Rain Classroom and PAD class blended learning mode effectively improves teaching quality in a surgical nursing course.

OBJECTIVES: To investigate the effect of Rain Classroom and Presentation-Assimilation-Discussion (PAD) class blended learning mode on a surgical nursing course. METHODS: In this retrospective study, a total of 212 nursing undergraduates of Youjiang Medical University for Nationalities were selected as the research objects. There were 102 participants taking the traditional teaching model, assigned into the control group. The remaining 110 participants taking Rain Classroom and PAD class blended learning mode were assigned into the observation group. A questionnaire survey was conducted after the intervention. RESULTS: After the intervention, the comprehensive assessment score of the observation group was higher than the control group ((83.8 ± 2.64) vs. (81.71 ± 3.74), P = 0.01). The independent learning ability ((81.61 ± 12.04) vs. (77.46 ± 4.23), P = 0.001), and self-efficacy ((27.78 ± 4.18) vs. (26.39 ± 4.67), P = 0.023) were higher in the observation group than those in the control group. The course satisfaction of the observation group was higher than that in the control group (79.09% and 65.69%, P = 0.029). CONCLUSIONS: The blended mode of Rain Classroom with PAD class effectively improves teaching quality, academic performance, self-learning ability, self-efficacy of students, and increased students' satisfaction with teaching methods.

Exploration and practice of the course of Geriatric Nursing: taking Peking Union Medical College as an example / 中华医学教育探索杂志

The Peking Union Medical College School of Nursing has been dedicated to exploring the education of undergraduate students specializing in geriatric nursing since 2016. Through seven years of exploration and practice, aiming at the pain points and difficulties in the process of cultivating geriatric nursing students, the teaching team has developed a progressive and modular curriculum system, with the goal of training geriatric nursing professionals with specialized knowledge and practical innovation abilities, on the platform of a seamless teaching practice base connecting settings from laboratory to community/elderly care institutions/hospital to society, with an emphasis on the integration of ideological and political education with geriatric nursing education. Moreover, a specialized faculty team has been established. This course serves as a model for nurturing excellent nursing professionals possessing the right values and outlook on life as well as ability to cope with the national challenges posed by aging populations.

Effect of moral sensitivity on professional values of undergraduate nursing students: Mediating effect of empathic tendency.

BACKGROUND: The development of professional values in nursing students is an important issue for the nursing profession. However, the research on nursing students' professional values and its related factors is very limited. PURPOSE: This cross-sectional and correlational study aimed to examine the mediating effect of empathy between moral sensitivity and professional values. METHODS: This study was conducted with 328 second, third and fourth-year students. The participants completed an online survey consisting of the student information form, Modified Moral Sensitivity Questionnaire for Student Nurses, Empathic Tendency Scale and Nursing Professional Values Scale. RESULTS: The results showed that moral sensitivity affected undergraduate nursing students' professional values not only directly but also indirectly through empathic tendency. CONCLUSIONS: The results of the study show that moral sensitivity and empathic tendency support the acquisition of professional values in undergraduate nursing students. Nurse educators needs to realize that can be improved professional values by integrating moral sensitivity and empathic tendency in their curriculum.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study.

BACKGROUND: The flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. PURPOSE: This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course. METHODS: A pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences. RESULTS: Students in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported. CONCLUSION: A blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

La importancia de la participación y la colaboración intercultural en la formación de enfermeras/os en las comunidades wichí del Chaco salteño / The importance of intercultural participation and collaboration in the training of nurses in the wichí communities of the Chaco salteño / A importância da participação intercultural e da colaboração na formação de enfermeiros nas comunidades wichí do Chaco de Salta

Resumen El artículo aborda la importancia de la colaboración intercultural en la formación de enfermeras/os para garantizar el derecho a la salud en comunidades del pueblo wichí. Describe y analiza debates que fueron desarrollados entre profesionales, de diversas disciplinas, a cargo de la elaboración del currículo del primer curso de Enfermería Intercultural impartido en territorio indígena de la provincia de Salta (Argentina). El estudio de estos debates muestra que los espacios de colaboración intercultural, donde se reconocen, valoran y respetan los diversos sistemas de conocimientos, son un recurso útil para la formación de enfermeras/os. Estos espacios contribuyen a garantizar la participación reconocida en marcos internacionales para los pueblos indígenas y valorada por la Organización Mundial de la Salud y la Organización Panamericana de la Salud para la construcción de respuestas en salud. Sin embargo, la normativa establecida para la aprobación del plan de estudio, en Argentina, limita el desarrollo de este tipo de espacios, restringiendo a su vez los alcances de las políticas y programas de salud focalizados en esta población.

