Nursing caps to feminist pedagogy: transformation of nursing education

A focus on gender is necessary within the current classroom as a means to make for a more equal educational process. In addition, it will allow nursing students to see and understand the potential of favoritism of one gender group over another, thus sensitizing them for the real world. Not only will focus on gender within the classroom create a more democratic classroom, but it will also be a means to change nursing education curriculums forever as perhaps students would deal better with the patriarchy of doctors. Therefore, inclusion of a feminist pedagogy in nursing education is necessary because it will transform nursing education, enact new narrative pedagogies, and incorporate a much needed feminist pedagogy within nursing education.     

Graduate nursing students' precourse and postcourse perceptions and preferences concerning completely web-based courses

Web-based nursing courses have proliferated rapidly in recent years, but few data are available about course outcomes. A pretest/posttest survey design of student perceptions and preferences was used to evaluate two graduate-level on-line nursing courses (required research and elective aging issues courses; N = 31 and N = 29, respectively) on the basis of Billings' outcomes evaluation framework for nursing Web-based courses. Students in both courses were favorable or at least neutral in their perceptions of outcomes at both pretest and posttest, but favorable shifts in perceptions also occurred from pretest to posttest. Most students remained stable in their preferences for format of instruction (on-line or classroom), and most favored an on-line format. Almost all students indicated they would take the course they took if they had the decision to make over again. Students who took the elective aging issues course had somewhat more favorable perceptions overall at posttest, compared to the required research course, but some differences were accounted for by pretest score differences between the groups. While outcomes were positive for both courses, the results also highlight specific needs for adequate socialization and support of students, particularly for first-year graduate students who are taking Web-based courses.     

The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial

AimThis study investigated the effect of flipped learning on first-year nursing students’ blood pressure knowledge levels and self-directed learning skills.BackgroundFlipped learning is an innovative approach that helps nursing students learn about blood pressure and how to measure how to measure blood pressure accurately. Flipped learning also promotes active and student-centered learning settings and encourages nursing students to develop self-directed skills.DesignThis study adopted a pretest-posttest open-label randomized controlled trial.MethodThe sample consisted of 94 first-year nursing students randomized into experimental (n = 48) and control groups (n = 46). The experimental group participants were trained using the flipped learning model. Data were collected using a personal information form, the Blood Pressure Knowledge Test (BPKT) and the Self-Directed Learning Skills Scale (SDLSS).ResultsThere was no significant difference in pretest BPKT scores between the experimental and control groups. However, there was a significant difference in posttest BPKT scores between the experimental and control groups (p = 0.011). Moreover, there was a significant difference between the experimental group's mean pretest, posttest and follow-up SDLSS scores (p = 0.009).ConclusionThe experimental group had a significantly higher mean posttest BPKT score than the pretest score. They had significantly higher mean posttest SDLSS total and “self-monitoring,” “motivation,” and “self-confidence” subscale scores than the pretest score.     

The effect of teaching method on objective test scores: problem-based learning versus lecture

This study investigated the effect of teaching method on objective test scores of students in a school of nursing. The hypothesis stated there was a difference between objective test scores of students who were taught content on diabetes using problem-based learning (PBL) and students taught the same content using the traditional lecture method. Junior nursing students enrolled in the Adult Health I nursing course in the fall of 2001 were taught the diabetes content using lecture as the teaching method, while students enrolled in the same course in the spring of 2002 were taught the same content using PBL. A pretest and posttest were administered to both groups of students. Both the pretest and posttest scores of the two groups were compared using an independent t test, and no statistically significant difference was found in the scores of the two groups. The results of this study support the null hypothesis: that there is no difference in objective test scores based on teaching method (lecture versus PBL).     

Effects of high-fidelity simulation on the critical thinking skills of baccalaureate nursing students: A causal-comparative research study

BackgroundCritical thinking has been identified as one of the standards for nursing school accreditation and a long-standing outcome of nursing education and nursing practice. High-fidelity simulation is one method currently used by nursing programs to increase critical thinking in nursing students. Despite these expectations, there is limited empirical evidence which compares the effects of simulation to other teaching strategies.ObjectivesThe purpose of this study was to examine whether statistically significant differences existed in mean critical thinking skill scores within groups (pretest to posttest) and between groups (simulation versus written case studies).DesignA quantitative causal-comparative methodology with a pretest/posttest design.SettingA private university in the midwestern United States which offers a four-year Bachelor of Science Nursing program.ParticipantsBaccalaureate junior nursing students (N = 69) were recruited from a convenience sample and divided into two groups which consisted of a simulation group (n = 36) and a written case studies comparison group (n = 33).MethodsThis research study consisted of a pretest, three weeks of being in either the simulation group or the written case studies group, and a posttest. The Health Science Reasoning Test (HSRT) was the instrument used for the pretest and posttest to measure critical thinking skills of all participants.ResultsA repeated measures mixed analysis of variance (ANOVA) indicated there was no statistically significant difference in participants' mean critical thinking scores within groups (pretest to posttest) or between groups (simulation versus written case studies).ConclusionsThe use of high-fidelity simulation as a teaching strategy versus written case studies to increase critical thinking skills of nursing students was not supported.     

