Nursing Skills Training Research Articles

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

The aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016-2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017-2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students' performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students' performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

The Effect of Nursing Communication Skills Training on Satisfaction of Patients Undergoing Hemodialysis

Background: Communication skills of nurses include two important verbal and non-verbal communication dimensions and have of great importance in hemodialysis patients. This study aimed to investigate the effect of nursing communication skills training on satisfaction of patients undergoing hemodialysis.&#x0D; Methods: This quasi-experimental (pretest and posttest design) was carried out on 64 nurses working in the dialysis ward and 90 hemodialysis patients in the hospitals affiliated with Alborz University of Medical Sciences. In this study, nurses and patients were selected by convenience and randomized sampling methods, respectively. In this regard, subjects were selected from the hemodialysis wards of Bahonar, Rajaei and Shariati hospitals in Karaj.&#x0D; Results: Most nurses were female (76.7%) and the age range of the participants was 23-54 years. Nurses achieved a high score in all dimensions of communication skills and a high total score of communication skills after the intervention, and none of them obtained a low score. There was a significant increase in nurses' communication skills after the intervention, compared to before the intervention (106.98±4.18 and 117.97±3.35) (P&lt;0.001). Moreover, the results showed a significant change in nurses’ perception after the intervention in various dimensions of communication skills, such as ability to receive and send messages, emotional control, listening skills, nurses' insight into the communication process and assertive communication skills, compared to before the intervention (66.90±5.15 and 95.62±5.34) (P&lt;0.001).&#x0D; Conclusion: Studying communication skills in the form of educational workshops could increase these skills in nurses and clinical personnel in general. More importantly, improved communication skills in nurses could increase patient satisfaction, which is the ultimate goal of healthcare centers.

Students’ opinions on the peer education approach in nursing skill training

Egitimdeki gelismeler ogrenme ortamlarini ogreten merkezli yaklasimdan ogrenen merkezli uygulamalara dogru degistirmistir. Yetiskin egitiminde egitimcinin rolu, ogretmekten ziyade ogrenmeyi kolaylastirmak olmalidir. Bu calismanin amaci, birinci ve ikinci sinif hemsirelik ogrencilerinin beceri egitiminde akran egitimi yonteminin kullanimi hakkindaki goruslerini belirlemektir. Tanimlayici tipteki bu arastirma, bir universitenin hemsirelik bolumu birinci ve ikinci sinif ogrencileri ile gerceklestirilmistir. Veriler, tanitici ozellikler formu ve akran egitimine iliskin ogrenci gorus formu kullanilarak toplanmistir. Verilerin istatistiksel analizinde tanimlayici istatistikler ve kikare testi kullanilmistir. Akran egitimcileri ile yapilan beceri egitiminde; ogrencilerin cogu kendilerini daha rahat hissettiklerini (%81.0), beceri egitimine istekli katildiklarini (%82.6) ve becerileri egitimleri sirasinda streslerinin azaldigini (%82.6) belirtmislerdir. Ogrencilerin %78.9’u akran egitimcileri ile iyi iliskiler kurduklarini, %77.8’i akran egitimcilerine rahatca soru sorabildiklerini soylemislerdir. bu yontemden memnun olduklari icin klinik uygulamada da akran egitimcileri istediklerini belirtmislerdir (%83.7). Ayrica ogrencilerin akran egitimi ile ilgili goruslerinin cinsiyet, sinif, aile gelir durumu ve universite egitimi sirasinda kalinan yer bakimindan benzer oldugu belirlenmistir (p>0.05). Ogrencilerin buyuk cogunlugunun akran egiticileri ile yapilan beceri egitimlerinden memnun oldugu gorulmektedir. Beceri egitimlerinde akran egitimi yonteminin kullanilmasi ve klinik uygulamalarda standart bir akran egitimi yonteminin gelistirilmesi onerilmektedir.

Professional training in mental health self-care for nurses starting work in hospital departments.

