ABSTRACT
Resumo Objetivo: Este estudo foi conduzido para avaliar a efetividade do estágio prático internacional de enfermagem quanto à autoeficácia, competência cultural e competência global. Foi utilizada a análise fatorial para avaliar a confiabilidade das medidas do estudo. Métodos: Um método de amostragem intencional foi usado para coletar os dados: os participantes eram estudantes de enfermagem (n=66) do segundo semestre do terceiro ano do curso de graduação. Para a análise fatorial, foram agrupados os resultados obtidos dos grupos controle e experimental (n=132) por meio de um questionário. A pesquisa foi realizada antes e após o estágio prático nacional e internacional de enfermagem para os grupos controle e experimental, respectivamente. O teste t foi utilizado para comparar os dois grupos, e Diferença em Diferenças (DD) foi utilizado para determinar a verdadeira alteração entre antes e depois do estágio. A análise do DD também mostrou que o nível de mudança antes e depois de cada estágio de enfermagem foi significativa entre os grupos controle e experimental. Resultados: A análise fatorial demonstrou que o questionário da pesquisa mensurou com confiabilidade os subconceitos. As diferenças na autoeficácia e na competência cultural entre os dois grupos foram estatisticamente significativas antes e depois do tratamento, mas os resultados de DD não foram significativos. Para a competência global, no entanto, tanto o DD quanto a diferença antes e depois do tratamento entre os dois grupos foram estatisticamente significativos. Conclusão: Apesar de algumas limitações do estudo, o desenho inovador gerou resultados que ajudam a preencher uma grande lacuna no conhecimento de enfermagem. Estudos futuros devem incluir um ensaio clínico randomizado para superar as limitações de viés de amostragem e generalização dos resultados do estudo.
Resumen Objetivo: Este estudio fue llevado a cabo para analizar la efectividad de la práctica profesional internacional de enfermería en cuanto a la autoeficacia, competencia cultural y competencia global. Se utilizó el análisis factorial para evaluar la confiabilidad de las medidas del estudio. Métodos: Fue utilizado un método de muestreo intencional para recopilar los datos: los participantes eran estudiantes de enfermería (n=66) del segundo semestre de tercer año de la carrera de grado. Para el análisis factorial, se agruparon los resultados obtenidos de los grupos de control y experimental (n=132) a través de un cuestionario. La investigación fue realizada antes y después de la práctica profesional nacional e internacional de enfermería en grupos de control y experimental, respectivamente. Se utilizó el test-T para comparar los dos grupos y la técnica Diferencia en Diferencias (DD) para determinar la verdadera modificación entre antes y después de la práctica. El análisis de DD también demostró que el nivel de cambio antes y después de cada práctica de enfermería fue significativo entre los grupos de control y experimental. Resultados: El análisis factorial demostró que el cuestionario de la investigación midió los subconceptos con confiabilidad. Las diferencias de autoeficacia y competencia cultural entre los dos grupos fueron estadísticamente significativas antes y después del tratamiento, pero los resultados de DD no fueron significativos. Sin embargo, en la competencia global, tanto la DD como la diferencia antes y después del tratamiento entre los dos grupos fueron estadísticamente significativas. Conclusión: A pesar de algunas limitaciones del estudio, el diseño innovador generó resultados que ayudan a llenar un gran vacío en el conocimiento de enfermería. Estudios futuros deben incluir un ensayo clínico aleatorizado para superar las limitaciones de perspectiva de muestreo y generalización de los resultados del estudio.
Abstract Objective: This study was conducted to examine the effectiveness of international nursing practicum on self-efficacy, cultural competency, and global competency. Methods: A purposive sampling method was used to collect the data: the participants were nursing students (n=66) who had advanced into the 2nd semester of junior level. For the factor analysis, the results of a questionnaire survey were pooled from the control and experimental groups (n=132). The survey was administered before and after the national and international nursing practicum for the control and experimental groups, respectively. The t-test was used to compare the two groups, and Difference in Difference (DID) was used to determine the true change between before and after the practicum. But if you are describing international nursing practicums and domestic nursing practicums, i.e., many different courses in different countries, and here in Korea in different universities. DID analysis also showed that the level of change before and after each nursing practicum differed significantly between the control and experimental groups. Results: Factor analysis confirmed that the survey questionnaire reliably measured the sub-concepts. The differences in self-efficacy and cultural competency between the two groups were statistically significant before and after the treatment, but DID results were not significant. For global competency, however, both DID and the difference before and after treatment between the two groups were statistically significant. Conclusion: Despite a few study limitations, the innovative study design generated findings that help to fill a large gap in nursing knowledge. Future studies should include a randomized clinical trial to overcome the limitations of sampling bias and generalization of study results.
Subject(s)
Humans , Students, Nursing , Training Support , Transcultural Nursing , Education, Nursing , Education, Nursing, Continuing , Cultural Competency , Quality of Health CareABSTRACT
PURPOSE: The purpose of this study was to understand nursing students' experience process of reducing prejudices against people with mental illness. METHODS: Participants were 9 nursing students who showed positive changes in prejudices against people with mental illness. Data were collected from September 2014 to February 2015 through in-depth interviews. Data were analyzed following Colazzi (1978) phenomenological method. RESULTS: Analysis showed that for the students' lived experiences of reducing prejudice, there were 47 constructed meanings as 17 subjects in 6 groups: fear, terrifying, relaxation, pitifulness, realization, and sense of kinship. Fear included harm, unpredictability, and wackiness, while terrifying included handshakes without facial expression and unfocused eyes. For relaxation, the content included doing things together, receiving consideration, and being helpful, while for pitifulness it was feeling pathetic, sorry, and anger instead concern for patient. The content for surprise included tenderness, awareness of reality, self-assertiveness, and excellent ability, and for sense of kinship, the same as me and doing with me. CONCLUSION: Clinical practice instructors or field leaders should provide enough opportunities for students to understand and express their feelings about mental illness. Providing proactive education and programs to reduce prejudices about mental illness before the mental health nursing practicum are also suggested.
