Pre-course Scores Research Articles

1107 Supplementing Orthopaedic Education outside of the Medical Curriculum: The Utility of a 1-Day Orthopaedic Revision Course for Medical Undergraduates

Abstract Introduction Orthopaedic undergraduate education is both minimal and variable across UK medical schools. Furthermore, the clinical skills required to treat musculoskeletal injuries have been found inadequate by several studies assessing UK medical graduates. Method Orthopaedic revision courses organized by the student surgical society consisted of lectures and workshops covering clinical orthopaedic knowledge and skills required for university assessments. Five identical courses were run between December 2017 and December 2019 following the completion of fourth year’s musculoskeletal clinical block. Course tutors ranged from foundation year doctors (57%) to orthopaedic consultants and trainees (43%). An anonymous feedback form was handed out at each event and 5-point Likert scale questioning assessed participant perceptions prior to and following the course. Results This course led to a significant mean increase in students’ perceived knowledge levels with an average increase of 0.96 (19.2%) across all clinical examinations and lectures (p < 0.01). Tutor grade did not affect mean participant self-reported value of station, with stations taught by consultants and surgical trainees showing similar results to stations taught by FY doctors (p = 0.776). Conclusions The feedback revealed significant increases in student self-reported knowledge levels while poor pre-course scores reported might suggest inadequate coverage of orthopaedics in the undergraduate curriculum. The similarity in results when assessing the quality of tutorship suggests that FY doctors can be equally as valuable teaching tools for such courses as surgical trainees and consultants. These results suggest 1-day orthopaedic revision courses of this format can be highly beneficial in supplementing the undergraduate curriculum.

Exploring the Relation between Emotional Intelligence, Subjective Wellness, and Psychological Distress: A Case Study of University Students in Taiwan.

Given the importance of emotions in human life and the necessity of managing one’s emotions, this research project conducted an 18 week course on emotional management for a group of undergraduate students, investigated the differences in emotional intelligence (EI) levels before and after the course, and assessed EI’s effect on selected subjective wellness and psychological distress variables. The study indicated many significant results. Most importantly, the comparison of the pre-course and post-course EI scores indicated that the EI skills and competencies could be learned and enhanced through formal education. Additionally, there were also significant regression coefficients of pre-course and post-course EI scores on both subjective wellness and psychological distress variables. The significant results endorse that EI knowledge, skills, and competencies could indeed be enhanced through formal education. In particular, the understanding of EI could help the educationists and helping professionals in assessing people’s level of EI, designing relevant courses, and raising the impact of EI on both overall wellness and psychological distress.

Injury Prevention Exercises for Reduced Incidence of Injuries in Combat Soldiers.

Steinberg, N, Bar-Sela, S, Moran, U, Pantanowitz, M, Waddington, G, Adams, R, Band, SS, and Funk, S. Injury prevention exercises for reduced incidence of injuries in combat soldiers. J Strength Cond Res 35(11): 3128-3138, 2021-The aim of this study was to determine the influence of an "all-cause injury" prevention program, focused on static-to-dynamic transitions, on injury prevalence in a military commanders course. Two cohorts of male infantry commanders were recruited (intervention [INT group], n = 196 and controls [CO group], n = 169) and tracked by a physiotherapist, who recorded any injuries that occurred during the 14-week course. Soldiers were tested precourse, midcourse, and postcourse for anthropometrics, proprioception ability, and dynamic postural balance (DPB). The INT group performed injury prevention exercises for 5 minutes, 3 times a week, and the CO group continued with their routine physical fitness sessions. The prevalence of injuries reported to the physiotherapist during the course was significantly lower for the INT group compared with the CO group (14.8 and 34.3%, respectively, p < 0.001). Similarly, rates of injury in the INT group were significantly lower than in the CO group (p < 0.001; hazard = 2.53, 95% confidence interval = 1.62-3.95). Precourse proprioception ability was significantly lower in those that became injured during the commanders course, irrespective of the group. Likewise, for DPB parameters, the injured subjects in both groups had significantly lower precourse scores than the noninjured subjects. From pretesting to midtesting, the injured soldiers in the INT group improved their ability up to the level of the noninjured subjects. A reduced prevalence of injuries was found for soldiers who completed the injury prevention program. Because the subjects soldiers injured on the course had reduced somatosensory abilities at the outset, and as these abilities can be improved by static-to-dynamic exercises, identifying at-risk soldiers and providing them with appropriate strategies for improvement beforehand is indicated.

