Nurse Education in Practice最新文献_第7页

Systematic literature review on the effects of blended learning in nursing education 系统回顾了混合学习在护理教育中的效果。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104238

Ruowei Wang , Arumugam Raman

Aim

The study aimed to comprehensively analyze and evaluate the effects of blended learning in nursing education.

Background

Blended learning addresses significant challenges in nursing education by offering flexible and adaptive learning environments that support the development of both theoretical knowledge and practical skills. Its importance grew post-COVID-19. Although some reviews have synthesized its effects in nursing education, they often focused on a limited scope and studies, leaving gaps in understanding its broader impact.

Design

Systematic literature review.

Methods

We employed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to search for literature published in PubMed, CINAHL, Web of Science, EMBASE, ERIC, Scopus and Cochrane Library from 2000 to June 26, 2024. Two researchers independently screened each article for eligibility and extracted the data.

Results

This review included 54 studies and found that blended learning positively influenced nursing students in five key areas: academic performance and skill development, learning engagement and motivation, self-management in learning, psychological and emotional well-being, learning experience and satisfaction. These were captured in a visual model showing the comprehensive impact of blended learning. Critical research gaps were identified, including a lack of randomized controlled trials and limited studies on mental health and clinical thinking abilities.

Conclusions

The results of the study showed that the effects of blended learning in nursing education were positive and multi-dimensional. Despite some inconsistencies in findings, blended learning was shown to offer significant advantages over traditional learning, though further research is required to address areas of uncertainty.

目的：综合分析和评价混合学习在护理教育中的效果。背景：混合学习通过提供灵活和适应性的学习环境来支持理论知识和实践技能的发展，解决了护理教育中的重大挑战。新冠肺炎疫情后，其重要性与日俱增。虽然一些评论综合了其在护理教育中的作用，但它们往往集中在有限的范围和研究上，在理解其更广泛的影响方面留下了空白。设计：系统文献综述。方法：采用PRISMA （Preferred Reporting Items for Systematic Reviews and meta - analysis）指南检索2000年至2024年6月26日在PubMed、CINAHL、Web of Science、EMBASE、ERIC、Scopus和Cochrane Library中发表的文献。两名研究人员独立筛选每篇文章的合格性并提取数据。结果：本综述包括54项研究，发现混合式学习对护生的学业成绩和技能发展、学习投入和动机、学习自我管理、心理和情感健康、学习体验和满意度五个关键领域有积极影响。这些被捕获在一个视觉模型中，显示了混合学习的全面影响。发现了关键的研究空白，包括缺乏随机对照试验和关于心理健康和临床思维能力的有限研究。结论：研究结果表明，混合学习在护理教育中的效果是积极的、多维的。尽管在研究结果中存在一些不一致之处，但混合学习被证明比传统学习具有显著的优势，尽管需要进一步的研究来解决不确定性领域。

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引用次数: 0

Latent cluster analysis: Another method in search of a research question? 潜在聚类分析：寻找研究问题的另一种方法？

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104219

Roger Watson , Mark Hayter

引用次数: 0

How does trauma informed care education for paediatric healthcare professionals’ impact self-reported knowledge and practice. An integrative review 创伤知情护理教育如何影响儿科保健专业人员自我报告的知识和实践。综合综述。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104227

Megan Thornton , Julie Blamires , Mandie Foster , Rebecca Mowat , Stephanie Haven

Aim

To examine the literature on the impact of Trauma Informed Care education on paediatric health care practitioners’ self-reported knowledge and practice.

Background

Psychosocial trauma during childhood is prevalent and linked to increased risk of adverse physical and mental health outcomes. Trauma Informed Care recognises the significant impact of childhood trauma in health outcomes. Education is key to health care practitioners’ integrating Trauma Informed Care into practice.

Design

Integrative review of the literature.

Methods

The review employed Whittemore and Knafl's (2005) framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2021 statement. A systematic search of Medline, CINAHL and SCOPUS, covering 2019 toMay 2024. Data were critically appraised using the Mixed Methods Appraisal Tool.

