Health professions education最新文献

{"title":"The Characteristics of the Clinical Competence of Novice Physical Therapists and Occupational Therapists at the Time of Hiring in a Single Institution in Japan","authors":"Ikuo Motoya ,&nbsp;Kazuya Takeda ,&nbsp;Soichiro Koyama ,&nbsp;Ryo Kojima ,&nbsp;Yuichi Hirakawa ,&nbsp;Hiroaki Sakurai ,&nbsp;Yoshikiyo Kanada ,&nbsp;Nobutoshi Kawamura ,&nbsp;Shigeo Tanabe","doi":"10.1016/j.hpe.2020.04.005","DOIUrl":"10.1016/j.hpe.2020.04.005","url":null,"abstract":"<div><h3><em>Purpose</em></h3><p>To identify the characteristics of the clinical competence of novice therapists at the time of hiring using the Objective Structured Clinical Examination (OSCE).</p></div><div><h3><em>Method</em></h3><p>Twelve physical therapists and four occupational therapists participated in this study. The OSCE test comprised of attitudinal and technical items was administered at the time of hiring (10 days after the time of hiring). This research adopted three items which are widely used in clinical settings as a range-of-motion test, a muscle-strength test using a hand-held dynamometer, and Stroke Impairment Assessment Set. Each subject’s attitudinal and technical total scores were calculated. To compare the percentages of attitudinal and technical scores to the perfect score, Wilcoxon signed-rank test was used. In addition, a chi-square test and residual analysis were used to determine the bias of the technical subitem score distribution in each test.</p></div><div><h3><em>Results</em></h3><p>In each test, the percentages of attitudinal total scores to the perfect score were higher than those of technical total scores. For the technical subitems in each test, the participants scored higher on simple tasks than on multiple tasks.</p></div><div><h3><em>Conclusion</em></h3><p>This study suggests that postgraduate education focusing on technical items, especially multiple tasks, is necessary, because attitudinal items have been sufficiently acquired.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 538-551"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.04.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44796179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Using Native versus Nonnative Language on the Participation Level of Medical Students during PBL Tutorials","authors":"Maha A. Al Turki ,&nbsp;Mohamud S. Mohamud ,&nbsp;Emad Masuadi ,&nbsp;Mohammed A. Altowejri ,&nbsp;Abdullah Farraj ,&nbsp;Henk G. Schmidt","doi":"10.1016/j.hpe.2020.11.001","DOIUrl":"10.1016/j.hpe.2020.11.001","url":null,"abstract":"<div><h3>Purpose</h3><p>Language competency has been perceived to be a significant barrier to both learning and interaction in university. However, most studies in this field confine themselves to perceptions of students. This study focused on actual behaviors in small group discussions. It explored whether linguistic differences affect the level of participation between students who conduct discussions in their native Arabic language and those who participate in a second language, being English.</p></div><div><h3>Method</h3><p>An experimental study conducted at a Saudi medical school. First-year medical students were assigned randomly to attend two small-group discussions either in Arabic or in English. All sessions were video-recorded for data transcription and analysis. The students' utterances were broken down into propositions and subsequently categorized as either explanatory or descriptive. The number of propositions for each student was counted for each group. Analysis of variance was conducted to test for differences. To examine students’ perception toward conducting small-group discussions either in English or Arabic, students were invited to anonymously fill a questionnaire distributed at the end of the sessions.</p></div><div><h3>Results</h3><p>Students who were assigned to sessions conducted in their native language produced significant more descriptive (<em>p</em> &lt; 0.005) and explanatory propositions (<em>p</em> &lt; 0.008). Discussions conducted in their native language were almost 60% more extensive than those conducted in English. Although not significant, students reported that conducting the PBL tutorial session in the Arabic language made them more motivated and gave them more confidence in expressing their thoughts. However, when PBL is conducted in English, students indicated that their understanding of basic sciences is better (<em>p</em> &lt; 0.001). In addition, they assume that they acquire a deeper knowledge.</p></div><div><h3>Conclusion</h3><p>Students’ who use their native language in small-group discussions contribute more than those discuss matters using a foreign language. However, more students perceived that using the English language helps them better in understanding basic sciences and ensuring deeper knowledge.