Undergraduate Healthcare Students Research Articles

Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool

BackgroundThe healthcare industry has had to adapt to significant shifts caused by technological advancements, demographic changes, economic pressures, and political dynamics. These factors are reshaping the complex ecosystem in which healthcare organizations operate and have forced them to modify their operations in response to the rapidly evolving landscape. The increase in automation and the growing importance of digital and virtual environments are the key drivers necessitating this change. In the healthcare sector in particular, processes of change, including the incorporation of artificial intelligent language models like ChatGPT into daily life, necessitate a reevaluation of digital literacy skills.MethodsThis study proposes a novel pedagogical framework that integrates problem-based learning with the use of ChatGPT for undergraduate healthcare management students, while qualitatively exploring the students’ experiences with this technology through a thematic analysis of the reflective journals of 65 students.ResultsThrough the data analysis, the researcher identified five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT-Prompting Competencies. The findings show that incorporating digital tools, and particularly ChatGPT, in medical education has a positive impact on students’ digital literacy and on AI Literacy skills.ConclusionsThe results underscore the evolving nature of these skills in an AI-integrated educational environment and offer valuable insights into students’ perceptions and experiences. The study contributes to the broader discourse about the need for updated AI literacy skills in medical education from the early stages of education.

Evaluation of mental health of students in healthcare education programs at Qatar University

Introduction Mental health issues among undergraduate health-care students are a growing concern. This research aims to explore the frequency of mental health issues among health-care students in medicine, dentistry, pharmacy, nutrition, biomedical sciences, nursing, and public health at Qatar University. Methods Ethics approval was obtained from the institutional review board. A total of 1,378 health-care students were invited to participate. Data were collected online using two validated questionnaires including the Patient Health Questionnaire (PHQ-9) to assess symptoms of depression, and Depression, Anxiety, and Stress Scale (DASS-21), and two open-ended questions investigating risk factors and recommendations for enhancing institutional support. Results A total of 270 health-care students completed the survey; 227 female, and 43 male students. According to PHQ-9 cut-off values, 37.7% of students had mild depression symptoms, 25.5% moderate, 14.8% moderately severe and 10% severe symptoms. DASS-21 responses revealed 34.7% displayed severe to extremely severe anxiety symptoms, 15.4% severe to extremely severe stress symptoms and 21% severe to extremely severe depression symptoms. Students aged 18–21 years had significantly higher depression (p=0.03) and stress scores (p=0.05). Qatari students had significantly higher anxiety scores (p=0.05). Responses to open-ended questions were categorized into sub-themes and grouped together into broader themes. Most students reported exam stress and workload as key factors contributing to their negative mental health. Participants’ recommendations included reducing academic workload through better curricular planning, providing training to faculty to better support students with mental health issues, and improving mental health services. Conclusion This study showed a significant percentage of respondents reported symptoms of stress, anxiety, and depression during undergraduate studies. Participants represent the future healthcare force for the country and there is a need to identify and support students with mental health issues through close monitoring, and work with all stakeholders to improve student support services.

Assessment of Self-Medication Practices among Undergraduate Students Before and During COVID-19

Objective: To assess self-medication knowledge, prevalence, reasons, and conditions among undergraduate medical students. Material and Methods: A survey was conducted among 329 undergraduate healthcare students in tertiary care hospitals & IOD using a self-administered questionnaire. Descriptive statistics were used to summarize the data, and categorical variables were analyzed with Chi-square and logistic regression tests at a significance level of p < 0.05. Results: Self-medication was prevalent among 202 (61.4%) participants: 54 (26.7%) before COVID-19, 16 (7.9%) during COVID-19, and 132 (65.3%) both periods. Knowledge levels varied: 179 (54.4%) with poor knowledge, 150 (45.6%) with good knowledge regarding self-medication. Painkillers 176 (87.1%) were commonly self-administered class of drug, with fever 166 (82.6%) being the most treated condition. Individuals often used their own prior prescriptions 125 (62.5%) as a source of information for self-medication. The predominant reason for self-medication was fear of contact with the infected person during the pandemic, along with fear of quarantine or isolation. Conclusion: In conclusion, this study reveals concerning self-medication practices among undergraduate healthcare students, particularly with painkillers for common ailments. Field of study, academic year, and personal background influenced self-medication tendencies, while highlighting knowledge gaps. The COVID- 19 pandemic exacerbated these behaviours, necessitating immediate attention. Healthcare education must adapt to equip future professionals with decision-making skills amid rising self-medication practices.