Results

Nine studies were included, identifying four themes using Braun and Clarke’s thematic analysis: (1) ‘awareness and understanding’, (2)‘self-efficacy and feeling competent’, (3)‘applying knowledge to practice’ and (4)‘barriers to implementation’. Following educational intervention, health care practitioners experienced increased knowledge regarding prevalence and impact of trauma for children and families and developed confidence to respond with trauma informed practices.

Conclusions

Findings closely relate to the four components of Trauma Informed Care practice; realising the widespread impact of trauma, recognising symptomology, responding through integrating trauma knowledge into policies and practice and resisting re-traumatisation. The findings illustrate that Trauma Informed Care educational interventions significantly improves health care practitioners’ knowledge and practice. In addition, this review supports the implementation of routine Trauma Informed Care education and associated practice policies into paediatric practice settings.

目的：探讨创伤知情护理教育对儿科医护人员自述知识和行为的影响。背景：儿童时期的社会心理创伤很普遍，并与不良身心健康结果的风险增加有关。创伤知情护理认识到儿童创伤对健康结果的重大影响。教育是关键卫生保健从业人员的创伤知情护理整合到实践。设计：综合文献综述。方法：本综述采用Whittemore和Knafl（2005）的框架，并遵循系统评价和元分析首选报告项目（PRISMA） 2021声明。系统检索Medline， CINAHL和SCOPUS，涵盖2019年至2024年5月。使用混合方法评估工具对数据进行严格评估。结果：纳入9项研究，采用Braun和Clarke的主题分析方法确定了4个主题：(1)“意识和理解”，(2)“自我效能感和胜任感”，(3)“将知识应用于实践”，(4)“实施障碍”。在教育干预之后，卫生保健从业人员对儿童和家庭创伤的患病率和影响有了更多的了解，并建立了以创伤知情做法作出反应的信心。结论：研究结果与创伤知情护理实践的四个组成部分密切相关；认识到创伤的广泛影响，认识到症状，通过将创伤知识整合到政策和实践中来应对，并抵制再次创伤。研究结果表明，创伤知情护理教育干预可显著提高医护人员的知识和实践水平。此外，本综述支持在儿科实践环境中实施常规创伤知情护理教育和相关实践政策。

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引用次数: 0

Impacts of platform-based CBL on undergraduate nursing students’ academic performance, self-efficacy, clinical decision-making and critical thinking abilities: A cluster randomized controlled trial 基于平台的 CBL 对护理本科生学习成绩、自我效能感、临床决策和批判性思维能力的影响：分组随机对照试验。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104236

Ying Liu , Lifang He , Meichun Huang , Yuanfeng Lu , Huimin Xiao

Aim

To compare the effects of traditional and platform-based case-based learning (CBL) on undergraduate nursing students’ academic performance, self-efficacy, clinical decision-making and critical thinking abilities.

Background

Traditional CBL can improve students’ academic performance but faces challenges in the era of “Internet + education.” It is unclear whether platform-based CBL is as effective as traditional CBL.

Design

Cluster randomized controlled trial.

Method

A total of 88 undergraduate nursing students from two classes were recruited using cluster sampling and separated into two groups by class. The control group (n = 45) received traditional CBL, and the experimental group (n = 43) received platform-based CBL. Academic performance, self-efficacy, clinical decision-making, critical thinking disposition and experimental group’s learning records from the online platform were evaluated.

Results

No difference was found between the two groups in overall academic performance, but formative evaluation and final examination scores in the course differed. Compared with the control group, the experimental group presented significant differences in self-efficacy and clinical decision-making. There was no difference between the total clinical thinking disposition scores; however, truth-seeking, systematicity and self-confidence exhibited significant differences. Concerning student progression, all experimental students advanced from “Grade I” to “Grade V” or “Grade IV”. The usability questionnaire’s average score regarding the platform was 77.03 (SD 7.43) and the top dimension was teaching utility.