Quality Improvement Education in the Era of COVID-19: A Pivot Toward Virtual Education.

Quality Improvement Education in the Era of COVID-19: A Pivot Toward Virtual Education.

Early clinical exposure improves medical students' recognition of the need for professionalism and interprofessional collaboration.

Medical students in Taiwan start their clerkship in their fifth year. A lack of early clinical exposure can mean they have a lack of medical professionalism and collaborative practice. This study investigates whether early engagement in hospital-based clinical practice could improve their understanding of these requirements. From 2017 to 2019, a total of 59 medical students at the end of their third year joined a 2-week summer camp at the hospital. Every participant was assigned to work with one patient and they accompanied this patient throughout their hospital course. The students were also asked to interview other medical professionals within the hospital and to write up interview reports. In addition, they had to complete pre- and postcamp questionnaires which included 10 questions to evaluate their recognition of professionalism, doctor-patient relationships, and interprofessional collaboration. Answers to the questions were all rated using a 5-score Likert scale. The total postcamp Likert scores were significantly increased after the 2-week training camp compared with the precourse scores (pre- vs postcourse: 44.08 ± 0.45 vs 46.66 ± 0.33, p < 0.001). In addition, the students' recognition of medical professionalism, the importance of communication with patients, and their respect for other medical professionals were significantly improved after the 2-week training. Our data showed that early clinical exposure through a preclerkship summer camp can help medical students improve their recognition of medical professionalism and interprofessional collaboration.

Closing the knowledge gap in pelvic neuroanatomy: assessment of a cadaveric training program

BackgroundThe objective of this study is to characterize participants in a laparoscopic cadaveric neuroanatomy course and assess knowledge of pelvic neuroanatomy before and after this course.MethodsThis is a survey-based cohort study with a setting in a university educational facility. The participants are surgeons in a multiday laparoscopic cadaveric pelvic neuroanatomy course. Participants completed a precourse survey, including demographics and comfort with laparoscopic surgery. They then completed an identical precourse and postcourse anatomic knowledge test. Main outcomes are scores on the anatomic knowledge test precourse and postcourse.Results44 respondents were included: 25 completed fellowship, 15 completed residency, 2 were residents, and 2 were fellows. Participants were on average 11.09 years post training, with an average of 8.67 years from training if they completed fellowship and 18.62 years if they completed residency only. 22 of 42 respondents strongly agreed or agreed they are comfortable performing complex laparoscopic hysterectomies. The average precourse score was 32.18/50 points and the mean difference score (MDS, defined as mean of Postcourse scores minus Precourse scores) was 9.80, showing significant improvement (p < 0.001). Precourse and MDS scores were not significantly different when comparing country of practice, level of training, or time since training.ConclusionBaseline knowledge of pelvic neuroanatomy was similar among groups when comparing fellowship status, place of training, or time since training. There was significant improvement in knowledge after training in this dissection method. This course garnered interest from surgeons with broad training backgrounds.

Challenges in basic life support and automated external defibrillator training of deaf individuals

Objectives: Basic life support (BLS) with the use of an automated external defibrillator (AED) is linked to survival of patients with out-of-hospital cardiac arrest (OHCA). However, the BLS protocol is not tailored to specific needs of the deaf who encounter many challenges during BLS training. Methods: The BLS and AED protocol was modified according to the challenges faced by deaf people. Pre-course BLS and AED knowledge was tested using a questionnaire. After completion of a practical course, each participant was presented with an OHCA scenario using a manikin. Qualitative and quantitative data on BLS and AED performance were collected with a modified Cardiff test and the QCPR mobile application. Results of the knowledge test and performance scores are presented with values and frequencies. Correlations between pre- and post-course BLS and AED knowledge and performance were analyzed and presented with Spearman’s rho. Results: 51 deaf volunteers from seven Slovenian deaf associations participated in the study. The pre-course knowledge test scores were 3.5 points out of 10 and considered low. The rest of the results were also poor. BLS performance using the modified Cardiff test post-course was as follows: 52.9% of the participants used a safe approach, 58.8%checked responsiveness and 51.0% sent a text message to the rescue service. Only 43.1% opened the airway and 49.0% checked initial breathing. 80.4% of deaf rescuers performed chest compressions on the lower half of the sternum and 52.9% compressed with adequate depth. According to the QCPR application the best performance was achieved with a compression score of 61.1% and flow fraction 74.9%. Conclusions: This study shows that a comprehensive and assiduous approach is needed for effective BLS and AED training courses for deaf individuals.

