Effect of online communication skills training on effective communication and self-efficacy and self-regulated learning skills of nursing students: A randomized controlled study

AimThe aim of this study was to determine the effect of online communication skills training conducted for first-year nursing students on effective communication and self-efficacy and self-regulated learning skills.BackgroundCommunication skills are an important part of nursing care.MethodsThis research was designed as a pre-test–post-test randomized controlled experimental study. The study population comprised first-year undergraduate nursing students of a state university in Turkey. A total of 60 students included in the study were divided into the two following groups: experimental (n = 30) and control (n = 30) groups. The research data were collected between 1 December 2020 and 1 March 2021. Pre-test and post-test forms were simultaneously provided to the groups. Post-tests were repeated 1 month after the pre-test was completed. A 2-day (a total of 12 h) communication skills training was conducted online for the students in the experimental group after the pre-test forms were filled. Information form, Effective Communication Skills Scale (ECSS), General Self-efficacy Scale (GSE) and Self-regulated Learning Skills Scale (SRLSS) were used to collect the data.ResultsThe effective communication and SRLSS mean scores of the nursing students were high and the GSE scores were below average. On comparing the groups, the post-test mean scores of the communication skills and GSE were found to decrease in both the groups compared with the pre-test ones. This decrease was significant only in the “ego-enhancing language” subdimension of ECSS (p < 0.05). The post-test mean scores of the SRLSS increased in both the groups, but this increase was not significant (p > 0.05).ConclusionAlthough the SRLSS scores of the students increased in the post-test, the study results show that communication skills training did not have a significant effect on effective communication and self-efficacy and self-regulated learning skills. The results of this study are important in terms of guiding research and trainings that examine the effects of communication skills.     

Effects of unfolding case-based learning on academic achievement,critical thinking,and self-confidence in undergraduate nursing students learning health assessment skills

AimTo determine whether using unfolding case-based learning for undergraduate nursing students learning health assessment skills enhanced academic achievement, critical thinking and self-confidence, in comparison to traditional learning methods.BackgroundUnfolding case-based learning is an effective strategy for nursing students to narrow the gap between classroom learning and clinical practice. Little is known about whether unfolding case-based learning can be applied effectively in learning health assessment skills for undergraduate nursing students in China.MethodsA quasi-experimental design was used in this study. One hundred and fifteen undergraduate nursing students were recruited using convenience sampling from a medical university in southern China. They were assigned to an intervention group (n = 54) receiving unfolding case-based learning of health assessment skills, or a control group (n = 61) using traditional learning methods based on students’ choices. Learning outcomes were evaluated by students’ academic achievement, critical thinking and self-confidence. Data for critical thinking and self-confidence were collected before and after using the teaching strategies.ResultsThe academic achievements of undergraduate nursing students in the intervention group were better than those in the control group. The total average scores of critical thinking (272.51 vs. 266.47) and self-confidence (24.92 vs. 21.04) for nursing students in the intervention group were also higher than those in the control group after implementing teaching strategies. There were statistical differences in the theory test (P = 0.041), skill test (P = 0.013), critical thinking (P = 0.008) and self-confidence (P = 0.036) between the two groups. Additionally, the statistical significance of the scores for critical thinking (264.36 vs. 272.51, P < 0.001) and self-confidence (18.76 vs. 24.92, P < 0.001) before and after teaching strategies were also observed among participants in the intervention group, but not in the control group (P = 0.143, P = 0.738).ConclusionsUnfolding case-based learning may be effective and suitable for undergraduate nursing students learning health assessment skills. The findings of this study provide useful information to nursing teachers for the development of unfolding case-based learning when teaching other nursing skills to undergraduate nursing students.     