Validity and reliability study in undergraduate healthcare students towards the solution of a neglected problem in working life: Attitude scale towards patients with chronic pain.

Chronic pain is the type of pain that healthcare professionals frequently encounter. Health care students' attitudes towards pain management are not sufficient and this negatively affects their chronic pain management. When students cannot manage the chronic pain they will experience professional burnout, depersonalization, and a decrease in compassion and empathy in patient care. Therefore, the first step in improving health care students' attitudes towards patients with chronic pain is to determine their attitudes. This study aims to test the validity and reliability of the Scale for Healthcare Professionals' Attitudes towards Patients with Chronic Pain (HCPAPCP Scale) in healthcare students. This quantitative study was conducted with 205 health care students in January-February 2022. Data were collected online with Personal Information Form and the HCPAPCP Scale. To determine the reliability of the scale, internal consistency and test-retest, and for construct validity, exploratory factor analysis and confirmatory factor analysis were performed. The results of the exploratory factor analysis showed that the two-factor scale consisting of 18 items, the factor structure, and the distribution of factors in items were the same as the findings of the original scale. The Cronbach's Alpha coefficient was 0.88 for the first factor and 0.74 for the second factor. Test-retest reliability was 0.60. In confirmatory factor analysis, the model had a good and acceptable fit. We found that the HCPAPCP Scale was valid and reliable in healthcare students.

Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

BackgroundTo fully implement the internationally acknowledged requirements for teaching in evidence-based practice, and support the student’s development of core competencies in evidence-based practice, educators at professional bachelor degree programs in healthcare need a systematic overview of evidence-based teaching and learning interventions. The purpose of this overview of systematic reviews was to summarize and synthesize the current evidence from systematic reviews on educational interventions being used by educators to teach evidence-based practice to professional bachelor-degree healthcare students and to identify the evidence-based practice-related learning outcomes used.MethodsAn overview of systematic reviews. Four databases (PubMed/Medline, CINAHL, ERIC and the Cochrane library) were searched from May 2013 to January 25th, 2024. Additional sources were checked for unpublished or ongoing systematic reviews. Eligibility criteria included systematic reviews of studies among undergraduate nursing, physiotherapist, occupational therapist, midwife, nutrition and health, and biomedical laboratory science students, evaluating educational interventions aimed at teaching evidence-based practice in classroom or clinical practice setting, or a combination. Two authors independently performed initial eligibility screening of title/abstracts. Four authors independently performed full-text screening and assessed the quality of selected systematic reviews using standardized instruments. Data was extracted and synthesized using a narrative approach.ResultsA total of 524 references were retrieved, and 6 systematic reviews (with a total of 39 primary studies) were included. Overlap between the systematic reviews was minimal. All the systematic reviews were of low methodological quality. Synthesis and analysis revealed a variety of teaching modalities and approaches. The outcomes were to some extent assessed in accordance with the Sicily group`s categories; “skills”, “attitude” and “knowledge”. Whereas “behaviors”, “reaction to educational experience”, “self-efficacy” and “benefits for the patient” were rarely used.ConclusionsTeaching evidence-based practice is widely used in undergraduate healthcare students and a variety of interventions are used and recognized. Not all categories of outcomes suggested by the Sicily group are used to evaluate outcomes of evidence-based practice teaching. There is a need for studies measuring the effect on outcomes in all the Sicily group categories, to enhance sustainability and transition of evidence-based practice competencies to the context of healthcare practice.