Conclusion

Compared with traditional CBL, platform-based CBL may better enhance self-efficacy and clinical decision-making abilities in nursing undergraduate students.

目的：比较传统案例式学习（CBL）和基于平台的案例式学习（CBL）对护理本科生学习成绩、自我效能感、临床决策和批判性思维能力的影响：背景：传统的 CBL 可以提高学生的学习成绩，但在 "互联网+教育 "时代面临挑战。目前尚不清楚基于平台的 CBL 是否与传统 CBL 一样有效：设计：分组随机对照试验：采用聚类抽样的方法招募了两个班级共 88 名护理专业本科生，并按班级分为两组。对照组（n = 45）接受传统的 CBL，实验组（n = 43）接受基于平台的 CBL。对两组学生的学习成绩、自我效能感、临床决策能力、批判性思维能力以及实验组在网络平台上的学习记录进行了评估：结果：两组学生的总体学习成绩没有差异，但形成性评价和期末考试成绩有差异。与对照组相比，实验组在自我效能感和临床决策方面有显著差异。临床思维处置总分之间没有差异，但求真、系统性和自信表现出显著差异。在学生进步方面，所有实验学生都从 "一级 "进步到 "五级 "或 "四级"。可用性问卷中关于平台的平均得分为 77.03（标准差为 7.43），最高维度为教学实用性：结论：与传统的CBL相比，基于平台的CBL可以更好地提高护理本科生的自我效能感和临床决策能力。

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引用次数: 0

Corrigendum to ‘Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study’[Nurse Educ. Pract. 81 (2024) 104154] “比较不同输血医学教学方法的影响——移动应用与任务型学习——护理学生临床能力的两个维度：一项准实验研究”的更正[护士教育]。实践。81(2024)104154]。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104243

Atefeh Falakdami , Zahra Taheri-Ezbarami , Saman Maroufizadeh , Ali Razaghpoor , Hamid Khordadi-Astaneh , Fateme Jafaraghaee

引用次数: 0

An online approach to teaching graduate nursing students to write integrative literature reviews: Examples from two published cases 在线教学护理研究生撰写综合文献综述的方法：来自两个已发表案例的例子。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104241

Natasha Ansari , Leslie Pitts , Christina Wilson

Aim/Objective

To empower nursing graduate students, in master’s or doctoral programs, through distance-accessible methods for conducting integrative reviews, enhancing their ability to transition from clinical to publication-oriented writing.

Background

Mastering literature review methods is vital for advancing evidence-based practice. Integrative reviews, inclusive of multiple research methodologies, offer a comprehensive approach suited for nursing students. However, transitioning from clinical to publication-oriented writing poses challenges, necessitating innovative solutions.

Design

This discussion presents strategic writing methods, including technologies for distance-accessible collaboration and data organization, framework use and critical analysis skills to support nursing graduate students in conducting integrative reviews.

Methods

Approaches for preparing and developing an integrative review are outlined, including integrating online tools and collaborative platforms and structured frameworks to guide data organization and critical analysis. Two published integrative reviews exemplifying these approaches are presented.

Results

Distance-accessible and strategic approaches have significantly improved the quality of integrative literature reviews conducted by nursing graduate students. These innovations have equipped students with essential skills for navigating the contemporary academic landscape.

Conclusions

Embracing innovative approaches and staying informed about technological advancements empowers nursing graduate students to excel in their research pursuits. This contributes to evidence-based practice and nursing scholarship in the evolving healthcare landscape.