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 447-453"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.11.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44925586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proposed Criteria for Assessment of Student Learning when Introducing New Manual Skills into the Entry-Level Physical Therapist Education Program","authors":"Tiffany Enache ,&nbsp;Yuri Yoshida ,&nbsp;Vicky Saliba Johnson","doi":"10.1016/j.hpe.2020.07.002","DOIUrl":"10.1016/j.hpe.2020.07.002","url":null,"abstract":"<div><h3>Purpose</h3><p>Physical therapy educators are responsible for ensuring that learners demonstrate sufficient skill acquisition for safe and effective clinical practice, which includes the learners’ ability to execute manual skills in a reliable and accurate manner. This study is the first attempt to assist physical therapy educators in assessing the feasibility of including new manual skills in the educational curriculum by using criteria for assessment of student learning. An example using these criteria is illustrated by a pilot experiment using the Vertical Compression Test (VCT) and Saliba Postural Classification System (SPCS), which are currently taught predominantly at the post-graduate level.</p></div><div><h3>Method</h3><p>Physical therapy students (SPT) were trained in the VCT and SPCS during the first year of the educational curriculum. Six SPTs and two experienced clinicians (PT) participated in the experiment. An SPT and a PT applied the VCT to subjects in their normal resting posture (PPre) and in a corrected posture (PCor). Data collection measured quantity of force, duration of application, subjects' sway, SPT/PT interpretation of test results, and students’ confidence in order to determine feasibility of inclusion.</p></div><div><h3>Results</h3><p>There were no differences in quantified manual compression forces with a significant correlation between SPT and PT. Movements of the center of pressure indicated test subjects stood steadier during VCT performed by PT compared to SPT, but not to a clinically significant degree. Interpretation of VCT and SPCS test results was excluded as a focus of this study due to curricular limitations that influenced the study design. Student feedback indicated satisfaction with the learning experience.</p></div><div><h3>Discussion</h3><p>The use of the proposed criteria for assessment of student learning confirmed feasibility of inclusion of the VCT in the entry-level physical therapy education curriculum. First-year DPT students demonstrated ability to perform the VCT with appropriate technique after minimal training.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 581-593"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.07.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44560336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can We Teach Reflective Reasoning in General-Practice Training Through Example-Based Learning and Learning by Doing?","authors":"Josepha Kuhn ,&nbsp;Pieter van den Berg ,&nbsp;Silvia Mamede ,&nbsp;Laura Zwaan ,&nbsp;Agnes Diemers ,&nbsp;Patrick Bindels ,&nbsp;Tamara van Gog","doi":"10.1016/j.hpe.2020.07.004","DOIUrl":"10.1016/j.hpe.2020.07.004","url":null,"abstract":"<div><h3><em>Purpose</em></h3><p>Flaws in physicians’ reasoning frequently result in diagnostic errors. The method of <em>deliberate reflection</em> was developed to stimulate physicians to deliberately reflect upon cases, which has shown to improve diagnostic performance in complex cases. In the current randomised controlled trial, we investigated whether deliberate reflection can be taught to general-practice residents. Additionally, we investigated whether engaging in deliberate reflection or studying deliberate-reflection models would be more effective.</p></div><div><h3><em>Methods</em></h3><p>The study consisted of one learning session and two test sessions. Forty-four general-practice residents were randomly assigned to one of three study conditions in the learning session: (1) control without reflecting (<em>n =</em> 14); (2) engaging in deliberate reflection (<em>n =</em> 11); or (3) studying deliberate-reflection models (<em>n =</em> 19). To assess learning, they diagnosed new cases in both a same-day test and a delayed test one week later. In the delayed test, participants were additionally asked to elaborate on their decisions. We analysed diagnostic accuracy and whether their reasoning contained key elements of deliberate reflection.