A Pilot Study to Evaluate the Effect of Communication Skill Training on Nursing Students' Skills and Self-Efficacy in Caring for Patients with Cancer: Part II

Abstract Background Health care professionals working in the field of oncology have reported difficulty communicating with patients and their families throughout diagnostic and therapeutic procedures. As it comes to the care and treatment of the patient as well as their feelings of uncertainty about the future, nurses on the treatment team are crucial in offering patients and their families both practical and emotional support. By offering specialized training in communication skills, health care providers—including undergraduate health care students and interns—can strengthen their relationship with patients. Objectives The main objectives of the study were to assess the effect of communication skill training on the skills and self-efficacy of undergraduate nursing students in providing care to patients with cancer. Materials and Methods A quasi-experimental research design was adopted to evaluate the effect of skill training on the skills and self-efficacy of students. A total of 32 students from selected nursing colleges were chosen using a purposive sampling technique, and the lottery method was employed to assign students to the intervention and control groups. A baseline pro forma, basic communication skills checklist, and self-efficacy questionnaire (SE-12) were the instruments used for data collection. Using SPSS version 26, descriptive and inferential statistics were employed to analyze the data. Results The majority of the students in both the intervention group (81.25%) and the control group (75%) were between the ages of 20 and 21. Scores on communication skills pretest, posttest 1, and posttest 2 within and between groups all showed highly significant differences (p = 0.000). The self-efficacy scores of the intervention group students significantly improved (p = 0.000). Conclusion The skill training program has enhanced the students' competency to communicate and their sense of self-efficacy in offering care for cancer patients. Health care professionals will help patients and their families take an informed and involved role in their own cancer care if they devote the resources to training, particularly prospective students, in this basic clinical competence.

Student evaluation of an instructional video on how to use a national medicines information resource.

The objective of this project was to obtain students' perception of an educational companion video designed to increase the understanding of a national medicines information resource. An instructional video was developed to guide students in utilizing the online version of the Australian Medicines Handbook (AMH). All students enrolled in the Bachelor of Pharmacy program during 2021 were given access to this video. A cross-sectional electronic survey was administered to evaluate the video's effectiveness and its impact on students' confidence. The survey results were analysed using both descriptive and inferential statistics, in addition to qualitative analysis to identify common themes. Ethics approval was obtained prior to conducting the study. Most students (78%; n = 72/92) reported that watching the video increased their understanding. The most growth in confidence was seen by students in their first or second year of study. Fifty-four percent (n = 48/89) of students was very likely or extremely likely to recommend the video to others, and 37% (n = 33/89) of students were somewhat likely. Students found the instructional video to be useful and expressed a desire for similar content to be integrated into other facets of teaching. The audio-visual mode of delivery was regarded as effective for this context. Constructive feedback included suggestions of incorporating more advanced educational features such as how to interpret comparative medication charts and interaction checkers. The 'How to use the AMH' video is a good introductory resource for undergraduate Australian healthcare students. Our results indicate that this video would be best suited to complement the teaching of students early on in their studies.

The Effects of Immersive Virtual Reality-Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study.

Immersive virtual reality (IVR)-assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students' learning experiences and achieving intended learning outcomes, remains underexplored. This study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). A multiple-methods design was used, which included surveys, focus groups, and a review of the students' group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students' learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). A total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students' empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society. IVR-assisted experiential learning enhances students' knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education.

Saudi Healthcare Students' General Practices Applied to Protect Against COVID-19 and Their Beliefs Regarding the Use of Herbal Supplements as a Protection Method.

