This study evaluated the impact of a near-peer led cardiopulmonary resuscitation (CPR) workshop on medical students' knowledge and satisfaction. 120 medical students participated in 6 workshop sessions led by senior undergraduate students experienced in emergency care. Students' CPR knowledge and satisfaction were assessed before, immediately after, and 2 months following the workshops. Results showed that students' average knowledge scores significantly increased immediately after training and remained higher than baseline 2 months later. Students also reported good satisfaction with the near-peer led workshop method. The study concluded that near-peer led CPR training positively impacts knowledge acquisition, retention and student satisfaction, representing a useful approach for such training workshops.
Comparative Study of Teaching Approach Nursing Simulation Vs Group Discussion...Kailash Nagar
This study compared the effectiveness of nursing simulation versus group discussion on developing nursing students' knowledge and critical thinking abilities related to respiratory assessment.
Sixty nursing students from three colleges participated, with 30 randomly assigned to each teaching method. Both groups completed pre- and post-tests. The nursing simulation group had significantly higher post-test knowledge and critical thinking scores compared to the group discussion method.
While both teaching approaches improved students' respiratory assessment abilities from pre- to post-test, nursing simulation was found to be a more effective method for enhancing nursing students' knowledge and critical thinking compared to group discussion alone.
E learning vs standard lecture-which is the best approach to improve senior n...Alexander Decker
This study assessed nursing students' skills in classifying pressure ulcers and compared the effectiveness of an e-learning program versus a standard lecture. Senior nursing students were randomly assigned to an intervention group that received e-learning education on pressure ulcer classification or a control group that received a standard lecture. Both groups completed pre- and post-tests on pressure ulcer classification. The results showed that students' classification skills improved after both types of training, but improved more for the group that received e-learning education. The e-learning program was more effective than the standard lecture at enhancing nursing students' skills in pressure ulcer classification.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
This study evaluated the effectiveness of an online palliative care training program for primary care physicians compared to traditional education. The online program significantly improved physicians' knowledge about palliative care by 14-20% and increased their confidence in symptom management and communication. Physician satisfaction with the online program was high. The results support online education as a useful tool for palliative care training for primary care physicians.
Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.
Interprofessional Simulation: An Effective Training Experience for Health Car...Dan Belford
Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
This study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to measure their clinical decision-making skills. The findings showed that clinical quality was perceived as the highest attribute, while management received the lowest score. Most interns agreed that clinical settings caused stress. There was no significant correlation found between decision-making and competence based on gender. The knowledge gained from this study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
The study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to evaluate their decision-making skills across various dimensions. The results found that clinical quality was perceived as the highest attribute, while clinical instructions were the lowest. Most interns agreed they felt stress in clinical settings and there was no significant correlation between decision-making and competence based on gender. The knowledge gained from the study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
Comparative Study of Teaching Approach Nursing Simulation Vs Group Discussion...Kailash Nagar
This study compared the effectiveness of nursing simulation versus group discussion on developing nursing students' knowledge and critical thinking abilities related to respiratory assessment.
Sixty nursing students from three colleges participated, with 30 randomly assigned to each teaching method. Both groups completed pre- and post-tests. The nursing simulation group had significantly higher post-test knowledge and critical thinking scores compared to the group discussion method.
While both teaching approaches improved students' respiratory assessment abilities from pre- to post-test, nursing simulation was found to be a more effective method for enhancing nursing students' knowledge and critical thinking compared to group discussion alone.
E learning vs standard lecture-which is the best approach to improve senior n...Alexander Decker
This study assessed nursing students' skills in classifying pressure ulcers and compared the effectiveness of an e-learning program versus a standard lecture. Senior nursing students were randomly assigned to an intervention group that received e-learning education on pressure ulcer classification or a control group that received a standard lecture. Both groups completed pre- and post-tests on pressure ulcer classification. The results showed that students' classification skills improved after both types of training, but improved more for the group that received e-learning education. The e-learning program was more effective than the standard lecture at enhancing nursing students' skills in pressure ulcer classification.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
This study evaluated the effectiveness of an online palliative care training program for primary care physicians compared to traditional education. The online program significantly improved physicians' knowledge about palliative care by 14-20% and increased their confidence in symptom management and communication. Physician satisfaction with the online program was high. The results support online education as a useful tool for palliative care training for primary care physicians.
Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.
Interprofessional Simulation: An Effective Training Experience for Health Car...Dan Belford
Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
This study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to measure their clinical decision-making skills. The findings showed that clinical quality was perceived as the highest attribute, while management received the lowest score. Most interns agreed that clinical settings caused stress. There was no significant correlation found between decision-making and competence based on gender. The knowledge gained from this study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
The study assessed the perception of decision-making among nurse interns at Umm Al Qura University in Saudi Arabia. A questionnaire was administered to 30 nursing interns to evaluate their decision-making skills across various dimensions. The results found that clinical quality was perceived as the highest attribute, while clinical instructions were the lowest. Most interns agreed they felt stress in clinical settings and there was no significant correlation between decision-making and competence based on gender. The knowledge gained from the study can help nursing staff, interns, administrators, and the university to identify skill gaps and improve internship training programs.
