ABSTRACT
To prepare for the modern collaborative healthcare system, health science academia is charged with educating future professionals to be competent members of the interprofessional team. The purpose of this pilot study was to assess self-efficacy for interprofessional education (IPE) in medical laboratory technology, dental hygiene, and nursing students before and after an IPE session. The specific topic of ethics was the focus of the session. The interprofessional seminar was designed to compare the codes of ethics from each programme through discussion and a case-based approach. The Self-Efficacy for Interprofessional Experiential Learning scale was used to collect quantitative data. A total of 75 participants rated self-efficacy for IPE before and after the educational offering. A paired sample t-test was used to analyse data. Significant results were found in students' pre- and post-test scores that indicated increased levels of self-efficacy related to working as a collaborative team for the benefit of the patient. Overall, there was an increase in participants' self-efficacy after collaborating with students from different health professions programmes. Healthcare students that learn together are more confident in their abilities to implement a team-structured approach, and understand that doing so will foster optimal patient wellbeing.
Subject(s)
Ethics, Clinical/education , Health Occupations/education , Interprofessional Relations , Self Efficacy , Adolescent , Adult , Cooperative Behavior , Female , Humans , Male , Middle Aged , Pilot Projects , Problem-Based Learning , Young AdultSubject(s)
Burnout, Professional/prevention & control , Education, Nursing, Baccalaureate/methods , Holistic Health , Self Care/methods , Students, Nursing/psychology , Curriculum , Health Behavior , Holistic Nursing/methods , Humans , Nursing Staff/psychology , Stress, Psychological/prevention & controlABSTRACT
PURPOSE: Older adults living in long-term care experience high rates of chronic pain. Concerns with pharmacologic management have spurred alternative approaches. The purpose of this study was to examine a nursing intervention for older adults with chronic pain. DESIGN: This prospective, randomized control trial compared the effect of aromatherapy M technique hand massage, M technique without aromatherapy, and nurse presence on chronic pain. Chronic pain was measured with the Geriatric Multidimensional Pain and Illness Inventory factors, pain and suffering, life interference, and emotional distress and the Iowa Pain Thermometer, a pain intensity scale. METHOD: Three groups of 39 to 40 participants recruited from seven long-term care facilities participated twice weekly for 4 weeks. Analysis included multivariate analysis of variance and analysis of variance. FINDINGS: Participants experienced decreased levels of chronic pain intensity. Group membership had a significant effect on the Geriatric Multidimensional Pain Inventory Pain and Suffering scores; Iowa Pain Thermometer scores differed significantly within groups. CONCLUSIONS: M technique hand massage with or without aromatherapy significantly decreased chronic pain intensity compared to nurse presence visits. M technique hand massage is a safe, simple, but effective intervention. Caregivers using it could improve chronic pain management in this population.
Subject(s)
Aromatherapy/methods , Chronic Pain/therapy , Massage/methods , Pain Management/methods , Aged , Aged, 80 and over , Aromatherapy/psychology , Female , Hand , Humans , Long-Term Care/methods , Male , Massage/psychology , Middle Aged , Pain Management/psychology , Prospective Studies , Quality of LifeABSTRACT
AIM: The purpose of this study was to explore the development of critical thinking for students who received instruction using high-fidelity patient simulation (HFPS) versus low-fidelity simulation (instructor-written case studies). BACKGROUND: Simulated patient care environments have become increasingly more sophisticated in nursing labs, with HFPS fast becoming the standard for laboratory teaching/learning. METHOD: A convenience sample of first-semester associate degree nursing students participated in this quasi-experimental study. One group of students received weekly HFPS patient simulations and the other group received weekly case studies. Both groups took a pre- and posttest using the Health Studies ReasoningTest. RESULTS: Both groups showed an increase in critical thinking skills; however, there was no statistically significant difference between the HFPS and case study groups. CONCLUSION: Results suggest that high- and low-fidelity simulations are both associated with increases in critical thinking scores.