目的/目标：通过远程访问的方法，使硕士或博士课程的护理研究生能够进行综合评价，提高他们从临床写作向出版物写作过渡的能力。背景：掌握文献综述方法对推进循证实践至关重要。综合评价，包括多种研究方法，提供了一个全面的方法适合护理学生。然而，从临床向出版导向的写作转变带来了挑战，需要创新的解决方案。设计：本讨论介绍了战略性写作方法，包括远程协作和数据组织技术、框架使用和批判性分析技能，以支持护理研究生进行综合评价。方法：概述了准备和开发综合评价的方法，包括集成在线工具、协作平台和结构化框架，以指导数据组织和批判性分析。两篇已发表的综合评论举例说明了这些方法。结果：远程可及性和策略性方法显著提高了护理研究生综合文献综述的质量。这些创新使学生具备了驾驭当代学术格局的基本技能。结论：采用创新的方法，随时了解技术进步，使护理研究生在他们的研究追求中脱颖而出。这有助于在不断发展的医疗保健领域的循证实践和护理奖学金。

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引用次数: 0

Relational skills of nephrology and dialysis nurses in clinical care settings: A scoping review and stakeholder consultation 临床护理环境中肾脏病学和透析护士的关系技能：范围审查和利益相关者咨询。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104229

Stefano Mancin , Sara Morales Palomares , Marco Sguanci , Addolorata Palmisano , Domenica Gazineo , Mauro Parozzi , Mattia Ricco , Serenella Savini , Gaetano Ferrara , Giuliano Anastasi , Giovanni Cangelosi , Lea Godino , Desirèe Andreoli

Aim

To describe and analyze the relational skills of nephrology nurses.

Background

Chronic kidney disease (CKD) profoundly affects patients' psychosocial well-being. Nephrology and dialysis nurses meet clinical demands while providing vital emotional support. Managing CKD across diverse clinical settings requires specific relational skills, yet variability in nursing education across sectors may limit the development of holistic competencies crucial for delivering, high-quality care.

Design

Scoping review.

Methods

This scoping review followed the Arksey and O'Malley framework and JBI methodology, adhering to PRISMA-ScR guidelines. Database searches included Cochrane, PubMed, CINAHL, Embase, Scopus, Web of Science and ASSIA. Quality assessment used the JBI framework, with stakeholder engagement to inform standardized frameworks for relational skills.

Results

From 6274 records, nine studies were included. Key relational competencies for nephrology nursing were identified, including relational care, communication and end-of-life support. These competencies highlight the importance of empathy, active listening and building therapeutic alliances. In hemodialysis, such skills aid patients in adapting to therapy and managing symptoms. In outpatient care, they promote psychological well-being, self-management and therapeutic communication. In palliative care, they alleviate emotional burdens and facilitate discussions about treatment choices. Stakeholder consultations validated these findings, underscoring their clinical relevance and prioritizing skills like active listening and shared decision-making, thus anchoring the results in real-world practice.

Conclusion

Relational skills are essential in nephrology nursing care in different settings and foster emotional support and trust, promoting factors such as therapeutic autonomy and end-of-life communication. Educational initiatives should prioritize the enhancement of these skills to improve nephrology patient care.

目的：对肾病科护士的相关技能进行描述和分析。背景：慢性肾脏疾病（CKD）深刻影响患者的社会心理健康。肾病和透析护士在满足临床需求的同时提供重要的情感支持。在不同的临床环境中管理CKD需要特定的关系技能，然而，跨部门护理教育的可变性可能会限制整体能力的发展，这对提供高质量的护理至关重要。设计：范围审查。方法：本综述遵循Arksey和O'Malley框架和JBI方法学，遵循PRISMA-ScR指南。数据库检索包括Cochrane、PubMed、CINAHL、Embase、Scopus、Web of Science和ASSIA。质量评估使用JBI框架，以及涉众参与来通知关系技能的标准化框架。结果：从6274份记录中，纳入9项研究。确定了肾病护理的关键关系能力，包括关系护理，沟通和临终支持。这些能力强调了移情、积极倾听和建立治疗联盟的重要性。在血液透析中，这些技能有助于患者适应治疗和控制症状。在门诊护理中，他们促进心理健康、自我管理和治疗沟通。在姑息治疗中，它们减轻了情绪负担，促进了关于治疗选择的讨论。利益相关者的咨询验证了这些发现，强调了它们的临床相关性，并优先考虑了积极倾听和共同决策等技能，从而将结果固定在现实世界的实践中。结论：关系技能在不同环境下的肾病护理中至关重要，可以培养情感支持和信任，促进治疗自主性和临终沟通等因素。教育活动应优先考虑提高这些技能，以改善肾病患者的护理。

