Nurse Education in Practice最新文献

{"title":"Nurses' experiences and teaching suggestions regarding electronic patient record systems: Qualitative method study","authors":"Ergun Kaplan,&nbsp;Fatos Korkmaz","doi":"10.1016/j.nepr.2024.104197","DOIUrl":"10.1016/j.nepr.2024.104197","url":null,"abstract":"<div><h3>Aim</h3><div>The study was conducted to determine nurses' experiences with electronic patient record systems and their suggestions for incorporating them into undergraduate nursing education.</div></div><div><h3>Background</h3><div>The integration of computers into healthcare represents one of the most significant developments of the 21st century. Understanding nursing professionals' experiences with electronic patient record systems and the innovations they seek in teaching can provide effective methods for training future users.</div></div><div><h3>Design</h3><div>Qualitative, cross-sectional, interpretive phenomenological design.</div></div><div><h3>Methods</h3><div>The study was conducted with 12 nurses. Data were collected through face-to-face interviews using semi-structured interview questions and analysed using content analysis<strong>.</strong></div></div><div><h3>Results</h3><div>Nurses' experiences were categorised into two main themes: using and teaching the Electronic Patient Record System. Participants reported difficulties related to inadequate physical infrastructure and software issues in the clinical setting. On the other hand, nurses acknowledged that electronic patient record systems enabled them to collect accurate, complete and traceable data, improved the quality of care and saved time for care. It was identified that nurses required training on these systems during their undergraduate education, especially learning from their colleagues. Participants suggested that teaching should involve the development of demo software.</div></div><div><h3>Conclusions</h3><div>Using electronic recording systems in hospitals enhances care management and facilitates documentation. Nurses recommend that students and practising nurses receive theoretical and practical training to adapt effectively to hospital systems. The development of demo software was proposed as a valuable educational tool.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104197"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630998","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}

{"title":"The effect of the use of artificial intelligence in the preparation of patient education materials by nursing students on the understandability, actionability and quality of the material: A randomized controlled trial","authors":"Gamze Saatçi ,&nbsp;Sevda Korkut ,&nbsp;Ayla Ünsal","doi":"10.1016/j.nepr.2024.104186","DOIUrl":"10.1016/j.nepr.2024.104186","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to examine the effect of nursing students' use of artificial intelligence (AI) tools while preparing patient education materials on the understandability, actionability and quality of the material in terms of content.</div></div><div><h3>Background</h3><div>AI can significantly improve nursing students' learning experiences, helping them to be better prepared for the challenges of a rapidly changing healthcare environment. By ensuring that materials are prepared in accordance with students' individual learning styles, preferences and needs, AI can both improve the effectiveness of educational materials and contribute to better learning outcomes.</div></div><div><h3>Design</h3><div>This study was conducted as a randomized controlled experimental study.</div></div><div><h3>Methods</h3><div>The study completed with 180 nursing students (control group = 89; intervention group = 91). The students in the control group used auxiliary tools such as books, journals and websites while preparing patient education materials. The students in the intervention group used AI tools in addition to tools such as books, journals and websites. Patient Education Materials Assessment Tool (PEMAT) and Global Quality Scale were used to evaluate the educational materials.</div></div><div><h3>Results</h3><div>There are significant differences in students' PEMAT scores between the intervention and control groups in terms of both understandability, actionability and quality (p&lt;0.001).</div></div><div><h3>Conclusions</h3><div>Nursing students' use of AI tools in preparing patient education materials has increased the understandability, actionability and quality of educational materials. The results show that the integration of AI into educational material preparation processes plays an important role in improving the effectiveness of educational contents.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104186"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631071","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}

