Nursing Teaching Research Articles

Development of core competencies and a recognition program for gerontological nursing educators.

Despite efforts to implement learner competencies in gerontological nursing, a significant knowledge-attitude disassociation remains, with few students interested in pursuing careers in the care of older adults. One reason may be the lack of well-qualified faculty who can design engaging learning experiences with older adults and serve as positive role models for aging care. In response, the National Hartford Center of Gerontological Nursing Excellence commissioned the development of core competencies and a recognition program for educators in gerontological nursing. The goal of these competencies is to promote quality instruction in the care of older adults by describing a set of preferred skills characterizing faculty teaching gerontological content to nursing and interprofessional learners. These educator-focused competencies can guide individual career development for new and current educators who specialize in teaching about the care of older adults. They provide direction for selecting well-prepared individuals for gerontological nursing teaching positions and evaluating educator role performance. This paper describes the development of seven core competencies for nurse educators who teach in academic and professional development programs, as well as criteria for their recognition. An iterative development process was used to define the core competencies, along with descriptions and exemplars of each domain.

The effectiveness of shared clinical teaching in nursing

AimClinical learning is a critical component of a nursing curriculum. Student satisfaction in clinical environment is crucial to foster a positive learning experience. Faculty shortages have made clinical teaching more challenging; as such, alternate models of clinical teaching must be explored by nursing programs. The purpose of this study was to measure the perception of student satisfaction in regard to the effectiveness of shared clinical teaching in nursing. MethodsUtilizing Chan's Clinical Learning Environment Inventory (CLEI), this quantitative comparative study examined nursing students' preferred and actual clinical learning environment. The CLEI contains 42 questions in six subscales: Individualization, Innovation, Involvement, Personalization, Task Orientation, and Satisfaction in both the actual and preferred clinical learning environment. The sample consisted of 202 nursing students in two groups: the first group had 91 students who experienced shared clinical teaching with two faculty, whereas the second group had 111 students who experienced the traditional, single faculty model. The results were analyzed using independent sample T-tests. ResultsThe preferred learning environment was rated highest in all six subscales. Scores of the Satisfaction subscale and the Innovation subscale for Actual Learning Environment, and the score of the Innovation subscale for Preferred Learning Environment of students experiencing shared clinical teaching with two faculty were higher than the scores of students experiencing traditional, single faculty model, with statistically significance (P＜0.05). ConclusionThe results indicated students preferred the shared clinical teaching model with two faculty over the single faculty model. Nursing programs can utilize this model and apply these results to develop and maintain quality clinical teaching.

Effects of dialectic nursing-oriented hybrid teaching model in pediatric nursing teaching in traditional Chinese medicine

Objective To explore the effects of dialectic nursing-oriented hybrid teaching model in pediatric nursing teaching in traditional Chinese medicine (TCM) . Methods Totally 113 nursing students from 2 classes (midwifery) admitted in 2015 in the School of Nursing, Nanjing University of Chinese Medicine were selected by convenient sampling. All the subjects were female. The 2 classes were divided into the observation group (n=58) or the control group (n=55) by coin tossing. Nursing students in the control group received traditional teaching, while nursing students in the observation group were taught with the dialectic nursing-oriented hybrid teaching model. At the end of the course, the objective structured clinical examination (OSCE) was used to evaluate their dialectic nursing ability; and the Self-Rating Scale of Self-Directed Learning (SRSSDL) was used to evaluate their self-directed learning ability. Results At the end of the course, the total score of dialectic nursing and scores of various dimensions of the observation group were higher than those of the control group (P>0.05) . The total score of self-directed learning ability and scores of learning awareness, learning behavior, learning strategy and interpersonal skills of the observation group were higher than those of the control group (P<0.05) . Conclusions The hybrid teaching model in TCM pediatric nursing teaching in universities of Chinese medicine can enhance nursing students' dialectic nursing ability, help to cultivate their self-directed learning ability and achieve the best teaching results. Key words: Students, nursing; Hybrid teaching; Dialectic nursing; Traditional Chinese medicine nursing teaching