A comparison of faculty led,mentorship program and peer mentoring on nursing students wound dressing clinical skills

BackgroundThe promotion of clinical nursing education requires using modern educational methods to develop students' knowledge and skills. There are however many different models by which education can be delivered with a wealth of literature supporting varying approaches. This is of particular relevance to clinical education where to date no singular approach has been identified as being the most appropriate.ObjectivesThis study aimed to compare and investigate the effect of a peer education method, a mentor-led education method versus a traditional faculty-led method for instruction regarding surgical wound care skills among nursing students.DesignThis study used an experimental three-group pre- and post-test design.SettingsThe research was conducted within two surgical wards of a university-affiliated hospital in the west of Iran.ParticipantsA total of 102 nursing students (first and second year) were assigned to three groups; peer-led learning group (n = 34), mentorship-led group (n = 34) or a faculty-led control group (n = 34).MethodsTo ascertain performance in surgical dressing skill, data was collected in each group before and after the respective educational intervention. Data was collected using a surgical dressing skills checklist made by the research team which was piloted prior to the study. All statistical analysis was performed using SPSS v.22.0 (SPSS Inc., Chicago, IL).ResultsBased on findings, after the intervention, the mean (SD) scores of surgical dressing and wound care skills were 28.24 (4.63), 31.76 (4.89), and 29.12 (5.33) for the peer-led, mentor-led and faculty-led groups, respectively. There was no significant difference between mentor group and faculty group or between peer group and faculty group (P > 0.05). However, the findings did demonstrate statistical difference in performance in surgical dressings and wound care techniques in the mentorship group method compared to the peer method (P = 0.006).ConclusionsAlthough participants in the mentor group performed best of all groups, our findings demonstrate that those in the peer method group performed as well as those in the faculty-led group in surgical dressing performance. Therefore, it is recommended that peer and mentor learning methods are given consideration by curriculum planners in for use in the development of student nurse clinical skill and competence in surgical wound care.     

Using peer feedback to enhance nursing students’ reflective abilities,clinical competencies,and sense of empowerment: A mixed-methods study

AimTo assess the use of a framework to provide structured peer feedback and compare the effects of peer video feedback, peer verbal feedback versus faculty feedback on nursing students and peer tutors’ learning outcomes and experiencesBackgroundPeer feedback has been utilized widely in health professions education to fill the gap for timely feedback, but some students were concerned with its quality, leading to perceptions that peer feedback may not be useful.DesignSequential explanatory mixed-methods studyMethodsThe study took place from January to February 2022. In phase 1, a quasi-experimental pretest-posttest design was used. First-year nursing students (n = 164) were allocated to peer video feedback, peer verbal feedback or faculty feedback arms. Senior nursing students (n = 69) were recruited to be peer tutors or the control group. The Groningen Reflective Ability Scale was used by first-year students to assess their reflective abilities, while the Simulation-based Assessment Tool was used by peer or faculty tutors to evaluate nursing students’ clinical competence of a nursing skill during the simulation. The Debriefing Assessment for Simulation in Healthcare-Student Version was used by students to assess their peer/faculty tutors’ feedback quality. Senior students’ empowerment levels were measured using the Qualities of an Empowered Nurse scale. In phase 2, six semi-structured focus group discussions with peer tutors (n = 29) were conducted and thematically analyzed.ResultsPeer video feedback and peer verbal feedback significantly improved students’ reflective abilities but not in the faculty feedback arm. Students’ clinical competence in a technical nursing skill significantly improved in all three arms. Improvements were significantly larger in those receiving peer video feedback and peer verbal feedback than faculty feedback, with no significant differences between peer video feedback and peer verbal feedback. Debriefing Assessment for Simulation in Healthcare-Student Version scores were not significantly different among the 3 arms. Empowerment levels of peer tutors significantly improved after providing peer feedback but not those in the control group. Seven themes were generated from the focus group discussions.ConclusionsAlthough peer video feedback and peer verbal feedback were similarly effective in improving clinical competencies, peer video feedback was more time-consuming and stressful to students. The use of structured peer feedback improved peer tutors’ feedback practices and were comparable to quality of faculty feedback. It also significantly increased their sense of empowerment. Peer feedback was widely supported by peer tutors who agreed that it should supplement faculty teaching.     