At the beginning of the COVID-19 pandemic, the absence of treatment increased the Saudi population's inquietude regarding the virus. Therefore, people were seeking alternative methods to protect themselves from disease's fast transmission, such as hand hygiene, social isolation, and the use of natural and dietary products. The main objective of this study is to assess healthcare students' general practices applied to protect against COVID-19 and their beliefs regarding the use of herbal supplements as a protection method. All undergraduate healthcare students were eligible to participate, except pre-professional students. The estimated sample size was 371, which was calculated using Raosoft® software (Raosoft Inc.,Seattle, WA). A cross-sectional online survey was distributed among the targeted population. The data were entered in Microsoft Excel (Microsoft Corporation, Redmond, WA) and transferred to be analyzed by JMP software (SAS Institute Inc., Cary, NC). A total of 441 healthcare students, who met the inclusion criteria, participated in this study. About 81.41% of the participants reported that they were completely committed to Saudi guidelines regarding preventive measures against COVID-19 transmission. Most of the participants were not using herbal supplements, while 17.1% of them used herbal products or dietary supplements during the COVID-19 pandemic. The participants who used herbal and dietary products commonly consumed ginger and vitamins C and D. In addition, a chi-square showed significant differences in gender and specialties regarding the usage of herbal supplements as a protective method against COVID-19 (P<0.05). The findings of our study exhibit the general practice of herbal products during the COVID-19 pandemic among Saudi healthcare students was low in comparison withtheir beliefs. In addition, the using of herbal supplements should be evidence-based to guarantee safe consumption.

A Comparative Study of Practice, Perception, and Attitude of Undergraduate Healthcare Students towards Toothbrush Selection, Maintenance and Replacement in RAS Al-Khaimah, United Arab Emirates.

Oral hygiene is one of the most significant lifestyle-related determinants of well-being. Health sciences undergraduate students are not only future healthcare providers but also educators of society in maintaining the overall general health. The aim of the study was to assess the practice, perception, and attitude of healthcare students in RAS Al-Khaimah toward toothbrush selection, maintenance, and replacement. A prospective cross-sectional study was conducted among medicine, dentistry, pharmacy, and nursing undergraduate students. The data on demography, practice, perception, and attitude was collected using a self-administered structured questionnaire. It was evaluated using the Chi-square test and Spearman's rho test. Out of 318 participating students of both genders, medicine (26.4%), dentistry (25.7%), pharmacy (35.8%), and nursing (12.0%) students showed satisfactory practice (51.8%) and perception (77.3%) of toothbrush selection, maintenance, and replacement. A significant difference (p = 0.000) in attitude was observed across the different disciplines. The study group demonstrated a satisfactory level of understanding regarding the selection, maintenance and replacement of toothbrush to ensure oral care and hygiene. Educating the health sciences students during their undergraduate studies with more general health topics such as oral hygiene is of utmost need, and community engagements, interdisciplinary learning approaches and curriculum updates can help to achieve this. This study draws the attention for the inclusion of health-related topics in the curriculum that may impact on community health and education. How to cite this article: Bhongade BA, Ali AA, Makade CS, et al. A Comparative Study of Practice, Perception, and Attitude of Undergraduate Healthcare Students towards Toothbrush Selection, Maintenance and Replacement in RAS Al-Khaimah, United Arab Emirates. J Contemp Dent Pract 2023;24(12):974-980.

ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia.

The impact of generative artificial intelligence-based Chatbotson medical education, particularly in Southeast Asia, is understudied regarding healthcare students' perceptions of its academic utility. Sociodemographic profiles and educational strategies influence prospective healthcare practitioners' attitudes toward AI tools. This study aimed to assess healthcare university students' knowledge, attitude, and practice regarding ChatGPT for academic purposes. It explored chatbot usage frequency, purposes, satisfaction levels, and associations between age, gender, and ChatGPT variables. Four hundred forty-three undergraduate students at a Malaysian tertiary healthcare institute participated, revealing varying awareness levels of ChatGPT's academic utility. Despite concerns about accuracy, ethics, and dependency, participants generally held positive attitudes toward ChatGPT in academics. Multiple logistic regression highlighted associations between demographics, knowledge, attitude, and academic ChatGPT use. MBBS students were significantly more likely to use ChatGPT for academics than BDS and FIS students. Final-year students exhibited the highest likelihood of academic ChatGPT use. Higher knowledge and positive attitudes correlated with increased academic usage. Most users (45.8%) employed ChatGPT to aid specific assignment sections while completing most work independently. Some did not use it (41.1%), while others heavily relied on it (9.3%). Users also employed it for various purposes, from generating questions to understanding concepts. Thematic analysis of responses showed students' concerns about data accuracy, plagiarism, ethical issues, and dependency on ChatGPT for academic tasks. This study aids in creating guidelines for implementing GAI chatbots in healthcare education, emphasizing benefits, and risks, and informing AI developers and educators about ChatGPT's potential in academia.