Application of "micro-courses + flipped classroom + pathway" model in standardized training for emergency nurses

Objective To explore the effects of micro-courses+flipped classroom+pathway model in standardized training for emergency nurses. Methods From January 2017 to December 2018, we selected 97 nurses attending standardized training in Emergency Department of Mianyang Central Hospital as subjects by convenience sampling. A total of 50 nurses attending training in 2017 were set in control group; 47 nurses attending training in 2018 were set in experimental group. Control group made teaching plan, teaching one-to-one, according to the requirements of Training Program for New Recruiting Nurse of National Health and Family Planning Commission. Nurses of experimental group received micro-courses + flipped classroom + pathway model. We compared the theoretical achievements and operation achievements of nurses out of department between two groups, and the Adult Learning Satisfaction Scale and Self-rating Scale of Self-directed Learning (SRSSDL) were used to compare nurses' satisfaction and learning ability. Results The theoretical achievements and operation achievements of nurses out of department in experimental group were (79.23±8.99) and (85.23±8.70) respectively higher than those [ (73.58±8.14) and (75.66±8.61) ]in control group with statistical differences (t=5.351, 5.187; P<0.01) . The total score of the Adult Learning Satisfaction Scale and SRSSDL were (17.16±0.81) and (225.36±23.05) respectively higher than those in control group with statistical differences (t=2.683, 7.683; P<0.05) . Conclusions The micro-courses + flipped classroom + pathway model suits the teaching for emergency nurses attending standardized training which can improve learning satisfaction and self-directed learning ability of nurses attending standardized training. Key words: Nurses; Standardized training; Micro-courses; Flipped classroom; Pathway

Effects of two teaching models in star student appraise among nursing students in neurosurgery department

Objective To explore the effects of menu teaching and tradition teaching model in star student appraise among nursing students in clinical nursing teaching of neurosurgery department. Methods From March 2017 to February 2018, we selected 128 nursing students in internship at the 81th Hospital, Affiliated to Nanjing University of Chinese Medicine. All of the nursing students were randomly divided into control group and experimental group, 64 cases in each group with one-to-one clinical teaching. Control group carried out tradition teaching model. On this basis, experimental group applied menu teaching. We compared the practice effects and the ratio of nursing students with 3-star or above. Results The total score of examination performance of nurses in experimental group was (268.88±14.93) higher than that in control group with a statistical difference (t=-6.222, P<0.05) . There were 33 nursing students being deducted marks 0-2 and 8 nursing students being deducted 7-9 in medical ethics and clinical practical competency in experimental group; there were 24 and 18 nursing students in control group respectively; the difference was statistical (χ2=5.256, P<0.05) . There were 39.1% of nursing students being ranked as 4-stat or 5-star in experimental group and 14.1% in control group with a statistical difference (χ2=10.439, P<0.05) . Conclusions In clinical nursing teaching of neurosurgery, menu teaching model can improve abilities and examination performance, stimulate the learning interest of nursing students. Key words: Nursing education research; Neurosurgery; Menu teaching; Ttradition teaching; Star student appraise

The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study.

BackgroundEvidence-based nursing (EBN) has been an important training mechanism for improving the quality of clinical care. At present, the pedagogy focuses on the application of e-learning and team-based learning to enhance learners’ engagement and learning effectiveness.ObjectivesThis study applied the flipped classroom approach to conduct evidence-based nursing (EBN) teaching. The aim of this study is to elevate the learning effectiveness of the flipped classroom group to the traditional teaching group in terms of knowledge and self-efficacy in practice.DesignA pretest-posttest nonequivalent control group with a quasi-experimental quantitative design.MethodsThe study recruited 151 nurses, of whom 75 were in the control group and 76 were in the experimental group. During the EBN course, the control group received training via traditional pedagogy while the experimental group engaged the flipped classroom approach. The learning effectiveness of EBN knowledge and self-efficacy in practice were evaluated across the three time points: pre-course, post-course, and one month after the course.ResultsIn both group the scores of the EBN knowledge and self-efficacy in practice improved after training. The scores of the experimental group increased significantly than in the control group. However, the scores declined in both groups one month after the course. Even so, the experimental group’s score of self-efficacy in practice was still higher than that of the control group.ConclusionThe implementation of the flipped classroom approach and team-based learning effectively enhanced the learners EBN knowledge accumulation and self-efficacy in practice. The research results can be used as an important reference for improving clinical nursing teaching quality.