Abstract The article addresses the importance of intercultural collaboration in the training of nurses to guarantee the right to health in communities of the Wichí people. It describes and analyzes debates that were developed among professionals, from different disciplines, in charge of the elaboration of the curriculum of the first Intercultural Nursing course taught in the indigenous territory of the province of Salta (Argentina). The analysis of these debates shows that spaces for intercultural collaboration, oriented towards recognition, appreciation and mutual respect among diverse knowledge systems, are a valuable resource for the training of nurses. These spaces contribute to guarantee the participation recognized in international frameworks for indigenous peoples and valued by World Health Organization and Pan American Health Organization for the construction of health responses. However, the regulations established for the approval of study plans in Argentina limit the development of this type of space, thereby restricting in turn the scope of health policies and programs focused on this population.

Resumo O artigo aborda a importância da colaboração intercultural na formação de enfermeiros para garantir o direito à saúde nas comunidades do povo wichí. Descreve e analisa debates que foram desenvolvidos entre profissionais de diferentes disciplinas encarregados de desenvolver o currículo do primeiro curso de Enfermagem Intercultural ministrado no território indígena da província de Salta (Argentina). A análise desses debates mostra que os espaços de colaboração intercultural, orientados para o reconhecimento, apreciação e respeito mútuo entre diferentes sistemas de conhecimento, são um recurso valioso para a formação de enfermeiros. Esses espaços contribuem para garantir a participação reconhecida nos quadros internacionais dos povos indígenas e valorizada pela Organização Mundial da Saúde e pela Organização Pan-Americana da Saúde para a construção de respostas sanitárias. No entanto, os regulamentos estabelecidos para a aprovação do currículo na Argentina limitam o desenvolvimento desse tipo de espaços, restringindo o âmbito das políticas e programas de saúde centrados nesta população.

Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study.

The youngest generation of students prefers a more active learning style. Sandwich teaching may suit their learning style by alternating between active individual learning and passive collective learning. Sandwich teaching has been rarely applied to the Community Nursing Course for nursing students, and its teaching effects on this course remain unclear. This study applied Sandwich teaching to the Community Nursing Course for Chinese nursing undergraduates and investigated its effects on students' critical thinking, self-learning ability, course experience, and academic performance. This is a quasi-experimental study with 72 Chinese nursing undergraduates. Students receiving traditional teaching were enrolled in the control group (n = 36), and those who received Sandwich teaching were recruited into the experimental group (n = 36). Both groups received the 12-week, 90-min Community Nursing Course. Our main outcome variable, including students' critical thinking, self-learning ability, and course experience, was assessed by specific questionnaire. The paired t-tests were applied to compare the differences of the same group in the pre-test and the post-test, and the independent-sample t-tests were used to compare the differences between the two groups. We observed that nursing students' critical thinking ability and self-learning ability were significantly improved after receiving Sandwich teaching. Students' course experience of Sandwich teaching was significantly better than that of traditional teaching. The final exam score in the experimental group was not significantly higher than that in the control group. These results suggest that Sandwich teaching in Community Nursing Course improved Chinese nursing undergraduates' critical thinking, self-learning ability, and course experience, but failed in improving academic performance.

Needs for curriculum and specialty development of public health nursing： an investigation of medical students during the COVID-19 pandemic / 上海预防医学