The affective outcomes of course work on computer technology in nursing.

At the University of Iowa, nursing students are introduced to computer technology as one unit in a course designed to explore nursing as a profession. A single group, pretest/posttest design was used to evaluate changes in attitudes associated with the course work. Relationships of attitudes scores and eight background variables were studied. Posttest attitudes scores were significantly higher than pretest scores. The attitudes scores were positively related to skills scores at a statistically significant level of .05, with no significant relationship between attitudes scores and knowledge base scores. Four of the eight background factors were related to the attitudes scores at a statistically significant level of .05.     

Tracking the development of professional values in undergraduate nursing students

In the current nursing shortage, nurses are frequently making significant patient care decisions concerning value-laden clinical issues. A program evaluation study was conducted to track professional values over time from entry into a baccalaureate program to graduation. Nursing students completed a survey measuring professional values upon entry into and exit from the program. Comparative analysis of pretest and posttest group means demonstrated statistically significant increases in total scores. The highest pretest value items were also the highest on the posttest, with the addition of patient advocacy. Patient advocacy jumped 16 places from pretest to posttest to become the highest-ranked statement upon exit from the program. All of the values rated as least valued at pretest remained least valued at posttest; however, the means of all but two (participating in nursing research and providing consumer education about products/services) increased significantly. The value statements with mean scores that increased significantly centered on aspects of nursing practice less visible to the lay public and involving interaction with other health care providers.     

Improvement in attitudes toward the elderly following traditional and geriatric mock clinics for physical therapy students.

The purpose of this study was to determine whether the attitudes of students in a physical therapy education program toward the elderly could be influenced positively by (1) having classroom discussion led by an individual with expertise in geriatrics and (2) having only individuals aged 65 years or older participate in a specially designed geriatric mock clinic (GMC). Subjects were 47 first-year students divided into a control group (n = 24) and an experimental group (n = 23). Students in the control group participated in two 4-week clinical rotations. Students in the experimental group participated in one 5-week clinical rotation and in one 3-week GMC. Students in both groups were given a pretest and a posttest administration of the Kogan Old People Scale to assess their attitudes toward the elderly. No significant difference was found between the two groups' overall attitude scores on the pretest or the posttest results. Overall, positive attitude scores increased significantly for both groups, although the increase was greater for the experimental group than for the control group. Negative attitude scores decreased significantly for the experimental group, but did not change for the control group. We concluded that both traditional clinical rotations and a specially designed GMC influenced the students positively. Suggestions have been made for the Clinical Instructor who wishes to influence physical therapy students' attitudes to meet the increasing needs of the elderly patient population.     

Implementing a multidisciplinary disaster simulation for undergraduate nursing students

A liberal-arts-based undergraduate nursing program engaged in curriculum enhancement activities that led to the implementation of a disaster simulation for 81 multidisciplinary undergraduate students. A pretest/posttest design was used to determine the effectiveness of preparation for the simulation. Nursing students in three levels of the program received didactic preparation in disaster preparedness and were assigned to five different simulation response teams. One-way ANOVA revealed statistically significant differences for pretest and posttest scores, p = 0.05. An evaluation of student performance indicated that five of the eight nursing students assigned to the disaster site correctly triaged 81.2 percent of the victims; all eight nursing students assigned to the emergency department correctly reassessed the victims. Classroom didactic content, followed by a simulated learning experience, was found to be an effective teaching strategy for preparing undergraduate nursing students in disaster preparedness.     

Caring perspectives in nursing education: liberation, transformation and meaning

The author's personal journey through many years of nursing education as both a student and faculty member lead to a theoretical exploration of a caring pedagogy between students and teachers The author places this exploration in a historical context and examines education, feminist and nursing literature to evolve common themes in describing caring pedagogy within nursing Finally, the author suggests a model that forms the foundation for nursing curricula based on caring values     

Randomized crossover trial studying the effect of music on examination anxiety

The purpose of this study was to assess the effect of lento music on examination anxiety among nursing students. A randomized crossover classroom-based trial was conducted. Thirty-eight students with a mean age of 19.4 years (SD = .54) were randomly assigned to either a music/silence or a silence/music group sequence. The students in the music group were given a 40-min group-based music intervention in a classroom, whereas the students in the silence group received the regular test without music. Using paired t-tests, there were no significant different in pretest scores for state anxiety, examination anxiety, finger temperature and pulse rate between the two conditions. Nonetheless, the findings indicated that music intervention did effectively decrease examination anxiety and state anxiety as well as reducing pulse rate and increasing higher finger temperature (p = 0.05 to 0.001). In addition, significant differences were detected between the pretest and posttest measures for silence (p = 0.001). The results suggest that lento music is effective at anxiety reduction. This study provides evidence for nursing faculty and clinical educators to foster nursing students' mastering over the anxiety of examination by using lento music.     

