Current Issue : January - March Volume : 2017 Issue Number : 1 Articles : 7 Articles
Background: There is a need to change the focus of nursing education from traditional teacher-centered training\nprograms to student-centered active methods. The integration of the two active learning techniques will improve\nthe effectiveness of training programs. The objective of this study is to compare the effects of the integrated\ntraining (simulation and critical thinking strategies) and simulation-based training on the performance level and\ncritical thinking ability of nursing students.\nMethods: The present quasi-experimental study was performed in 2014 on 40 students who were studying practical\nnursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students\nwere randomly divided into control (n = 20) and experimental (n = 20) groups.\nAfter training students through simulation and integrated education (simulation and critical thinking strategies),\nthe students' critical thinking ability and performance were evaluated via the use of California Critical Thinking\nAbility Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations,\nrespectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be\nbetween 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by\nusing Split Half method (the correlation between odd and even stations), the reliability of the test was approved\nwith correlation coefficient of 0.66. Data were analyzed using t-test and Mannââ?¬â??Whitney test. A significance level\nof 0.05 was considered to be statistically significant.\nResults: The mean scores of the experimental group performance level were higher than the mean score of the\ncontrol group performance level. This difference was statistically significant and students in the experimental group in\nOSCE stations had significantly higher performance than the control group (P <0.001). However, the mean scores\nobtained for the critical thinking did not increase before and after the intervention.\nConclusion: The results showed that, the studentsââ?¬â?¢ performance level was increased by the application of integrated\ntraining (simulation and critical thinking strategies)....
Background: Scientific framework is important in designing curricula and evaluating students in the field of education\nand clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational\nmethods on critical thinking skills.\nMethods: A systematic review approach was applied. Studies published in peer-reviewed journals from January\n2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis\nwas performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions\nInventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical\nthinking in the meta-analysis.\nResults: The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more\neffective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]:\n0.26ââ?¬â??0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also\nhad significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10ââ?¬â??0.48, p = 0.003).\nConclusions: This research showed that new teaching and learning methods designed to improve critical thinking\nwere generally effective at enhancing critical thinking dispositions...
This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing\nan educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through\nwhich the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as\nconceptual framework for the development of education programme in phase 2.\nPhase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches\nand a philosophical framework were employed during the development of the programme. An expert opinion on the programme\nwas obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase\n3 covered the implementation of the educational programme and Phase 4 the evaluation.\nThe process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical\napproaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated\ninto the development of an educational programme and strategies to overcome obstacles during the implementation of an educational\nprogramme....
Background: Although previous quantitative studies provide important information on the factors which influence\nthe choice of nursing as a career, qualitative analysis makes it possible to study the subject more thoroughly. The\npurpose of this study was to conduct an in-depth analysis of the reasons why Polish students choose nursing as a\nprofession and their later perception of the job based on experiences acquired during the nursing course.\nMethods: A qualitative descriptive study was designed. We organized 8 focus group discussions with third-year\nnursing students. A total of 76 students participated in the study.\nResults: Several reasons why students had chosen the nursing profession were identified: desire to help others, family\ntradition, desire to work abroad, failure to get into another course, pure chance, and low admission requirements (relative\nto medical studies). The participants� views of the nursing profession were based on their own personal experiences or\nobservations of nurses at work. Often these observations were superficial, concerning only selected fragments of nursing\nwork. The participants also identified reasons for there being low regard for the nursing profession.\nConclusion: The decision about choosing nursing is mainly determined by practical aspects, e.g., the opportunity\nfor employment. Although young people are aware of the low prestige of the nursing profession in Poland, they\nbelieve it is possible to improve its image and enhance its prestig...
The purpose of this article is to present the conceptualise empirical findings arrived at from the needs assessment (phase 1), which reflected\nthe application of critical thinking skills by the respondents. The ultimate aim was to develop an educational programme to facilitate\ncritical thinking in nursing practice. Conceptualization as the definition of key concepts in a study with a view to integrating oneââ?¬â?¢s\nresearch into conceptual frameworks.\nThe findings revealed six main concepts and their related sub-concepts. These concepts included interpretation, analysis, evaluation,\ninference, explanation and self-regulation. These concepts were inferred from the deduction by the researcher. These concepts were the\nresults of the concept analysis of critical thinking by 46 experts directed by Facione together with the related dispositions. These six main\nconcepts constituted the framework within which the educational programme was developed. The following steps were followed during\nthe conceptualization namely concepts synthesis, clarification of the concepts, interpretation of the concepts, analysis of the concepts,\nevaluation of the concepts, interference/ conclusion, explanation, self ââ?¬â?? regulation and critical approaches....
Background: Teamwork training is an essential component of health professional student education. A valid and\nreliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the\npotential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a selfassessment\nteamwork tool for health professional students for use in the context of emergency response to a mass\ncasualty.\nMethods: The authors modified a previously published teamwork instrument designed for experienced critical care\nteams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire\nwas administered to students immediately following the simulations. These scores were used to explore the\npsychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis.\nResults: 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students.\nExploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items -\nInformation sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.\n823 for Teamwork coordination and communication, and 0.812 for Information sharing and support.\nConclusions: These data provide evidence to support the validity and reliability of the self-assessment teamwork tool\nfor students This self-assessment tool could be of value to health professional students following team training\nactivities to help them identify the attributes of effective teamwork....
Background: mLearning is increasingly presented as an attractive novel educational strategy for medical and\nnursing education. Yet, evidence base for its effectiveness or factors which influence use, success, implementation\nor adoption are not clear. We aim to synthesise findings from qualitative studies to provide insight into the factors\n(barriers and facilitators) influencing adoption, implementation and use of mobile devices for learning in medical\nand nursing education. The review also aims to identify factors or actions which are considered to optimise the\nexperience and satisfaction of educators and learners in using mobile technologies for medical and nursing education\nand to identify strategies for improving mLearning interventions for medical and nursing education.\nMethods: A systematic search will be conducted across a range of databases for studies describing or evaluating the\nexperiences, barriers, facilitators and factors pertaining to the use of mLearning for medical and nursing education. The\nframework synthesis approach will be used to organise and bring different components of the results together. The\nconfidence in the qualitative review findings will be assessed using the CERQual approach.\nDiscussion: This study will contribute to the planning and design of effective mLearning and the development of\nmLearning guidelines for medical and nursing education...
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