ObjectiveThe purpose of this study is to investigate and analyze the needs of public health nursing courses and specialty settings under the COVID-19 pandemic. MethodsA total of 576 medical students majored in clinical medicine， preventive medicine， pharmacy， and nursing from a Shanghai university participated in this survey. The Questionnaire Star App was used to collect students' knowledge， attitude and behavior about public health safety and emergency preparedness， public health related curriculum and public health nursing specialty， through self-administered approach. ResultsThere were significant differences in the knowledge of emergency nursing among students with different majors and grades. Over 80% of the participants agreed that "public health popularization should be strengthened". Over 60% were willing to "invest more time and energy in learning and understanding public health-related disease prevention and control knowledge". The school has carried out corresponding training or practice activities in public health education. Compared with nursing major， students with other majors performed better in paying attention to and participating in the training or practical activities of public health education. More than 70% agreed that it was necessary to set up public health nursing courses， especially nursing specialty， with the approval rate as high as 92.3%. Students believed that "2 class hours per week"， and "1/10 of the total class hours" was appropriate. In terms of course teaching， nursing students put forward more expectations on teaching objectives， methods， and characteristic courses. ConclusionUndergraduates lack knowledge of public health nursing， but most of them， especially nursing undergraduates， have a strong desire to learn and have a positive attitude towards opening public health nursing courses. However， there are still problems such as insufficient attention to and insufficient understanding of the courses. More efforts should be made to enhance the public health nursing education on public health emergencies， optimize the relevant settings of courses， so as to train nursing personnel suitable for the current health service needs in China.

Política afirmativa de cotas em um curso de Enfermagem: análise à luz da Perspectiva dos Funcionamentos / Quotas as affirmative action policy in a Nursing course: analysis in the point of view of Functionings Approach

O presente estudo se propõe a discorrer sobre aspectos históricos e avaliar a realidade dos estudantes cotistas no curso de Enfermagem da Universidade do Estado do Rio de Janeiro (UERJ), utilizando a Perspectiva dos Funcionamentos (PdF), de Maria Clara Dias, como critério de Justiça. Espera-se que este trabalho alcance os objetivos de identificar quais Funcionamentos se relacionam com a experiência universitária do aluno cotista, levando em conta seu ingresso e permanência na instituição; analisar os pontos de realização ­ ou não ­ desse conjunto de Funcionamentos identificados; além de verificar as reais possibilidadesde atingir essa meta de realização. A pesquisa qualitativa foi dividida em três seções que abordaram tópicos que nos farão compreender como o aluno se vê nesse contexto, como se desenvolve pessoal e profissionalmente e que tipo de transformação o ensino superior provoca em sua vida. As entrevistas foram realizadas com 13 (treze) alunos cotistas do curso de Enfermagem da UERJ, selecionados através do método Bola de Neve. Os encontros aconteceram em ambiente virtual ­ em razão da pandemia da COVID - 19 ­ e seguiram um roteiro estabelecido previamente. As respostas foram avaliadas segundo a teoriade justiça e através do método de análise de conteúdo de Bardin (2016).

The present study is aimed to discuss historical aspects and evaluatethe reality ofquota students in the Nursing course at the Rio de Janeiro State University (UERJ), using Maria Clara Dias' Functionings Approach (PdF), as a criterion of Justice. It is expected that this work will achieve the objectives of identifying which Functionings are related to the university experience of the quota student, taking into account his admission and permanence in the institution; analyze the achievement points - or not - of this set of identified Functionings; besides verifying the real possibilities of reaching this goal of achievement. Qualitative research was divided into three sections that addressed topics that will make us understand how the student sees himself in this context, how he develops personally and professionally and what kind of transformation higher education causes in his life. The interviews were conducted with approximately 13 (thirteen) quota students from the Nursing course at UERJ, selected through the Snowball method. The meetings took place in a virtual environment - due to the COVID -19 pandemic - and followeda previously established script. The answers were evaluated according to the theory of justice and through the method of content analysis by Bardin (2016).

Diálogos da enfermagem durante a pandemia: reflexões, desafios e perspectivas para a integração ensino-serviço / Nursing dialogues during the pandemic: reflections, challenges and perspectives for teaching-service integration / Diálogos de enfermería durante la pandemia: reflexiones, desafíos y perspectivas para la integración enseñanza-servcio

Objetivo: abordar, de forma crítica e reflexiva, desafios e perspectivas da prática profissional da enfermagem, da formação e da integração ensino-serviço no cenário da pandemia da Covid-19. Método: as atividades práticas de uma disciplina, que aborda a gestão do Sistema Único de Saúde, foram suspensas durante a pandemia. Diante desse fato, constituiu-se um grupo para discutir a prática profissional, assegurando a integração ensino-serviço. A partir dos diálogos e dos textos produzidos elaborou-se essa reflexão, tendo como referencial teórico a Análise Institucional. Resultados: alguns analisadores revelaram desafios como a influência e o difícil acesso às tecnologias digitais no ensino e no processo de trabalho, além do medo e da insegurança vivenciados pelas autoras. O grupo analisou suas implicações, compartilhando sentimentos e angústias, sem perder de vista as mudanças necessárias nos processos de trabalho. Conclusão e implicações para a prática: a Análise Institucional contribuiu para realizar este estudo "à quente", nesse contexto de pandemia, trazendo à tona questionamentos e contradições vivenciadas nos serviços de saúde e na universidade, fortalecendo a integração ensino-serviço. Mas, mediante o recorte de tempo, práticas e cenários este estudo traz limitações quanto aos impactos para o ensino e para a assistência prestada, possibilitando a realização de outras pesquisas