Difference in postcourse knowledge and confidence between Web-based and on-site training courses on resuscitative endovascular balloon occlusion of the aorta.

AimEffective courses are essential for highly invasive procedures such as resuscitative endovascular balloon occlusion of the aorta. However, the coronavirus disease pandemic has forced the postponement of on‐site educational courses due to transmission concerns. Few studies have examined the effectiveness of Web‐based education in highly invasive procedures. To address this knowledge gap, this study aimed to investigate whether knowledge acquisition and confidence after the Web‐based course are different from those acquired after the on‐site course, using pre‐ and postcourse test scores.MethodsThe increase in scores before and after the course was compared between the on‐site and Web‐based courses. The questions reflected knowledge about seven different topics in the course modules. In addition, participants were asked about their self‐rated confidence about three topics before and after the course.ResultsThirty learners completed the on‐site course, and 21 learners completed the Web‐based course. Forty‐seven learners completed both the precourse and postcourse tests. In both courses, the difference between the precourse and postcourse test scores showed a statistically significant increase in knowledge (on‐site course: increased score, 1.8; 95% confidence interval, 0.8 to 2.8; Web‐based course: increased score, 1.6, 95% confidence interval, 0.5 to 2.5). However, the difference was not statistically significant in the self‐rated confidence scores about “sheath and catheter removal” among learners of the Web‐based course.ConclusionKnowledge increased significantly in both the on‐site and Web‐based courses. However, the Web‐based course might not be sufficient to give learners confidence in the procedures.

An evaluation of a mindfulness-based stress reduction intervention for critical care nursing staff: A quality improvement project.

Critical care is a stressful workplace for nursing staff. Mindfulness-based stress reduction programmes are an emerging concept to manage stress in nursing, but little is known about the impact of such interventions, especially in critical care settings. A quality improvement initiative was introduced to explore the effects of a mindfulness-based stress reduction intervention on a cohort of critical care nurses in terms of quality of life, perceived stress, mindfulness awareness, and sickness and absence rates. A pre-/post-interventional design recruited nurses (n=25) working within a critical care unit to undertake the intervention. Participants were asked to complete psychometric questionnaires at three time points, pre-course (0 months), immediately post-course (8 weeks), and at a follow-up point at month 4. Sickness and absence rates were analysed to detect differences pre- and post-course. Retention rates were ascertained by numbers of participants completing the psychometric tests. Overall, positive correlations were found when comparing pre-course vs 8-week mean scores of satisfaction with life (P< .001), reduced perceived stress (P< .001), and mindfulness awareness (P= .002). Bootstrap analysis of the data confirmed that positive outcome measures were more significant at the 4-month mark in reduced perceived stress and mindfulness awareness (P< .001) compared with the satisfaction with life scale (P= .41). There was no significant change in sickness rates pre- and post-intervention (P= .69). The retention rate was 70% at month 4. Mindfulness training is a feasible and accepted intervention that critical care nurses may benefit from in terms of quality of life, perceived stress, and mindfulness awareness. This has positive outcomes for staff and patients.

The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology.

The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. The form of the study discussed is an observational study. The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Second-year medical students participated in a 1-week "flipped classroom" ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

Fundamentals of Anorectal Technical Skills: A Concise Surgical Skills Course.

Anorectal diseases, among the most common surgical conditions, are underrepresented in medical training. The Fundamentals of Anorectal Technical Skills course was developed to provide cost-effective formal training in diagnosis of common anorectal conditions and in commonly performed anorectal procedures using the theories of deliberative practice and perceptual and adaptive learning. First- through third-year general surgery and internal medicine residents and third- and fourth-year medical students participated in a course consisting of didactic instruction and hands on skills stations. The course covered common anorectal conditions, including internal and external hemorrhoids, fissures, condylomata, abscesses, fistula-in-ano, rectal prolapse, pilonidal disease, pruritis ani, and anal and rectal cancer, as well as common procedures such as anoscopy, excision of thrombosed external hemorrhoids, banding of internal hemorrhoids, rigid proctoscopy, incision and drainage of an abscess, administration of local anesthesia, and reduction of rectal prolapse. Before the course, participants completed a questionnaire consisting of demographics; previous anorectal experience, as measured by procedural case volume; confidence diagnosing and treating anorectal conditions; and a clinical knowledge multiple-choice quiz. Immediately following the course, participants took an additional survey reassessing their confidence and testing their clinical knowledge. This study was granted an educational exception by the Institutional Review Board at Walter Reed National Military Medical Center. Forty-three learners participated in this course. Forty-six percent of participants had not participated in any anorectal cases, 26% had participated in 1 to 5 cases, 17% had participated in 6 to 10 cases, 6% had been involved with 11 to15 cases, and 6% had been involved with more than 15 cases. For learners who had no prior experience, 1 to 5 prior cases, or 6 to 10 cases, there were statistically and educationally significant increases in confidence for all diagnoses and procedures. Additionally, there were statistically and educationally significant increases between pre-course and post-course quiz scores for learners who had no prior experience (7.8±2.0 vs. 11.8±2.5, P<0.01, Cohen's d=1.8) and for those who had only participated in 1 to 5 cases (11.0±3.7 vs. 14.2±2.0, P=0.04, Cohen's d=1.1). The changes in quiz scores for learners who previously had been involved with six or more cases were not statistically significant. This course provides a cost-effective training that significantly boosts learners' confidence in diagnosis of common anorectal procedures and confidence in performance of common anorectal procedures, in addition to improving objectively measured anorectal clinical knowledge.