Athletic Training Students And Preceptors Perceptions Of Active Learning Ti...Audrey Britton
Three key themes emerged from interviews with 13 athletic training students and 8 preceptors about their perceptions of active learning time during clinical education experiences. First, participants recognized that students spend much of their clinical time interacting with patients, completing administrative tasks, and doing custodial work. Second, participants noted their awareness of student activities increased after using an instrument to assess active learning time. Third, participants perceived that using bug-in-ear technology improved the efficiency of task completion but did not change the actual tasks being completed. The study highlights the various factors that influence how students spend their time during clinical education.
Successful Physician Training Program for Large Scale EHR ImplementationJenn Amstutz
This document describes a successful physician training program developed at Stanford Children's Health for a large-scale EMR implementation. The training program included instructor-led classes grouped by provider role and workflow, as well as online learning modules. Evaluations found high physician satisfaction with the program. Based on feedback, the authors recommend physician engagement, tailored curricula, and assessment of proficiency for future EMR training programs.
Effect of blended learning approach on student nurses’ attitudes and academic...Alexander Decker
This study examined the effects of blended learning versus traditional teaching on student nurses' attitudes, motivation, and academic achievement. 62 nursing students were randomly assigned to a blended learning or traditional lecture group. Both groups completed pre-tests of attitude, motivation, and achievement before the course. The blended learning group received instruction through online materials and face-to-face meetings, while the traditional group received only lectures. After the course, both groups took post-tests of the same measures. The results showed that the blended learning group had significantly higher attitude, motivation, and achievement scores than the traditional group after the course. The study concluded that blended learning is more effective than traditional lectures alone.
This document summarizes a study that aimed to address the shortage of faculty facilitators for problem-based learning (PBL) modules by training residents as facilitators. The study compared the teaching skills of 5 senior resident tutors to 5 senior faculty tutors after both groups received 1 month of training in facilitation skills. Students evaluated the tutors in areas like content knowledge, PBL skills, student-centered learning, and group skills. Results showed that faculty scored higher than residents in content knowledge and group skills, but there was no significant difference in PBL and student-centered learning skills. Overall, faculty scores were significantly higher than residents. The study concluded that residents can effectively supplement faculty as PBL facilitators after receiving teacher
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
Clinical Practicum CPCU at Tanner Medical Center Reflection Paper.pdfbkbk37
The document is a reflection paper from a nursing student about their clinical practicum experiences at an intensive care unit and emergency department. It discusses four key themes: 1) The experience involved intense emotions for students, both positive feelings from patient improvements and negative feelings from serious situations and death. 2) Attitudes are important over techniques in caring for critically ill patients. 3) Students identified with nurses who could manage complex environments and provide close care to patients. 4) Students reflected on how to improve care for critically ill patients and their families.
Analysis of Relationship Between Associate Degree Nursing Student’s Self-Conf...Crimsonpublisherscojnh
Increasing patient acuity and complex health care demand the need for preparing competent graduate nurses. However, reduced availability of clinical setting exists translating to difficulties obtaining patient care experiences for nursingstudents. This ongoing issue demands nurse educators to seek alternative teaching strategies. High-fidelity simulation experiences can provide learning environment very similar to the clinical setting. The purpose of this descriptive co-relational quantitative research study was to examine what relationships, if any, existed between associate degree nursing students' self-confidence in learning and their perceived presence of five instructional design characteristics in a high-fidelity simulation learning experience.
The nursing students' perceived experiences were measured by the NLN (National League for Nursing) Self-Confidence in Learning and Simulation Design Survey instruments. Study participants were asked to rate the level of importance of each variable (Self-Confidence and Simulation Design Instruments) on a Likert scale with the following rating: 1= strongly disagree to 5= strongly agree. The results of this study identified students' perceptions on the importance of realism and debriefing (feedback/guided reflection) in a simulation experience. Additional findings highlighted the importance to students of definitive objectives and information, which influence their self-confidence in learning within a simulation learning environment.
It is evident the use of simulation as an educational tool is becoming more prevalent in the health care settings. This is especially important in response to the growing shortage of accessible clinical sites and available faculty. The findings of this study support the need for more quantitative research to evaluate the use of high-fidelity simulation experiences on nursing students learning outcomes
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000513.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
1) The study assessed nursing students' attitudes toward learning communication skills and factors influencing their attitudes, such as age, level of study, and GPA.
2) It found a significant positive correlation between level of study and attitude, as well as between GPA and attitude. A limited positive relationship was also found between age and attitude.
3) Students in the professional program had a more positive attitude toward learning communication skills compared to students in the pre-professional program.
This document contains a proforma for registering a dissertation topic for a Master's in Nursing student named Sonia Jasmine Pinto. The proposed topic is on the "Effectiveness of Video Assisted Teaching Programme (VATP) in Improving Skills on Antenatal Examination Among Nursing Student’s in Selected College of Mangalore." The proforma provides background information on the need for the study based on literature reviews showing video-assisted teaching can improve skills more than traditional lectures. It outlines the objectives to assess skills before and after VATP, evaluate VATP effectiveness, and compare skills between experimental and control groups.