Educational interventions for imposter phenomenon in healthcare: a scoping review

BackgroundImposter Phenomenon (IP) is a subjective feeling of intellectual fraudulence and self-doubt experienced by individuals in goal-orientated high-achieving professions. The impact of IP within healthcare has been associated with individual physical and mental health and concerns around training, career progression and DEI at an institutional level. To effectively address IP in healthcare, this scoping review aims to explore educational interventions designed to empower high-achieving individuals with the tools needed to confront and overcome IP.MethodsThe scoping review adhered to a predetermined protocol informed by the JBI methodology and PRISMA-ScR guidelines in order to identify educational interventions addressing IP in high-achieving industries. Articles were searched across multiple databases, including MEDLINE (Ovid), PsychINFO, SCOPUS, and Web of Science, alongside grey literature, without imposing any time constraints. A systematic approach including a thematic analysis allowed for a nuanced exploration and interpretation of the identified educational interventions and their impact on addressing IP.ResultsSeventeen articles were incorporated into the review, with the majority originating from the USA and majority being published since 2020. Ten studies targeted healthcare professionals, undergraduate and postgraduate healthcare students. Majority of studies aimed at addressing IP, featured a larger number of female participants than males. Workshops with self-reflection and group-guided exercises to overcome IP were the most popular educational interventions. Coaching and structured supervision were also suggested. Across all papers, three themes emerged for coping strategies: individual, peer-to-peer, and institutional.ConclusionsThis scoping review suggests how group and individual interventions such as workshops, small group discussions and coaching can be used to overcome IP in healthcare. Institutional changes like diversity promotion, supervisor education, and support networks are crucial in addressing IP. Further long term and speciality specific assessments are needed to measure impact. Overall, the review highlights how educational awareness and a variety of strategies can be implemented to create a supportive environment for professionals dealing with IP, promoting their well-being and success.

A multifaceted training tool to reduce weight bias among healthcare students: A randomized controlled trial

BackgroundWeight bias toward people with obesity (PwO) is common in healthcare settings. Efforts to address weight bias in healthcare settings should begin during university studies. This study aimed to explore the effect of a multifaceted intervention on weight bias among undergraduate healthcare students. MethodsAn open label randomized controlled trial. The intervention tool consisted of short video lectures on obesity, vignettes simulating interactions between health professionals and PwO, and open discourse with a PwO. The control group received a short-written document on obesity. Online questionnaires on Anti-Fat Attitudes ('AFA'), short form of the Fat-Phobia Scale ('FPS'), Weight Implicit Association Test ('Weight-IAT'), and knowledge about obesity were administered at baseline, 1-week, and 6-week post-intervention. ResultsA total of 162, 152, and 146 students participated in the study at baseline, 1-week, and 6-week post-intervention, respectively. Their mean age was 25.8 ± 6.7 years and 88.3% were women. Means of AFA total scores and FPS scores decreased significantly over time only within the intervention group (P Time*Group = 0.002 and 0.014). Both groups showed a similar trend over time in mean scores of Weight-IAT (P Time*Group = 0.868) and knowledge about obesity (P Time*Group = 0.115). ConclusionsA multifaceted intervention resulted in a significant reduction in explicit weight bias but did not yield any additional advantages over the control group in implicit weight bias and knowledge about obesity. ClinicalTrials.gov numberNCT05482802.