BETWEEN THOSE WHO THINK AND THOSE WHO DO: PRACTICE AND THEORY IN NURSE TEACHING

ABSTRACT Objective: to identify the opinions of professors about the relationship between theory and practice in nursing. Method: descriptive analytical, qualitative study. Eighteen professors from two universities (one federal and one private) from the southern region of the country participated. Data collection took place between July and September 2014, through semi-structured interviews. Open and axial coding as proposed by Strauss and Corbin, with the help of Atlas ti® 7 software was used for data collection. Results: the following categories emerged: The centrality of the practice for teaching and The specialist x generalist dichotomy: contrasting discourses. Conclusion: the opinions of professors about theory and practice in nursing are widely conflicting. In areas considered of greater complexity, mastery of content is prefered and considered advantageous. The relationships that nurses and nursing professors maintain with knowledge influence the disconnection between theory and practice.

TEACHING OF THERAPEUTIC PLAY AT THE UNDERGRADUATE LEVEL IN NURSING: DIDACTIC ACTIONS AND STRATEGIES USED BY PROFESSORS

ABSTRACT Objective: to present and discuss actions and strategies used by professors who teach therapeutic play in the Undergraduate Courses in Nursing. Method: qualitative research, that used symbolic interactionism as its theoretical framework, and Grounded Theory as its methodological framework. The scenario was the courses involving the theoretical-practical teaching of pediatric nursing, included in the curriculums of the Undergraduate Courses in Nursing. A total of 18 lecturers and three nurses participated, all involved in the process of teaching therapeutic play in the theoretical-practical scenario. Data were collected through participant observation and semistructured interviews. Results: it was revealed that the mobilization of the professors to teach therapeutic play in the Undergraduate Courses is permeated by a constant concern with offering and promoting significant learning to the student. They seek to do this through teaching strategies that involve: dramatization of therapeutic play sessions, the recovery of infancy and of playing, the use of audiovisual resources that raise awareness of learning, realistic simulation as innovation, the extending of possibilities of using Therapeutic Play, the re-presenting of therapeutic play to the student at the start of the practical activity, the providing of material for this practice, and the inclusion of the issue in the assessment process. Conclusion: the results contribute to assisting the lecturers in the task of awakening and introducing the student to the universe of therapeutic play, promoting her learning and systematic incorporation into academic life and, in the future, as a nurse, when she shall promote the inclusion of therapeutic play in the care provided to the child - in order to preserve and protect the child’s right to receive qualified care.

Pediatric nursing teaching method and contents of ethics education: A literature review

Pediatric nursing teaching method and contents of ethics education: A literature review

The effect of scenario based teaching for critical care nurses and physicians on their knowledge of fluid creep

Introduction: Fluid resuscitation is a major component of the acute management of critically ill patients. The phenomenon of providing excessive fluid resuscitation volumes has been termed “fluid creep”. Today, the science of nursing becomes more complex. Accurate fluid balance assessment and recording is important component of nursing care that assures patient’s safety especially in critically ill patients. The aim of the work is to examine the effect of scenario based teaching for critical care nurses and physicians on their knowledge of fluid balance &amp; fluid creep.Methods: The study design: pre &amp; posttest research design. Setting: This study was implemented in general, trauma, obstetric and burn intensive care units (ICUs) at Assiut university Hospital-Assiut-Egypt. Subjects: 35 critical care nurses and 29 intensive care physicians were drawn from the previously mentioned ICUs. Methodology: A pre &amp; posttest questionnaire of nurses’ and physicians’ knowledge, perception and satisfaction regarding fluid creep and fluid balance was adapted from the articles and was used in data collection before and after the application of scenario based teaching. This questionnaire was implemented on two phases (pre and after the teaching program). The data was collected from January 2018 to July 2018.Results: There is a considerable improvement in participants’ knowledge and perception concerning fluid balance and fluid creep after applying the scenario based teaching (p value &lt; .001).Conclusions: Nowadays, nurses and physicians need advanced level of knowledge to be able to deal with the physiological changes that occur in critically ill.