Article Challenges Of Nursing Students 2021.PdfAndrew Parish
This document discusses a study on the challenges nursing students face during their internship programs in hospitals in Mogadishu, Somalia. A descriptive qualitative and quantitative research design was used to collect data from 300 nursing student interns through questionnaires. The study found the main challenges were overcrowding, discrimination, cultural differences with patients, and gaps between theoretical knowledge and practical skills. Recommendations included improving university education, hospital management and training, and coordination between the Ministries of Education and Health to enhance internship programs.
SELF LEARNING VERSUS TRADITIONAL LEARNING FOR NURSING STUDENTS REGARDING SAFE...indexPub
Self-directed learning necessary for effective lifelong learning and many skills of students are expected to improve. Traditional learning methods are ineffective and passive instructional method. Students' nurses need to be educated and periodically reinforce their knowledge through seminars and
workshops to ensure high understanding of how to prevent communicable diseases transmission.. Aim of study: evaluate the self-learning versus traditional learning regarding safety measures in emergency unit. Research Design: A quasi-experimental design was utilized. Setting: The study will be conducted in nursing schools at Abbasiya district (Dar El Shifa School and psychiatric health school). Study sample: A purposive sample was collected; it consisted of 120 students nurses, first class, both genders, Tools: three tool was used pre/post in this study: 1- Structured Interviewing Questionnaire to assess characteristic and knowledge of studied students 2- Observation checklists to assess students, performance post implementation of two learning methods. 3- Students, opinion sheet to assess student's satisfaction regarding self-learning and traditional learning method assess the environment
of the school lab. Results: there was a highly statistically significant differences in relation to knowledge about safety in the emergency unit items between pre and post program in self-learning group (P= < 0.001).while, no statistically significant differences in traditional learning group Moreover, there was a positive highly statistically significant correlation between total knowledge and total practices among studied students in self-learning and traditional-learning groups in the post program. Conclusion: In conclusion Implementation of nursing student intervention had positive effect on knowledge, and practices for two groups (self-learning& traditional learning) regarding safety measure in emergency unit. Recommendation: developing educational programs for enhancing students' awareness about safety measures in emergency unit should be a priority in nursing schools to ensure early protective from infection. Raise nursing student's awareness regarding safety measures by using self-learning.
Educational technology was found to have a positive effect on nursing students' clinical competency skills and satisfaction levels. Results showed that students who learned clinical skills like hand hygiene and injections using reusable learning objects had higher average scores on competency evaluations compared to students who learned through traditional demonstration methods. The mean differences between the groups were 2.36 for hand hygiene skills and 1.12 for injection skills, indicating reusable learning objects led to better outcomes. Overall, the study found educational technology to be an effective method for teaching nursing students important clinical skills.
This document describes a curriculum developed to educate physicians-in-training about resource utilization and outcomes of care. The curriculum has three goals: provide an overview of pay-for-performance measures, highlight core competencies around practice-based and system-based learning, and review costs of common tests while discussing appropriate resource use. Trainees receive biweekly feedback on their own metrics like labs ordered, costs, imaging use, length of stay, and readmissions compared to peers. The goal is to improve knowledge of individual practice patterns and hospital costs to reduce resource use and prepare trainees for current healthcare systems. An initial survey found most trainees did not receive regular feedback.
GNM Nursing Admission Joint Entrance Coaching Center in Kolkata Howrah OnlineGyankosh Academy
GNM Nursing Admission Joint Entrance Coaching Center in Kolkata Online Offline
Nursing can be described as an art, a science, a heart, and a mind. It has a fundamental respect for human dignity and an intuition for a patient’s needs. This is supported by the mind, in the form of rigorous core learning. Due to the vast range of specialism and complex skills in the nursing profession, each nurse will have specific strengths, passions, and expertise. We are the GNM nursing coaching center in Kolkata for WBJEE nursing joint entrance. We provide better qualified and quality coaching in Kolkata for WBJEE ANM GNM nursing admission in Government colleges in West Bengal. Our students successfully qualify the nursing joint entrance exam in previous years. Now we have started the GNM online coaching in Kolkata campus for a new batch. Interested candidates can directly apply for admission to our institution, seat is available for the ANM GNM joint entrance coaching course in Kolkata. Now we discuss some important parts of nursing courses.
All of the above wills happened when you qualify for the WBJEE exam. Gyankosh Academy is one of the leading GNM joint entrance coaching center in Kolkata for direct admission to Government nursing colleges through counseling.
GNM Admission Coaching Center Kolkata: https://www.gyankoshacademy.com/gnm-general-nursing-midwifery/
ANM GNM Joint Entrance Coaching Center Kolkata: https://www.gyankoshacademy.com/jenpas-ug-jenpauh-neet-coaching-gnm-bsc-nursing/
The document provides an introduction to a research proposal on cardiopulmonary resuscitation (CPR) guidelines in India. It discusses how CPR guidelines have been developed for laypersons to use compression-only life support (COLS) on victims outside of hospitals. The need for the study is described as assessing the effectiveness of providing structured teaching and demonstrations of COLS to undergraduate students, as awareness of CPR is less than 1% among the Indian population. The objectives are listed as analyzing the effectiveness of the teaching program through pre-and post-testing, and identifying associations between demographic variables and post-test COLS scores.
