Joyce L Maglione

المصدر: Journal of Religion and Health

مصطلحات موضوعية: medicine.medical_specialty, media_common.quotation_subject, education, Servant leadership, 050109 social psychology, Bachelor, 03 medical and health sciences, 0302 clinical medicine, Nursing, Health care, Spirituality, medicine, Humans, Leadership style, 0501 psychology and cognitive sciences, 030212 general & internal medicine, Workplace, health care economics and organizations, General Nursing, media_common, Original Paper, business.industry, Professional career, Nurse leaders, Public health, 05 social sciences, Religious studies, General Medicine, Leadership, Students, Nursing, Nursing students, business, Psychology

الوصف: Nursing students represent the future of nursing. In today's increasingly complex health care environment nurse leaders must develop a distinct leadership style based on methodologically sound research to shape tomorrow's clinical practice. The purpose of this study is to determine the relationship between spirituality and servant leadership characteristics in undergraduate and graduate nursing students. Although the relationship between these two concepts has been studied in the workplace, less is known about the links of servant leadership and spirituality among nursing students. Data from 66 student participants were analyzed using the Servant Leadership and Spirituality Scales. The results indicated nursing students had relatively high levels of spirituality and servant leadership. A significant positive association was found between overall servant leadership and spirituality scores. Servant leadership characteristics increased from Bachelor of Science in Nursing (BSN) to Master of Science in Nursing (MSN) program students, but then decreased among the doctoral students. A decline in servant leadership was also demonstrated in nurses in practice greater than 10 years. Spirituality scores declined slightly in nurses' early years of practice, then rebounded and continued to progress with increased years of practice. The authors concluded that students that select nursing as a professional career may inherently possess characteristics of servant leadership and spirituality.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f12c27d16edf1299589656be09ecde3eTest
https://doi.org/10.1007/s10943-021-01311-9Test

المؤلفون: Wenjing, Cao, Chunyan, Li, Qianqian, Zhang, Huiru, Tong

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Terminal Care, Humans, Nurses, Education, Nursing, Baccalaureate, Students, Nursing, Clinical Competence, General Medicine, Qualitative Research, Education

الوصف: Background With the aging of the population, high rates of cancer and comorbidity complexity, the end-of-life care for patients will be ever more important. Nurses have always played an essential role in end-of-life care. Insufficient education and training in end-of-life care has been regarded as a major reason of inadequate symptom recognition, symptom management, and communication which results in mental trauma for both the patient’s family and attending health care providers. Undergraduate nurses do end-of-life care as part of their clinical learning. However, undergraduate nurses’ perceptions of the education they received about end-of-life care are not documented. Objective This study aimed to critically explore the current state of education regarding end-of-life care from the perspectives of undergraduate nurses. Methods We used a descriptive qualitative design. Face-to-face semi-structured interviews were conducted from May to August 2020, with a purposive sample of 15 fourth-year undergraduate nurses who finished the internship. Data were transcribed verbatim and analyzed using content analysis. Findings Three main themes relating to undergraduate nurses’ experiences of end-of-life care education emerged from the thematic analysis: 1) Universities provide foundational knowledge about end-of-life care, but it still needs improvement; 2) Clinical practice consolidates and drives undergraduate nurses’ knowledge, skills and confidence about end-of-life care; and 3) cultural attitudes of patients’ family toward disease and death sometimes impedes learning and knowledge translation about end-of-life care. Conclusion Undergraduate nursing students benefit from not only theoretical content delivered in the university setting but also practice happened on clinical placement. The current undergraduate curriculum, related to end-of-life care, is disjointed. Meanwhile, undergraduate nurses’ learning and knowledge translation of end-of-life care are impeded by cultural attitudes toward disease and death.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::daf565b328f8675105a100a9058fca25Test
https://doi.org/10.1186/s12909-022-03625-yTest

المؤلفون: Mikaela Reynolds, Cristina Bowers, Holly Peters, Mathilde Klein, Zane Clayton, David Hagger, Ben McGarry, Elise Pelzer

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Humans, Learning, Education, Nursing, Baccalaureate, Students, Nursing, Curriculum, General Medicine, Biological Science Disciplines, Education

الوصف: 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.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::492fe47079b9c495eafdb486ae32bffdTest
https://doi.org/10.1186/s12909-022-03513-5Test

المؤلفون: Mohamed Ayoub, Tlili, Wiem, Aouicha, Syrine, Tarchoune, Jihene, Sahli, Mohamed, Ben Dhiab, Souad, Chelbi, Ali, Mtiraoui, Thouraya, Ajmi, Mohamed, Ben Rejeb, Manel, Mallouli

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Cross-Sectional Studies, Humans, Education, Nursing, Baccalaureate, Students, Nursing, Clinical Competence, Evidence-Based Nursing, General Medicine, Education

الوصف: Background Evidence-based practice (EBP) is an important competency of undergraduate nursing students which should be cultivated before graduation by increasing future healthcare providers’ knowledge, skills and attitudes towards EBP. This study aimed to describe nursing students’ competencies (attitudes, knowledge, skills) in Evidence-based practice (EBP) and to determine factors predicting EBP competency. Methods A descriptive cross-sectional study was conducted at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among 365 nursing students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ). Multiple linear regression was performed to determine factors predicting EBP competencies. Results The overall score of EBP-COQ questionnaire was 3.26 ± 0.53 out of 5. The attitude, skills and knowledge subscales received 4.04 ± 0.41; 3.05 ± 0.77 and 2.70 ± 0.74 as mean scores respectively. Multiple linear regression analysis (table 4) revealed that significant related factors were academic level (β = 0.271, p = 0.001), English-language reading skills (β = 0.435, p p = 0.035) difficulties in obtaining full-text papers (β = − 0.127, p p p Conclusions These results help to understand students’ attitudes, knowledge and skills in EBP and can be therefore a starting point to develop effective strategies for EBP curricula.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::34f1fa78b2b44f89ae184bdff5f1a155Test
https://doi.org/10.1186/s12909-022-03487-4Test

المؤلفون: Eunhee, Hwang, Jeonghyun, Kim

المصدر: BMC Medical Education. 22

مصطلحات موضوعية: Male, Cross-Sectional Studies, Surveys and Questionnaires, Humans, Female, Students, Nursing, General Medicine, Anxiety, Burnout, Psychological, Burnout, Professional, Education

الوصف: Background Academic burnout has a negative effect on learning outcomes of nursing students. Factors affecting academic burnout may differ depending on whether or not they have experience in clinical practice and identifying these differences would be necessary to seek for strategies to lower academic burnout of nursing students. This study aimed to determine the effects of stress, depression, and anxiety on academic burnout according to the clinical practice experience of nursing students. Methods Data were collected from 171 female nursing students in South Korea. Self-report questionnaires from 83 participants without clinical practice experience and 88 with clinical practice experience were analyzed using descriptive statistics, χ2-tests, analysis of variance, t-test, Spearman correlation coefficient, and stepwise multiple regression. Results Academic burnout was positively correlated to stress (r = .52, p r = .50, p r = .44, p Conclusions Universities and clinical institutions should establish a cooperative system to reduce stress, depression and anxiety and increase major satisfaction.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::05f3367b64bbe1b38adc07b0e897a40aTest
https://doi.org/10.1186/s12909-022-03422-7Test