Objective: critically and reflexively address challenges and perspectives of professional nursing practice, training, and teachingservice integration in the context of the Covid-19 pandemic. Method: the practical activities of a discipline that addresses the management of the Unified Health System were suspended during the pandemic. In view of this fact, a group was formed to discuss the professional practice, ensuring the teaching-service integration. From the dialogues and texts produced, this reflection was elaborated, using Institutional Analysis as a theoretical framework. Results: some analyzers revealed challenges such as the influence and difficult access to digital technologies in teaching and in the work process, as well as the fear and insecurity experienced by the authors. The group analyzed their implications, sharing feelings and anguish, without losing sight of the necessary changes in the work processes. Conclusion and implications for the practice: the Institutional Analysis contributed to carry out this study "in the heat of the moment", in this pandemic context, bringing to light questions and contradictions experienced in health services and in the university, strengthening the teaching-service integration. But, due to the cut-off of time, practices and scenarios, this study has limitations regarding the impacts on teaching and the care provided, making it possible to carry out other research

Objetivo: abordar de manera crítica y reflexiva, los desafíos y perspectivas de la práctica profesional de enfermería, de la formación y la integración enseñanza-servicio en el escenario de la pandemia Covid-19. Método: las actividades prácticas de una disciplina, que aborda la gestión del Sistema Único de Salud, fueron suspendidas durante la pandemia. Ante este hecho, se formó un grupo para discutir la práctica profesional, asegurando la integración entre enseñanza y servicio. A partir de los diálogos y textos producidos, se elaboró esta reflexión, teniendo como marco teórico el Análisis Institucional. Resultados: algunos analizadores revelaron desafíos como la influencia y el difícil acceso a las tecnologías digitales en la enseñanza y en el proceso de trabajo, además del miedo y la inseguridad vivenciados por las autoras. El grupo analizó sus implicaciones, compartiendo sentimientos y ansiedades, sin perder de vista los cambios necesarios en los procesos de trabajo. Conclusión e implicaciones para la práctica: El Análisis Institucional contribuyó a realizar este estudio "en caliente", en este contexto de pandemia, planteando interrogantes y contradicciones vividas en los servicios de salud y en la universidad, fortaleciendo la integración enseñanza -servicio. Pero, a través del recorte de tiempo, prácticas y escenarios, este estudio trae limitaciones en cuanto a los impactos para la enseñanza y la asistencia brindada, permitiendo la realización de otras investigaciones

Developing and Evaluating the Psychometric Properties of the Pediatric Nursing Competency Scale for Nursing Students.

AIM: This study aims to develop and evaluate the psychometric properties of the Pediatric Nursing Competency Scale for nursing students. METHODS: This study was conducted with 318 nursing students, including third-year students enrolled in a pediatric nursing course and fourth-year students completing a pediatric nursing internship. Factor analysis, Cronbach's alpha, item-total score analysis, and known-groups comparison were used to assess the research data. In total, 16 items were eliminated from the scale on the basis of experts' recommendations. RESULTS: The scale consisted of 39 items and 8 sub-scales. The 8 sub-scales exhibited 66.4% of the total variance. Both exploratory factor analysis and confirmatory factor analysis (CFA) revealed that all factor loads were greater than 0.40. The CFA also revealed that all of the fit indices were greater than 0.85, and the root mean square error of approximation was less than 0.08. Cronbach's alpha was 0.96 for the entire scale, and greater than 0.80 for all sub-scales. CONCLUSION: The Pediatric Nursing Competency Scale for nursing students was found to be valid and reliable.