朋辈心理辅导对本科护生专业态度的影响研究

目的探讨朋辈心理辅导对本科护生专业态度的影响。方法培训15名朋辈心理辅导员,并让其对50名本科护生进行朋辈心理辅导,测量观察组护生培训前和培训后的专业态度。结果培训前后,护生在领导(t=5.95,P0.01)、灵活性(t=6.51,P0.01)、技能(t=6.80,P0.01)、满意度(t=8.24,P0.01)、沟通交流(t=0.64,P0.05)、自我概念总分(t=7.89,P0.01)得分明显提高,差异均有统计学意义。结论朋辈心理辅导有助于本科护生形成良好的专业态度。     

The effect of self and peer assessment training on stoma care skills of nursing students: A randomised controlled experimental study

BackgroundIn nursing education, it is important to acquire and assess psychomotor skills. Traditional assessment and evaluation methods are outcome-oriented and educator-centred. In education, there is a greater need for the use of process-oriented and student-oriented complementary assessment methods.AimThe aim of this study is to examine the effect of self and peer assessment training given to nursing students on stoma care skill success.MethodsThis study was conducted using a randomised controlled experimental design model. The sample consisted of a total of 53 students (27 in the intervention group and 26 in the control group). The data were collected using the Information Form, the Stoma Care Skill Rubric, the View Scale for Peer and Self Assessment and the Impression Scale for the Peer and Self Assessment. The intervention group received a training on self and peer assessment. The students were trained on stoma care and they were asked to practice stoma care. The applications were recorded on video. At the end of application, each student in both the intervention and control groups was assessed by himself, his peers and the educator. Number, percentage, mean, standard deviation, Shapiro-Wilk, chi-square, Mann-Whitney U tests were used to analyse the data.ResultsNo difference was found in the stoma care skill scores in the intervention and control groups at the end of stoma care practice. When the stoma care skill scores were examined within the group, there was a significant difference between the self assessment scores and the peer, educator and self-assessment-video watching scores in both groups. No difference was observed between the self assessment-video watching scores and the peer and educator scores. In the intervention and control groups, the scores of the view scale for the peer and self assessment and the scores of the impression scale for the peer and self assessment increased, but there was no significant difference between them. The students stated that they intended to use the self and peer assessment method in other skills as well since it enabled them to notice its mistakes and helped them learn the skill better.ConclusionsIt is recommended that the use of self and peer assessment methods be expanded in nursing education during skill acquisition and assessment practices. It is thought that using video recording, scales, or rubrics in conjunction with these methods would be beneficial.     

同伴辅学在高职基础护理学技能训练中的应用

目的 探讨同伴辅学在基础护理学课程中的应用方法及效果.方法 在高职护理专业二年级10个班中随机抽取2个班级,一个班为试验组,在基础护理学课程中采用同伴辅学教学方法;另一个班为对照组,采用以教师讲授为主的传统教学方法.学期结束时,比较两组学生的护理操作成绩,并用自设问卷调查学生对教学效果的评价.结果 试验组学生各项操作成绩均高于对照组(P＜0.05或P＜0.01).试验组学生对教学效果的评价好于对照组(P＜0.01).结论 同伴辅学教学法可提高高职学生的护理操作能力,有利于提高教学效果.     

Effects of a multifaceted neurological assessment educational program in nursing students: A randomized crossover study

AimThis study aimed to verify the effects of a multifaceted neurological assessment educational program on neurological assessment-related knowledge, skills, communication ability and self-efficacy in nursing students.BackgroundNurses should be equipped with optimal neurological assessment competency to ensure quality care for patients with neurological symptoms.DesignThis study involved a waitlist control group with a randomized crossover design.MethodsFourth-year nursing students were randomly assigned to an intervention group (n = 28) or a waitlist control group (n = 27). Pre- and post-intervention differences in neurological assessment knowledge, skills, communication ability and self-efficacy between the intervention and the waitlist control group were analyzed using generalized estimated equations.ResultsThe nursing students in the intervention group showed significantly improved knowledge, skills, communication ability and self-efficacy scores compared with those in the waitlist control group. Scores related to knowledge, skills and communication ability were maintained and self-efficacy scores had further increased at 2 weeks after the educational program in the intervention group.ConclusionsOur multifaceted neurological assessment educational program is useful for improving nursing students' knowledge, skills, communication ability and self-efficacy.     