Application of clinical teaching model based on core competence in nursing interns

Objective To explore the application effects of clinical teaching model based on core competence in nursing interns. Methods From August 2015 to July 2017, we selected 80 nursing interns at a hospital as subjects by purposive sampling. Nursing interns from August 2015 to July 2016 were set in control group (n=38) ; another from August 2016 to July 2017 were set in observation group (n=42) . Nursing students of control group received routine practice teaching model. Nursing students of observation group were treated with the clinical teaching model based on core competence. All of the nursing students were evaluated with the competency inventory for nursing students (CINS) and clinical practice satisfaction scale of nursing intern before and at the end of internship. Results At the end of internship, the total score of CINS and dimension scores in clinical biomedical science, general clinical skills, critical thinking inferential capability, morality/responsibility and lifelong learning of nursing students in observation group were higher than those in control group with statistical differences (P<0.01) . At the end of internship, the scores of teaching content, practice effects, practice management, teaching diathesis and practice environment in clinical practice satisfaction scale of nursing intern of nursing students in observation group were higher than those in control group with statistical differences (P<0.01) . Conclusions The application of teaching model based on core competence in clinical nursing teaching can effectively improve nursing students' core competence and satisfaction. Key words: Students, nursing; Clinical clerkship; Core competence; Teaching model

A Reflection on Innovative Nursing Teaching Strategies Following an Experience Training Competitors for the Worldskills Competition

Worldskills Competition provides students from around the world with an interactive platform for learning, training, and communication. Participating in Worldskills Competition and related teaching activities highlights the critical problems that affect new nursing graduates such as insufficient knowledge application and integration skills and inadequate adaptation and problem-solving abilities. This paper reflects on nursing courses to suggest improved teaching strategies and innovative teaching methods. Problem-based learning (PBL), simulation-based objective strcutured clinical examination (SOSCE), and mobile-assisted teaching are applied to guide students to learn, to increase the self-learning ability of students, and to enhance their problem-solving skills. It is hoped that these teaching methods improve the ability of participants, whether they are Worldskills competitors or new employees, to think strategically about and to resolve problems.

Effect of Designing Nursing Teaching Protocol on Patients Undergoing Chemotherapy to Minimize Complications of Neutropenia

Background Patients undergoing chemotherapy are at risk of developing neutropenia that may cause life-threatening infections and death. Aim: Evaluate effect of designing nursing teaching protocol on patients undergoing chemotherapy to minimize complications of neutropenia. Design: A Pre and Post test research design was utilized. Sample: sixty adult patients undergoing chemotherapy both males and females. Setting: The study was carried out in the internal medical oncology departments and intensive care unit at South Egypt Cancer Institute. Tools: An interview questionnaire sheet for the patient, A designed nursing teaching protocol for patients undergoing chemotherapy to minimize complications of neutropenia and patient`s assessment sheet for complications of neutropenia. Results: There were highly statistically significant differences between pre and post application of the designed nursing teaching protocol in both all knowledge items and complications of neutropenia P<0.001. Conclusion: there were highly statistically significant differences between studied patients pre and post application of the designed nursing teaching protocol regarding total knowledge and complications of neutropenia. Recommendation: Tangible tools and education of patients, families and healthcare workers are keys to speedy recognition of potentially life-threatening symptoms associated with neutropenia.

