Clinical Training In Hospital Research Articles

Effect of simulation modules on Jordanian nursing student knowledge and confidence in performing critical care skills: A randomized controlled trial

BackgroundSimulation is known to have a significant effect as a teaching strategy in nursing education. However, no studies have been conducted to examine the effect of simulation on nursing students’ knowledge and confidence in performing critical care skills in Jordan. PurposeThis study aimed to test the effect of simulation on university nursing students' knowledge and confidence in performing critical care skills for patients with cardiac, respiratory and neurological health problems. MethodA randomized controlled (pre-test-post-test) design was implemented. The experimental group (n = 38) attended 9 simulation scenarios, theoretical lectures and clinical training in hospital about cardiac, respiratory and neurological health problems, while the control group (n = 38) attended only the theoretical lectures and clinical training in hospital. Knowledge and confidence were measured using knowledge exam and self-confidence scale respectively. ResultsA paired t-test indicated that mean knowledge and confidence regarding implementing critical care skills were significantly higher P < 0.001 in the post-test than that in the pre-test, in both the experimental and the control group. However, independent t test revealed that the students in the experimental group scored significantly higher P < 0.001 than control group in both knowledge and confidence regarding performing critical care skills. ConclusionTheoretical and clinical training is valuable teaching strategies that help enhance knowledge and confidence in applying critical care skills. However, adding simulation has a more significant effect than theoretical and clinical training in improving nursing students' knowledge and confidence in performing critical care nursing skills. Author strongly recommended considering simulation as alternative effective educational approach for clinical training especially during COVID-pandemic.

Integrated training (practicing, peer clinical training and OSCE assessment): a ladder to promote learning and training.

Introduction The teaching-learning process plays an effective role in training nursing students. Devising novel methods can lead to achievement of educational objectives as well as promotion of the clinical and practical training. The present study is aimed to determine the effect of integrated training, including practicing, peer clinical training and objective structured clinical examination (OSCE) assessment. Methods The interventional study was conducted on 58 freshman students. Two groups underwent a five-stage educational process; so that, all the students were trained and practiced in the skills lab, and their practical skills were investigated via the OSCE test. Afterwards, for clinical training in hospital, they were randomly divided into two groups of routine training (n = 26) and the peer-learning method (n = 32). Subsequently, in order to investigate the outcomes of the process, the OSCE test scores of the two training groups were compared both before and after the apprenticeship course. Results Scores of all the students were increased significantly at the end of the semester, but in terms of the total score of the clinical skills (14.79 ± 1.52 vs. 18.52 ± 0.84), the difference was insignificant (p = 0.29). Conclusion Training clinical skills along with OSCE practice and assessment can improve the nursing students' learning as well as their practical and clinical performance. Improvement of the students' performance can lead to high-quality care nursing.

간호대학생의 중동호흡기증후군에 대한 지식, 태도 및 예방행위 실천 간의 관계

Purpose: This study aimed to investigate the relationships between the level of knowledge, attitude and compliance of preventive behaviors of the Middle East respiratory syndrome (MERS) among nursing students. Methods: The study sample consisted of 219 nursing students. Through the use of a structured questionnaire, data collection was conducted from June 1st to June 30th 2015. The descriptive statistics, independent t-tests and Pearson’s correlation coefficient were employed to analyze the data. Results: The score of the MERS-related knowledge was 9.15 out of 13. The participants had a positive attitude toward the MERS. The level of MERS-related knowledge was high in the case of temporary school closure or break in clinical practice because of the clinical training in hospitals that MERS occurred (t=2.42, p=.016). The compliance level of the preventive behavior for MERS was high in female students (t=-2.11, p=.036), in the case of temporary school closure or break in clinical practice due to the clinical training in hospitals that MERS occurred (t=3.29, p=.001), and in students that had MERS-related education for prevention (t=2.80, p=.006). The MERS-related knowledge was positively correlated with the level of compliance for preventive behavior (r=.18, p=.009). Conclusion: To prevent MERS infection in nursing students, the level of knowledge on MERS should be enhanced so that they can practice preventive behaviors against it. Additionally, the MERS infection control education should include etiology and treatment products based on the MERS response guideline issued by the Centers for Korea Disease Control and Prevention. Key Words: Attitude; Knowledge; Middle East respiratory syndrome; Preventive behavior Key Words: 태도; 지식; 메르스; 예방행위

