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Objective. To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods. Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1)non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2)think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3)parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S Ì], and by continuous comparisons of the data. Results. Four categories were identified: 1) Identification of essential aspects: importance of prior knowledge, 2) Interpretation: connection between essential aspects and students' mental processes, 3) Organization of the answer: connection between prior knowledge and new knowledge, and: 4) Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion. Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.
Objetivo. Analizar los aspectos esenciales que el docente experto en enfermería identifica, interpreta y organiza durante los procesos dialógicos con los estudiantes en el aula para favorecer su aprendizaje. Métodos. Estudio cualitativo, parte de un estudio multicéntrico, que utilizó la etnografía de la comunicación desde un abordaje micro-etnográfico. Se seleccionó un docente experto de una Facultad de Enfermería de una universidad pública de Medellín, Colombia. El trabajo de campo se desarrolló en tres momentos: 1) observaciones no participantes en dos clases presenciales del curso de morfofisiología grabadas en video en dos planos (uno enfocando al profesor, y el otro, a los estudiantes); 2) entrevistas Think-Aloud Protocol (método de pensamiento en voz alta) al docente y a cinco estudiantes (tres de la primera clase y dos de la segunda) que iniciaron espontáneamente más de dos interacciones con el docente durante las clases; y 3) transcripciones paralelas, organizadas en secuencias didácticas (videos). El análisis se apoyó en la unidad [E-P(i-e-r)E Ì] (Estudiante-Profesor (identificación-evaluación-respuesta) Estudiante Ì) y en comparaciones constantes de los datos. Resultados. Emergieron cuatro categorías: 1) Identificación de aspectos esenciales: importancia de los saberes previos, 2) Interpretación: articulación de los aspectos esenciales y los procesos mentales del estudiantado, 3) Organización de la respuesta: conexión entre saberes previos y el nuevo conocimiento, y: 4) Sintonización con las necesidades de aprendizaje del estudiantado; las que fueron agrupadas en una meta-categoría: Saberes previos del estudiante: aspectos esenciales para el aprendizaje. Conclusión.Los saberes previos experienciales de los estudiantes se constituyen en los aspectos esenciales identificados, interpretados y organizados por el profesor experto, para el logro de aprendizajes significativos.
Objetivo. Analisar os aspectos essenciais que o professor especialista em enfermagem identifica, interpreta e organiza durante os processos dialógicos com os alunos em sala de aula para promover sua aprendizagem. Métodos. Estudo qualitativo, parte de um estudo multicêntrico, que utilizou a etnografia da comunicação a partir de uma abordagem microetnográfica. Foi selecionada uma professora especialista da Faculdade de Enfermagem de uma universidade pública de Medellín, Colômbia. O trabalho de campo foi desenvolvido em três momentos: 1) observações não participantes em duas aulas presenciais do curso de morfofisiologia gravadas em vídeo em dois planos (um focado no professor, e outro, nos alunos); 2) Entrevistas do Protocolo Think-Aloud com a professora e cinco alunos (três da primeira turma e dois da segunda) que iniciaram espontaneamente mais de duas interações com a professora durante as aulas; e 3) transcrições paralelas, organizadas em sequências didáticas (vídeos). A análise baseou-se na unidade [E-P(i-e-r)E Ì] (Aluno-Professor (identificação-avaliação-resposta) Aluno Ì) e em comparações constantes dos dados. Resultados. Emergiram quatro categorias: 1) Identificação dos aspectos essenciais: importância do conhecimento prévio, 2) Interpretação: articulação dos aspectos essenciais e dos processos mentais do aluno, 3) Organização da resposta: conexão entre conhecimentos prévios e novos conhecimentos, e: 4) Sintonia com as necessidades de aprendizagem do corpo discente; que foram agrupados em uma metacategoria: Conhecimentos prévios do aluno: aspectos essenciais para a aprendizagem. Conclusão. O conhecimento experiencial prévio dos alunos constitui os aspectos essenciais identificados, interpretados e organizados pelo professor especialista, para a obtenção de uma aprendizagem significativa.
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Humanos , Masculino , Feminino , Estudantes de Enfermagem , Educação em Enfermagem , Docentes de Enfermagem , AprendizagemRESUMO
Objective:To explore the mediating effect of professional self-efficacy between professional values and willingness to work on gerontological care of nursing students in higher vocational colleges.Methods:A total of 391 nursing students from Chengdu area full-time university were investigated by general information questionnaire, gerontological nursing career motivation questionnaire, professional values scale, and professional self-efficacy scale. Pearson correlation analysis and descriptive statistical analysis were performed by SPSS 21.0. Amos 26.0 was used to establish mediating effect model and verify the mediating effect.Results:The total score of 391 nursing students' willingness to work on gerontological care was (47.05±6.93), the willingness to work on gerontological care was positively correlated with professional self-efficacy and professional values ( r = 0.826, 0.775, respectively, all P<0.01), and professional self-efficacy played a partial mediating role between professional values and willingness to work on gerontological care, accounting for 64.82% of the total effect. Conclusions:The willingness to work on gerontological care of nursing students in higher vocational colleges is at a middle level. Professional values not only directly affect the willingness to work on gerontological care, but also indirectly take function through the professional self-efficacy. Professional self-efficacy plays a mediating role in professional values and willingness to work on gerontological care of nursing students in higher vocational colleges.