Articulação teórico-prática em um currículo de um curso de Enfermagem / Articulación teórico-práctica en un currículo de un curso de Enfermería / Theoretical-practical articulation in a curriculum of a Nursing course

RESUMO Objetivo Compreender como a articulação teórico-prática se efetiva num currículo de um curso de graduação em Enfermagem. Método Trata-se de um estudo de caso único, com abordagem qualitativa, desenvolvido por meio de análise documental e por entrevistas individuais com roteiro semiestruturado com dez docentes e 14 discentes entrevistados no período de fevereiro a maio de 2015. A análise dos dados foi realizada segundo os pressupostos da Análise Crítica do Discurso. Resultados Os dados revelaram a existência de tensões e ambivalências entre duas formas de relação entre teoria e prática. A primeira, relacionada à teoria-prática como unidade indissolúvel e a segunda à visão da teoria e prática como instâncias dicotômicas e predomínio da teoria precedendo a prática. Conclusões e implicações para a prática Há fragilidades na efetivação da articulação teórico-prática no currículo do curso de Enfermagem investigado, evidenciando a supremacia do paradigma cartesiano no ensino superior de Enfermagem. Dessa forma, torna-se premente instituir estratégias que viabilizem a indissociabilidade teórico-prática no currículo.

RESUMEN Objetivo Comprender cómo la articulación teórico-práctica es efectiva en un plan de estudios de un curso de pregrado en Enfermería. Método Este es un estudio de caso único, con enfoque cualitativo, desarrollado a través del análisis de documentos y entrevistas individuales con guiones semiestructurados con diez maestros y 14 estudiantes entrevistados de febrero a mayo de 2015. El análisis de datos fue realizado de acuerdo con los supuestos del análisis crítico del discurso. Resultados Los datos revelaron la existencia de tensiones y ambivalencias entre dos formas de relación entre teoría y práctica. El primero, relacionado con la teoría-práctica como una unidad indisoluble y el segundo con la visión de la teoría y la práctica como instancias dicotómicas y el predominio de la teoría que precede a la práctica. Conclusiones e implicaciones para la práctica Existen debilidades en la implementación de la articulación teórica y práctica en el currículo del curso de Enfermería investigado, lo que demuestra la supremacía del paradigma cartesiano en la educación superior en Enfermería. Por lo tanto, es urgente establecer estrategias que permitan la inseparabilidad teórica y práctica en el currículo.

ABSTRACT Objective To understand how the theoretical-practical articulation is effective in a curriculum of an undergraduate Nursing course. Method This is a unique case study, with a qualitative approach, developed through document analysis and individual interviews with semi-structured script with 10 teachers and 14 students interviewed from February to May 2015. Data analysis was performed according to the assumptions of Critical Discourse Analysis. Results The data revealed the existence of tensions and ambivalences among two forms of relationship between theory and practice. The first, related to theory-practice as an indissoluble unit and the second, to the view of theory and practice as dichotomous instances and the predominance of theory preceding practice. Conclusions and implications for practice There are weaknesses in the implementation of theoretical and practical articulation in the curriculum of the Nursing course investigated, showing the supremacy of the cartesian paradigm in higher education in Nursing. Thus, it is urgent to institute strategies that enable the theoretical-practical inseparability in the curriculum.

The impact of forensic nursing course on students' knowledge level on forensic evidence.

The study is designed as quasi experimental including pre-test and post-test. The sample of the study is consisted of 98 students who are taking the Forensic Nursing course in the second year of the School of Nursing at a university. The mean score obtained from the test on the knowledge of forensic evidence before the training was 23.63 ±â€¯5.24 while the mean score after the training was 33.32 ±â€¯4.54. A statistically significant difference was found when the average scores of the students were compared before and after the course of forensic nursing. It was revealed that the course of forensic nursing taken by the students has a positive effect on the knowledge of forensic evidence of students and increases their knowledge level. The results suggest to add a course of forensic nursing as an elective or mandatory course to the curriculum of nursing programs and disseminate the postgraduate education on forensic nursing.

The Impact of Mental Health Nursing Module, Clinical Practice and an Anti-Stigma Program on Nursing Students' Attitudes toward Mental Illness: A Quasi-Experimental Study.

