Development and evaluation of the Trauma-nursing Education and Skill Support program to enhance trauma nursing competencies: a quasi-experimental study.

This research originated from the low ability of mathematical problem solving and creative thinking of students of MTs se Kecamatan Sutera. This research is Quasy Experiment. The population in this research were students of class 1 th MTs se Kecamatan Sutera. Techniques used in sampling is random sampling. Test use to see the ability of problem solving and creative thinking students. Data were analyzed using mean aquality test that t-test and U-test. These result indicate that (1) the ability of mathematical problem solving and creative thinking of the students taught by using open-ended approach was better than ability mathematical problem solving and creative thinking of the students who taught by using conventional learning. (2) the ability of mathematical problem solving and creative thinking of the students with high entering behavior by using open-ended approach was better than the ability of mathematical problem solving and creative thinking student high entering behavior with taught conventional learning. (3) the ability of mathematical problem solving and creative thinking of the student with low entering behavior by using open-ended approach was better than the ability of mathematical problem solving and creative thinking of student low entering behavior with taught conventional learning.

This research aims to analyze the effect of STEM model learning on problem-solving ability and mathematical literacy ability. The research uses a quantitative approach with a Quasi-Experimental research design in the form of a Pre-Post Group Design. The research instruments are learning instruments, tests, interviews, and test question validation questionnaires. The data analysis results using the Wilcoxon test show that there is an influence of using the STEM learning model on problem-solving abilities and mathematical literacy with a p-value lower than 0.05. The STEM learning model improves the students' problem-solving abilities in the medium category (N-Gain = 0.4644) and mathematical literacy abilities in the medium category (N-Gain = 0.3889). These results conclude that the STEM learning model can be an alternative solution to improving students' problem-solving abilities and mathematical literacy.

Objective: In this study, we aimed to examine differences in the clinical performance, problemsolving ability, and critical thinking disposition of dental hygiene students according to their general characteristics and major satisfaction scores. We also investigated changes before and after participation in a simulation-based scaling practice program and analyzed correlations among the three variables. Methods: A total of 46 dental hygiene students participated in the study. A structured simulation program was applied and pre- and post-surveys were conducted to measure clinical performance, problem-solving ability, and critical thinking disposition. Data were analyzed using t-tests, ANOVA, paired t-tests, and Pearson’s correlation coefficients. Results: Participants with higher major satisfaction scores had significantly higher scores for all three variables. After the simulation program, clinical performance and problem-solving ability significantly improved (p<0.05), whereas critical thinking disposition showed no statistically significant change. All three variables were positively correlated (p<0.01). Conclusions: Simulation-based education effectively improved the clinical and problem-solving skills of dental hygiene students. Long-term reflective learning strategies are required to enhance critical thinking disposition. Educational programs should focus on developing integrated thinking skills and creating an environment that boosts motivation and satisfaction.

Purpose: In this study the time point of effects that repeat exposure to simulation-based nursing training has on stress, interest in learning, and problem-solving abilities were identified. Methods: Participants for this study were 75 nursing college students in Seoul. In a preliminary survey data were collected and measured for the general characteristics, stress, interest in learning, and problem-solving abilities of the students. Then, stress was assessed before performance of each of four-rounds of simulation training scenarios. After each simulation round, interest in learning and problem-solving abilities were assessed. Results: With respect to stress, no significant differences were found when comparing the results of the preliminary survey to those of each of the simulation-based training exercises. For the sub-items of interest in learning, interest in nursing knowledge and interest in clinical training significantly increased between the preliminary survey and the 4th survey. Interest in lab training increased significantly at the 1st survey. Problem solving abilities showed a significant increase from the preliminary at each of the survey points. Conclusion: Increasing the exposure of nursing students to simulation-based training enhances their interest in learning and problem-solving abilities. Therefore it is necessary to have education strategies that includes various simulation experiences for students.