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Objective:To investigate the professional identity status of nursing students in higher vocational colleges in Shanghai, China, and to analyze the influencing factors.Methods:By cluster sampling, we selected 308 nursing students of grade 2019 from a higher vocational college in Shanghai for a survey with the General Information Questionnaire, Professional Identity Questionnaire for Nurse Students (PIQNS), Stanford Presenteeism Scale-6 (SPS-6), Wong and Law Emotional Intelligence Scale (WLEIS), Workplace Social Capital (WSC), and Nurse Psychological Capital Questionnaire (PCQ). SPSS 22.0 was used for descriptive analysis, the independent samples t-test, one-way analysis of variance, Pearson correlation analysis, and multiple linear regression analysis. Results:The total PIQNS score of the students was (64.93±12.83), the total SPS-6 score was (15.91±4.40), the total WLEIS score was (80.57±15.52), the total WSC score was (32.38±6.33), and the total PCQ score was (95.47±18.63). The PIQNS score was negatively correlated with the SPS-6 score ( r=-0.282, P<0.01), positively correlated with the WLEIS score ( r=0.712, P<0.01), positively correlated with the WSC score ( r=0.659, P<0.01), and positively correlated with the PCQ score ( r=0.681, P<0.01). The multiple linear regression analysis showed that personal interest, emotional intelligence, and psychological capital significantly affected the professional identity of nursing students, entering the regression equation for professional identity. Conclusions:The professional identity of higher vocational nursing students in Shanghai is at a medium level, and personal interest, emotional intelligence, and psychological capital are the main factors influencing professional identity.
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Background: The COVID-19 is globally the most critical public health concern of our age. Raising awareness in fighting pandemics, society's perception of COVID-19 in acquiring herd immunity in society, attitudes toward vaccines, and the role of health-care professionals in vaccine acceptance is all important. Aim: This study aimed to determine nursing students' perceptions of the COVID-19 disease and attitudes toward the COVID-19 vaccine. Materials and methods: This cross-sectional study was conducted with 263 nursing students between December 2021 and April 2022. Data were collected using the COVID-19 Disease Perception Scale and the Attitudes toward the COVID-19 Vaccine Scale. Results: The nursing students had high levels of perceptions of COVID-19 and positive attitudes toward the COVID-19 vaccine. Based on the subscales, the nursing students had high scores in the dangerousness and infectious subscales regarding their perception of the disease. In addition, they had higher scores in the positive subscale than in the negative subscale concerning their attitudes toward the COVID-19 vaccine. Conclusion: Results of this study, planned training programs should be organized, curricula should be revised to help nursing students in order to be prepared for the future pandemics.
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Objective:To investigate the effect of rumination on learning burnout of nursing undergraduate students and the mediating role of psychological capital between rumination and learning burnout of nursing undergraduate students.Methods:A total of 296 undergraduate nursing students from three medical colleges were assessed by using ruminative responses scale, learning burnout questionnaire and psychological capital scale. SPSS 20.0 was used for t-test. Pearson correlation was to analyze the relationship among psychological capital, learning burnout and ruminative thinking. AMOS 20.0 was used to construct and analyze the mediating model of psychological capital and its mediating effect was tested by Bootstrap method. Results:The average score of rumination of nursing undergraduate students was 46.60±11.40, learning burnout score was 56.18±11.25, and psychological capital scale score was 99.93±15.27. There was a significant difference among the rumination, psychological capital, and learning burnout scores in whether there was curriculum failure ( P < 0.05). The total score of rumination was positively related to the total score of learning burnout ( r = 0.39, P < 0.01), and was negatively related to the total score of psychological capital ( r = -0.53, P < 0.01). The total score of rumination was negatively related to the total score of psychological capital ( r = -0.46, P < 0.01). The psychological capital played a partial mediating role between rumination and learning burnout. The mediating effect value was 0.216, accounting for 61.521% of the total variation. Conclusion:The rumination can both directly affect the learning burnout of nursing undergraduate students and indirectly affect the learning burnout through psychological capital. Psychological capital plays a bridge role in improving rumination related to learning burnout.
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Objective:To explore the application effect of multi-mode teaching guided by objective management in the standardized training of nursing students.Methods:A total of 39 standardized training nursing students from April 2019 to April 2020 in the department of oncology of a tertiary hospital were selected as the control group by cluster sampling method and they received traditional teaching; 40 standardized nursing students in the department of oncology from June 2020 to June 2021 were selected as the experimental group and the group adopted multi-mode teaching guided by objective management. The differences of theoretical and operational assessment scores, teaching satisfaction, critical thinking ability and nurse-patient communication ability between the two groups were studied. SPSS 20.0 was used for t-test and Chi-square test. Results:The scores of theoretical assessment [(86.17±3.74) vs. (83.92±4.93)] and operational assessment [(92.83±2.19) vs. (90.74±3.52)] in the experimental group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The teaching satisfaction of the experimental group was higher than that of the control group [(46.10±2.96) vs. (42.67±2.45)], and the difference was statistically significant ( P<0.05). There were statistically significant differences in critical thinking, intellectual curiosity and analytical skills ( P<0.05). In terms of nurse-patient communication ability, except that there was no difference in collecting information, the rest were statistically significant( P<0.05). Conclusion:Multi-mode teaching guided by objective management can improve the theoretical and operational ability of nurses, nurse-patient communication ability, and teaching satisfaction.