</p></div><div><h3><em>Results</em></h3><p>We found no significant differences between the study conditions in diagnostic accuracy on the same-day test, <em>p</em> = .649, or on diagnostic accuracy, <em>p</em> = .747, and reflective reasoning, <em>p</em> = .647, on the delayed test.</p></div><div><h3><em>Discussion</em></h3><p>Against expectations, deliberate reflection did not increase future reflective reasoning. Future studies are needed to investigate whether residents either did not sufficiently learn the procedure, did not adopt it when diagnosing cases without instructions to reflect, or whether the reflective-reasoning process as itself cannot be taught.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 506-515"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.07.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43605538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Jerseys to Scrubs: Is Sport Background Associated with Medical Students’ Tolerance of Ambiguity and Uncertainty?","authors":"Kalee Lodewyk,&nbsp;Delane Linkiewich,&nbsp;Ann Lee,&nbsp;Oksana Babenko","doi":"10.1016/j.hpe.2020.07.005","DOIUrl":"10.1016/j.hpe.2020.07.005","url":null,"abstract":"<div><h3>Purpose</h3><p>Involvement in sport is common among prospective medical students and may serve as a foundation for the psychological wellbeing of future physicians. This study examined the relationship between medical students’ sport background and their tolerance of ambiguity and uncertainty, an established factor in physician wellbeing and a key component in quality patient care.</p></div><div><h3>Method</h3><p>Sixty-one 3rd year medical students (50% females) at a large Canadian university responded to a web-based survey (62% response rate). The survey included the 29-item TAMSAD (Tolerance of Ambiguity in Medical Students and Doctors) scale and sport background measures (sport type and level of involvement). Analysis of variance and correlational analysis were performed.</p></div><div><h3>Results</h3><p>Analysis of variance indicated a significant mean difference in students’ TAMSAD scores based on sport type. Individual sport participants reported on average higher tolerance of ambiguity and uncertainty than team sport participants. However, in team sport participants, their tolerance of ambiguity and uncertainty tended to increase with an increase in sport involvement (from recreational to competitive).</p></div><div><h3>Discussion</h3><p>The gained insights are valuable as involvement in dedicated, extracurricular activities such as sport has not been studied in relation to ambiguity and uncertainty tolerance in medical students. The findings have implications for medical education and professional practice. Medical students and physicians could draw on the attributes and skills developed in sport when responding to ambiguity and uncertainty in clinical settings. Those without a sport background could learn and apply some of the strategies athletes use to tackle setbacks and uncertainty in high-stakes situations. Medical school admissions, curriculum designers, and educators could use the knowledge in developing interview questions, designing educational innovations, and selecting instructional strategies for teaching clinical reasoning and decision making. Future research should include qualitative studies to provide in-depth explanations for the relationships observed in this study.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 501-505"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.07.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Lecturing: An Introduction to Gadamer's Dialogical Hermeneutics With Insights Into Health Professions Education","authors":"Richard B. Hovey ,&nbsp;Charo Rodríguez ,&nbsp;Steven Jordan","doi":"10.1016/j.hpe.2020.08.004","DOIUrl":"10.1016/j.hpe.2020.08.004","url":null,"abstract":"<div><h3>Purpose</h3><p>This text has emerged from frequent in-depth conversations about theory and practice in teaching and learning among colleagues in Faculties of Dentistry, Medicine, and Education. Our intention is to expand those face-to-face conversations beyond the walls of our university.</p></div><div><h3>Method</h3><p>More specifically, through a conversational hermeneutic approach we endeavor to provide an introduction through accessible teaching approaches and effective learning that might enhance health education and promote student's and educator's experiences.</p></div><div><h3>Results</h3><p>Among topics of our interest, lecturing, which still is pervasive in higher education, has constituted a matter of much debate in the group. Our conversations have not only covered the pros and cons of lecture approaches, and other alternative or complementary teaching strategies, but also, and importantly, theoretical and philosophical perspectives in education.