Exploring UK undergraduate healthcare students’ perspectives on how to effectively design IPE: A qualitative study

ObjectivesTo explore healthcare undergraduates' views on how to design effective IPE. The need for interprofessional education implementation in undergraduate healthcare education is gaining wide recognition globally. Students' views about their learning experiences can offer useful insights to advance teaching and learning courses. Thus, in the IPE literature, students’ views on how to effectively design IPE can help shape future IPE plans. MethodsPurposeful sampling was used to recruit healthcare students who attended IPE events across three UK institutions. Virtual focus groups were conducted, and audio recorded. Transcripts were thematically analysed and relevant themes were presented under three subheadings, pre, during and post IPE session. ResultsTwenty-five students from medicine, nursing, pharmacy, midwifery and other disciplines participated in six focus groups. Students thought IPE should be offered consistently across the programme's years of study to ensure learning continuity. Students from programmes with higher placement hours (nursing and midwifery), suggested more IPE in placement. Pre-IPE sessions, introducing IPE to students attending for the first time was perceived to be important as the lack of awareness/understanding of IPE could adversely impact their willingness to attend and their engagement. During IPE, interaction with other students was perceived as the core of an effective IPE session. Students reported difficulties in communication with other students via online IPE sessions and thought they were less engaged compared to face-to-face sessions. Post-IPE, students valued reflective exercises, whereas traditional formal assessment was seen as a barrier to engagement with the learning. ConclusionStudents considered IPE valuable to prepare for future practice. However, students felt that IPE experiences could be enhanced with proper planning to ensure regular compulsory IPE exposure. For better IPE experiences, IPE design and delivery should be in line with each healthcare programme's unique learning and training curriculum.

Teaching evidence-based practice to undergraduate healthcare students Educators' knowledge, skills, attitudes, current practice, perceived barriers, and facilitators: A Danish cross-sectional study

BackgroundEvidence-Based Practice is recognized as a standard practice and a core competence for clinical healthcare professionals and therefore educators' competences in teaching Evidence-Based Practice are essential. Yet only little is known about the knowledge, skills, attitudes, and teaching practices around Evidence-Based Practice among educators of Danish undergraduate healthcare students. ObjectivesThe objectives of this study were to describe: 1) the Evidence-Based Practice profiles regarding attitudes, knowledge, skills, and teaching practices among educators who teach in undergraduate healthcare educations; 2) the current state of teaching Evidence-Based Practice in undergraduate program curricula; 3) the perceived barriers and facilitators to teach Evidence-Based Practice; and 4) the educators` needs regarding teaching Evidence-Based Practice. Design, setting and participantsA cross-sectional survey using a self-administrated online questionnaire among 81 educators at University College South Denmark. MethodsThe survey covered 1) Demographic questions, 2) Educators Evidence-Based Practice profiles measured by the Evidence-Based Practice Questionnaire for teachers, 3) perceived state of Evidence-Based Practice teaching 4) perceived barriers and facilitators and 5) educators´ needs for competence development regarding teaching Evidence-Based Practice. ResultsThe translated version of the Evidence-Based Practice Questionnaire showed that respondents had a mean of 3,6 regarding practicing Evidence-Based Practice when asked to rank on a scale of 1–7 (higher score indicating higher degree). The respondents showed positive attitudes towards Evidence-Based Practice and had a high self-perception of their Evidence-Based Practice skills and knowledge, scoring an overall average value of 5 on these items. In open ended questions educators gave a variety of examples of their Evidence-Based Practice teaching in terms of content, teaching methods and cooperation with clinical practice. ConclusionsEducators report limitations to teaching Evidence-Based Practice; however, attitudes, knowledge and skills were perceived generally high. Main facilitator was partnership with clinical practice and main barrier was time lack. MeSHEvidence-Based Practice, Health Educators, Knowledge, Attitude.