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Objective:To explore the application effect of situation comedy teaching combined with peer teaching in clinical practice teaching of undergraduate nursing students.Methods:A total of 96 undergraduate nursing students who practiced in a first-class hospital at grade 3 in 2019 were randomly divided into the observation group and the control group, with 48 nursing students in each group. The control group adopted clinical teaching mode, including group theory teaching and group operation demonstration. On the basis of this, the observation group additionally adopted the clinical teaching mode of situation comedy teaching combined with peer teaching. The differences between the two groups in the assessment of nursing knowledge and skills assessment, independent learning ability and teaching satisfaction were observed. SPSS 20.0 software was used for t-test. Results:After the implementation of clinical teaching, the scores of nursing comprehensive ability of nursing students in the observation group (87.71 ± 5.11) were higher than those in the control group (78.47±6.24) ( P < 0.05). The independent learning ability of nursing students in the observation group (98.80±10.61) was significantly higher than that in the control group (74.47±9.83), and the difference was statistically significant ( P < 0.05). The score of teaching satisfaction in the observation group (2.83±7.07) was significantly higher than that in the control group (50.17±6.75), and the difference was statistically significant ( P < 0.05). Conclusion:The application of situation domedy teaching combined with peer teaching in the clinical teaching of undergraduate nursing students can improve their independent learning ability and clinical practice ability. Meanwhile, the process of teachers and students participating in situational experience and peer analysis and discussion can increase the teacher-student interaction, and improve the satisfaction of nursing students with clinical teaching.
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Objective:To analyze the mediating effect of professional identity between teacher's support and student's learning engagement in nursing students.Methods:A total of 409 nursing students were enrolled in this cross-sectional study. Their professional identity, teacher's support, learning engagement were evaluated by Professional Identification Scale (PIS), Nursing Students' Perceptions of Instructor Caring (NSPIC), and Utrecht Work Engagement Scale-Student (UWES-S). A mediating model was proposed and the impacts of professional identity on teacher's support and learning engagement were observed.Results:The average score of NSPIC was (4.60±0.67) points, that of PIS was (3.58±0.63) points, and that of UWES-S was (4.79±0.97) points. The scores of NSPIC and PIS were a highly positive correlation ( r=0.504, P<0.001). The scores of NSPIC was positively correlated with the scores of UWES-S ( r=0.362, P<0.001). The scores of PIS was positively correlated with the scores of UWES-S ( r=0.315, P<0.001). Multiple linear regression analysis showed that learning engagement of nursing students was associated with the total score of PIS and supportive learning atmosphere, which accounted for 16.6% of the total variability. Professional identity had a mediating effect between teacher's support and learning engagement, with statistic significance among all coefficients of each path ( P<0.05), and all the fitting indexes were good. Teachers support had direct effect (0.31) on learning engagement and indirect effect (0.11) on learning engagement through professional identity. Conclusion:Teacher's support can directly predict student's learning engagement and professional identity plays an mediating role between them.
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Objective:To evaluate the practical effect of online teaching based on reflective experience to promote the cultivation of professional core competence of nursing.Methods:A total of 160 intern nurses who entered the clinic from July 2019 to December 2019 in The Affiliated Hospital of Inner Mongolia Medical University were selected as the research subjects, and they were randomized into a control group and an experimental group, with 80 nurses in each group. Both groups were given the creation of clinical practice teaching online classroom under the existing nursing online teaching framework. The control group conducted general online course education, and the experimental group created a problem-solving reflective experience course task and teaching process from the core competence training content of nursing. After the internship, the core competence assessment of the standardized training for nursing major was conducted, and the difference in teaching was evaluated using the "Nurse Core Competency Scale" and the self-designed "Teaching Acceptance Questionnaire". SPSS 22.0 was used for t-test and Chi-square test. Results:The excellent rates of the professional theory and practical skills assessments of the students in the experimental group were 58.75% (47/80) and 51.25% (41/80), which were higher than those in the control group, 48.75% (39/80) and 31.25% (25/80). The differences between the two groups were statistically significant ( P<0.05). In the comparison of the "Core Competency Scale" of nurses between the two groups of nurse students, the total score of the experimental group and the score of each dimension were significantly higher than those of the control group ( P<0.05). They survey of "Teaching Acceptance Questionnaire" showed that the nursing students of the experimental group had higher recognition of the teaching methods of this group, and there were significant differences between the two groups ( P<0.05). Conclusion:Carrying out online training content of clinical practice teaching based on reflective experience is conducive to the establishment of core competence of nursing students and the improvement of clinical practice ability.