</p></div><div><h3>Discussion/conclusion</h3><p>In this article we invite the readers to join us in, we hope, a fruitful conversation about lecturing and Gadamer's dialogical hermeneutics as a means to encourage meaningful conversations within the classroom.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 465-471"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.08.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44578865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-perceived Versus Supervisor-rated Technical Competence in Plain Film X-ray Evaluation by Newly Graduated radiographers: Implications for Curriculum Development and Practice in Zambia","authors":"James M. Sichone ,&nbsp;Michael Chigunta ,&nbsp;Aubrey Kalungia ,&nbsp;Phanny Nankonde ,&nbsp;Patrick Kaonga ,&nbsp;Gershom Chongwe ,&nbsp;Sekelani Banda","doi":"10.1016/j.hpe.2020.04.007","DOIUrl":"10.1016/j.hpe.2020.04.007","url":null,"abstract":"<div><h3>Purpose</h3><p>The purpose of the study was to determine and compare the self-perceived versus supervisor-rated technical competence in plain film X-ray image evaluation using seven standard parameters among newly recruited radiographers working in tertiary teaching hospitals in Zambia. This was done to evaluate the value of measuring technical competence as a feedback to curriculum development and review.</p></div><div><h3>Methods</h3><p>A parallel convergent mixed-methods study was conducted. Two focus groups with a total of 17 radiography supervisors purposefully selected from teaching hospitals and training institutions across Zambia were held to solicit their views on technical image evaluation capability of the newly graduated radiographers. A descriptive cross-sectional survey involving 31 newly recruited radiographers from five Zambian teaching hospitals was conducted to assess self-perceived competence in plain film x-ray evaluation. We used thematic analysis to analyse qualitative data, whilst analysis for quantitative data, STATA version 13 and Graph pad prism 5 was used.</p></div><div><h3>Results</h3><p>Among the 17 radiography supervisors, 11 rated the technical competence of entry-level radiography graduates as low. Reasons advanced included insufficient clinical training, uncoordinated clinical training, lack of focus on core radiography training, and lack of attention and commitment to work. In the cross-sectional study, the mean score for self-evaluated competence was 76%. The frequency of performing chest X-rays predicted self-rated competence score (p&lt;0.001).</p></div><div><h3>Conclusions</h3><p>There was variation between self-perceived and supervisor-rating of technical competence of entry-level radiography graduates in Zambia. A need exists to perform an actual workplace-based assessment to establish actual competence of the new graduates to inform curriculum development and review in Zambia.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 3","pages":"Pages 386-393"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.04.007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45217854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multimedia in Education: What do the Students Think?","authors":"Tamara Vagg ,&nbsp;Joy Y. Balta ,&nbsp;Aaron Bolger ,&nbsp;Mutahira Lone","doi":"10.1016/j.hpe.2020.04.011","DOIUrl":"10.1016/j.hpe.2020.04.011","url":null,"abstract":"<div><h3>Purpose</h3><p>Multimedia is considered a cost effective and practical learning medium. This study aimed to investigate the attitudes of medical and allied healthcare students towards the use of various multimedia learning aids and explored students’ attitudes towards these learning aids.</p></div><div><h3>Method</h3><p>An online questionnaire was used to collect data. Students were invited to partake in the study via email and data was collected over a six-month period.</p></div><div><h3>Results</h3><p>A total of 153 students responded to the survey. The data shows that students have had a positive experience using devices like smartphones (88.88%, n = 136) and laptops (89.19%, n = 132). Students are confident searching for multimedia resources (76.31%, n = 116), and have some familiarity or exposure to multimedia as part of their learning experience. Students preferred traditional teaching methods to learning with multimedia (58.59%, n = 75), but regarded multimedia as an effective and efficient tool for practical learning (73.02%, n = 111). The participants reported using e-learning tools and 2D animations more frequently than other multimedia tools and reported being least familiar with Augmented Reality and 3D websites. Finally, students expressed an interest in the development of 3D animations (66.66%, n = 80), interactive 3D teaching tools (65.45%, n = 72), and simulators (64.07%, n = 66) to complement their future studies.