To evaluate the portfolio in assessing interprofessional learning between medical and midwifery students. The student portfolio is assessed using a rubric consisting of four assessment criteria. A total of 32 student portfolios were tested for reliability coefficients and interrater agreements. We conducted an in-depth interview with mentors and focus group discussion (FGD) with students for exploring their perceptions of the ability of the portfolio to assess the learning. Interview and FGD data were converted into verbatim transcripts then were analyzed by two coders using open coding techniques. The reliability coefficient is 0.808. Inter-rater agreements for each assessment criteria are ranging from moderate to high. Mentors and students have positive insights toward the assessment system. This study supports the use of portfolios as an interprofessional educational assessment tool.
The student completed a practicum at the Orlando VA Medical Center developing and implementing an educational program for nursing staff on caring for veterans with PTSD. The goals were to assess nursing staff needs, develop a teaching program using evidence-based research, and evaluate its effectiveness in improving veteran quality of life. The program was well-received and led to positive outcomes on nursing knowledge. The experience enhanced the student's skills as a nurse educator and provided opportunities for professional advancement.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Athletic Training Students And Preceptors Perceptions Of Active Learning Ti...Audrey Britton
Three key themes emerged from interviews with 13 athletic training students and 8 preceptors about their perceptions of active learning time during clinical education experiences. First, participants recognized that students spend much of their clinical time interacting with patients, completing administrative tasks, and doing custodial work. Second, participants noted their awareness of student activities increased after using an instrument to assess active learning time. Third, participants perceived that using bug-in-ear technology improved the efficiency of task completion but did not change the actual tasks being completed. The study highlights the various factors that influence how students spend their time during clinical education.
Successful Physician Training Program for Large Scale EHR ImplementationJenn Amstutz
This document describes a successful physician training program developed at Stanford Children's Health for a large-scale EMR implementation. The training program included instructor-led classes grouped by provider role and workflow, as well as online learning modules. Evaluations found high physician satisfaction with the program. Based on feedback, the authors recommend physician engagement, tailored curricula, and assessment of proficiency for future EMR training programs.
Effect of blended learning approach on student nurses’ attitudes and academic...Alexander Decker
This study examined the effects of blended learning versus traditional teaching on student nurses' attitudes, motivation, and academic achievement. 62 nursing students were randomly assigned to a blended learning or traditional lecture group. Both groups completed pre-tests of attitude, motivation, and achievement before the course. The blended learning group received instruction through online materials and face-to-face meetings, while the traditional group received only lectures. After the course, both groups took post-tests of the same measures. The results showed that the blended learning group had significantly higher attitude, motivation, and achievement scores than the traditional group after the course. The study concluded that blended learning is more effective than traditional lectures alone.
This document summarizes a study that aimed to address the shortage of faculty facilitators for problem-based learning (PBL) modules by training residents as facilitators. The study compared the teaching skills of 5 senior resident tutors to 5 senior faculty tutors after both groups received 1 month of training in facilitation skills. Students evaluated the tutors in areas like content knowledge, PBL skills, student-centered learning, and group skills. Results showed that faculty scored higher than residents in content knowledge and group skills, but there was no significant difference in PBL and student-centered learning skills. Overall, faculty scores were significantly higher than residents. The study concluded that residents can effectively supplement faculty as PBL facilitators after receiving teacher
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
Clinical Practicum CPCU at Tanner Medical Center Reflection Paper.pdfbkbk37
The document is a reflection paper from a nursing student about their clinical practicum experiences at an intensive care unit and emergency department. It discusses four key themes: 1) The experience involved intense emotions for students, both positive feelings from patient improvements and negative feelings from serious situations and death. 2) Attitudes are important over techniques in caring for critically ill patients. 3) Students identified with nurses who could manage complex environments and provide close care to patients. 4) Students reflected on how to improve care for critically ill patients and their families.
Analysis of Relationship Between Associate Degree Nursing Student’s Self-Conf...Crimsonpublisherscojnh
Increasing patient acuity and complex health care demand the need for preparing competent graduate nurses. However, reduced availability of clinical setting exists translating to difficulties obtaining patient care experiences for nursingstudents. This ongoing issue demands nurse educators to seek alternative teaching strategies. High-fidelity simulation experiences can provide learning environment very similar to the clinical setting. The purpose of this descriptive co-relational quantitative research study was to examine what relationships, if any, existed between associate degree nursing students' self-confidence in learning and their perceived presence of five instructional design characteristics in a high-fidelity simulation learning experience.
The nursing students' perceived experiences were measured by the NLN (National League for Nursing) Self-Confidence in Learning and Simulation Design Survey instruments. Study participants were asked to rate the level of importance of each variable (Self-Confidence and Simulation Design Instruments) on a Likert scale with the following rating: 1= strongly disagree to 5= strongly agree. The results of this study identified students' perceptions on the importance of realism and debriefing (feedback/guided reflection) in a simulation experience. Additional findings highlighted the importance to students of definitive objectives and information, which influence their self-confidence in learning within a simulation learning environment.