Stress-management program: Intervention in nursing student performance anxiety

This study measured the effect of an individualized stress-management program on nursing students who identified anxiety as interfering with academic performance in the nursing program. The quasi-experimental longitudinal study used a pretest, posttest, and follow-up test, control group design. Data were analyzed using t tests and analysis of variance (ANOVAS). In a 6-week counseling program students identified personal stress reactions and adapted coping strategies related to nutrition, exercise, progressive relaxation, cognitive control, time management, and testing skills to personal use. The program was effective in significantly increasing self-esteem and decreasing depression and anxiety. Grades improved sufficiently for student retention.     

Spinal cord injury computer-assisted instruction for medical students

OBJECTIVE: To determine if a computer-assisted instruction program would improve fourth-year medical students' knowledge base related to spinal cord injury, as determined by pretest and posttest scores. DESIGN: A multimedia computer-assisted instruction program was developed and offered on a volunteer basis to an entire class of fourth-year medical students (n = 168). Effectiveness of the instructional content was evaluated with pretests and posttests, and overall user satisfaction with the module was assessed with the courseware evaluation. RESULTS: The responses yielded 83 sets of completed pretest and posttest pairs and 80 sets of fully completed courseware evaluations. Mean posttest score was significantly higher than the mean pretest score (pretest, 6.65 +/- 1.44, vs. posttest, 7.36 +/- 1.38; df = 82, t = -4.74, P < 0.001). Courseware evaluations yielded positive ratings in all areas, including applicability and usability. CONCLUSIONS: The significantly increased posttest scores suggest that the students left the program with an expanded knowledge base in the content areas of spinal cord injury medicine covered in the computer-assisted instruction program.     

The influence of concept mapping on critical thinking in baccalaureate nursing students

This article describes a quasi-experimental study that used a pretest-posttest design with a control group to evaluate the effectiveness of concept mapping in developing critical thinking skills in baccalaureate nursing students. A convenience sample (n = 76) was randomly assigned to experimental (n = 44) and control (n = 32) groups. The experimental group was taught to use concept mapping of patient information to prepare for clinical experiences. The control group was taught to use traditional nursing care plans. Critical thinking skills were measured with the California Critical Thinking Skills Test, which yielded six scores: an overall score and five subscales (analysis, evaluation, inference, deductive reasoning, and inductive reasoning). A significant difference (p <.05) was found between the mean pretest and posttest scores and each subscale. Post hoc tests found differences between groups to be insignificant, while various differences within a group were significant. Experimental-group scores improved significantly (p <.05) on the overall score and the analysis and evaluation subscales, while control-group scores improved significantly only on the evaluation subscale and declined significantly on the inference subscale. The findings suggest that concept mapping is effective in helping students develop critical thinking skills.     

Strengthening Geriatric Content in an Associate Degree Nursing Program: A Pilot Study

The purpose of this pilot study was to strengthen geriatric content in an associate degree nursing 1st semester freshman fundamentals course and evaluate changes in the scores related to students’ knowledge and attitudes toward older adults. A quasi-experimental within-subject pretest–posttest design was utilized. The Facts on Aging Quiz and Multifactorial Attitude Survey were used to assess knowledge and attitudes of 22 nursing students at the beginning and end of the semester. Although there was no significant statistical increase in knowledge, there was an overall increase in knowledge. Three of the 20 statements showed a statistically significant increase in attitude. The results of this study may be helpful for education and practice in providing appropriate education to associate degree nursing students in the care of older adults.     

A spiritual education course to enhance nursing students’ spiritual competencies

The study aimed to determine the impact of an elective spiritual education course for nursing students on spiritual competencies. A convenience sample of nursing students (N = 92) was recruited from a baccalaureate school of nursing between February and July 2016. The intervention group (n = 45) was comprised of students enrolled in the elective spiritual education course which integrated non-Christian Eastern cultural beliefs; the control group was comprised of students not enrolled in the elective (n = 47). A quasi-experimental design examined pretest, posttest, and follow-up data from students' self-administered questionnaires. The intervention effect of the course was analyzed using generalized estimation equation. The results indicated posttest scores among nursing students in the intervention group were significantly better than the comparison group for spiritual health. Practicum stress and professional commitment were significantly better at follow-up. Spiritual care attitudes, caring behavior, and religious belief were significantly improved from pretest to posttest, and at follow-up for the intervention group compared with the control group. In conclusion, a spiritual education course should be considered as a regular course in the nursing curriculum, which could improve students’ spiritual competencies, individual spiritual growth, and the ability to care for patients.     