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Objective:To explore the effect of the "organ system-based learning (OBL)" digestive system teaching model in the clinical internship teaching of undergraduate nursing students.Methods:A total of 84 nursing undergraduates who practiced in the digestive system department of a third-grade Class-A general hospital from July 2020 to May 2022 were selected as the research objects. According to the historical control study, they were divided into control group ( n=42) and experimental group ( n=42). The control group adopted traditional practice teaching, and the experimental group adopted OBL teaching. The admission theory scores of the two groups of nursing students in the department, graduation theory scores and technical scores, nursing students' core competency and clinical teaching satisfaction were compared. SPSS 24.0 was used for t-test and chi-square test. Results:There was no significant difference between the experimental group and the control group in admission theory scores. The graduation theory scores of the experimental group (93.27±1.47) and the control group (90.91±1.32) were statistically significant ( t=7.72, P<0.001). The graduation technical scores of the experimental group (94.51±1.81) and the control group (94.00±2.35) were not significantly different ( t=1.12, P=0.268). The core competency of nursing students in the experimental group (164.21±20.81) and the control group (152.79±15.76) was statistically significant ( t=2.84, P=0.006). Clinical teaching satisfaction of the experimental group (173.33±17.58) and the control group (152.67±19.74) was statistically significant ( t=5.07, P<0.001). Conclusion:The application of the OBL practice teaching model in the digestive system department is conducive to improving the theoretical knowledge of nursing students, and improving the core competence and clinical teaching satisfaction.
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Objective:To explore the application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges.Methods:A total of 219 nursing students of Class 2020 were selected from a higher vocational college; they were randomly divided into control group (107 students) and experimental group (112 students), both of which were offered nursing training courses in the first semester. The control group was offered conventional teaching, while the experimental group was offered step-by-step mentorship combined with individualized assessment. The two groups were compared for post-training assessment scores of theoretical knowledge and practical skills and pre-training and post-training comprehensive nursing ability as well as their recognition of the teaching methods after training. The t-test and chi-square test were performed using SPSS 22.0. Results:The post-training assessment scores of theoretical knowledge and practical skills were significantly higher in both subitem score [(89.68±3.58) vs. (82.56±3.35)] and total score [(91.75±3.01) vs. (85.36±2.58)] in the experimental group than in the control group ( P<0.05). There were no significant differences in pre-training comprehensive nursing ability between the two groups, while the post-training comprehensive nursing ability scores were significantly higher in both subitem score and total score [(86.53±2.61) vs. (80.32±2.31)] in the experimental group than in the control group ( P<0.05). After the training, students in the experimental group showed increased recognition of the teaching methods in stimulating their learning interest and initiative, improving their self-learning ability, improving their comprehensive literacy, improving their ability to apply theoretical knowledge, and improving their clinical thinking ability compared with the control group ( P<0.05). Conclusion:The application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges can improve students' academic performance and comprehensive nursing ability and increase their recognition of the teaching methods, thus making it worthwhile to be widely adopted.
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Objective:To investigate the value of clinical nursing path teaching based on core competencies in the clinical teaching of urology nursing students.Methods:A total of 100 nursing students who received nursing internship in Department of Urology, China-Japan Union Hospital of Jilin University, were selected as subjects and were divided into observation group and control group using a random number table, with 50 students in each group. The students in the control group received traditional teaching, while those in the observation group received clinical nursing path teaching based on core competencies. After the end of teaching, the core competency evaluation form for nursing students was used to evaluate core competencies, and the self-learning ability evaluation tool for nursing students was used to evaluate self-learning ability. SPSS 22.0 software was used for t test. Results:Compared with the control group, the observation group had significantly higher scores of core competencies (operation skills, theoretical knowledge, self-development ability, clinical nursing ability, interpersonal communication ability, and critical thinking ability) ( P<0.05). The observation group had a significantly higher score of self-learning ability than the control group ( P<0.05). Conclusion:In the teaching of urology nursing students, the application of the clinical nursing path based on core competencies can significantly improve the core competencies of nursing interns and the quality of teaching.
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Objective:To investigate the association among presenteeism, emotional intelligence, and professional identity among higher vocational nursing interns and the mediating role of emotional intelligence between presenteeism and professional identity, and to provide a basis for clinical intervention.Methods:A questionnaire survey was conducted among 308 higher vocational nursing interns using the general information questionnaire, Wong Law emotional intelligence scale (WLEIS), the Stanford presenteeism scale-6 (SPS-6), and professional identity questionnaire for nurse students (PIQNS). SPSS 22.0 was used for related analyses including descriptive analysis and Pearson correlation analysis, and the mediating role of emotional intelligence was examined based on the Bootstrap method.Results:The higher vocational nursing interns had a total score of (80.57±15.52) for emotional intelligence, (15.91±4.40) for presenteeism, and (64.93±12.83) for professional identity. The Pearson correlation analysis showed that emotional intelligence was positively correlated with professional identity ( r=0.712, P<0.001), and there was a negative correlation between any two of presenteeism, emotional intelligence, and professional identity ( r=-0.282 to -0.256, all P<0.001). The analysis of mediating effect showed that emotional intelligence played a partial mediating role between presenteeism and professional identity and had a mediating effect of -0.512, accounting for 62.14% of the total effect. Conclusions:Emotional intelligence is a mediating factor between presenteeism and professional identity among higher vocational nursing interns, and emotional intelligence can improve their presenteeism and professional identity.