{"title":"Assessing nursing students’ e−health literacy and foresights to global health challenges during COVID−19 restrictions: A cross-sectional study with a machine learning approach","authors":"Cisem KUPCU ,&nbsp;Gonul BODUR ,&nbsp;Aycan KUCUKKAYA ,&nbsp;Polat GOKTAS","doi":"10.1016/j.nepr.2024.104179","DOIUrl":"10.1016/j.nepr.2024.104179","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to assess the e-health literacy and foresights to global health challenges of nursing students during the COVID19 restrictions.</div></div><div><h3>Background</h3><div>As the healthcare environment becomes more digitalized, understanding how nursing students perceive and prepare for global health challenges during the COVID19 restrictions and e-health literacy is crucial for customizing educational strategies to enhance their capabilities.</div></div><div><h3>Design</h3><div>A descriptive and correlational study design was employed.</div></div><div><h3>Methods</h3><div>The study included 310 nursing students from six universities in Istanbul, Turkey, encompassing both state and foundation institutions. Data were collected via online surveys, including an Information Form, a Foresight Form for Global Health Challenges and an E<span><math><mo>−</mo></math></span>Health Literacy Scale. The study extended beyond conventional statistical analysis by incorporating a tree-based ML model, specifically a Random Forest classifier, to identify complex patterns and relationships affecting e<span><math><mo>−</mo></math></span>health literacy and global health perceptions.</div></div><div><h3>Results</h3><div>The analysis indicated that e<span><math><mo>−</mo></math></span>health literacy levels among nursing students are significantly shaped by their academic year, participation in global health courses and engagement with international health organizations. ML techniques pinpointed the ability to discern high<span><math><mo>−</mo></math></span>quality online health resources as a pivotal skill, emphasizing the need for nursing curricula to focus on advanced critical evaluation skills.</div></div><div><h3>Conclusions</h3><div>The findings stress the necessity of integrating critical evaluation and information<span><math><mo>−</mo></math></span>seeking skills into nursing education to equip students for the complexities of a globalized health landscape.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104179"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630961","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}

{"title":"Promoting patient safety among nursing students: A mixed-method study on collaborative cross-cultural learning","authors":"Chiew-Jiat Rosalind SIAH ,&nbsp;Juhang Kim ,&nbsp;Ji Hun KWAK ,&nbsp;Siew Lin Serena Koh","doi":"10.1016/j.nepr.2024.104201","DOIUrl":"10.1016/j.nepr.2024.104201","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine the feasibility of collaborative cross-cultural learning among university nursing students in Singapore and nursing students from Korea in developing insights on patient safety and understanding students' perspectives.</div></div><div><h3>Background</h3><div>Patient safety is an important part of nursing management to deliver quality care to patients. However, studies suggested that nursing students were not adhering to guidelines.</div><div>Designs: This pilot study used a mixed-method embedded design. Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines were employed to provide a deeper understanding of the nursing perceptions and behaviours towards collaborative learning.</div></div><div><h3>Methods</h3><div>The study took place between August 2023 and December 2023. 12 Singaporean students participated in the online collaborative learning session with 16 Korean students. Only nursing students from Singapore were invited and completed an online pre- and post-intervention survey covering attitude and perceived knowledge on patient safety followed by the interviews.</div></div><div><h3>Results</h3><div>Participants reported an improvement in their perspectives towards medical errors and patient safety after the session. Four themes and 11 sub-themes were reported 1) intercultural communication, 2) curriculum design, 3) personal attributes and experiences and 4) the impact of online platforms, to understand their perspectives of cross-cultural learning on their attitudes and perspectives.</div></div><div><h3>Conclusion</h3><div>Cultural collaborative learning, when aligned with connectivism, had shown its feasibility in developing insights on patient safety and understanding students' perspectives to strengthen their personal beliefs and promote patient safety in their clinical area. The challenges faced when conducting collaborative cross-cultural learning via online platforms were also explored in this study and addressed to ensure equitable participation by everyone.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104201"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631068","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}