The influence of professional identity of clinical nursing teachers on competence

Objective To explore the current status of competence and professional identity of clinical nursing teachers and analyze the influence of professional identity of clinical nursing teachers on competence. Methods A questionnaire survey was conducted among 420 clinical nursing teachers in the hospital with the competency scale and professional identity scale. Results The scores of clinical nursing teachers' competency and professional identification were respectively(160.89±19.28)points and(103.97.83±18.12)points.The results of Pearson correlation analysis showed that there was a positive correlation between clinical nursing teachers' competence and professional identity, and the difference was statistically significant(P<0.05). Stratified regression analysis showed that after controlling for demographic variables, occupational cognitive evaluation, occupational social support, occupational social skills, occupational frustration coping, and occupational self-reflection could jointly explain 89.50% of the variation, which was a positive predictive indicator of clinical nursing teachers' competence. Conclusion Clinical nursing teachers' professional identity are related to the level of competence and can positively predict the competence level, nursing managers should pay attention to cultivate clinical nursing teachers' professional identity, so as to improve clinical nursing teachers' competence, to ensure the quality of clinical nursing teaching, and to cultivate the social needs to nursing talents to provide powerful guarantee. Key words: Clinical nursing teacher; Professional identification; Competence

The applicability of community of inquiry framework to online nursing education: A cross-sectional study.

The Community of Inquiry (CoI) framework has the potential to contribute to online education by addressing the nexus of pedagogy, technology, and learners' needs. However, there has been limited investigation of the application of CoI to Australian online tertiary education, with the awareness of CoI amongst Australian nurse educators being unknown. This paper reports on a project which used an online survey to investigate the level of awareness of the CoI framework and its applicability to the design of online and blended courses in Australian higher education nursing schools. Most respondents ranked the core concepts of the CoI framework as applicable for nursing education, but only 20% of the participants were familiar with the CoI framework before they participated in the survey. While nearly 90% of the participants viewed instructional design and a theoretical framework as essential for building an online course, 70% of respondents indicated that they did not use an explicit theoretical framework to guide the design or the evaluation of their nursing teaching and learning. These results provide the impetus for further investigation of factors influencing the development of online nurse education including the specific consideration of CoI frameworks.

Chinese revised CCEI cross-cultural debugging and measurement features evaluation

Objective To conduct intercultural debugging and examine the project, reliability and validity of the crichton ability evaluation tool (CCEI), and explore its applicability in domestic nursing simulation teaching. Methods CCEI was formed with reference to the guidelines for intercultural debugging procedures of the scale.By means of convenient sampling, 120 teams composed of 612 undergraduate nursing students were evaluated in simulated scenario teaching.SPSS 17.0 and AMOS 21.0 were used for data entry and and statistical analysis to evaluate the project, reliability and validity indicators. Results There were 23 items in the project analysis tool, most of which had better difficulty and discrimination, and some need to be improved.The overall Cronbach's α coefficient was 0.94.Cronbach's α coefficient was between 0.85~0.95 in each dimension.The intergraded reliability was 0.88.The content validity of I-CVI was between 0.88~1.00, and S-CVI was 0.98.The correlation coefficients of each dimension of structure validity were between 0.25~0.59, and the correlation coefficients of each dimension and total score were between 0.66~0.87.Confirmatory factor analysis showed that the fitting indices were all up to standard. Conclusion The revised Chinese version of CCEI has good project and reliability analysis results, which can provide comprehensive and reliable evaluation tool for the nursing simulation teaching in China. Key words: Education; Nursing; Simulation teaching; Item analysis; Validity

Based on Delphi method and Analytic Hierarchy Process to construct the Evaluation Index system of nursing simulation teaching quality

BackgroundSimulation has been widely adopted in nursing education, as is known to all, the quality of simulation could be affected by many factors. Since there is not a comprehensive and scientific evaluation Index system, it is important to construct an evaluation Index system to guide high-quality simulation. ObjectivesTo construct the Evaluation Index system of Nursing Simulation teaching Quality and determine the weight of each indicator. DesignIt is a phenomenological research study. SettingsThe study was mainly conducted in one universities in China. Participants27 nursing education experts from China participated in this study. MethodsThis study combines the Delphi method and Analytic Hierarchy Process method. ResultsEvaluation Index system of Nursing Simulation teaching Quality is built using Delphi method, including five first level index (Teacher, Student, Simulation design characteristics, Educational practices and Outcomes), 14 secondary index and 62 tertiary index. It's determined through a two-rounded experts consultation involving 27 experts. The recovery rates of two rounds consultation questionnaire were respectively 96.43% and 100%, and coefficient authority was 0.89. The Kendall's W of second and third level index were respectively 0.515 and 0.589 (P < 0.001). And the weighted value of quality index are established at all levels with the consistency ratio (C.R.) <0.1, demonstrating that Teacher (0.4109) came first among the five first-level index followed by Student (0.2593), the Educational practices (0.1812), Simulation design characteristics (0.096) and Outcomes (0.0527). ConclusionsThe quality index of nursing simulation education is scientific and reliable, so as its weight assignment. It can be a guidance for high-quality simulation teaching, and it is a valid tool to evaluate the quality of simulation teaching in nursing.