Nurses working in hospitals can suffer from occupational stress due to high workloads and low job and/or personal resources. This can lead to work-related stress, exhaustion, health problems, and low quality of care. The aim of the study was to evaluate the effectiveness of work-related self-care skill training for nurses. A pilot study was conducted with 94 nurses in hospital departments in Germany. Nurses were either assigned to the intervention group that received competence training or to a waitlist control group. The intervention took place in groups over a period of 12 weeks. Training content included i.e. work-related stress management training, problem-solving techniques, and solution-focused counselling. The outcomes studied were changes in work-related stress, emotional exhaustion, emotion regulation, and job satisfaction. Three follow-up assessments were arranged. Nurses in the IG achieved a decrease in perceived job stress and emotional exhaustion as well as improvements with regard to enhanced emotion regulation skills. The intervention was evaluated with high satisfaction scores. This study showed first indications that training of mental health self-care skills for junior nurses could be a supportive approach for nurses starting work in hospital departments. However, replication studies are needed to verify the results.

Reform and Effect Evaluation of Clinical Nursing Skills Training Teaching Model

Objective: To explore the best mode and implementation effect of clinical nursing skills training. Methods: A total of 218 four-year nursing undergraduates from a school were selected as the research subjects, of which 125 were in the test group in 2013 and 93 were in the control group in 2012. Results: There was a statistically significant difference between the experimental group and the control group in the effect of training teaching and clinical decision-making ability (p Conclusion: The reform of clinical nursing skills training model has promoted the training effect, cultivated the clinical decision-making ability of nursing students, strengthened the close integration of knowledge, operation and clinical practice, and laid a good foundation for nursing students to enter the clinic.

Effect of STEPS Model-Based Core Nursing Skill Training Program on Problem Solving Efficacy, Core Self-Evaluation and Self-confidence of Nursing Students

Effect of STEPS Model-Based Core Nursing Skill Training Program on Problem Solving Efficacy, Core Self-Evaluation and Self-confidence of Nursing Students

Effectiveness of epinephrine auto-injector skill training for school nurses.

We investigated the effectiveness of epinephrine auto-injector (EpiPen®) skill training for Yogo teachers in the community medicine. The auto-injector skill training might be effective for establishing a caring system for anaphylaxis at schools in the context of community medicine.

Research progress of objective structured clinical examination in clinical skills training for Operating Room specialist nurses

Training and improving the clinical skills of specialist nurses is an important part of nursing education in Operating Room. The objective structured clinical examination is currently recognized as an objective assessment method to evaluate the clinical practice skills of medical students. Its assessment model is still in its infancy in the field of clinical nursing education in China. This article reviews the connotation of clinical skills, the design of objective structured clinical examination and the application status of clinical skills training of specialist nurses in Operating Room. Key words: Review; Operating Room; Specialist nurse; Objective structured clinical examination; Clinical skills

Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions

Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on the collected information is a widely adopted approach in nursing training. In a nursing skills course, the flipped learning method shifts the lecture time to the before-class time, allowing more time for teachers' guidance and skills practice in the class. However, if students do not have in-depth understanding in the individual learning space, their learning achievement is often not as expected. In this study, an ASQ (Annotation, Summarizing and Questioning)-based flipped learning strategy for nursing skills training is proposed to engage nurse practitioners (NPs) in deep and effective learning. Moreover, an experiment was conducted to evaluate the effects of the proposed approach on learners' learning achievement, nursing skills, self-efficacy, cognitive load, and critical thinking tendency. The experimental results showed that the approach not only improved NPs' nursing skills, but also significantly increased their self-efficacy and critical thinking tendency.

Effects of evaluation of Traditional Chinese Medicine nursing skill training program for community nurses based on Kirkpatrick Model

Objective To develop the Traditional Chinese Medicine (TCM) nursing skill training program for community nurses and to evaluate its effects based on Kirkpatrick Model. Methods Totally 83 community nurses from 2 districts of Hangzhou between April and August 2017 were selected using convenient sampling and divided into the control group (n=42) and the observation group (n=41) . Community nurses in the control group received conventional training, while community nurses received TCM nursing skill training, and its effects were evaluated in terms of reaction, learning, behavior and result layers based on Kirkpatrick Model. Results There was no statistically significant difference in general information and student analysis data between the two groups (P>0.05) . The attendance rates of both groups were above 85% after the training, and the total satisfaction, theoretical performance of TCM and skill examination of the observation group scored (95.05±5.32) , (79.90± 6.03) and (88.52±2.47) , respectively. The scores of self-evaluated behavior and others-evaluated behavior were (44.75±3.58) and (40.15±2.85) ; and patients' satisfaction score was (95.35±3.61) , higher than that of the control group (P 0.05) ]. Conclusions The TCM nursing skill training program can benefit community nurses in terms of reaction, learning, behavior and result layers, which is worth promoting in clinical practice. Key words: In-service training; Nursing education; Community nurses; Traditional Chinese Medicine (TCM) nursing skills; Kirkpatrick Model