{"title":"Development of entrustable professional activities for novice nurses: A modified Delphi study","authors":"Zhang Meng ,&nbsp;Cheng Haidan ,&nbsp;Tian Junye ,&nbsp;Lu Qian ,&nbsp;Qi Xin ,&nbsp;Wang Cheng","doi":"10.1016/j.nepr.2024.104181","DOIUrl":"10.1016/j.nepr.2024.104181","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to develop a tailored EPA framework for novice nurses to support their integration and performance in hospital settings.</div></div><div><h3>Background</h3><div>Novice nurses often struggle with the transition from education to practice due to the gap between theoretical knowledge and practical skills. EPAs help bridge this gap by defining and assessing key competencies, but a framework specific to novice nurses is needed to address their unique challenges.</div></div><div><h3>Design</h3><div>A modified Delphi method was used.</div></div><div><h3>Methods</h3><div>Conducted from October 2023 to March 2024, the study followed a four-stage process: team formation, identification, revision and evaluation of EPAs. Initial EPAs were identified through literature reviews, clinical guidelines and focus groups, then refined using the EQual rubric. Two Delphi rounds were conducted for validation. Experts rated the importance of EPAs in the first round, followed by online discussions, with the second round focusing on dimensions including Focus, Observable, Realistic, Generalizable and Multiple competencies.</div></div><div><h3>Results</h3><div>The final framework included 12 EPAs: 1) Manage Admission and Discharge, 2) Provide Basic Care, 3) Collect Specimens, 4) Administer Medications, 5) Perform Non- Medication Therapies, 6) Monitor Conditions, 7) Respond to Emergencies, 8) Educate Patients, 9) Prevent Adverse Events, 10) Conduct Handovers, 11) Document Care and 12) Operate Equipment.</div></div><div><h3>Conclusion</h3><div>This EPA framework integrates theory and practice to improve training and assessment. Future research should focus on its implementation and refinement in diverse clinical settings to ensure broader applicability.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104181"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561411","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}

{"title":"Essentials of genomics in nursing undergraduate education: A discussion paper","authors":"Sarah L. Dewell ,&nbsp;Kathleen A. Muglia ,&nbsp;Letitia Y. Graves ,&nbsp;Rachel Joseph ,&nbsp;Kara L. Mangold ,&nbsp;Laura Grayson Roselli ,&nbsp;Anne L. Ersig ,&nbsp;Trina K. Walker","doi":"10.1016/j.nepr.2024.104175","DOIUrl":"10.1016/j.nepr.2024.104175","url":null,"abstract":"<div><h3>Aim</h3><div>To map the 2021 American Association of Colleges of Nursing Essentials to the American Nurses Association Essentials of Genomic Nursing for all nurses and provide resources for nursing faculty to support the seamless integration of genomics into existing undergraduate curricula.</div></div><div><h3>Background</h3><div>Since the completion of the Human Genome Project in 2003, rapid advancements in genomic science leading to practical applications of genomics have revolutionized all areas of healthcare. Nursing is built on foundational life sciences, including genomics. As the largest segment of the healthcare workforce, who spend the most time with patients and families, nurses play a critical role in healthcare teams integrating genomic knowledge into patient care to improve health and well-being. Consequently, nurses must be equipped with foundational genomic knowledge and skills during their undergraduate education. However, there is wide variability in whether and how nursing programs have incorporated genomics into their curricula. Additionally, nursing faculty may have limited knowledge of foundational genomic concepts and lack confidence in teaching genomics.</div></div><div><h3>Design</h3><div>Discussion paper</div></div><div><h3>Methods</h3><div>We aligned domains from the American Association of Colleges of Nursing Essentials and American Nurses Association Essentials of Genomic Nursing.</div></div><div><h3>Results</h3><div>A map illustrating alignment in multiple areas, which provide examples of ways to integrate genomics into existing nursing curricula.</div></div><div><h3>Conclusion</h3><div>Although based on domains developed in the United States, the map, curricular resources, example learning outcomes, and clinical vignettes can be used by nursing faculty globally to prepare future nurses who are competent in providing genomics-informed nursing care on entry-to-practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104175"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553096","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}