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@#Introduction: The COVID-19 pandemic has limited social activities in public spaces because transmission originates from physical contact. The impact of activity limitations affects the nursing profession’s practice learning system. The blended learning model is used to achieve the learning process. This study aimed to identify the effect of blended learning on knowledge of competency tests for nursing students at the mental health nursing station. Methods: The study used a quantitative study approach with a quasi-experiment design. The number of respondents based on the calculation of the total sampling amounted to 77 people. It used research data collection with the pre and post-test procedures, which arranged the questions based on the style of competency tests. The data analysis used a parametric Paired T-test. Results: The results showed an effect of blended learning on knowledge of competency test questions for nursing students at the mental health nursing station with a p-value < 0.05. There is an increase in the average knowledge of nursing students before and after the blended learning process. Conclusion: This study provides recommendations for approaches related to methods and evaluation in blended learning in each subject taught at the professional stage.
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{L-End}Objective To investigate the current status of academic procrastination, psychological resilience, and emotional intelligence among undergraduate nursing students in Hebei Province. {L-End}Methods A total of 2 121 undergraduate nursing students from seven medical universities in Hebei Province were selected as the research subjects using a convenient sampling method. The Academic Procrastination Scale, Psychological Resilience Scale, and Emotional Intelligence Scale were used to investigate their academic procrastination, psychological resilience, and emotional intelligence. {L-End}Results The median score for academic procrastination among undergraduate nursing students was 62.5 points. The scores for psychological resilience and emotional intelligence were (79.9±10.1) and (100.7±11.6) points, respectively. The results of the multiple logistic regression analysis showed that students from urban areas experienced more severe academic procrastination than those from rural areas (P<0.05). Students with indifferent family relationships experienced more severe academic procrastination than those with close family relationships (P<0.05). Higher grade levels, lower scores in psychological resilience, and lower scores in emotional intelligence were associated with more severe academic procrastination among these nursing students (all P<0.05). {L-End}Conclusion The overall degree of academic procrastination among undergraduate nursing students in Hebei Province is at a moderate level. The level of psychological resilience and emotional intelligence can negatively affect the degree of academic procrastination among these undergraduate nursing students.
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RESUMO Objetivo: verificar as substâncias psicoativas mais prevalentes entre alunos de cursos de graduação da área de saúde e a interferência destas no desempenho acadêmico. Métodos: 115 acadêmicos de Enfermagem e Educação Física de Universidade pública do interior do Ceará, Brasil, responderam ao questionário Drug Use Screening Inventory, em 2021. Para análise dos resultados, utilizaram-se dos testes estatísticos de qui-quadrado de Pearson e da razão de verossimilhança. Resultados: 65 (56%) alunos usavam analgésicos; 54 (47%) o álcool e 14 (12,2%) a maconha. Não houve associação estatística entre o uso de substâncias psicoativas e o desempenho acadêmico. Todavia, dentre aqueles que utilizavam analgésicos ou álcool, mais de 1/3 analisaram o desempenho como ruim/péssimo ou regular e metade dos que usavam maconha analisaram da mesma maneira o desempenho acadêmico. Conclusão: o estudo contribuiu para o entendimento sobre as substâncias psicoativas prevalentes no contexto universitário e os aspectos associados, enfatizando a necessidade de intervenções.
ABSTRACT Objective: to verify the most prevalent psychoactive substances used among undergraduate students in the health area and their interference in academic performance. Methods: a total of 115 Nursing and Physical Education students from a public university in inland Ceará, Brazil, answered the Drug Use Screening Inventory questionnaire in 2021. To analyze the results, Pearson's chi-square and likelihood ratio statistical tests were used. Results: a total of 65 (56%) students used analgesics, 54 (47%) drank alcohol and 14 (12.2%) smoked marijuana. There was no statistical association between use of psychoactive substances and academic performance. However, among those who used analgesics or alcohol, more than 1/3 analyzed their performance as poor/terrible or fair, and half of those who smoked marijuana analyzed it in the same way. Conclusion: the study contributed to understanding the psychoactive substances prevalent in the university context and associated aspects, emphasizing the need for interventions.
RESUMEN Objetivo: determinar las sustancias psicoactivas más prevalentes en los estudiantes de grado del área de la salud y su interferencia en el rendimiento académico. Métodos: 115 estudiantes de Enfermería y Educación Física de una universidad pública del interior de Ceará, Brasil, respondieron el cuestionario Drug Use Screening Inventory, en 2021. Para analizar los resultados se utilizaron las pruebas estadísticas chi-cuadrado de Pearson y de razón de verosimilitud. Resultados: 65 (56%) estudiantes utilizaron analgésicos; 54 (47%) alcohol y 14 (12,2%) marihuana. No hubo asociación estadística entre el uso de sustancias psicoactivas y el rendimiento académico. Sin embargo, más de 1/3 de los que consumía analgésicos o alcohol, consideró que el desempeño era malo/pésimo o regular, al igual que la mitad de los que consumía marihuana. Conclusión: el estudio contribuyó a comprender cuales son las sustancias psicoactivas prevalentes en el contexto universitario y los aspectos asociados, y destacó la necesidad de intervenciones.
