Final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias: A cross-sectional study

Chen, Yingyan; Nasrawi, Dima; Massey, Debbie; Johnston, Amy N.B.; Keller, Kathryn Buchanan; Kunst, Elicia

doi:10.1016/j.nedt.2020.104699

Cited by 18 publications

(23 citation statements)

References 20 publications

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“…In addition, the present finding revealed that the majority of nursing students' showed interest to engage in more ECG interpretation programs. This is consistent with previous literature 14 . This emphasized the importance of offering nursing students with such educational programs.…”

Section: Discussionmentioning

confidence: 99%

“…Studies to date have identified the inadequate competency of nursing students and staff to interpret, monitor, and act on ECG changes 13‐15 . The reasons behind that include insufficient knowledge and lack of confidence, 16 lack of educational and practice opportunities, 17,18 the complexity of ECG interpretation content, limited time for ECG lectures, and limited exposure to hands‐on practice 14,19 …”

Section: Introductionmentioning

confidence: 99%

“…Therefore, at these levels, nursing students have to be trained in ECG interpretation skills. Chen et al 14 have reported that expanding final‐year nursing students' ECG competencies is essential and urgently required.…”

Section: Introductionmentioning

confidence: 99%

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Electrocardiogram interpretation competency among undergraduate nursing students: A quasi‐experimental study

Bdair

2022

Nursing Forum

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Background Cardiac diseases are highly prevalent. Electrocardiogram (ECG) is a noninvasive, rapid, safe, and low‐cost procedure that is commonly used by nurses in clinical settings to diagnose a variety of cardiac arrhythmia. However, there is a limited number of studies that have assessed nursing students' competencies in electrocardiogram interpretation in Saudi Arabia. This study aimed to assess the electrocardiogram interpretation competency among undergraduate nursing students and to evaluate the effectiveness of the electrocardiogram interpretation educational program. Methods A quasi‐experimental pre–post‐test design was conducted. A pre–post‐test self‐administered standardized questionnaire was completed by a convenient sample of 79 nursing students who enrolled in an educational program. Data were analyzed using descriptive and inferential statistics with p < .05 was assumed. The study hypothesized that ECG competency scores of nursing students who are enrolled in an educational program will be higher in post‐test than their pre‐test scores. Results The vast majority of students (96.2%) expressed their interest to enroll in more ECG training sessions. The study results showed that students' mean ECG interpretation competency was 4.16 (1.88) and 7.43 (2.38) in pre‐ and post‐tests, respectively, with a statistical significance of p < .001. Conclusion Overall performance of nursing students was limited. Study results confirm the primary hypothesis that the educational program was effective in improving students' ECG interpretation competencies. More ECG contents and programs should be integrated into nursing curricula and more follow‐up studies are recommended. This study highlighted the significance of equipping nursing students with ECG interpretation competencies through education and training to ensure safe practice.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Electrocardiogram interpretation competency among undergraduate nursing students: A quasi‐experimental study

Bdair

2022

Nursing Forum

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“…Rapid and accurate interpretation ability of cardiac arrhythmias by nurses is vital to promoting positive patient outcomes [ 4 ]. ECG interpretation is integrated into undergraduate nursing education in several countries [ 5 ]. However, limited class hours, complicated teaching content, and weak basic knowledge of ECG theory bring great difficulties to ECG teaching and learning in the nursing specialty.…”

Section: Introductionmentioning

confidence: 99%

“…However, limited class hours, complicated teaching content, and weak basic knowledge of ECG theory bring great difficulties to ECG teaching and learning in the nursing specialty. It has been shown that nurses lack competence in recognizing cardiac rhythms, and medical educators need to explore new strategies to improve nurses’ learning in ECG interpretation [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

CRISP method with flipped classroom approach in ECG teaching of arrhythmia for trainee nurses: a randomized controlled study

et al. 2022

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Background This study aimed to explored the effects of the Cardiac Rhythm Identification for Simple People (CRISP) method with flipped classroom approach for arrhythmia interpretation in electrocardiogram (ECG) by trainee nurses. Methods A total of 120 trainee nurses were enrolled and randomly divided into the experimental group and the control group using lecture-based learning method. We observed the effects of the two methods in ECG interpretation training and investigated the students’ attitudes toward the teaching practices. Results After training, the ECG test scores in the experimental group were significantly higher than that of the control group. Six months later, the ECG test scores of the experimental group was still higher. Self-learning enthusiasm, understanding of teaching content, satisfaction of teaching mode, satisfaction of teaching effectiveness, and interest in learning ECG were significantly higher in the experimental group. Conclusion CRISP method with flipped classroom approach is a new and effective mode worth trying in ECG teaching for trainee nurses.

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Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi‐experimental study

et al. 2023

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Aim The study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education. Design This was a quasi‐experimental post‐test design. Methods The study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face‐to‐face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post‐test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi‐square (χ2) test was used to evaluate categorical variables. The Mann–Whitney test was used to analyse continuous variables. Results Participants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self‐learning.

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Final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias: A cross-sectional study

Cited by 18 publications

References 20 publications

Electrocardiogram interpretation competency among undergraduate nursing students: A quasi‐experimental study

Electrocardiogram interpretation competency among undergraduate nursing students: A quasi‐experimental study

CRISP method with flipped classroom approach in ECG teaching of arrhythmia for trainee nurses: a randomized controlled study

Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi‐experimental study

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