</p></div><div><h3>Conclusion</h3><p>The results of the study show that participants acknowledged the important role of multimedia as a practical learning tool that can greatly complement and enhance the traditional teaching methods but cannot replace them. Medical and healthcare students expressed a particular interest in the development of interactive tools including simulators to supplement their studies and enhance the learning process.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 3","pages":"Pages 325-333"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.04.011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45635346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Knowledge of Vector Concepts of First Year Medical Students","authors":"Hisham N. Bani-Salameh ,&nbsp;Kolthoom A. Alkofahi ,&nbsp;Hasan M. Al-Khateeb ,&nbsp;Sami H. Alharbi","doi":"10.1016/j.hpe.2020.05.001","DOIUrl":"10.1016/j.hpe.2020.05.001","url":null,"abstract":"<div><h3>Purpose</h3><p>We report in this article the results of a study conducted on our first year medical students. This study is supposed to serve as an initial general survey of students' knowledge of vector concepts. Our goal here is to get initial insights on students’ misconceptions when about vectors. The results from this study should help plan our next stage of this particular research project.</p></div><div><h3>Method</h3><p>Our test tool was the test of understanding vectors “TUV” first developed by Pablo Barniol and Genaro Zavala in 2014.¹ The test was given to a total of 240 students at the beginning of the semester before they were exposed to any vector related instruction (pre-test).</p></div><div><h3>Results</h3><p>We found weak overall performance of our students represented in very low scores in the test (average score 26%). We were also able to determine the major misconceptions held by students by examining their wrong answers for each question. Some of the misconceptions found were: using tip-to-tip method rather than tail-to-tip to add or subtract vectors, the component of a vector (x or y) has a magnitude equal to the vector magnitude, and multiplying a vector with a negative sign doesn't change its direction. Full list of vectors misconceptions is reported in the discussion.</p></div><div><h3>Discussion</h3><p>Results reveal some serious problems in vector concepts understanding that require some attention and careful future planning. Based on the results, we recommended adding a special section on vector concepts to be given to students right at the start of the semester to prepare them better for the course.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 3","pages":"Pages 428-433"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.05.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46106595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Graduate Nurses’ Readiness to Practise: A Narrative Literature Review","authors":"Mohamad AlMekkawi,&nbsp;Rouwida El Khalil","doi":"10.1016/j.hpe.2020.05.008","DOIUrl":"10.1016/j.hpe.2020.05.008","url":null,"abstract":"<div><h3>Purpose</h3><p>To analyze, summarize and deliver a comprehensive understanding of the current knowledge of new graduate nurses’ readiness to practise upon entrance to the workplace.</p></div><div><h3>Method</h3><p>A narrative review conducted to pull together the current knowledge on new graduate nurses’ readiness to practise. The review considered both empirical quantitative and qualitative studies published from 2000 to 2019, which addressed and focused explicitly on undergraduate nursing students and new graduates' readiness or preparedness to practise.</p></div><div><h3>Results</h3><p>Problem-based and reflective learning enhanced students' learning independence and developed their critical thinking and problem-solving skills. Also, effective students' supervision, enough support during clinical experiences, and building a strong collaborative relationship between nursing programs and clinical areas improved students’ learning, academic achievement, and smooth translation of theory to practice.</p></div><div><h3>Conclusion</h3><p>Clinical experiences were the mainstay of nursing preparation as they provided nursing students with the required learning opportunities to practise nursing skills and consolidate the knowledge in real-life settings.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 3","pages":"Pages 304-316"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.05.008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44587549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}