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ABSTRACT Objectives: to determine the correlation between nursing students' level of knowledge and attitudes toward COVID-19 prevention behavior. Methods: a cross-sectional study was carried out at the Private University in Indonesia. Accidental sampling was used to select 188 third-year bachelor's nursing students as respondents. Data collection was conducted through an online questionnaire (Cronbach's Alpha 0.799-0.959) consisting of 27 questions. The data were analyzed descriptively and inferentially. Results: as many as 49.5 % of respondents had high knowledge, 98.4 % had a positive attitude, and 89.9 % had positive behavior in preventing COVID-19 transmission. The Chi-square test revealed that knowledge has no correlation with COVID-19 prevention behavior (p-value 0.864), but attitude did (p-value 0.027). Conclusions: nursing students' attitudes are related to behavior in preventing COVID-19. Nursing students are expected to maintain positive attitudes and behaviors toward COVID-19 prevention as future health workers at the forefront of health services.
RESUMO Objetivos: determinar a correlação entre o nível de conhecimento e as atitudes dos estudantes de enfermagem em relação ao comportamento de prevenção à COVID-19. Métodos: estudo transversal realizado em Universidade Privada da Indonésia. Amostragem acidental foi usada para selecionar 188 estudantes do terceiro ano do bacharelado em enfermagem como entrevistados. A coleta de dados foi realizada por meio de questionário online composto por 27 questões (Alfa de Cronbach 0,799-0,959). Os dados foram analisados de forma descritiva e inferencial. Resultados: do total de entrevistados, 49,5% possuíam alto conhecimento, 98,4% tinham uma atitude positiva, e 89,9% tinham comportamento positivo na prevenção da transmissão à COVID-19. O teste do Qui-quadrado revelou que o conhecimento não tem correlação com o comportamento de prevenção à COVID-19 (valor p 0,864), mas a atitude tem (valor p 0,027). Conclusões: as atitudes dos estudantes de enfermagem estão relacionadas com o comportamento na prevenção da COVID-19. Espera-se que os estudantes de enfermagem mantenham atitudes e comportamentos positivos em relação à prevenção da COVID-19 como futuros profissionais de saúde na linha de frente dos serviços de saúde.
RESUMEN Objetivos: determinar la correlación entre el nivel de conocimiento y las actitudes de los estudiantes de enfermería en relación a la conducta de prevención de la COVID-19. Métodos: estudio transversal realizado en una Universidad Privada de Indonesia. Se utilizó un muestreo accidental para seleccionar a 188 estudiantes de tercer año de enfermería como encuestados. La recolección de datos se realizó mediante un cuestionario en línea que consta de 27 preguntas (alfa de Cronbach 0.799-0.959). Los datos fueron analizados de forma descriptiva e inferencial. Resultados: el 49,5 % de los encuestados tenía conocimientos altos, el 98,4 % tenía una actitud positiva y el 89,9 % tenía un comportamiento positivo en la prevención de la transmisión de la COVID-19. La prueba de Chi-cuadrado reveló que el conocimiento no tiene correlación con el comportamiento de prevención de COVID-19 (valor de p 0,864), pero la actitud sí (valor de p 0,027). Conclusiones: las actitudes de los estudiantes de enfermería están relacionadas con el comportamiento en la prevención del COVID-19. Se espera que los estudiantes de enfermería mantengan actitudes y comportamientos positivos hacia la prevención de COVID-19 como futuros profesionales de la salud en la primera línea de los servicios de salud.
RESUMO
Introducción: la simulación clínica es una herramienta de aprendizaje que integra conocimiento, destreza, participación y compromiso del estudiante, permite la reproducción, retroalimentación, valoración y reflexión. Supone una oportunidad para generar competencias que favorecen la formación de un pensamiento crítico, razonamiento y juicio clínico, habilidades de comunicación, trabajo en equipo, resolución de problemas y toma de decisiones. Objetivo: identificar la percepción de los estudiantes de la Licenciatura en Enfermería sobre la simulación clínica como experiencia de aprendizaje en una institución pública universitaria en el noreste de México. Metodología: se empleó un enfoque cuantitativo, diseño descriptivo y transversal en 477 estudiantes de enfermería. Se utilizó el cuestionario "Percepción de los estudiantes de enfermería respecto a la simulación clínica como experiencia de aprendizaje". Se consideraron aspectos éticos normativos establecidos en México. Resultados: la percepción de los estudiantes acerca de la simulación clínica como herramienta de aprendizaje fue muy buena en 49,5 % y buena en 44,9 %, lo que indica que fue una experiencia positiva. Conclusiones: la percepción de la simulación clínica como experiencia de aprendizaje mostrada por los estudiantes fue positiva. Esta favoreció la actitud para trabajar en equipo, fortaleció el liderazgo, comunicación, integración de la teoría y generación de pensamiento crítico.
Introduction: clinical simulation is a learning tool that integrates knowledge, skills, participation and commitment of the student, allows reproduction, feedback, assessment and reflection. It is an opportunity to generate competencies that favor the formation of critical thinking, clinical reasoning and judgment, communication skills, teamwork, problem solving and decision making. Objective: to identify the perception of undergraduate nursing students on clinical simulation as a learning experience in a public university institution in northeastern Mexico. Methodology: a quantitative approach, descriptive and cross-sectional design was used in 477 nursing students. The questionnaire "Nursing students' perception of clinical simulation as a learning experience" was used. Ethical normative aspects established in Mexico were considered. Results: students' perception of clinical simulation as a learning tool was very good in 49.5% and good in 44.9%, indicating that it was a positive experience. Conclusions: the perception of clinical simulation as a learning experience shown by students was positive. It favored the attitude to work in a team, strengthened leadership, communication, integration of theory and generation of critical thinking.