It is evident the use of simulation as an educational tool is becoming more prevalent in the health care settings. This is especially important in response to the growing shortage of accessible clinical sites and available faculty. The findings of this study support the need for more quantitative research to evaluate the use of high-fidelity simulation experiences on nursing students learning outcomes
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000513.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
1) The study assessed nursing students' attitudes toward learning communication skills and factors influencing their attitudes, such as age, level of study, and GPA.
2) It found a significant positive correlation between level of study and attitude, as well as between GPA and attitude. A limited positive relationship was also found between age and attitude.
3) Students in the professional program had a more positive attitude toward learning communication skills compared to students in the pre-professional program.
This document contains a proforma for registering a dissertation topic for a Master's in Nursing student named Sonia Jasmine Pinto. The proposed topic is on the "Effectiveness of Video Assisted Teaching Programme (VATP) in Improving Skills on Antenatal Examination Among Nursing Student’s in Selected College of Mangalore." The proforma provides background information on the need for the study based on literature reviews showing video-assisted teaching can improve skills more than traditional lectures. It outlines the objectives to assess skills before and after VATP, evaluate VATP effectiveness, and compare skills between experimental and control groups.
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This document discusses a study on the challenges nursing students face during their internship programs in hospitals in Mogadishu, Somalia. A descriptive qualitative and quantitative research design was used to collect data from 300 nursing student interns through questionnaires. The study found the main challenges were overcrowding, discrimination, cultural differences with patients, and gaps between theoretical knowledge and practical skills. Recommendations included improving university education, hospital management and training, and coordination between the Ministries of Education and Health to enhance internship programs.
SELF LEARNING VERSUS TRADITIONAL LEARNING FOR NURSING STUDENTS REGARDING SAFE...indexPub
Self-directed learning necessary for effective lifelong learning and many skills of students are expected to improve. Traditional learning methods are ineffective and passive instructional method. Students' nurses need to be educated and periodically reinforce their knowledge through seminars and
workshops to ensure high understanding of how to prevent communicable diseases transmission.. Aim of study: evaluate the self-learning versus traditional learning regarding safety measures in emergency unit. Research Design: A quasi-experimental design was utilized. Setting: The study will be conducted in nursing schools at Abbasiya district (Dar El Shifa School and psychiatric health school). Study sample: A purposive sample was collected; it consisted of 120 students nurses, first class, both genders, Tools: three tool was used pre/post in this study: 1- Structured Interviewing Questionnaire to assess characteristic and knowledge of studied students 2- Observation checklists to assess students, performance post implementation of two learning methods. 3- Students, opinion sheet to assess student's satisfaction regarding self-learning and traditional learning method assess the environment
of the school lab. Results: there was a highly statistically significant differences in relation to knowledge about safety in the emergency unit items between pre and post program in self-learning group (P= < 0.001).while, no statistically significant differences in traditional learning group Moreover, there was a positive highly statistically significant correlation between total knowledge and total practices among studied students in self-learning and traditional-learning groups in the post program. Conclusion: In conclusion Implementation of nursing student intervention had positive effect on knowledge, and practices for two groups (self-learning& traditional learning) regarding safety measure in emergency unit. Recommendation: developing educational programs for enhancing students' awareness about safety measures in emergency unit should be a priority in nursing schools to ensure early protective from infection. Raise nursing student's awareness regarding safety measures by using self-learning.
Educational technology was found to have a positive effect on nursing students' clinical competency skills and satisfaction levels. Results showed that students who learned clinical skills like hand hygiene and injections using reusable learning objects had higher average scores on competency evaluations compared to students who learned through traditional demonstration methods. The mean differences between the groups were 2.36 for hand hygiene skills and 1.12 for injection skills, indicating reusable learning objects led to better outcomes. Overall, the study found educational technology to be an effective method for teaching nursing students important clinical skills.
This document describes a curriculum developed to educate physicians-in-training about resource utilization and outcomes of care. The curriculum has three goals: provide an overview of pay-for-performance measures, highlight core competencies around practice-based and system-based learning, and review costs of common tests while discussing appropriate resource use. Trainees receive biweekly feedback on their own metrics like labs ordered, costs, imaging use, length of stay, and readmissions compared to peers. The goal is to improve knowledge of individual practice patterns and hospital costs to reduce resource use and prepare trainees for current healthcare systems. An initial survey found most trainees did not receive regular feedback.
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The document provides an introduction to a research proposal on cardiopulmonary resuscitation (CPR) guidelines in India. It discusses how CPR guidelines have been developed for laypersons to use compression-only life support (COLS) on victims outside of hospitals. The need for the study is described as assessing the effectiveness of providing structured teaching and demonstrations of COLS to undergraduate students, as awareness of CPR is less than 1% among the Indian population. The objectives are listed as analyzing the effectiveness of the teaching program through pre-and post-testing, and identifying associations between demographic variables and post-test COLS scores.