The effect of hospital volunteering on empathy in nursing and medical students

BackgroundEmpathic care benefits patients and healthcare providers. There is evidence of self-reported empathy decline among students in healthcare education. Hospital volunteering could assist undergraduate healthcare students to develop empathetic relationships with patients. AimThe study aimed to investigate the feasibility and effect of a hospital volunteering intervention on the empathy levels of undergraduate nursing and medical students. It further aimed to explore their experience of the intervention and determine student-identified areas for patient safety improvements. DesignPre–post-intervention study SettingA large outer metropolitan hospital in New South Wales, Australia. ParticipantsTwenty-nine (n = 29) undergraduate nursing and medical students from an Australian university. MethodsStudents had an introductory experience of volunteering at their local district hospital through participation in the ‘Volunteer Taster Program’. The Jefferson Scale of Empathy-Health Professions Student questionnaire was used to measure student empathy scores pre and post program. Responses to open-ended questions were thematically analysed to evaluate student experiences and identify student-reported areas for patient safety improvements. ResultsTwenty-nine students (18 nursing, 11 medical) completed the program. Students had statistically significant improvements in post-intervention mean empathy scores 112.03 (95% CI 107.56, 116.5) to 117.38 (95% CI 113.76, 121.00) p < 0.001. Subgroup analysis identified a larger increase in empathy scores among medical students than nursing students. The thematic analysis revealed potential program benefits, including new perspectives of the patient experience, improved confidence in patient communication, a stronger professional identity, and a rewarding experience. Identified patient safety issues included concerns for patients’ emotional and physical well-being, and patient communication. ConclusionsThe Volunteer Taster Program is feasible and enabled nursing and medical students to connect with patients outside the sphere of clinical education. It appears to increase empathy levels in undergraduate students and could assist them to deliver empathetic, person-centred healthcare.

Cross-sectional study of factors related to COVID-19 vaccination uptake among university healthcare students.

Healthcare students are more likely to become infected than other university students as they may encounter patients with COVID-19 during clinical training. Vaccination uptake is essential to prevent infection. This study explored factors related to COVID-19 vaccination uptake among healthcare students. This cross-sectional study conducted online surveys of undergraduate and graduate nursing and healthcare graduate students from four medical universities in the Tokyo Metropolitan Area of Japan. Data were collected from June to August 2022, when the fourth vaccination program was initiated. Data from 1,169 students were analyzed (response rate = 37.3%). The mean age was 25.1 ± 7.6 years, and most were female (82.3%). Academic majors included nursing (68.0%), medicine (16.3%), dentistry (9.3%), and others (6.4%). Thirty students (2.6%) were not vaccinated, one student (0.1%) had received one vaccination, 997 (85.3%) had received three, and 27 (2.3%) had received four. The major reason for not being vaccinated was insufficient confirmation of its safety (n = 25). Students who had received at least one vaccination (n = 1,139), 965 (84.7%) reported experiencing adverse side effects, the most frequent being pain at the injection site (76.2%), followed by fever (68.3%). In the logistic regression, a greater number of vaccinations (3-4 times) was associated with older age (odds ratio, OR = 1.53), working (OR = 1.67), and more frequent infection-preventive behaviors (OR = 1.05). Significantly fewer students were vaccinated at University B than at University A (OR = 0.46). Additionally, those majoring in subjects other than nursing (OR = 0.28), and students from non-Asian countries (OR = 0.30) were less likely to be vaccinated. It is necessary to pay attention to and encourage the vaccination of students who engage in low levels of preventive behavior, students who are young, international, or unemployed, and those in non-healthcare professional majors.

Psychological well-being, stressors, coping strategies and support of undergraduate healthcare students amid COVID-19.