Enhanced Understanding of the Levels of Palliative Care in Pharmacy Students Through Participating in Clinical Training in Hospitals

Objective: A palliative care knowledge survey was conducted involving pharmacy students to examine their perceived usefulness and the educational effect of clinical training in hospitals. Methods: A questionnaire sheet was distributed to fifth-year pharmacy students before and after clinical training. The questionnaire consisted of questions to clarify the details of palliative care-related training in hospitals and students’ knowledge of such care. The respondents were divided into 2 groups: those who participated in palliative care team (PCT) rounds (group A: 57) and those who did not (group B: 57). Results: The mean total correct answer rate markedly increased after training in group A, from 37.9 to 47.1% (P < .01). Such an increase was also observed in the domains of philosophy and pain in this group (P < .01). In contrast, group B did not show differences in the mean correct answer rate between before and after training; there was no significant increase in the rate in any domain. Conclusion: Pharmacy students’ knowledge was enhanced by participating in the PCT, confirming the usefulness of such participation during training as part of palliative care education.

Patience is always a virtue

I recently worked in my local general practice during my medical school holidays. The phlebotomist was due to take sick leave and I was asked if I would cover a few of the sessions. During my clinical training in hospital I had taken many blood samples and although slightly hesitant, agreed. My first day went well: the …

Evaluating the clinical teaching of medical imaging students at Curtin University of Technology, Australia.

Purpose:To ascertain the effectiveness of the clinical, tutorial-based component of teaching and the clinical assessment method in the Bachelor of Medical Imaging Science at Curtin University of Technology (CUT), Perth, Western Australia.Materials and Methods:In mid-2006, second- and third-year students enrolled in CUT’s Medical Imaging Science degree were asked to complete a questionnaire assessing the Objective Structured Clinical Examination (OSCE) evaluation program and clinical teaching. Thirty-three of 57 students answered questions about demographics and their opinions of the laboratory sessions, clinical placements and the OSCEs.Results:Seventy-six per cent of students were satisfied with their laboratory sessions and clinical placements. Sixty-four percent of respondents indicated that the OSCE was not an objective evaluation, but 82% of students felt the OSCE was an effective test of their radiography skills and knowledge, and believed that they were able to evaluate and care for a patient during the OSCE.Conclusion:Overall, the surveyed students believed that the practical skills explored in laboratory sessions helped improve clinical training outcomes; however, only 33% of the students were satisfied that the OSCE was an appropriate assessment of their clinical training in hospitals.

Service learning: integrating student learning and community service.

Health professions education is directly effected by changes in health care service delivery and financing systems. In the United States, as the health care industry increasingly shifts to a market economy, service delivery venues are moving away from acute care facilities and into community-based settings. Additionally, there is increased emphasis on primary prevention programs, often provided in public health settings. For health professions programs that traditionally provide clinical training in hospitals and long-term care facilities, there are unique challenges associated with identifying new venues in order to insure that students are exposed to a wide variety of patients with a range of chronic to acute disease conditions. One set of tools that has demonstrated usefulness during these kinds of transitions is service learning. This teaching methodology emphasizes increased partnership with clinical training sites, extensive orientation to patient populations and community resources, structured reflection and instilling the ethic of service in future health care providers. Although this article describes utilization of service learning in the context of current conditions in the United States, we hope that the principles presented here can be readily adapted in any setting.

Medicine in the Enlightenment (review)