EFFICACY OF A TWO-WEEK ULTRASOUND ELECTIVE IN KNOWLEDGE ACQUISITION AND RETENTION OF THORACIC ULTRASONOGRAPHY AMONG INTERNAL MEDICINE RESIDENTS

SESSION TITLE: Wednesday Abstract Posters SESSION TYPE: Original Investigation Posters PRESENTED ON: 10/23/2019 09:45 AM - 10:45 AM PURPOSE: Point of care ultrasonography (POCUS) training is in high demand among internal medicine (IM) residency programs in the United States. However, no formalized ACGME-approved curricula have been established. Our study assesses the efficacy of a 2-week ultrasound (US) elective for IM residents in terms of knowledge acquisition and retention, and confidence in performing thoracic US. METHODS: This is a secondary analysis of an IRB-approved prospective study investigating the efficacy of a longitudinal US curriculum incorporated into an existing clinical simulation program. The longitudinal US curriculum consists of case-based simulations every 6-weeks and an hour-long workshop with lectures, hands-on tasks, image interpretations, and a pre and post-workshop quiz assessing thoracic US knowledge. In addition, the quizzes ask residents to identify items they are confident in interpreting, which is tallied into a confidence score (CS) with a maximum of 8 points. In this cohort, a subgroup had participated in a 2-week US elective that consists of lectures, required online readings, and faculty-supervised hands-on training with both ultrasound simulators and patients. Outcomes of interest are differences in quiz scores and CS between elective participants (EP) compared to non-participants. Secondary outcomes include quiz score and CS trends over 6 weeks after the initial workshop. ANOVA and t-tests were used to compare continuous variables. Multivariate regression analyses were used for adjusted analysis, as well as to model trends. RESULTS: A total of 102 residents were enrolled in the study. Among these, 24 had participated in the US elective within 6 months prior to the start of the prospective study. Unadjusted mean pre-course quiz scores (expressed as percent correct) were 49.7% vs. 74.7% (p<0.001) in EP. Post-course scores were 77.8% vs. 85.4% (p<0.001) in EP. At a 6-week follow-up quiz, the scores were 54.6% vs. 67.8% (p<0.001) in EP. In terms of mean CS, pre-course scores were 2.8 vs 6.3 for EP (p<0.001) and post-course scores were 6.9 vs 7.8 for EP (p<0.001). At 6-weeks the CS were 4.9 vs 6.2 for EP (p<0.001). Multivariate regression showed that EP overall had 19% higher test scores (p<0.001) and 2.74 higher CS (p<0.001) over the 6 week period. In addition, for the EP group, while the quiz scores decreased from 74.7% to 67.8% over 6 weeks, this difference was not statistically significant based on multivariate regression (mean score difference over 6 weeks: -2.7%, p=0.332). A similar finding was seen for CS (mean score difference over 6 weeks: -0.04, p=0.87). CONCLUSIONS: A 2-week interactive US elective shows efficacy in ultrasound knowledge acquisition and retention with minimal knowledge decay. CLINICAL IMPLICATIONS: Given the increased demand for POCUS training in IM residencies and more frequent use in inpatient settings, formalized training options should be made available to residents. DISCLOSURES: No relevant relationships by Joseph Mathew, source=Web Response No relevant relationships by Di Pan, source=Web Response No relevant relationships by James Salonia, source=Web Response No relevant relationships by Fernando Vazquez de Lara, source=Web Response

Nursing students’ attitudes toward care of dying patients: A pre- and post-palliative course study