Subject(s)
Humans , Anger , Education , Facial Expression , Mental Health , Mentally Ill Persons , Nursing , Prejudice , Relaxation , Students, NursingABSTRACT
<p><b>Objectives</b></p><p> This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP) to clear significance and educational effect of practicum in international nursing. </p><p><b>Methods</b></p><p> We conducted an anonymous, self-administered questionnaire survey for students participating in an INP, including practicum in developing countries, using qualitative and quantitative methodologies.</p><p><b>Results</b></p><p> In total, 67.0% students completed the pre-practicum questionnaire and 28.4% completed the post-practicum questionnaire. Students interested in international nursing before and after were 54.5% and 59.3%, respectively. Those who perceived benefits from attending the INP for their future nursing activities (benefits) were 88.0% and 85.2%, respectively.</p><p> In perceptions regarding international nursing, the following four items were significantly higher: “characteristics and diversity of society and culture affecting health,” “understanding of the Japanese health and nursing system,” “understanding of the world health and nursing system,” and “characteristics and diversity of society and culture affecting nursing.” In the perceptions regarding overseas practicum, the following three items included in expectation and achievement were significantly higher: “understanding the effect of society and culture on nursing,” “unable to experience this in Japan,” and “building up relationships with Vietnamese students and teachers.” All significant items included in anxiety were lower. “Language (English) skills” included in preparation was significantly higher. The basis for benefits before and after INP was extracted from six and five categories, respectively. Four categories, i.e., “personal growth,” “cultivation of an international perspective,” “forming views on nursing,” and “preparation for inter-state globalization” were the same for both. The benefits were related to willingness to perform international activities, achievement, and meaningfulness of overseas practicum.</p><p><b>Conclusion</b></p><p> The results suggest that INP is an effective educational method for basic nursing education, moreover, to foster internationalism. One needs to understand the readiness of students and take their anxieties into consideration, particularly for overseas practicum.</p>
ABSTRACT
This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP). <BR> Students implementing INP in a developing country completed an anonymous, self-administered questionnaire. Results were analyzed using statistical and qualitative methods. <BR> 66 students completed the pre-practicum questionnaire and 23 completed the post-practicum questionnaire. <BR> As a result of perceptions regarding INP, three factors “interest in international nursing,” “knowledge necessary for international nursing,” and “understanding of the characteristics of international nursing” were extracted; knowledge necessary for international nursing was found to be significantly higher. Students’ perceptions of benefits of INP for their nursing activities, which were answered through the open-ended question revealed “personal growth,” “cultivation of an international perspective,” “increased understanding of nursing,” “beginning of expansion of views on nursing and nursing activities,” and “interest in exploring the essence of nursing.” <BR> Perceptions regarding practicum overseas were revealed by three dimensions. Four factors “development of compassion,” “experience only in the practicum field,” “inspiration from achievement of international nursing activity,” and “living experience outside of Japan” were extracted from expectation and achievement. Three factors “environment,” “individual ability,” and “inevitable events in the developing country” were extracted from anxiety. Four factors “fundamentals for achieving INP goals,” “necessity of achieving INP goals,” “nursing knowledge and skill,” and “importance for implementation in the developing country” were extracted from need for preparation. Expectation and achievement regarding experience only in the practicum field was found to be significantly higher. Anxiety about individual ability and inevitable events associated with practicum in the developing country and need for preparation regarding nursing knowledge and skill were significantly lower.<BR> It was suggested that INP is an effective educational method for basic nursing education and an early exposure for fostering internationalism. Understanding the willingness of students and taking their anxieties into considering were also found to be effective approaches.
ABSTRACT
PURPOSE: The main purpose of this study was to compare the clinical competency in different instructio nal methods for funda- mentals of nursing practicum, standardized patients methods story as text method ,and traditional lecture/model method. METHOD: The study was designed as a quasi-experimental, nonequivalent control group post-test design with three separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school located in metropoli tan Seoul area. Control group was taught by traditiona lecture/ model method and two experimental groups were taught by standardized patients method and story as text method. Data were collected from September, 1999 to June 2001. There were 36 students in the standardized patient method group, 38 students in story as text group, and 40 students in the control group. Data analysis was done using SPSS WINDOW 9.0. RESULT: The results showed that the standardized patients method and story as text method groups were significantly better in clinical judgement and communication skills than the traditional lecture/model method group. The standardized patients method group was significantly better in clinical nursing skills performance than two other groups. However, there was no significant difference among the three groups in student satisfaction. CONCLUSION: The standardized patients method is an effective in teaching clinical cometency for student nurses. It is necessary to explore more efficient way to develop standardized patients cases for wider areas of nursing education. Also, it is recommended to develop more research projects with many nursing programs.