Application of microlecture in the teaching of Surgical Nursing

Objective To explore the effects of microlecture in the teaching of Surgical Nursing. Methods A total of 320 nursing undergraduates students in 2014 nursing faculty of Shandong University of Chinese Medicine were selected as the research subjects by purposive sampling method. All subjects were divided into control group and experimental group by random lottery with 155 students in experimental group and 165 in control group. The experimental group adopted the microlecture teaching model. The control group adopted the traditional teaching method. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the application of microlecture teaching model were collected. Results After the course, the theoretical and operational scores of the experimental group were (84.98±3.56) and (91.85±2.56) , which were both higher than those of the control group (80.20±4.14) and (82.72±4.56) respectively. The differences were statistically significant (t=4.601, 9.416; P<0.01) . 90.3% of the nursing students in the experimental group preferred microlecture, and 81.3% wanted to use microlecture in other clinical courses. Conclusions The application of microlecture helps to improve the theoretical and operational achievements of nursing students, and is worthy of popularization and application. Key words: Students, nursing; Microlecture; Surgical Nursing

68. Training of trainers of midwives and nurses as a strategy for the reduction of preeclampsia and eclampsia related maternal and perinatal mortality in Nigeria

Background Preeclampsia and eclampsia (PE/E) are major contributors to maternal and perinatal mortality in Nigeria. Despite the availability of current curriculum at Nigerian schools of nursing and midwifery, the knowledge on the management of PE/E among the students has remained poor. In order to reduce maternal and perinatal mortality in developing countries, pre service training of nurses and midwives is important. Methodology A total of 292 tutors from 171 schools of nursing and midwifery participated in the training of the trainers’ workshops on current management of PE/E across Nigeria. Pre and post test assessments were administered. Six months after the training, 29 schools and 84 tutors were randomly selected for follow-up to evaluate the impact of the training. Results Significant knowledge transfer occurred among the participants as the pretest/posttest analysis at the workshop showed knowledge transmission across all the 13 knowledge items assessed. The follow-up evaluation also showed that the trained tutors conducted 19 step-down trainings and trained 157 other tutors in their respective schools. Subsequently, 2382 nursing and midwifery students were trained. However, six of the monitored schools (24.2%) lacked essential kits for teaching PE/E. Conclusion Updating the knowledge of tutors leads to improved preservice training of the future generation of nurses and midwives. This will result in higher quality of care to patients and reduced PE/E-related maternal and perinatal mortality. However, there is need to provide essential training kits for teaching of student nurses and midwives.

Formación en salud comunitaria: retos, amenazas y oportunidades. Informe SESPAS 2018

Incorporating community health teaching in the undergraduate nursing and medicine curriculum and postgraduate training programmes contributes to enhance the quality, rigour and sustainability of health-promoting community interventions. In this article, we discuss the failure of Spanish Medical Universities to include family and community medicine and primary health care as integrated and cross-cutting disciplines on the undergraduate curriculum. During specialized medical and nursing training, community health teaching varies widely depending on the qualification, priorities and motivation of the primary health care workers, teaching units and trainees. Growing job instability and current nurse and medical recruitment systems, are hindering learning being put into practice, as well as the development of health-promoting community activities and the strengthening of training networks and facilities. Amid such adversity, there are initiatives that provide quality training on community health and should, accordingly, be fostered and acknowledged.