The impact of simulation-based triage education on nursing students' self-reported clinical reasoning ability: A quasi-experimental study

Few studies have comprehensively examined the effectiveness of simulation-based triage education on clinical reasoning of nursing students. This study evaluated the impact of a simulation-based triage exercise on nursing students’ self-reported clinical reasoning ability. Three cohorts of third-year nursing students were divided into intervention group a (IG a, n = 62), intervention group b (IG b, n = 57), and a control group (CG, n = 53). Students in IG a and IG b participated in a simulation-based triage education consisting of 2 h of multiple patient triage simulations and an hour of structured debriefing. The CG participated in a traditional didactic triage course consisting of a 3-h lecture. Self-reported clinical reasoning ability in pre and post-triage education was measured by the Nurses Clinical Reasoning Scale. There was no significant difference in mean clinical reasoning ability scores between the three groups in pre-test (p > 0.05). Clinical reasoning ability scores in post-test among students in IG a and IG b were significantly higher than those in CG (p < 0.001). Nursing students exposed to a simulation-based triage education had more improvement in self-reported clinical reasoning ability as compared with students who participated in a lecture-based triage education program.     

同伴教育在基础护理学操作技能教学中的应用

目的探讨同伴教育在基础护理学操作技能教学中的应用方法及效果。方法采用整群抽样的方法,从某高校2009级护理专业本科学生中随机抽取2个班为研究对象,试验组28名学生采用同伴教育教学法,对照组30名学生采用传统教学法。通过问卷调查和技能操作考试成绩对教学效果进行评价。结果试验组护理操作技能考核总成绩及仪表、实施、终末质量、人文关怀与沟通、相关知识问答部分成绩均优于对照组（P〈0.05）;试验组92.8%学生对此教学方式予以肯定。结论同伴教育可激发学生的学习兴趣,提高护理操作技能教学效果,更有利于学生自身综合素质培养。     

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.     

Effectiveness of a game-based mobile application in educating nursing students on flushing and locking venous catheters with pre-filled saline syringes: A randomized controlled trial

AimThis study aimed to determine the effect of a game-based mobile application on the skill levels of nursing students in respect of flushing and locking of venous catheters with pre-filled saline syringes.BackgroundIn the context of the education of nursing students, a game-based mobile application was used as a motivational aid to improve nursing students’ skills in flushing and locking of venous catheters.DesignA single-blind randomized controlled trial was conducted from August 2020, in a university-affiliated hospital in China.MethodsA total of 154 nursing students were divided randomly into two groups: a control group (n = 77) and an experimental group (n = 77). All the participants received a 30-min theoretical interpretation, 30-min demonstration, and one opportunity to practice. For the next seven days, the participants in the experimental group used a game-based mobile application as a motivational aid to practice their skills in flushing and locking of venous catheters; the control group received no additional intervention. We observed the skill performance and the incidence of errors in the procedural steps of the participants in the two groups at first and seven days later, along with the learning curve of the skills of the experimental group in respect of flushing and locking of venous catheters.ResultsThe final skill performance scores of the nursing students in the experimental group were higher than the average scores of the nursing students in the control group (p = 0.003); The incidence of errors in material preparation rate, hand hygiene, and flushing and locking in the experimental group were lower than that in the control group (p = 0.027, p = 0.035, p = 0.045). Analysis of the learning curve revealed that the experimental group needed an average of 11 repeat practices sessions to master the skills.ConclusionsIn the short term, the game-based mobile application was effective in improving the skills of nursing students in flushing and locking venous catheters with pre-filled saline syringes. It is an effective complement to existing training methods.     

The effect of a peer education program on combating violence against women: A randomized controlled study

BackgroundStudent nurses in Turkey need to be exposed to appropriate undergraduate training if they are to acquire the required knowledge, attitudes and skills that will help them to fight the issue of violence against women (VAW).ObjectivesThe aim of this research study was to assess the effect of a peer education program about combating VAW on the knowledge, attitudes and skills of nursing students.DesignThe study was designed as a randomized controlled trial.SettingsThe participants in the intervention group received peer education on combating VAW.Participants136 nursing students (intervention group: n = 63, control group: n = 73) were included in the study.ResultsParticipants in both the intervention and control groups were assessed at pre-training and at two months post-training. Pre-training and post-training knowledge and attitudes were significantly different in the intervention group (p < 0.001). Moreover, the intervention group displayed a statistically significant difference in their ability to explain the correct interventions in a case study about VAW (p < 0.001).ConclusionsOur results indicate that peer education should be used as a part of undergraduate nursing education on VAW.     