{"title":"Relational skills of nephrology and dialysis nurses in clinical care settings: A scoping review and stakeholder consultation","authors":"Stefano Mancin , Sara Morales Palomares , Marco Sguanci , Addolorata Palmisano , Domenica Gazineo , Mauro Parozzi , Mattia Ricco , Serenella Savini , Gaetano Ferrara , Giuliano Anastasi , Giovanni Cangelosi , Lea Godino , Desirèe Andreoli","doi":"10.1016/j.nepr.2024.104229","DOIUrl":"10.1016/j.nepr.2024.104229","url":null,"abstract":"<div><h3>Aim</h3><div>To describe and analyze the relational skills of nephrology nurses.</div></div><div><h3>Background</h3><div>Chronic kidney disease (CKD) profoundly affects patients' psychosocial well-being. Nephrology and dialysis nurses meet clinical demands while providing vital emotional support. Managing CKD across diverse clinical settings requires specific relational skills, yet variability in nursing education across sectors may limit the development of holistic competencies crucial for delivering, high-quality care.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>This scoping review followed the Arksey and O'Malley framework and JBI methodology, adhering to PRISMA-ScR guidelines. Database searches included Cochrane, PubMed, CINAHL, Embase, Scopus, Web of Science and ASSIA. Quality assessment used the JBI framework, with stakeholder engagement to inform standardized frameworks for relational skills.</div></div><div><h3>Results</h3><div>From 6274 records, nine studies were included. Key relational competencies for nephrology nursing were identified, including relational care, communication and end-of-life support. These competencies highlight the importance of empathy, active listening and building therapeutic alliances. In hemodialysis, such skills aid patients in adapting to therapy and managing symptoms. In outpatient care, they promote psychological well-being, self-management and therapeutic communication. In palliative care, they alleviate emotional burdens and facilitate discussions about treatment choices. Stakeholder consultations validated these findings, underscoring their clinical relevance and prioritizing skills like active listening and shared decision-making, thus anchoring the results in real-world practice.</div></div><div><h3>Conclusion</h3><div>Relational skills are essential in nephrology nursing care in different settings and foster emotional support and trust, promoting factors such as therapeutic autonomy and end-of-life communication. Educational initiatives should prioritize the enhancement of these skills to improve nephrology patient care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104229"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of stoma care teaching based on the ARCS motivation model on nursing students' learning motivation, self-efficacy and knowledge levels 基于 ARCS 动机模型的造口护理教学对护生学习动机、自我效能感和知识水平的影响。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104207

Tubay Bozkurt , Ulviye Aydan Nacak , Engin Karakaş , Bahar Çiftçi

Aim

This study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels.

Background

Nursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success.

Design

The study employed a randomized controlled pre-test-post-test experimental design.

Methods

This study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy.

Results

Students in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p < 0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p < 0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p = 0.001), where the experimental group outperformed the control group.

Conclusions

As a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

目的：探讨基于ARCS （Attention-Relationship-Confidence-Satisfaction）动机模型的造口护理教育对护生学习动机、自我效能感和知识水平的影响。背景：护理教育是确保学生获得提供优质护理所需的知识和技能的关键。动机和学业自我效能感是学生成功的关键因素。设计：本研究采用随机对照的前测后测实验设计。方法：本研究于2024年5月至7月在atatrk大学护理学院进行，包括46名参加护理基础课程的学生。参与者分为实验组和对照组，均接受传统的造口护理训练。实验组在此基础上进行基于ARCS动机模型的训练，旨在提高注意力、相关性、自信心和满意度。采用“介绍信息表”、“教材动机量表”、“学术自我效能量表”、“口腔护理实践知识水平评估表”进行数据收集。前测和后测包括动机、知识和学业自我效能。结果：实验组学生的“注意”、“相关性”、“信心”、“满意度”、“学业自我效能感”和“知识测试”的测试后得分显著提高（p ）。结论：基于ARCS动机模型的造口护理教学提高了护生的学习动机、自我效能感和知识水平。