The application effect of high simulated human in the first aid nursing skill training

Objective To explore the application effect of high simulation human training method in the first aid nursing skill training. Methods A total of 60 emergency nurses in this hospital were selected.According to the random number table method, they were divided into the research group and the control group, 30 cases of each group.The research group adopted the high simulation human training method, while the control group adopted the traditional training method.The skill training results of the two groups were compared.A questionnaire survey was conducted on the design and implementation of the high simulation training method by emergency nurses in the research group. Results After the training, the theoretical and practical skills of nurses in the research group were significantly better than those in the control group(P<0.05). All the emergency nurses in the research group believed that adopting high simulation human method in the practice of first aid nursing skills was helpful to improve the ability of first aid nursing, and most nurses recognized the design and implementation of high simulation human, and believed that it was beneficial to improve the ability of first aid nursing. Conclusions High simulation training method can effectively improve the effect of first aid nursing training, has guiding significance for clinical first aid nursing, and provides a guarantee for training professional first aid nursing talents. Key words: High simulation human; First aid nursing; Emergency nurses; Training effect

The Mediating Effects of Learning Motivation on the Association between Perceived Stress and Positive-Deactivating Academic Emotions in Nursing Students Undergoing Skills Training.

Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

A study of child nursing skills training in a university from the viewpoint of nursing students’ exercises before practica and retrospective after practica

A study of child nursing skills training in a university from the viewpoint of nursing students’ exercises before practica and retrospective after practica

Relationship between emotional intelligence and self-esteem among nursing students

Background Emotional intelligence and self-esteem are important factors that determine success in nursing practice. Assessing the levels of emotional intelligence and level of self-esteem for ascertaining student’s progress is important for guaranteeing competent nursing skills training. Aim The aim was to investigate emotional intelligence and self-esteem among nursing students. Design A descriptive cross-sectional design was used in this study. Setting The study was carried out at the Faculty of Nursing, Kafrelsheikh University, Egypt. Patients and methods Four hundred nursing students were randomly selected from different academic levels using simple random sampling. Tools The data was collected using two tools: Schutte Emotional Intelligence Scale and Cooper-Smith Self-Esteem Inventory, in addition to sociodemographic and academic data sheet. Results The results showed that more than half of the studied students had moderate levels of emotional intelligence and the majority had problematic level of self-esteem (low and moderate). There was a positive significant relation between emotional intelligence level and self-esteem among nursing students. Recommendations The present study recommends that the student’s level of emotional intelligence and self-esteem should be evaluated earlier to admission to the Faculty of Nursing, and integrate emotional intelligence into the nursing curriculums.

Nurses Communication Skills Training and Its Effect on Patients’ Satisfaction in Teaching Hospitals of Shiraz University of Medical Sciences

Background and purpose: Communication skill is a key ability and an integral part of the nursing profession. This study aimed to investigate the effect of communication skills training of nurses on patients’ satisfaction with nursing staff in teaching hospitals affiliated to Shiraz University of Medical Sciences.Method: This Cross-sectional study was carried out in 2017. The research population consisted of the patients visiting 13 SUMS-affiliated hospitals, 581 nurses who participated in communication skills training courses, and 2,207 nurses who did not receive this training. From this population, a total of 400 patients were selected through convenience sampling and 50 trained nurses and 50 untrained nurses were chosen randomly. The data collection instruments were the Nurse Quality of Communication with Patient Questionnaire (NQCPQ) and La Monica-Oberst Patient Satisfaction Scale (LOPSS). Data were analyzed in SPSS using T-test, ANOVA, Tukey test, and Pearson correlation coefficient at α = 5%.Results: A significant correlation was found between nursing-patient commination score and patient satisfaction (LOPSS) score (P=0.021, r = 0.647). Patients under the care of trained nurses were also found to be more satisfied with nursing services than those served by untrained nurses (P=0.011, t=2.56). The results showed that patient satisfaction had a significant relationship with age and marital status (p =0.027).Conclusions: The results of the present study showed that the implementation of communication skills training courses for nurses can lead to improved patient satisfaction. Hospital directors were then recommended to hold regular communication skills training courses for their nursing staff.