Introdução: a simulação clínica é uma ferramenta de aprendizagem que integra conhecimento, destreza, participação e comprometimento do discente, permite reprodução, retroalimentação, valoração e reflexão. Oportuniza a geração de competências que favorecem a formação de pensamento crítico, razoamento e julgamento clínico, habilidades de comunicação, trabalho em equipe, solução de problemas e tomada de decisão. Objetivo: identificar a percepção dos alunos da Licenciatura em Enfermagem sobre a simulação clínica como experiência de aprendizagem em uma instituição pública universitária no nordeste do México. Metodologia: usou-se enfoque quantitativo, de desenho descritivo e transversal em 477 discentes de enfermagem. Foi utilizado o questionário "Percepção dos discentes de enfermagem sobre a simulação clínica como experiência de aprendizagem". Aspectos éticos normativos estabelecidos no México foram considerados. Resultados: a percepção dos alunos sobre a simulação clínica como ferramenta de aprendizagem foi muito boa em 49,5 % e boa em 44,9 %, indicando que foi uma experiência positiva. Conclusões: a percepção da simulação clínica como experiência de aprendizagem mostrada pelos alunos foi positiva. Isso favoreceu a atitude para trabalhar em equipe, fortaleceu a liderança, comunicação, integração da teoria e geração de pensamento crítico.
Assuntos
Humanos , Exercício de SimulaçãoRESUMO
Resumo: O objetivo deste presente estudo foi identificar quais modelos de simulação clínica virtual descritos na literatura científica são utilizados como estratégia de ensino em estudantes e profissionais de enfermagem. A simulação clínica, é uma técnica que substitui as experiências reais por experiências guiadas replicáveis permitindo aos estudantes e profissionais de enfermagem vivenciarem a representação de um acontecimento real. Uma vez que a simulação clínica virtual utiliza um computador de alto nível, fazendo com que essa técnica viabilize condições de maior segurança e autoconfiança do estudante durante sua formação teórica e prática, consolidando seus conhecimentos, habilidades e competências. Método: Revisão sistematizada do tipo Scoping Review, que consiste nas cinco etapas: (1) formulação da questão de pesquisa (2) identificação dos estudos relevantes; (3) seleção de estudos; (4) mapeamento de evidências científicas; (5) apresentação e interpretação dos resultados. As bibliotecas digitais e bases de dados escolhidas para este estudo foram: PubMed, Medline, Scielo, Scopus, BvS, Web of Science, Lilacs, Embase, Ebsco. Os descritores utilizados foram: Simulação/ Simulação clínica/ Simulação clínica virtual/ Realidade virtual /Treinamento por Simulação/ Treinamento com Simulação de Alta Fidelidade/ Simulação por Computador/ Estudante de Enfermagem/ Estratégias de ensino/ Educação. A coleta de dados ocorreu no período de 1° de maio até 1° de novembro do ano de 2020. Foram descritos os seguintes critérios de seleção: trabalhos de qualquer natureza que retratam estudos sob simulação clínica virtual em estudantes de enfermagem da graduação e pós-graduação; artigos publicados na literatura nacional e internacional nos idiomas português, inglês e espanhol dos últimos 20 anos, desde janeiro 2000 até agosto 2020, todos estes disponíveis online nas bases de dados consultados e aqueles que respondem ao problema ou questão de revisão. Os dados extraídos foram analisados e sintetizados narrativamente. Resultados: Dos 711 artigos recuperadas na busca, foram salvas para revisão e conteúdo, onde apenas 52 artigos duplicados e excluídas por não contribuírem com elementos para a análise temática desta revisão, 507 estudos foram excluídos com base no título e resumo, dos quais 152 foram selecionados, assim 99 estudos foram excluídos com base no conteúdo. Apenas 53 estudos atenderam os critérios de seleção para o estudo. Destes, 16 foram selecionados no Scopus, 17 no Medline/PubMed, 1 no Embase, 11 no Ebesco, 1 no BvS, 7 no Web Of Science e 5 no PubMed Central. Conclusão: Esta revisão de escopo fornece uma avaliação abrangente do uso de diferentes modelos de simulação clínica virtual no ensino de enfermagem, esses modelos podem melhorar o conhecimento de estudantes e profissionais de enfermagem. Em geral, o uso da simulação de realidade virtual deve ser considerado para aprimorar o conhecimento e como complemento a outras estratégias de simulação para melhorar a qualidade e a segurança da prática clínica. No entanto, a heterogeneidade e o risco de viés entre os estudos incluídos devem ser levados em consideração. Estudos de grande escala rigorosamente desenhados são necessários para confirmar ainda mais os resultados desta revisão.
