Effectiveness of game-based virtual reality phone application and online education on knowledge, attitude and compliance of standard precautions among nursing students

Al‐Mugheed, Khalid; Bayraktar, Nurhan; Al‐Bsheish, Mohammad; Alsyouf, Adi; Aldhmadi, Badr K.; Jarrar, Mu’taman; Alkhazali, Moath

doi:10.1371/journal.pone.0275130

Cited by 25 publications

(10 citation statements)

References 41 publications

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“…This result aligns with a study conducted in Northern Cyprus, where participants showed inadequate knowledge ( 27 ) and contrasted with international studies that showed the students had inadequate knowledge of NSI ( 8 , 28 , 29 ). Such a high score indicates that nursing students in the current study had sufficient knowledge regarding NSI, confirming that the nursing school offered special courses such as infection control to students before starting clinical practice ( 30 ). More than half of the nursing students were senior students and had previous education about NSI, meaning they have high exposure to the causes and risk factors of needle stick injuries.…”

Section: Discussionsupporting

confidence: 68%

Incidence, knowledge, attitude and practice toward needle stick injury among nursing students in Saudi Arabia

Al-Mugheed

Abdelaliem

Baghdadi

et al. 2023

Front. Public Health

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BackgroundNeedle stick injuries constitute the greatest threat to nursing students during clinical practice because of accidental exposure to body fluids and infected blood. The purpose of this study was to (1) determine the prevalence of needle stick injuries and (2) measure the level of knowledge, attitude and practice among nursing students about needle stick injuries.MethodsThree hundred participants undergraduate nursing students at a private college in Saudi Arabia were included, of whom 281 participated, for an effective response rate of 82%.ResultsThe participants showed good knowledge scores with a mean score of 6.4 (SD = 1.4), and results showed that students had positive attitudes (Mean = 27.1, SD = 4.12). Students reported a low level of needle stick practice (Mean = 14.1, SD = 2.0). The total prevalence of needle stick injuries in the sample was 14.1%. The majority, 65.1%, reported one incidence in the last year, while (24.4%) 15 students reported two incident of needle stick injuries. Recapping was the most prevalent (74.1%), followed by during injection (22.3%). Most students did not write a report (77.4%), and being worried and afraid were the main reasons for non-reports (91.2%). The results showed that female students and seniors scored higher level in all needle stick injuries domains (knowledge, attitude and practice) than male students and juniors. Students who had needle stick injuries more than three times last year reported a lower level of all needle stick injury domains than other groups (Mean = 1.5, SD =1.1; Mean = 19.5, SD =1.1; Mean = 9.5, SD =1.1, respectively).ConclusionAlthough the student’s showed good knowledge and positive attitudes in NSI, the students reported a low level of needle stick practice. Raising awareness among nursing students and conducting continuing education related to sharp devices and safety and how to write an incident reporting is highly recommended.

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Section: Discussionsupporting

confidence: 68%

Incidence, knowledge, attitude and practice toward needle stick injury among nursing students in Saudi Arabia

Al-Mugheed

Abdelaliem

Baghdadi

et al. 2023

Front. Public Health

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“… 32 Providing in-service education is important for medication errors decreasing and infection control that allows the nurses to adapt with recent guidelines of medication, and new administration techniques. 33 , 34 …”

Section: Discussionmentioning

confidence: 99%

Medication Administration Error Perceptions Among Critical Care Nurses: A Cross-Sectional, Descriptive Study

Alzoubi,

Al-Mahasneh,

Al-Mugheed

et al. 2023

JMDH

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Purpose This study aimed to investigate the medication administration error perceptions among Jordanian critical care nurses. Methods A cross-sectional, descriptive design was used among Jordanian critical care nurses. The total number of completed questionnaires submitted for analysis was 340. Data were collected between July and August 2022 in two health sectors (governmental hospitals and educational hospital) in the middle and north region in Jordan through a self-administered questionnaire on medication administration errors which includes 65 items with three parts. Results Nurses showed negative perceptions toward medication administration errors. The majority of participants agreed that “The packaging of many medications is similar” (76.7%), followed by “different medications look alike” (76.2%), as the main reasons for medication error occurrence. Two thirds of participants agreed that “when med errors occur, nursing administration focuses on the individual rather than looking at the systems as a potential cause of the error” (74.1%). Similarly, 73.5% of them believed nurses were blamed if something happens to the patient as a result of the medication error was the main reason for underreporting of MAEs. The highest reported levels of medication errors were in a range between 41% and 70%, for both types intravenous (IV) medication errors and non-intravenous (non-IV) medication errors. Conclusion Implement interventions centered on MAEs in particular among critical care nurses, owing to the proven significance of it in foretelling their crucial role in delivering safe care to patients, which will lead to quantifiable returns on both patient outcomes and nurse health, as well as the overall efficiency and image of the organization.

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“…Games are already widely used in the academic environment as an educational tool, mainly in undergraduate medical and nursing courses 4 5 9 10 20. However, to the best of our knowledge, reports have yet to be published on game-based strategies in Collaborative LS.…”

Section: Discussionmentioning

confidence: 99%

Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals

da Silva,

Franco,

Vieira

et al. 2024

BMJ Open Qual

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BackgroundThe Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to use in LS a challenge.AimWe aimed to assess new active-learning strategies: two educational games, a card game and an escape room-type game, for training in healthcare-associated infection prevention.MethodsThis descriptive case study evaluated the performance of educational strategies during a Collaborative to reduce healthcare-associated infections in Brazilian intensive care units (ICUs). A post-intervention survey was voluntarily offered to all participants in LS activities.ResultsSeven regional 2-day LS were held between October and December 2022 (six for adult ICUs and one for paediatric/neonatal ICUs). Of 194 institutions participating in a nationwide QI initiative, 193 (99.4%) participated in these activities, totalling 850 healthcare professionals. From these, 641 participants responded to the survey (75.4%). The post-intervention survey showed that the participants responded positively to the educational activities.ConclusionThe participants perceived the various pedagogical strategies positively, which shows the value of a broad and diverse educational approach, customised to local settings and including game-based activities, to enhance learning among healthcare professionals.

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Effectiveness of game-based virtual reality phone application and online education on knowledge, attitude and compliance of standard precautions among nursing students

Cited by 25 publications

References 41 publications

Incidence, knowledge, attitude and practice toward needle stick injury among nursing students in Saudi Arabia

Incidence, knowledge, attitude and practice toward needle stick injury among nursing students in Saudi Arabia

Medication Administration Error Perceptions Among Critical Care Nurses: A Cross-Sectional, Descriptive Study

Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals

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