PBL教学法在ICU护理本科生教学查房中的应用

目的 探讨基于问题的学习(PBL)教学法在ICU本科护理教学查房中的效果.方法 随机将ICU实习的57名护理本科学生分为试验组29名和对照组28名,每轮查房4～5名学生参与,分别进行7次查房.试验组采用PBL教学法,对照组采用以授课为基础的教学法(LBL),比较两组的教学效果.结果 试验组在理论考核成绩总均分、护理体检与护理评估成绩方面高于对照组(P＜0.01);两组学生自评和教师他评结果差异均有统计学意义(P＜0.05或P＜0.01).结论 PBL教学法运用于护理本科生教学查房收到较好的效果,较传统教学法在提高学生自主学习能力、批判性思维能力、人际沟通能力、团队精神等方面有优势.     

与社会实践相结合的护理本科生培养模式探讨

目的改革护理本科生的培养模式,为更有效地培养出切实符合临床需求的护理人才提供参考。方法选择南昌大学护理学院2007级护理本科生70名,随机分成对照组及研究组各35名。研究组根据第1～3学年护生教学内容,制定社会实践计划;第4学年,先在社区康复中心进行1周的社会实践,然后进入医院,根据实习情况制定实践计划并实施。对照组采用传统培养模式,第4学年直接进入医院,实习前进行常规岗前教育。入学前及实习结束前对全部护生进行综合能力的评定,包括自评和他评。结果与对照组相比,研究组护生在沟通、协调、管理、人文关怀、综合素质等方面的能力均有明显提高,差异有统计学意义（P〈0．05）;教师对护生护患沟通能力、收集和给予信息、获得并理解患者观点等方面的评价也明显提高,差异有统计学意义（P〈0．05）。结论护生在各个阶段进行有针对性的社会护理实践,有利于巩固所学知识,并逐步发展护生的各种职业能力及职业素养,使护生能更好地适应从学校进入医院、从医院走入社会的角色转变。     

同伴教育在男护生《基础护理学》实践教学中的应用

目的：探讨男护生《基础护理学》实践教学中应用同伴教育的效果。方法选择护理本科专业2011级36名男护生作为观察组,运用同伴教育法组织教学,选择2010级32名男护生为对照组,施行传统方法教学。通过两组期末考核成绩及问卷调查来评价教学效果。结果观察组男护生期末理论及技能考试成绩分别为（57．68±4．34）,（26．34±3．11）分,均高于对照组（54．34±4．15）,（24．58±2.93）分,差异有统计学意义（t值分别为3．233,2．393;P＜0．05）;问卷调查结果显示教学效果方面,观察组男护生在职业认同感、学习兴趣、自信心、沟通交流和团队合作能力方面评价均优于对照组（P ＜0.05）;在动手能力、分析问题和创新能力方面,两组差异无统计学意义（P＞0．05）。结论同伴教育法能够提高男护生的职业认同感,增加男护生的学习兴趣和自信心,提高其《基础护理学》理论和技能考核成绩,并可增强其沟通交流和团队合作能力。     

To evaluate the effect of challenge-based learning on the approaches to learning of Chinese nursing students: A quasi-experimental study

Challenge-based learning (CBL) is a learner-centred, experimental learning strategy that aims to prepare students to manage unforeseeable and complex global issues in the 21st century. It cultivates an active and authentic learning environment that requires students' creative input, collaboration and community involvement. Studies in the past decade have shown that CBL strengthens soft skills essential for future society, such as critical thinking and creativity. However, its effect on students' metacognitive abilities is scarcely mentioned. This study – a quasi-experimental study with non-equivalent groups conducted in a self-financing tertiary institution in Hong Kong – aims to evaluate the effect of CBL on approaches to learning among nursing students. First-year students in the nursing programme who attended a nursing course using CBL were recruited for the intervention group and senior year-one students were included in the control group. Their approach to learning was measured by the Revised Two-Factor Study Process Questionnaire administered at the beginning and at the end of the semester. Analysis of Covariance (ANCOVA) was used to compare the mean difference in scores of deep and surface approaches between the groups. A total of 209 participants were recruited, with 130 in the intervention group and 79 in the control group. The response rates were 65.3% (130/199) and 78.2% (79/101) for the intervention and control groups, respectively. In the intervention group, the mean post-test deep approach score was significantly higher than the pre-test score (F = 5.2, p = 0.023), even though it had only a small effect. There was no statistically significant difference in baseline post-test mean surface scores (F = 2.4, p = 0.125). The results of this study indicate that CBL may facilitate deep learning in nursing students.