{"title":"Comparison of the effects of medication error encouragement training and problem-based scenario on the medication safety competence and knowledge of nursing students: A quasi-experimental study","authors":"Amir Shahzeydi ,&nbsp;Sedigheh Farzi ,&nbsp;Meysam Rezazadeh ,&nbsp;Mohammad Javad Tarrahi ,&nbsp;Saba Farzi ,&nbsp;Seyyed Abbas Hosseini","doi":"10.1016/j.nepr.2024.104171","DOIUrl":"10.1016/j.nepr.2024.104171","url":null,"abstract":"<div><h3>Background</h3><div>Medication errors among nursing students pose a threat to medication safety. Medication Error Encouragement Training and Problem Based Scenario are two innovative educational methods used in medication education.</div></div><div><h3>Aim</h3><div>Compare the effects of Medication Error Encouragement Training and Problem Based Scenario on the knowledge and competency of medication safety among nursing students.</div></div><div><h3>Design</h3><div>Quasi -experimental, double-blind, two-group pretest-posttest study.</div></div><div><h3>Method</h3><div>This study was conducted in 2023. Participants were randomly assigned to two groups: one group received the Medication Error Encouragement Training method, while the other group was taught using the Problem-Based Scenario method. Data collection was performed using the Medication Safety Critical Element Checklist and Medication Safety Knowledge Assessment before and four weeks after the intervention. Data analysis was conducted using SPSS version 16.</div></div><div><h3>Results</h3><div>The Pair t-test demonstrated that the change in competency and knowledge scores of medication safety before and after the intervention was significant in both groups (P&lt; 0.05). The results of the Mancova test indicated a significant increase in medication safety competency scores in the Medication Error Encouragement Training group compared with the Problem Based Scenario group after the intervention (P&lt; 0.05), while there was no significant difference in medication safety knowledge scores between the two groups after the intervention (P&gt; 0.05).</div></div><div><h3>Conclusion</h3><div>The Medication Error Encouragement and Problem Based Scenario methods were effective in increasing the knowledge and competency of medication safety among students, but the effectiveness of the Medication Error Encouragement method was more pronounced in achieving safe medication administration.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104171"},"PeriodicalIF":3.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534400","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}

{"title":"The effect of web based and traditional self breast examination education on nursing students’ knowledge, skills and self-directed learning skills: A randomised controlled study","authors":"Olga İncesu ,&nbsp;Öykü Kara ,&nbsp;Emine Şenyuva","doi":"10.1016/j.nepr.2024.104167","DOIUrl":"10.1016/j.nepr.2024.104167","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study is to examine the effect of web based self-breast examination education on nursing students’ knowledge, skills, and self-directed learning skills in self-breast examination.</div></div><div><h3>Background</h3><div>Breast cancer is the most prevalent type of cancer among women, mortality rates are still high today. It is critical to improve the knowledge and skills and raise the self-awareness and health consciousness of individuals and society about self-breast examination, which is important in the early diagnosis of breast cancer, in order to lower mortality rates. Accordingly, one of the basic nursing skills aimed to be acquired by nursing students future nursing professionals is a self-breast examination.</div></div><div><h3>Design</h3><div>This study was conducted with a randomised, controlled, and experimental trial.</div></div><div><h3>Methods</h3><div>A total of 90 students were included in the study: the intervention group (n=43) and the control group (n=47). Intervention group students participated in web-based SBE Education.Control group students participated in SBE Education based on a traditional learning model.A Student Information Form, the Self-Breast Examination Knowledge Test, the Self-Breast Examination Skill Rubric, and the Self-Directed Learning Skills Scale were used in the study. Descriptive statistics, Mann-Whitney U test, and Wilcoxon test were run to analyse the data.</div></div><div><h3>Results</h3><div>It was observed that the control group had a higher score in self-breast examination knowledge than the intervention group during the intervention period and the follow-up period after 15 days. No difference was noticed between the groups after the intervention for self-breast examination skill score, but the intervention group had a higher score than the control group for self-breast examination skill during the follow-up period after 15 days. No significant difference was noted between the groups for self-directed learning scores. This result validated hypothesis H₄. This result refuted hypothesis H₁, H_2, H₃, H₅.</div></div><div><h3>Conclusions</h3><div>Web based education on self-breast examination improves students’ breast self-examination skills and self-directed learning skills, but not their knowledge level of self-breast examination.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104167"},"PeriodicalIF":3.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523415","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}