This research aims to analyze the students’ problem solving ability in problem solving model and conventional learning, analyze the students’ problem solving ability between the students who have understanding the concept above the average and the students who have understanding below the average, and also analyze the interaction between the learning model and the understanding concept on the students’ problem solving ability. This research is quasi experiment. Sample selection was done by using random class technique twice, where the first class was taught problem solving model while the second class was taught conventional learning. The instrument which was used consisted of the tests of problem solving ability and test of understanding the concept. The data in this research was analyzed by using two way anova. The result of this research showed that the students’ problem solving ability who was taught problem solving model was better than the students’ problem solving ability who was taught conventional, the students’ problem solving ability with understanding the concept above the average showed a better result than the students with understanding the concept below the average, and there was an interaction between problem solving model and understanding the concept on the students’ problem solving ability

Objectives The purpose of this study was to determine the effect of problem-based learning education on problem-solving ability, self-directed learning ability, and clinical reasoning competency of nursing students. Methods The research design is a quasi-experimental study with a single-group before/after design. A preliminary survey was conducted on April 3 and 4, 2024, targeting 55 fourth-year nursing students, and a follow-up survey was conducted on April 24 and 25. Data analysis included descriptive statistics, paired t-test, and Pearson correlation analysis using the SPSS Statistics 22.0 program. Results After problem-based learning education, nursing students' problem-solving ability(t=-5.91, p<.001), self-directed learning ability(t=-6.02, p<.001), and clinical reasoning ability(t=-7.39, p<.001) was statistically significantly improved. Conclusions Through this study, it was confirmed that problem-based learning is an effective teaching and learning method in improving nursing students' problem-solving ability, self-directed learning ability, and clinical reasoning competency. Therefore, efforts should be made to strengthen the capabilities of nursing students by expanding subjects that apply problem-based learning in nursing education.

Background: Simulation-based education has emerged as an effective approach in nursing education worldwide. We aimed to evaluate the effectiveness of a surgical nursing education program based on a simulation using standardized patients and mobile applications among nursing students. Methods: A mixed-methods design with a quasi-experimental longitudinal approach and focus group interviews was employed. The data were collected from 130 third-year nursing students at three different time points who were equally divided into experimental and control groups. This study measured the level of clinical surgical nursing competence, self-efficacy in clinical performance, cultural competence, and satisfaction with simulation experience. Four focus group interviews were conducted using open-ended questions to explore the participants’ perspectives on the course’s efficacy and satisfaction. Results: There were statistically significant differences in clinical surgical nursing competence (F = 8.68, p < 0.001), self-efficacy in clinical performance (F = 13.56, p < 0.001), and cultural competence (F = 10.35, p < 0.001) across time between the intervention and control groups. Student satisfaction with the simulation-based training was high, particularly regarding debriefing and reflection, with an overall mean satisfaction level of 4.25 (0.40). Students’ perspectives regarding integrated hybrid training are categorized into three themes: educational achievement, dynamic learning experiences, and satisfaction and suggestion. Conclusion: Simulation-based learning provides a dynamic and immersive educational experience that enables undergraduate nursing students to develop and refine essential clinical skills while also fostering confidence and cultural competence.

This study investigated the effects of a nursing leadership program on self-leadership, interpersonal relationships, clinical performance, problem-solving abilities, and nursing professionalism among nursing students in South Korea. A quasi-experimental study was conducted. The Practice-Driven Nursing Leadership Program for Students (PDNLP-S) was developed based on the ADDIE model (analysis, design, development, implementation, and evaluation). This quasi-experimental study design included 60 nursing students. The experimental group (n=30) participated in the PDNLP-S for 120-minute sessions over 5 weeks, while the control group (n=30) received usual lectures. The PDNLP-S included lectures, discussions, and individual and group activities to cultivate core nursing leadership competencies such as individual growth, collaboration, nursing excellence, creative problem-solving, and influence. Data were analyzed using descriptive statistics, the Mann-Whitney U-test, and the independent t-test with IBM SPSS Windows ver. 26.0. The experimental group demonstrated significant improvements in self-leadership (t=3.28, p=.001), interpersonal relationships (t=3.07, p=.002), clinical performance (U=268.50, p=.004), and problem-solving abilities (t=2.20, p=.017) compared to the control group. No significant difference was observed in nursing professionalism (t=0.50, p=.311). This study demonstrates that the PDNLP-S improved nursing students' self-leadership, interpersonal relationships, clinical performance, and problem-solving abilities. The PDNLP-S can play a significant role in cultivating future nurse leaders by enhancing these nursing leadership competencies among nursing students.