Reviewed by: Medicine in the Enlightenment. Clio Medica, vol. 29 Günter B. Risse Roy Porter, ed. Medicine in the Enlightenment. Clio Medica, vol. 29. Wellcome Institute Series in the History of Medicine. Amsterdam: Editions Rodopi, 1995. x + 399 pp. Ill. $36.50; Hfl. 55.00 (paperbound). In spite of a growing focus on the medical achievements of our century, the Enlightenment continues to attract numerous practitioners of our historical craft. This collection of fifteen papers is based on a 1992 symposium organized by the Wellcome Institute in London. As the editor accurately informs us, we can no longer subscribe to a simple model of medical Enlightenment portraying a coherent set of ideas and practices that transformed—even revolutionized—European society. Indeed, the various contributions in the volume offer fragmented and often contradictory views about the genesis and impact of ideas concerning such issues as vitalism, medical practice and education, midwifery, mind/body relations, mental illness, public health, and surgery. Thus, with the help of new archival and written sources, and subjected to a closer analysis, medicine comes to share in the dilemmas and paradoxes of the age of Enlightenment. The range of subjects is quite broad, and the volume lacks a particular theme and geographical boundaries. Among the more extensive contributions are two [End Page 328] dealing with French medicine. In discussing France’s medical reform program, Laurence Brockliss disputes previous accounts by arguing that it was led by physicians, rather than surgeons, with the purpose of securing and extending their professional power. Greater control of the marketplace and monopoly of medical education—primarily compulsory clinical training in hospitals—were the results. Ludmilla Jordanova, for her part, reviews Cabanis’s 1795 Coup d’oeuil or Sketch of the Revolutions and Reform of Medicine, a veritable manifesto of the sensualist school. His visual epistemology conceives the physician as an artist surveying and learning from the rich clinical scenes created in hospital wards. Jordanova also stresses Cabanis’s efforts to merge medicine with literature and art, and the employment of history as a cultural resource for medical reform. Two papers address mental health problems. Jonathan Andrews’s contribution on the politics of committal deals with Bethlem, considered a state institution. Bethlem’s flexible boundaries between asylum, prison, and house of correction during the late seventeenth and early eighteenth centuries are placed within the context of England’s laissez-faire, heterogeneous localism, in contrast to France’s centralized, bureaucratic approach toward social control. In turn, Roy Porter’s article focuses on the role of England’s small private asylums, arguing that their foundation was encouraged by an ideology of “moral”—addressing the mind rather than merely the body—management. The individualized rather than routinized approach to the mad became a method of treatment designed to achieve control over their disordered minds and lives. Environmental control through segregation from family and friends could be important, but the critical factor was the ability of particular healers to impose their discipline and authority. Frequent contacts and the close observation of lunatics converted asylums into experimental laboratories, allowing for the flexible testing of therapeutic modalities, that ranged from conversation to the employment of swing chairs. Regarding practice, a paper by Isobel Grundy featuring Sarah Stone’s tales from the birthroom, the Complete Practice of Midwifery (1736), contradicts the usual historical clichés of gendering this subject. Stone’s impressions from her early practice in rural Somerset followed by another in urban Bristol provides a much more nuanced picture that denounces midwife ignorance and lack of control because of insufficient anatomical knowledge, while also decrying the man-midwife’s excessive employment of the forceps. Mary Lindemann, for her part, presents a contextualized example of a German physicus in action, stressing the blurred boundaries between being an enlightened healer and a good neighbor. Finally, Andrea Rusnock follows the work of James Jurin, secretary of the Royal Society, who in 1724 published a book attempting to demonstrate the success of smallpox inoculation using numerical arguments. In sum, Porter’s collection offers a wealth of new information, forcing us to further refine and revise our picture of eighteenth-century medicine. Günter B. Risse University of California, San Francisco Copyright...

Introducing child survival and development topics into the medical curriculum of a developing country.

Introducing problem-oriented medical education in Burma with 4 modules on child survival development (CSD) to replace the traditional lecture and rote learning method was met with preliminary success. Burma has 3 medical schools graduating 500 physicians yearly with all preclinical training based on lectures and all clinical training in hospitals. Yet community health is implemented by township medical officers with less training in child health than village health workers. 4 modules were created by groups of 12 medical faculty on acute respiratory infections high-risk pregnancy protein-energy malnutrition and dengue hemorrhagic fever in 1987. Modules concentrated on physicians roles: identify children at risk for malnutrition assess severity provide acute and long-term clinical management and coordinate growth monitoring and promotion of community programs. Students face obstacles such as life-time career of rote learning by lecture scarcity of text- books closed shelves for journals daytime-only library hours no copying machines and limited audiovisual equipment. Despite these limitations students learning scores increased from 36-86% their attitudes on a Likert scale improved and they volunteered approval of many specific aspects of the student-centered approach.