{"title":"The effect of stoma care teaching based on the ARCS motivation model on nursing students' learning motivation, self-efficacy and knowledge levels","authors":"Tubay Bozkurt , Ulviye Aydan Nacak , Engin Karakaş , Bahar Çiftçi","doi":"10.1016/j.nepr.2024.104207","DOIUrl":"10.1016/j.nepr.2024.104207","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels.</div></div><div><h3>Background</h3><div>Nursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success.</div></div><div><h3>Design</h3><div>The study employed a randomized controlled pre-test-post-test experimental design.</div></div><div><h3>Methods</h3><div>This study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the \"Introductory Information Form,\" \"Motivation Scale for Instructional Material,\" the \"Academic Self-Efficacy Scale,\" \"Stoma Care Practice Knowledge Level Assessment Form.\" Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy.</div></div><div><h3>Results</h3><div>Students in the experimental group showed significant increases in post-test scores for \"Attention,\" \"Relevance,\" \"Confidence,\" \"Satisfaction,\" \"Academic Self-Efficacy,\" and \"Knowledge Test\"(p < 0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p < 0.05). The most notable difference was observed in the \"Knowledge Test\" results (ES=4.786, p = 0.001), where the experimental group outperformed the control group.</div></div><div><h3>Conclusions</h3><div>As a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104207"},"PeriodicalIF":3.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses' knowledge, attitudes and self-efficacy – A partially randomized participant preference (PRPP) controlled trial 沉浸式教学策略对压伤护理知识、态度和自我效能的影响——一项部分随机参与者偏好对照试验

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104237

Wen-Yi Chao , Yu-Lin Wu , Mei-Yu Hsu , Chien-Lun Chu

Aims

This study evaluated the effectiveness of a pressure injury educational intervention on nurses' knowledge, attitudes, self-efficacy and perceived barriers.

Background

Pressure injuries remain a global healthcare challenge. Efficient teaching strategies like immersive learning are crucial to translating theoretical knowledge into practical skills.

Design

A single-center, partially randomized participant preference (PRPP) controlled trial was conducted in a regional teaching hospital.

Method

A total of 335 nurses consented to participate, with 79 in the experimental group and 218 in the control group completing the study. The experimental group received an immersive learning intervention that included learning manuals, multimedia videos and workshops designed to enhance pressure injury management. In contrast, the control group’s immersive learning intervention involved only the use of learning manuals. Assessments were conducted both before and immediately after the intervention to measure outcomes, including knowledge, attitudes and self-efficacy related to pressure injury care.

Results

Both groups showed significant improvements in knowledge, attitudes and self-efficacy post-intervention (p < .05). The experimental group demonstrated significantly higher post-test scores compared with the control group (p < .05). Pearson correlation analysis revealed a strong positive relationship between knowledge and attitude (r = 0.592, p < .001).

Conclusion

The immersive educational intervention significantly improved nurses' knowledge, attitudes and self-efficacy in managing pressure injuries. The experimental group showed greater progress, emphasizing the value of interactive multimedia tools and workshops in nursing education. The strong correlation between knowledge and attitude highlights the importance of comprehensive educational approaches in enhancing patient care and addressing healthcare challenges.