The efficacy of simulation-based and peer-learning handover training for new graduate nurses

Problem solving ability is the ability of individuals to use their thinking processes to solve problems through the stages of understanding the problem, planning problem solving, implementing problem solving, and re-examining solutions. The purpose of this study is to determine the problem solving ability of students using the ICARE model and to determine the differences in problem solving abilities. The type of research used is experimental research with a quasi-experimental design "Nonequivalent control group design" with the "Posttest only control group design" model. The population of this study is all students of class X IPA SMA Negeri 1 Tambang for the academic year 2021/2022 with a sample of 59 students consisting of class X IPA 1 as the control class, which consists of 31 students and class X IPA 2 as the experimental class. 28 students. The data collection instrument was in the form of a test of momentum and impulse problem-solving skills for class X SMA which consisted of 5 essay questions. The data analysis used is descriptive analysis through the results of students' problem solving abilities and inferential analysis through normality test, homogeneity test and independent sample t test with the help of SPSS version 23. The results show that the results of students' problem solving abilities in the experimental class are better than the experimental class. control and there are differences in the results of problem solving abilities between the experimental class that applies the ICARE model and the control class that applies the conventional learning model.&#x0D; Keywords: Problem Solving Ability, ICARE Model, Momentum and Impulse

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students

This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.

AimsTrauma is the fifth‐leading cause of death in China. Despite the establishment of the Chinese Regional Trauma Care System (CRTCS) in 2016, advanced trauma nurse practice has not been incorporated. This study aimed to identify the roles and responsibilities of trauma advanced practice nurse (APN), and to investigate the impact on patient outcomes in a Level I regional trauma centre in mainland China.DesignA single‐centre pre‐ and post‐control design was used.MethodsThe trauma APN programme was established based on multidisciplinary experts' consultation. A retrospective study was conducted on all Level I trauma patients over a period of 5 years, spanning from January 2017 to December 2021, with a sample size of 2420. The data were divided into two comparison groups: a pre‐APN programme (January 2017–December 2018; n = 1112) and post‐APN programme (January 2020–December 2021; n = 1308). A comparison analysis was conducted to evaluate the effectiveness of trauma APN who were integrated into the trauma care team, with a focus on patient outcomes and time‐efficiency indicators.ResultsThe certification of the regional Level I trauma centre resulted in a 17.63% increase in the number of trauma patients. The integration of advanced practice nurses (APN) into the trauma care system led to significant improvements in time‐efficiency indicators, with the exception of advanced airway establishment time (p < 0.05). The average emergency department length of stay (LOS) decreased 21%, from 168 to 132 min (p < 0.001); additionally, the mean intensive care unit LOS decreased by nearly 1 day (p = 0.028). Trauma patients who were treated by trauma APN had a higher likelihood of survival, with an odds ratio of 1.816 (95%CI: 1.041, 3.167; p = 0.033), compared to patients who received care prior to the implementation of the trauma APN program.ConclusionA trauma APN programme has the potential to enhance the quality of trauma care in the CRTCS.ImpactThis study elucidates the roles and responsibilities of trauma advanced practice nurses (APN) in a Level I regional trauma centre in mainland China. Trauma care quality was significantly improved after the application of a trauma APN programme. In regions with inadequate medical resources, the utilization of advanced practice trauma nurses can enhance the quality of trauma care. In addition, trauma APN can provide a trauma nursing education programme within the regional centres as a strategy to augment the proficiency of regional trauma nursing.No patient or public contribution, the research data all from trauma data bank.

Objective: To evaluate the impact of a 3-Class scenario-based instructional model on undergraduate nursing students rotating through an orthopaedic surgery unit. Methods: In this prospective, quasi-experimental study, 97 final-year nursing students who completed their orthopaedic practicum between November 2023 and June 2025 were allocated by rotation block to either a control group (n = 46; conventional preceptorship) or an intervention group (n = 51; conventional preceptorship plus 3-Class scenario-based learning). Core competency (CIRN), problem-solving ability (PSI), and Objective Structured Clinical Examination (OSCE) scores were compared at the end of the rotation. Results: Intervention students demonstrated significantly higher post-rotation CIRN (223.67 ± 46.41 vs. 193.37 ± 34.50; P &lt; 0.001) and PSI (81.24 ± 17.55 vs. 71.24 ± 11.27; P = 0.001) scores, as well as superior OSCE performance (90.25 ± 2.15 vs. 87.67 ± 2.87; P &lt; 0.001). Conclusions: Integrating a systematic 3-Class scenario curriculum into orthopaedic nursing education markedly enhanced students’ clinical competence, problem-solving capacity, and practical skills, supporting its wider adoption in high-stakes surgical placements.