Abstract: The objective of this present study was to identify which virtual clinical simulation models described in the scientific literature are used as a teaching strategy for nursing students and professionals. Clinical simulation is a technique that replaces real experiences with replicable guided experiences, allowing nursing students and professionals to experience the representation of a real event. Since the virtual clinical simulation uses a high-level computer, making this technique possible conditions of greater security and self-confidence of the student during their theoretical and practical training, consolidating their knowledge, skills and competences. Method: Systematized review of the Scoping Review type, which consists of five steps: (1) formulation of the research question (2) identification of relevant studies; (3) selection of studies; (4) mapping of scientific evidence; (5) presentation and interpretation of results. The digital libraries and databases chosen for this study were: PubMed, Medline, Scielo, Scopus, BvS, Web of Science, Lilacs, Embase, Ebesco. The descriptors used were: Simulation / Clinical Simulation / Virtual Clinical Simulation / Virtual Reality / Training by Simulation / Training with High Fidelity Simulation / Computer Simulation / Nursing Student / Teaching Strategies / Education. Data collection took place from May 1st to November 1st, 2020. The following selection criteria were described: works of any nature that portray studies under virtual clinical simulation in undergraduate and graduate nursing students graduation; articles published in national and international literature in Portuguese, English and Spanish for the last 20 years, from January 2000 to August 2020, all of which are available online in the consulted databases and those that respond to the problem or review question. The extracted data were analyzed and synthesized narratively. Results: Of the 711 articles retrieved in the search, they were saved for review and content, where only 52 articles were duplicated and excluded for not contributing elements to the thematic analysis of this review, 507 studies were excluded based on title and abstract, of which 152 were selected, thus 99 studies were excluded based on content. Only 53 studies met the selection criteria for the study. Of these, 16 were selected from Scopus, 17 from Medline/PubMed, 1 from Embase, 11 from Ebesco, 1 from BvS, 7 from Web Of Science and 5 from PubMed Central. Conclusion: This scoping review provides a comprehensive assessment of the use of different virtual clinical simulation models in nursing education, these models can improve the knowledge of nursing students and professionals. In general, the use of virtual reality simulation should be considered to enhance knowledge and as a complement to other simulation strategies to improve the quality and safety of clinical practice. However, heterogeneity and risk of bias among included studies must be taken into account. Large-scale rigorously designed studies are needed to further confirm the results of this review.
Assuntos
Estudantes de Enfermagem , Exercício de Simulação , Educação em Enfermagem , Treinamento por Simulação , Profissionais de EnfermagemRESUMO
Objective:To explore the application of interactive communication mode combined with problem-based learning in clinical teaching of undergraduate nursing students so as to provide basis for nursing teaching reform.Methods:A total of 62 undergraduate nursing students in Beijing Jishuitan Hospital were selected. Among them, 32 cases from September to November 2018 received traditional teaching (the control group), and 30 cases from September to November 2019 were given interactive communication mode combined with problem-based learning (the observation group). The assessment results, comprehensive ability, clinical communication ability, scientific research ability, and feedback results of teaching quality were compared between the two groups.Results:After intervention, the total score of assessment in the observation group was (90.62 ± 4.75) points, higher than that in the control group (83.84 ± 5.01) points, there was significant difference ( t=5.46, P<0.05). After intervention, the scores of observation ability, operation ability and teamwork ability in the observation group were (3.51 ± 0.59), (3.75 ± 0.50), (4.30 ± 0.77) points, higher than those in the control group (3.18 ± 0.44), (3.22 ± 0.46), (3.53 ± 0.81) points, there were significant differences ( t=2.51,4.35, 3.83, all P<0.05). After intervention, the scores of clinical communication and keen listening, determining patients′ problems, participating together, sending effective information, establishing harmonious doctor-patient relationship, and verifying perception ability in the observation group were (83.61 ± 10.18), (81.66 ± 8.92), (84.01 ± 9.17), (83.25 ± 9.73), (80.90 ± 9.99), (84.15 ± 8.08) points, higher than those in the control group (73.91 ± 9.73), (74.95 ± 8.05), (76.02 ± 8.22), (73.16 ± 8.02), (74.61 ± 8.54), (76.08 ± 8.25) points, there were significant differences ( t values were 2.67-4.47, all P<0.05). After intervention, the scores of literature reading ability, data processing ability and paper writing ability in the observation group were (14.29 ± 1.54), (13.02 ± 1.29), (14.91 ± 1.50) points, higher than those in the control group (13.08 ± 1.43), (11.44 ± 1.24), (12.36 ± 1.28) points, there were significant differences ( t=3.21, 4.92, 7.22, all P<0.05). The feedback scores of students about improving nursing humanistic quality, professional self-identity, learning interest, communication ability, clinical thinking ability and innovation ability in the observation group were (4.26 ± 0.75), (4.43 ± 0.81), (4.25 ± 0.77), (4.18 ± 0.66), (4.44 ± 0.90), (4.38 ± 0.94) points, higher than those in the control group (3.51 ± 0.64), (3.79 ± 0.70), (3.48 ± 0.84), (3.40 ± 0.76), (3.83 ± 0.89), (3.60 ± 0.89) points, there were significant differences ( t values were 2.68-4.30, all P<0.05). Conclusions:The interactive communication mode combined with problem-based learning can effectively improve assessment results of undergraduate nursing students, and promote the improvement of their comprehensive quality, which is conducive to the improvement of clinical communication ability and scientific research ability in nursing students.