目的：评价压力伤害教育干预对护士知识、态度、自我效能感和感知障碍的影响。背景：压伤仍然是一个全球性的医疗保健挑战。像沉浸式学习这样有效的教学策略对于将理论知识转化为实践技能至关重要。设计：在某地区教学医院进行单中心、部分随机受试者偏好（PRPP）对照试验。方法：共有335名护士同意参与研究，实验组79名，对照组218名完成研究。实验组接受了沉浸式学习干预，包括学习手册、多媒体视频和旨在加强压力损伤管理的讲习班。相比之下，对照组的沉浸式学习干预只涉及使用学习手册。在干预前和干预后立即进行评估，以衡量结果，包括与压力损伤护理相关的知识、态度和自我效能。结果：干预后两组护士的知识、态度和自我效能感均有显著改善（p ）。结论：沉浸式教育干预可显著提高护士管理压力伤害的知识、态度和自我效能感。实验组表现出更大的进步，强调互动式多媒体工具和工作坊在护理教育中的价值。知识和态度之间的强相关性突出了综合教育方法在加强患者护理和解决医疗保健挑战方面的重要性。

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引用次数: 0

The road to collaboration: The transformative effects of interprofessional education on students' interprofessional attitudes and readiness, socialisation and valuing in medical and nursing students 合作之路：跨专业教育对医学和护理专业学生的跨专业态度和准备、社会化和价值的变革性影响。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-01-01 DOI: 10.1016/j.nepr.2024.104230

Esra Çınar Tanrıverdi , Reva Balcı Akpınar , Afife Yurttaş , Bahar Çiftçi

Aim

This study aims to evaluate the impact of interprofessional education on first-year medical and nursing students' attitudes, readiness to learn and interprofessional socialization using a randomized controlled trial.

Background

Interprofessional collaboration is crucial in healthcare to enhance patient safety and outcomes. Interprofessional education (IPE) promotes teamwork, communication and understanding of professional roles among healthcare professionals.

Design

The study was conducted using a randomized controlled pretest-posttest experimental design.

Methods

The randomized controlled trial was conducted from January to June 2024 at Atatürk University’s Faculties of Medicine and Nursing. The sample consisted of 120 first-year students, randomly assigned to experimental and control groups. Data were collected using the "Sociodemographic Information Form,” "Interprofessional Attitude Scale," "Interprofessional Learning Readiness Scale," and "Interprofessional Socialisation and Valuing Scale." The experimental group participated in 16 hours of interprofessional education over four weeks, including simulated patient applications, role-play and group work. The control group continued with standard education without interprofessional training.

Results

Interprofessional education resulted in significant improvement in students' interprofessional attitudes, particularly among nursing students, whose scores changed positively compared with the control group. Additionally, interprofessional socialization and valuing levels improved significantly in the experimental group. However, no substantial change was observed in the readiness for interprofessional learning in the experimental or control groups.

Conclusions

Interprofessional education had a positive impact on the attitudes and socialization of medical and nursing students, highlighting the importance of incorporating IPE into healthcare curricula to foster collaboration and improve patient care.

目的：本研究采用随机对照试验，探讨跨专业教育对医护一年级学生态度、学习准备和跨专业社会化的影响。背景：在医疗保健中，跨专业协作对于提高患者安全和治疗效果至关重要。跨专业教育（IPE）促进医疗保健专业人员之间的团队合作、沟通和对专业角色的理解。设计：本研究采用随机对照前测后测实验设计。方法：随机对照试验于2024年1 - 6月在atatrk大学医学与护理学院进行。样本由120名一年级学生组成，随机分为实验组和对照组。采用“社会人口学信息表”、“跨专业态度量表”、“跨专业学习准备量表”和“跨专业社会化与价值量表”收集数据。实验组在四周的时间里参加了16个 小时的跨专业教育，包括模拟病人申请、角色扮演和小组工作。对照组继续接受标准教育，不接受跨专业培训。结果：跨专业教育显著改善了学生的跨专业态度，特别是护生的跨专业态度得分较对照组有显著的正变化。此外，实验组的跨专业社会化和评价水平也有显著提高。然而，在实验组和对照组中，对跨专业学习的准备程度没有实质性的变化。结论：跨专业教育对医护生的态度和社会化有积极的影响，突出了将IPE纳入医疗保健课程以促进合作和改善患者护理的重要性。

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引用次数: 0