To evaluate the portfolio in assessing interprofessional learning between medical and midwifery students. The student portfolio is assessed using a rubric consisting of four assessment criteria. A total of 32 student portfolios were tested for reliability coefficients and interrater agreements. We conducted an in-depth interview with mentors and focus group discussion (FGD) with students for exploring their perceptions of the ability of the portfolio to assess the learning. Interview and FGD data were converted into verbatim transcripts then were analyzed by two coders using open coding techniques. The reliability coefficient is 0.808. Inter-rater agreements for each assessment criteria are ranging from moderate to high. Mentors and students have positive insights toward the assessment system. This study supports the use of portfolios as an interprofessional educational assessment tool.
The student completed a practicum at the Orlando VA Medical Center developing and implementing an educational program for nursing staff on caring for veterans with PTSD. The goals were to assess nursing staff needs, develop a teaching program using evidence-based research, and evaluate its effectiveness in improving veteran quality of life. The program was well-received and led to positive outcomes on nursing knowledge. The experience enhanced the student's skills as a nurse educator and provided opportunities for professional advancement.
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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2. Sabeghi et al
Res Dev Med Educ, 2021, 10, 9
2
Traditional methods are accompanied by numerous
shortcomings, including inconsistency of training
programs with the needs of participants, lack of allocation
of sufficient time to put skills learned into practice, poor
supervision of training, and ignorance of the views of the
trainees.5,10
Therefore, novel teaching methods may be
employed to enhance the knowledge and skills of medical
students in learning CPR to achieve better, deeper, and
durable learning. By adopting a suitable learning strategy,
students can rescue lives in the face of real cases.4
Peer education is a modern and popular technique
derived from Bandura’s social learning theory, in which
individuals learn from each other through observation,
imitation, and modeling.9
A peer group consists of
educational units similar to one another in terms of age,
social status, behavior, and interests, and enhances social
behaviors, personal relationships, and sense of belonging.
This can make group education more effective, because
the equality of the group of peers and learners and the
close relationships among them will contribute to better
understanding.11
Peer learning is divided into two main types: near-
peers and tutor-peers. Tutor-peers are academically at
the same level, and therefore, relatively inexperienced;
however, near-peers are students who are one or two
years senior. In other words, academically, near peers have
more clinical experience than the students with whom
they are grouped.12-14
The difference between near-peers
and tutor-peers is their educational level.9,15
It is believed
that since near peers have experience being at the same
level as the current students, they are more familiar with
their educational needs and thus can better understand
the students’ learning processes and possible areas of
confusion.16
One advantages of this approach includes
participation on the part of the individuals themselves in
their education, which leads to increased accountability,
easier information transfer, and even cost savings.17
The workshop method has been commonly used for
training CPR skills since 1941.1
The results of various
studies have shown the positive effect of this method on
enhancing knowledge and skills of participants in learning
CPR.1,7
Therefore, taking into account the benefits of the
near-peer method, the researchers in the present study
examined the effect of conducting CPR workshops using
the near-peer method on learning, knowledge retention,
and satisfaction of students in various medical fields.
Materials and Methods
This quasi-experimental study was conducted with a
group of medical, nursing, midwifery, and paramedical
students at the Birjand University of Medical Sciences in
Iran. Assessments were conducted before, immediately
after, and two months following the workshop series. The
sample size was determined using the sample size formula
for estimating an average in a population based on the
pilot study and probable attrition (135 students). In all,
120 students who enrolled in the CPR training workshops
completed the questionnaire.
The near peers were five undergraduate students in
their last semester of medical emergency training who
were experienced in pre-hospital emergency care. They
had experience working in an emergency medical center
for at least two years and their ability to perform CPR
was attested and approved by three faculty members.
Students were divided into six groups and a basic CPR
workshop was conducted separately for each group. This
baseline CPR workshop lasted eight hours (two and six
hours of theoretical and practical content, respectively).
Initially, the theoretical content included basic CPR skills
for adults, for specific age groups, and for those in special
circumstances and was presented through lectures and
group discussions. For the practical part of the workshop,
students were divided into four groups of five students
each. Each group was supervised by one member of the
near-peer group. One near-peer student was responsible
for coordinating the groups and managing the workshop.
All items presented in the theoretical part were practiced
first on a CPR mannequin by the near peer, and then by
students under the supervision of their near peer. At the
end of the workshop, the near peer in charge of each group
provided separate feedback on the performance of each
student.
Data collection tools in this study included a researcher-
created questionnaire consisted of three parts, including
demographic information, assessment of CPR knowledge
(25 MCQs), and satisfaction rating (15 items on a five-
point Likert scale from very much to very little). Using
comments of 10 faculty members at the Birjand University
of Medical Sciences, content validity index (CVI) and
face validity were used to assess the validity of the
questionnaires.Theinternalreliabilityofthequestionnaire
was confirmed with Cronbach’s alpha = 0.85.
Questionnaires were distributed among the participants
before the baseline workshop. It was noted in the
questionnaire guide that filling out the questionnaire
indicated consent to participate in the study. Immediately
following the workshop and again two months later, the
participants filled out the questionnaires for a total of three
collection points. The completed questionnaires were
collected and analyzed with SPSS 14, using descriptive
statistical tests (mean, standard deviation, percentage)
and inferential tests (Tukey’s analysis of variance).