Psychotherapeutic skills training for nurses on an acute aged mental health unit: A mixed-method design.

This study examines the need for, and outcomes of, a psychotherapeutic skills training programme, within an acute psychogeriatric unit. Nursing staff were surveyed to explore their training needs in psychotherapeutic skills with inpatients diagnosed with depressive, anxiety, or neurocognitive disorders. Staff were then invited to participate in a focus group (n=6) to identify content of such training, possible barriers, and an implementation strategy. Next, to ascertain the feasibility and acceptability of such training, materials and schedules were developed and piloted with a small group of nurses (n=8), before being administered to nurses across the unit (n=23). Impacts of training on the confidence and competence of nurses to use such skills were investigated. Of nurses surveyed (n=20), 80% wanted to use psychotherapeutic skills in routine practice, but only 35% had received training in such skills in the last 5years. Focus group results identified that nurses wanted training in skills related to engaging patients, responding to resistance from patients, problem solving, reminiscence, relaxation, and cognitive behaviour therapy. Nurses who underwent the pilot training reported increases in confidence and competence in using such skills. These findings were replicated in the unit-wide training programme and were found to be durable across a 3-month follow-up period. This study highlighted the training needs of nurses working in an inpatient psychogeriatric setting, approaches to implementing new skills, and benefits of training for nurses' levels of confidence and competence in using psychotherapeutic skills.

Practice and reflection of traumatic orthopedics nursing skills homogenization training

Objective To explore the clinical effects of traumatic orthopedics nursing skills homogenization training in our partner hospitals. Methods Totally 97 orthopedics nurses from 8 partner hospitals of the Sixth People's Hospital Affiliated to Shanghai Jiaotong University were selected to attend the traumatic orthopedics skills homogenization training in four batches between March and June 2018. Training contents included theories and performance standards, clinical practice and examination of nursing skills. Training methods included intensive classroom teaching, group discussion and operation practice. The managers and trainees were investigated with the self-designed questionnaire after the training, which concerned training models, training contents, curriculum, teaching quality and teaching ability of the trainers. Results The satisfaction with the nursing skills homogenization training in the nursing mangers and 97 trainees from the 8 hospitals was 100%; and the 97 trainees' satisfaction with curriculum, training contents and the trainers' teaching ability was (4.88±0.361), (4.93±0.260) and (4.94±0.282), respectively. The nurses' satisfaction with the training scored higher than 4.70 in all dimensions; and the total score of training management was (4.88±0.331). Conclusions The intensive training of traumatic orthopedics nursing skills improves the specialized skills and service abilities of the orthopedics nurses in the hospitals, enable patients to receive homogeneous nursing, and accelerate patients' healing, which is worth promoting in clinical practice. Key words: Hospitals, orthopedics; In-service training; Nursing skills; Homogenization

SY18-2 - Communication skills training for nurses

SY18-2 - Communication skills training for nurses

認知症ケア加算2に対応する「日本老年看護学会主催 認知症看護対応力向上研修」

認知症ケア加算2に対応する「日本老年看護学会主催 認知症看護対応力向上研修」

A Simulation Center for continuous professional development in Vietnam- A 21st Century skill approach for patient safety and quality of care

This article was migrated. The article was not marked as recommended. Vietnam is a rapidly expanding country with increasing demands for quality healthcare and although it ranks well for developing countries in this area, it still requires significant improvements in its workplace-based clinical training environment. In order to address deficits in both nursing and physician training, the Vinmec private healthcare system recently established a work placed-based simulation center in association with its flagship, JCI accredited hospital in Hanoi. The center has initially focused on advanced life support, communication, invasive and non-invasive diagnostic skills and nursing skills training in partnership with MSR, an Israeli-based medical simulation center. The center has trained simulated patients, future trainers and physicians and nurses and has clocked over 1292 man hours with its various simulators. The center in now poised to further expand its train the trainers program, provide undergraduate training for nursing and medical students and continue to expand its workplace based training to healthcare professionals. It is hoped that this center will set an example for others in the region and will contribute greatly to the professional development of medical trainees, nurses and doctors in Vietnam.