BackgroundMany nursing students are not prepared to encounter death and care for patients who are at the end of life as newly educated nurses. The Frommelt Attitude Toward Care of Dying Scale (FATCOD) has been used to assess nursing students’ attitudes during their education and changes have been noted. ObjectiveTo examine nursing students’ attitudes towards care of dying patients before and after a course in palliative care. DesignA descriptive study with a pre and post design. Settings & participantsNursing students (n = 73) enrolled in a mandatory palliative course in the nursing programme at a Swedish university. MethodsData were collected before and after a palliative care course using FATCOD and qualitative open-ended questions. Data from FATCOD were analysed using descriptive and analytical statistics. The open-ended questions were analysed with qualitative content analysis. ResultsThe students’ mean scores showed a statistically significant change toward a more positive attitude toward care of dying. Students with the lowest pre-course scores showed the highest mean change. The qualitative analysis showed that the students had gained additional knowledge, deepened understanding, and increased feelings of security through the course. ConclusionsA course in palliative care could help to change nursing students’ attitudes towards care of patients who are dying and their relatives, in a positive direction. A course in palliative care is suggested to be mandatory in nursing education, and in addition to theoretical lectures include learning activities such as reflection in small groups, simulation training and taking care of the dead body.

The Safer Anaesthesia from Education (SAFE)® paediatric anaesthesia course: educational impact in five countries in East and Central Africa.

There is an urgent need to improve access to safe surgical and anaesthetic care for children living in many low- and middle-income countries. Providing quality training for healthcare workers is a key component of achieving this. The 3-day Safer Anaesthesia from Education (SAFE)® paediatric anaesthesia course was developed to address the specific skills and knowledge required in this field. We undertook a project to expand this course across five East and Central African countries (Ethiopia, Kenya, Malawi, Uganda and Zambia) and train local faculty. This study reports the outcomes from course evaluation data, exploring the impact on knowledge, skills and behaviour change in participants. Eleven courses were conducted in a 15-month period, with 381 participants attending. Fifty-nine new faculty members were trained. Knowledge scores (0-50 scale) increased significantly from mean (SD) 37.5 (4.7) pre-course to 43.2 (3.5) post-course (p<0.0001). Skills scores (0-10 scale) increased significantly from 5.7 (2.0) pre-course to 8.0 (1.5) post-course (p<0.0001). One hundred and twenty-six participants in Malawi, Uganda and Zambia were visited in their workplace 3-6months later. Knowledge and skills were maintained at follow-up, with scores of 41.5 (5.0) and 8.3 (1.4), respectively (p<0.0001 compared with pre-course scores). Content analysis from interviews with these participants highlighted positive behaviour changes in the areas of preparation, peri-operative care, resuscitation, management of the sick child, communication and teaching. This study indicates that the SAFE paediatric anaesthesia course is an effective way to deliver training, and could be used to help strengthen emergency and essential surgical care for children as a component of universal health coverage.

Leveling the core competencies of public health nursing to evaluate senior baccalaureate nursing students.

This study assessed a revised instrument based on the tier one Core Competencies for Public Health Nurses. Following instrument revision, the self-reported competence of prelicensure baccalaureate nursing students was examined. In this descriptive study, 102 senior, prelicensure baccalaureate nursing students completed a revised Core Competencies instrument prior to and immediately following completion of public health nursing courses. Parametric statistics were used to determine if there were significant differences in pre- and postcourse domain scores and the impact of selected demographic variables on postcourse domain scores. Pilot testing confirmed the reliability and validity of the revised instrument. A paired t test determined postcourse domain scores were significantly higher than precourse domain scores. Overall, students rated themselves as competent in all domains, with the lowest ratings of competence in policy development/program planning. Likelihood of choosing a future career in public health was significantly higher for students in traditional public health clinical settings. The revised tier one Core Competency instrument provided information related to students' self-reported competence in public health nursing competencies. These findings provide valuable insight for development and revision of public health nursing courses ensuring a nursing workforce competent in the provision of population health.

Are battlefield and prehospital trauma scenarios an effective educational tool to teach leadership and crisis resource management skills to undergraduate medical students?

IntroductionLeadership and crisis resource management (CRM) skills are important skills for doctors, however there is a recognised lack of undergraduate leadership education. There remains debate over how best to teach...