Results
Of the 120 students in the study, 34 (28.3%) were men
and 86 (71.7%) were women. The majority of students
were nursing students (45.8%), with a mean grade point
average (GPA) of 16.01-17 (30%), and, the majority were
undergraduate students (61.7%). Most of the subjects
(72.5%) had no previous CPR training (Table 1).
To examine the effect of time, repeated-measures
ANOVA was used. First, the spherical hypothesis was
examined by the Mauchly’s Sphericity test. Since the
sphericity hypothesis was not established at P < 0.001, the
3. Near Peer CPR Workshop
Res Dev Med Educ, 2021, 10, 9 3
Greenhouse-Geisser test was used to evaluate the effect
trend. The results of the repeated-measures ANOVA
showed that, over time, increasing the level of students
was significant (P < 0.001; Tables 2 and 3).
The results of this study showed that the amount of
students’ knowledge changed significantly over time
and was different based on gender, marital status, and
educational level; however, there were no significant
differences between men and women, married and single
people, or different educational programs. On the other
hand, results have shown that within different programs,
the effect of time, time-group, and group were significant.
In other words, there was a significant difference between
different fields of study in the amount of knowledge over
time, and nursing students reported the highest amount of
knowledge (Table 4).
An independent t-test showed a significant difference
in mean knowledge scores at baseline and immediately
after the intervention and at baseline and at the follow-
up. In addition, the mean difference scores of knowledge
at baseline and immediately after the intervention, and
mean difference scores after the intervention and the
follow-up were significant between the students in terms
of educational level (Table 5).
In this study, most students (85.0%) were satisfied
with the near-peer teaching method. The results showed
no significant difference in mean satisfaction scores
among students in terms of gender (P = 0.150); however,
differences in the field of study was significant (P = 0.030).
The result of Tukey’s post-hoc test showed that the
mean satisfaction score among the medical students was
significantly higher than in the nursing students, and it was
higher in postgraduate students and general practitioners
in comparison with undergraduate students (P = 0.007).
Spearman’s correlation test showed no correlation
between students’ total GPA and mean scores of learning
(P = 0.570), retention (P = 0.510), and satisfaction
(P = 0.480).
Discussion
Based on the results of this study, mean knowledge
scores of students were unsatisfactory prior to training.
Abdollahi et al. also found that students lacked suitable
performance before encountering training.4
Madden
found that 94% of students did not receive an acceptable
score in the pre-test phase due to the way CPR has been
taught in universities.18
Although CPR skills are an
important component of intensive and emergency care
in the medical sciences curriculum, these skills have
unfortunately not been highly regarded and are often
mainly taught theoretically in various subjects, and thus
students do not receive suitable practical training.19
The significant difference between pre- and post-test
scores of students is indicative of the efficacy of this
teaching method in improving their knowledge. Perkins
also confirmed a positive effect of peer education on CPR
performed successfully by medical students.19
Although the mean scores of students in the follow-up
phase decreased compared with the post-intervention
phase, their scores were still significantly higher than at
baseline. These results support the findings of a study
by Madden.18
This study demonstrates the importance
and necessity of repetitive and continuous training of
CPR skills for students, as stated in the American Heart
Association (AHA) guidelines that all hospital staff in
contact with patients should be continuously trained for
CPR.20
DespitetheeffectofvariousfactorsonCPRqualification,
Table 1. Frequency distribution of the study subjects in terms of
demographic characteristics
Variable Number percentage
Gender
Male 34 28/3
Female 86 71/7
Field of study
Medicine 45 37/5
Nursing 55 45/8
Anesthesiology
and Health
20 16/7
Grade point average
(GPA)
15 and less 30 25
15-16.01 29 24/2
16.01-17 36 30
More than 17 25 20/8
Education level
BS 74 61/7
MSc & PhD 46 38/3
Prior training
experience
Yes 33 27/5
No 87 72/5
Familiarity with CPR
Very low 60 50
Primary 41 34/2
Moderate 19 15/8
Table 2. Comparison of mean (SD) knowledge scores of students
before, immediately after the education and follow-up phase
Mean± SD Max Min
Before the education 6/48±2/76 15 1
Immediately after the education 16/14± 2/65 21 9
follow-up 13/56±4/02 21 3
Table 3. Investigating the effect of peer education (repeated analysis of variance)
Factor Sum of squares d Mean of squares F P
Time 5531/089 1/74 3167/72 315/59 <0,001
Error 2085/57 207/78 10/037
4. Sabeghi et al
Res Dev Med Educ, 2021, 10, 9
4
an important factor affecting it is the teaching method
used.18
Peer tutoring is an approach in which students are
encouraged to take charge of their learning. Learning is
improved and is more sustainable in this method because
students are more actively involved and participate more
in their learning.19
Parcheh Bafieh et al. investigated the
effect of the near-peer teaching method on clinical self-
efficacyofnursingstudentsandfoundthatthiseducational
method could increase the sense of clinical self-efficacy in
students, thus improving the patients’ care dimensions.14
A systematic review at the University of Lathrup, Australia
(2016) showed that the use of near peers in the education
process can be effective in the learning and performance
of both students and near peers.21
Improved learning and
performance and increased self-confidence of medical
students and near peers are other advantages of using the
near-peer approach.16
In the present study, a large number of students (120
students) were effectively trained for the important topic
of CPR in a workshop that required a great deal of time
and energy by using the near-peer education technique.