{"title":"Teaching health disparities on the road: An experiential educational intervention for doctor of nursing practice students","authors":"Roxanne K. Vandermause ,&nbsp;Anne F. Fish ,&nbsp;Annah Bender ,&nbsp;Laura Kuensting ,&nbsp;Natalie L. Murphy ,&nbsp;Roberta P. Lavin","doi":"10.1016/j.nepr.2024.104168","DOIUrl":"10.1016/j.nepr.2024.104168","url":null,"abstract":"<div><h3>Aim</h3><div>This analysis was conducted to understand the nuanced and underlying benefits and challenges of an experiential educational intervention for DNP students learning how neighborhoods and health disparities may be related.</div></div><div><h3>Background</h3><div>Poor social and environmental conditions in many low-income urban neighborhoods are linked to deleterious health outcomes. Many of the structural and political influences are unknown to health providers, which can inhibit their understanding of the social effects on health. One aspect of a new DNP social determinants of health curriculum is a guided community bus tour in economically disadvantaged neighborhoods to enhance understanding of health disparities.</div></div><div><h3>Design</h3><div>A concurrent mixed methods design, including comparison surveys and thematic analysis, was used to analyze student responses to the experiential educational intervention.</div></div><div><h3>Method</h3><div>A community-based bus tour implemented in socially disadvantaged neighborhoods in an urban environment was the study focus. New DNP students (n=91) in a midwestern university introductory course agreed to provide feedback following an experiential learning activity. The analysis of responses to the educational intervention was completed using a systematic thematic analysis alongside descriptive statistics and paired t-tests in a convergent mixed methods analytical approach to answer the research aim.</div></div><div><h3>Results</h3><div>Students expressed confidence in naming and addressing health disparities after the bus tour activity. Analysis showed: (a) A visual tour can impact new learning, (b) Policy can explain inequity and is new to students, (c) Students do not well articulate racial disparities and (d) Understanding racial history requires attention and conversation.</div></div><div><h3>Conclusion</h3><div>A community bus tour met our expectations for teaching DNP students concepts related to health disparities as it illustrated real-life situations in actual neighborhoods. However, there were unusual student responses that prompted us to reflect on the activity and consider improvements. More emphasis needs to be placed on cultural wealth and on discussion planning for such experiences. Our results lay the groundwork for curriculum development. Setting goals and targets in line with the 2022 CDC’s Core Health Equity Science and Implementation Strategy is essential.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104168"},"PeriodicalIF":3.3,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523414","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}

{"title":"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","authors":"Atefeh Falakdami ,&nbsp;Zahra Taheri-Ezbarami ,&nbsp;Saman Maroufizadeh ,&nbsp;Ali Razaghpoor ,&nbsp;Hamid Khordadi-Astaneh ,&nbsp;Fateme Jafaraghaee","doi":"10.1016/j.nepr.2024.104154","DOIUrl":"10.1016/j.nepr.2024.104154","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill.</div></div><div><h3>Background</h3><div>To advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development.</div></div><div><h3>Design</h3><div>A quasi-experimental study using a pretest-intervention-posttest design with a control group.</div></div><div><h3>Methods</h3><div>This study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p&lt;0.05.</div></div><div><h3>Results</h3><div>Following the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p&lt;0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p&gt;0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p&lt;0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p&gt;0.05).</div></div><div><h3>Conclusion</h3><div>Both teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104154"},"PeriodicalIF":3.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511011","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}