Effectiveness of clickers as a pedagogical tool in improving nursing student's examination performance

A small number of research studies exist regarding the effectiveness of clickers as a pedagogical tool, specifically in improving nursing students' examination performance in the classroom. A pretest and posttest design with a comparison group was used to determine whether there was a relationship between the use of clickers (independent variable) and nursing students' examination performance in an adult health course (dependent variable). Independent samples t tests revealed that the control group showed greater improvement in scores postintervention than did the experimental group. Therefore, the use of clickers was not effective in increasing nursing students' examination scores in an adult health course.     

The effect of an interprofessional simulation-based education program on perceptions and stereotypes of nursing and medical students: A quasi-experimental study

BackgroundInterprofessional education is intended to train practitioners to collaboratively address challenges in healthcare delivery, and interprofessional simulation-based education (IPSE) provides realistic, contextual learning experiences in which roles, responsibilities, and professional identity can be learned, developed, and assessed. Reducing negative stereotypes within interprofessional relationships is a prime target for IPSE.ObjectivesWe sought to understand whether perceptions of interprofessional education and provider stereotypes change among nursing and medical students after participating in IPSE. We also sought to determine whether changes differed based on the student's discipline.DesignThis was a quasi-experimental pretest-posttest study.SettingThe study took place at a large mid-Atlantic public university with a comprehensive health science campus.Participants147 senior Bachelors of Science in Nursing students and 163 fourth-year medical students participated.MethodsStudents were grouped into interprofessional teams for a two-week period and participated in three two-hour simulations focused on collaboration around acutely ill patients. At the beginning of the first session, they completed a pretest survey with demographic items and measures of their perceptions of interprofessional clinical education, stereotypes about doctors, and stereotypes about nurses. They completed a posttest with the same measures after the third session.Results251 students completed both the pretest and posttest surveys. On all three measures, students showed an overall increase in scores after the IPSE experience. In comparing the change by student discipline, medical students showed little change from pretest to posttest on stereotypes of doctors, while nursing students had a significant increase in positive perceptions about doctors. No differences were noted between disciplines on changes in stereotypes of nurses.ConclusionsThis study demonstrated that a short series of IPSE experiences resulted in improved perceptions of interprofessional practice and changes in stereotypical views of each profession even when the experience was not directly designed to address these issues. Differences observed between nursing and medical students should be explored further.     

A comparison of self-reported cultural competency skills among two groups of nursing students: implications for nursing education

This study was designed to examine self-reported cultural competency skills of second-semester junior-level nursing students toward clients from culturally diverse backgrounds. The purpose of this study was to ascertain if the addition of an innovative cultural sensitivity intervention facilitated greater self-perceived cultural competency skills when compared with the traditional method of incorporating cultural diversity into a junior-level clinical course. The Ethnic Competency Skills Assessment Inventory was used to collect data from participants attending a university in an urban midwestern county. Significant differences were noted between the pretest scores and posttest scores. Pretest scores were significantly lower than posttest scores for both groups. Nurse educators must examine further the differences in learning experiences related to cultural diversity that may account for these differences.     

Human patient simulation versus case study: Which teaching strategy is more effective in teaching nursing care for the hypoglycemic patient?

With the ever-increasing safety concerns presented in a health care setting, it is imperative that nursing students are prepared for the demand of utilizing the skill of critical thinking while providing care to patients experiencing hypoglycemia. Nurse educators strive to implement different teaching strategies to promote critical thinking skills. The purpose of the study was to evaluate the effectiveness of two teaching strategies: human patient simulation (HPS) and a single case study during diabetes education. In addition, the study was used to validate the inclusion of HPS in the authors' nursing program curriculum. A quasi-experimental, two-group pretest and posttest design was utilized to evaluate these teaching strategies. Faculty also completed an objective clinical evaluation, which evaluated students' clinical reasoning, and all students completed a postsurvey evaluating the teaching strategies. Study results indicated the pretest average scores for both groups were identical. The posttest results for the case study group were slightly higher than the simulation group results. On the clinical evaluation tool, the simulation group scored much greater than the case study group. Both results were statistically significant. The postlesson survey results were greater overall for the simulation group on all statements. All students agreed or strongly agreed that simulation was effective. According to the student test results and clinical evaluations, both teaching strategies are beneficial in nursing education; moreover, the student surveys and comments validated the addition of simulation as a valuable teaching strategy. As a result of this research, HPS was formally implemented into the nursing curriculum.