Wik et al. found that the baseline CPR was able to be
taught to 1303 employees of a factory within three weeks
using the peer teaching method. Therefore, in addition
to the above-mentioned advantages, the peer teaching
method is also be a potential solution to compensate for
the amount of human resources required for correct CPR
training. Since effective training of this practical skill
requires adequate time in both theory and practice, one
of the major problems for educational institutions is a
shortage of trainers.22
The findings of our study suggest that medical and
postgraduate students were more satisfied with the near-
peer workshop method compared with undergraduate
students. Given the higher exposure of medical and
postgraduate students to patients in need of clinical
resuscitation, and consequently, their higher need to
learn the resuscitation process, this group may have been
more interested in learning skills they saw as immediately
applicable in their training, which may transfer to their
their higher satisfaction ratings as well. Various studies
have shown that peer education can contribute to
increased self-esteem, improved presentation skills,
increased responsibility-taking, development of critical
thinking skills, improved test scores, and increased
opportunity for questions and answers. This teaching
method has also been reported to increase intergroup
collaboration in the transmission of health information.23
Table 4. Investigating the effect of peer education based on gender, field of study and educational level
Groups Sum of squares d Mean of Squares F P
Gender
Within groups effects
Time 4357.48 1.75 2490.34 248.12 <0.001
Time-Group 13.26 1.75 7.58 0.75 0.45
Between groups effects Group 0.401 1 0.401 0.03 0.86
Field of study
Within groups effects
Time 1968.33 1.66 1186.06 130.84 <0.001
Time-Group 355.64 6.638 53.576 5.911 <0.001
Between groups effects Group 481.81 4 120.45 12.33 <0.001
Education level
Within groups effects
Time 361.112 2 180.55 22.45 <0.001
Time-Group 203.73 3.24 62.82 6.33 <0.001
Between groups effects Group 56.47 2 28.23 2.13 0.12
Table 5. Comparison of mean knowledge scores of students before, immediately after the education and follow-up phase
Variable
Before the
education
Immediately
after the
education
follow-up
Mean difference
score before and
immediately after
the education
Mean
difference
score before
and follow-up
Mean difference
score immediately
after the education
and follow-up
Gender
Male 7.2±15.68 16.2±12.29 13.3±12.57 8.3±97.68 5.4±97.09 -3.3±00.95
Female 6.2±72.80 16.2±15.79 13.4±73.22 9.3±43.26 7.5±01.03 -2.4±42.40
P 0.45 0.95 0.46 0.50 0.29 0.50
Field of study
Medicine 5.2±89.78 17.2±02.17 12.3±40.53 11.2±13.93 6.4±51.69 -4.4±62.18
Nursing 7.2±96.43 16.2±24.76 15.3±62.81 8.2±27.99 7.4±65.77 -0/3±62.99
Anesthesiology
and Health
5.2±90.53 13.2±90.10 10.2±50.67 8.3±00.66 4.4±60.55 -3.2±40.62
P <0.001 <0.001 <0.001 <0.001 <0.05 <0.001
Education
level
BS 7.2±35.57 15.2±55.76 14.4±27.22 8.3±20.18 6.4±92.86 -1.3±28.83
MSc & PhD 6.2±02.89 17.2±09.19 12.3±41.49 11.2±07.93 6.4±39.71 -4.4±67.15
P 0.01 0.002 0/01 <0.001 0.56 <0.001
5. Near Peer CPR Workshop
Res Dev Med Educ, 2021, 10, 9 5
All of the abovementioned factors can contribute to
increased interest in learning and increased satisfaction
among students.
Conclusion
According to the positive effects of collaborative learning
methods in the teaching-learning process, we used a novel
and efficient collaborative method to improve the quality
of CPR training. The results of this study indicate positive
effects in using near peers as educational elements, and
integrating near-peer training into workshop education
in the teaching-learning process could be considered as a
strategy to facilitate this process.
Ethical approval
This article is the result of the research project, which is approved
by the code of IR.bums.REC.1394.461 at the Ethics Committee of
theBirjand University of Medical Sciences.
Competing interests
The authors have no conflicts of interest.
Authors’ contributions
All authors designed the study and collected the data. HS and
EAM analyzed the data and prepared the manuscript draft. All
authors participated in the edition of the manuscript based on
editor and reviewer comments. HS edited and approved the final
manuscript. All the authors had full access to all data in the study.
Acknowledgments
The authors appreciate Jalil Ahmadian Moghadam, Javad Dehaki
Toroghi, Mahdi Razavi, Alireza Gholiyan Aval, and Jaafar
Mehraban who cooperated in near-peer group.
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