Addressing Unmet Patient Care Needs Through Curricular Development of Student Pharmacist Leadership and Entrepreneurial Skills

Objective. To develop, deliver, and evaluate an innovative curriculum designed to increase student pharmacists' skills and confidence in addressing unmet patient care needs and the Institute for Healthcare Improvement's (IHI) Triple Aim goals in the community pharmacy setting. Methods. Course modules developed collaboratively between the University of Washington and Washington State University focused on student pharmacist exposure to and direct application of leadership theory in addressing real world challenges. Both programs delivered the curriculum to all second-year student pharmacists during the fall 2015 and fall 2016 semesters. Student teams were asked to identify a new or enhanced service for a community pharmacy based on a needs assessment and the IHI's Triple Aim goals. Students completed precourse, postcourse, and retrospective assessments of their confidence, comfort level in leadership theory application, and project implementation. Effectiveness of the project pitch and team dynamics were assessed. Precourse, postcourse, and retrospective assessments of individual student progress in leadership, innovation, self-awareness, and professionalism also were completed. Results. For all confidence questions, a significant relationship was found between mean precourse and postcourse scores. A comparison of students' postcourse scores and their retrospective reflection scores indicated an increase in confidence to lead. At the conclusion of the course, the students reported improved confidence in their ability to communicate decisions (73%), create a vision (64%), and form a guiding coalition (55%). Conclusion. A five-module curriculum with corresponding project proposal successfully increased the confidence and comfort level of student pharmacists' in their leadership skillset.

Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP

The purpose of this study was to evaluate the effect of evidence-based practice (EBP) courses on nursing students' attitudes, perceived support from their professional network, self-efficacy, knowledge, and implementation of EBP. This study utilized a two-group, pre- and posttest design with 190 Masters of Science in Nursing (MSN) and 37 Doctorate of Nursing Practice (DNP) students. An EBP instrument based on the theory of planned behavior was administered both before and after the EBP course (the intervention). Both the pre- and posttest were completed by 126 students for a 56% response rate. No significant differences between the MSN (n=102) and DNP (n=24) students were found in precourse scores on any of the subscales except behavior, with the DNP students reporting they performed more EBP behaviors in the clinical setting. Overall, student scores on three of the four subscales of the EBP instrument (attitudes, self-efficacy, and behavior) significantly increased pre- to postcourse. The self-efficacy subscale demonstrated the greatest pre- to postcourse change scores. When the DNP and MSN students were compared, change scores on attitudes and self-efficacy remained significant in both groups. There was a significant positive change in EBP behavior only for the MSN students. Knowledge scores increased significantly only for the DNP students. EBP courses can increase self-reported EBP behaviors in the clinical setting, especially in MSN students. A precourse student evaluation will help faculty determine their learning needs in order to develop appropriate learning activities to support their acquisition of the essential knowledge, skills, and abilities to use EBP in the clinical setting. Administering the same evaluation postcourse can help faculty evaluate the effectiveness of their teaching. As a result, advanced practice nurses will be better equipped to facilitate and promote the implementation of EBP to support high-quality care and improved health outcomes.

Validity evidence for Quality Improvement Knowledge Application Tool Revised (QIKAT-R) scores: consequences of rater number and type using neurology cases

ObjectivesTo develop neurology scenarios for use with the Quality Improvement Knowledge Application Tool Revised (QIKAT-R), gather and evaluate validity evidence, and project the impact of scenario number, rater number and...

Effect of a study skills course on student self-assessment of learning skills and strategies

IntroductionThe purpose of this study was to determine whether a study skills course taken by first professional year pharmacy students improved their self-assessment of study skills and strategies. MethodsThis study analyzed student responses to the Learning and Study Strategies Inventory (LASSI), an online assessment with questions in 10 subject areas: anxiety, motivation, concentration, test strategies, study aids, selecting main ideas, attitude, self-testing, information processing, and time management. Students in an elective study skills course in 2012–2017 completed the self-assessment prior to and at the end of the course. Wilcoxon signed-rank test was performed to compare class score pre- and post-course. ResultsOver a five-year period, 312 students completed both the pre- and post-course LASSI assessment. Average percentile scores increased significantly from the beginning to the end of the course in all 10 areas. Notably, average pre-course scores in seven subject areas (attention, concentration, self-testing, selecting main ideas, study aids, time management, and test strategies) were all below the 50th percentile, indicating a need for improvement in those skills to see increased academic success. Average post-course scores in each area increased to between the 50th and 75th percentile. ConclusionsThis evaluation shows that a study skills course improves students' self-assessment of skills and attitudes associated with success in post-secondary education. Future studies will look at the effect of such a course on academic outcomes.