BACKGROUND: It is important to support nursing students during their education in developing positive attitudes toward people with mental illness. OBJECTIVES: To examine the impact of mental health nursing module, clinical practice, and anti-stigma program on the attitudes of nursing students toward mental illness. DESIGN: The study was a single group pretest and posttest quasi-experimental design. SETTINGS: This study was conducted in a nursing school in the west of Turkey. PARTICIPANTS: The sample of the study consisted of 64 undergraduate nursing students. METHODS: The data were collected through the Beliefs Toward Mental Illness Scale and Social Distance Scale. RESULTS: The mean scores of the dangerousness subscale significantly decreased after mental health nursing module, clinical practice and anti-stigma program. The results revealed significant positive differences in the mean scores of the social distance scale after the theory, clinical practice, and anti-stigma program were completed. CONCLUSIONS: The mental health nursing curriculum should be focused on replacing stereotypes with accurate information. Anti-stigma programs should be included in standard mental health nursing courses.

Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

BACKGROUND: Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students. METHODS: In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA. RESULTS: Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028). CONCLUSIONS: It may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.

Improving Nursing Students' Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods.

BACKGROUND: Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores. MATERIALS AND METHODS: A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. RESULTS: Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). CONCLUSIONS: Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills.

The flip side of traditional nursing education: A literature review.

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students.

Introducing Perioperative Nursing as a Foundation for Clinical Practice.

This article describes one school's experience in providing a perioperative nursing course as a first clinical course in a bachelor of science in nursing curriculum. This innovation reframes the perspective on perioperative nursing from that of an elective clinical specialty that is not essential to basic nursing education to a practice setting that provides key foundational clinical learning experiences for the novice nursing student. A strong academic-practice partnership; effective preparation for key stakeholders including nursing staff members, preceptors, and students; and collaboration with AORN were essential elements in the success of this clinical learning innovation. We describe learning outcomes, lessons learned, and future plans for enhancing and expanding this course.

The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course.

BACKGROUND: POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork. OBJECTIVES: To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined. DESIGN/METHODS: This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results. SETTING: A mid-size, private university in the northeastern United States was the setting. PARTICIPANTS: A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester. RESULTS: The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75). CONCLUSION: The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be beneficial in educating undergraduate nursing students.

Application of blending learning based on MOOC in obstetrics and gynecology nursing course / 中华医学教育探索杂志

Objective To discuss the application form, method and effect of blending learning based on MOOC in Obstetrics and Gynecology Nursing Course, so as to improve learning quality and com-prehensive qualities of students. Methods Randomly selected a nursing undergraduate class as experi-mental group (n=190) and another as control group (n=189);blending learning and traditional teaching model were adopted, respectively. T test and chi-square test were used to compare scores of final exam in two groups, and Rating Scale of Self-directed Learning Competence for Nurses and Scale of Clinical Commu-nication Competence for Nursing Students were used to evaluate two groups before and after the course. Results The average score (76.30±7.08) and excellent rate (35.79％) in the experimental group were higher than those in the control group of (74.78 ±7.18) and 25.93％, with significance differences (P<0.05);Surveys showed that after the course, the autonomous learning ability and the clinical communication ability of students in the experimental group were better than before, and were better than those in the control group. Conclusion Blending learning can be applied to Obstetrics and Gynecology Nursing Course, which can effectively improve learning quality and enhance students' ability of independent study and clinical com-munication, with satisfactory teaching effects to both teachers and students.

Empathy in health professional students: A comparative cross-sectional study.

BACKGROUND: It has been shown that empathy strengthens the relationship between patients and health professionals and also improves patient and health professional satisfaction, which helps promote the best clinical outcomes. Empathy is considered an essential prerequisite for a nurse to effectively care for a patient and for a holistic understanding of a patient's perspective in a student population. OBJECTIVES: The main aim was to compare empathy levels between health professional students attending different university courses. DESIGN: A comparative study with a cross-sectional approach was conducted in two successive academic year cohorts of 1st year health professional students at a public Italian university. PARTICIPANTS AND METHODS: A sample of 1st year health professional students at a public Italian university was investigated using the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS). RESULTS: Overall, 502 health professional students were included in the study. The students in nursing showed significantly higher empathy levels than the students in other health professions. Furthermore, the female students were found to exhibit significantly more overall empathy than the male students were. CONCLUSIONS: The undergraduate nursing students showed a significantly higher mean score of empathy measured by the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS) than the students attending other health undergraduate courses. This could mean that a particular aptitude in establishing a help-relationship with other people exists among the students that choose to become a nurse.