Students function better academically when psychologically well. The COVID-19 pandemic proved a new challenge to the mental wellness of undergraduate healthcare students. Students were not only faced with academic changes but also had to complete clinical practice in healthcare facilities amid the COVID-19 pandemic. This study investigated the psychological well-being, stressors, coping strategies and support of undergraduate healthcare students amid COVID-19. A South African university's faculty of health sciences. A survey design through a cross-sectional descriptive approach was used to collect data from the population of 1529 undergraduate healthcare students. One hundred and ninety-six (n = 196) students responded to the online survey. Participants reported a variety of stressors influencing their psychological well-being. Participants chose mostly adaptive coping strategies to deal with stressors. They gave feedback on the support they received from the faculty and institution. Most of the participants indicated they prefer weekly online communication from the higher education institution. The COVID-19 pandemic influenced the psychological well-being of undergraduate healthcare students. The psychological well-being of these students is a collective responsibility between students and higher education institutions to enable academic success and positive patient outcomes. This study found that undergraduate healthcare students had academic, psychological, financial and other stressors during the COVID-19 pandemic. Higher education institutions, especially those involved in training undergraduate healthcare professionals, in collaboration with students, need to provide students with targeted continued support and training to use healthy coping behaviours to manage various stressors.

Nutritional Awareness of Undergraduate Healthcare Students

&#x0D; Overweight and obesity rates are an epidemic in the United States (U.S.) with these rates increasing dramatically in recent decades (Sogari et al., 2018). According to McEligot et al. (2020) college students classified as overweight and/or obese in the U.S. increased from 29% to 32.5% from 2000 to 2009. College is a critical time for young adults in terms of dietary choices and the relationship between students and weight gain. The purpose of this DNP project was to assess if undergraduate healthcare students in the Midwest showed poor nutritional dietary habits and showed a willingness to change their poor habits for a healthier lifestyle. The data would be used to assist the college healthcare clinic in providing proper nutritional awareness and guidance for the students. Undergraduate nursing students at a Midwest university completed an assessment tool, in the form of a 16-question Rapid Eating and Activity Assessment for Patients, Abbreviated Version (REAPS) survey that assessed their knowledge regarding nutrition and their food choices. Each question had a numeric scale (1-3) scoring system with defined results. The descriptive statistics tool in SPSS was used for analysis of the survey results. This study showed that 62.43% of the responses from undergraduate nursing students that were surveyed had poor dietary habits. 96.29% of the students that were surveyed did have a willingness to change in order to have a healthier lifestyle. Undergraduate healthcare students would benefit from increased nutritional awareness while on and off campus. The college health clinic can help promote a healthy lifestyle and decrease obesity related illnesses for students. There are numerous opportunities for colleges to promote nutritional awareness among their student body.

P210: The impact of interventions on undergraduate healthcare student empathy towards older adults and people with dementia; a systematic review and meta-analysis.

Background:Empathy is a core characteristic expected from all healthcare professionals. Higher empathy is associated with reduced burnout, greater job satisfaction, and better patient outcomes. However, there are inequalities in care provided to older adults and people with dementia. Several reports have highlighted that, too often, care lacking in empathy is provided to older populations. The healthcare workforce needs to have the skills and attitudes to provide high-quality care that incorporates empathy. Therefore, appropriate education needs to be provided at undergraduate level to enhance empathy. To understand how empathy can be enhanced towards older adults and people with dementia, a systematic review and meta-analysis were completed.Objective:The objectives of this systematic review and meta-analysis were: To identify what educational interventions were used to enhance empathy in healthcare students towards older adults and people with dementia,To identify what instruments were used to measure empathy change,To determine the efficacy of interventions on empathy.Methods:A systematic literature search was completed in March 2021 using five electronic databases, grey literature, and snowball approaches. Studies were assessed by two independent reviewers using a pre-determined set of criteria. A narrative synthesis was completed, data was grouped and tabulated, and a random-effects meta-analysis was completed on eligible studies.Results:Of 1,937 studies, 25 studies of moderate quality evaluated interventions that targeted empathy towards aging (n=20) and dementia (n=5). Three types of interventions were used: simulation, intergenerational contact, and mixed approaches, and most (84%) reported positive empathy change post-intervention. Empathy was measured most frequently using generic, self-administered instruments. Meta-analysis of studies (n=9) showed a small, but significant effect on empathy change; however, heterogeneity was high.Conclusion:The evidence suggests that interventions can enhance empathy in undergraduate healthcare students towards older adults. However, few studies reviewed empathy towards dementia and the impact of interventions, therefore further research is needed.