History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study

Du, Jingrong; Zhu, Xia; Wang, Juan; Zheng, Jing; Zhang, Xiaomin; Li, Kun; Wang, Ziwen

doi:10.1016/j.nedt.2022.105312

Cited by 6 publications

(1 citation statement)

References 31 publications

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“…Guetterman et al [ 13 ] proposed that VSP programs can improve medical students’ empathic communication abilities. Du et al [ 14 ] assessed the history-taking skills of nursing students in China using a VSP program and found that the VSP program was effective in achieving relatively objective, standardized, and consistent education evaluation [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual Standardized Patients Versus Traditional Academic Training for Improving Clinical Competence Among Traditional Chinese Medicine Students: Prospective Randomized Controlled Trial

Yang,

Xiao,

et al. 2023

J Med Internet Res

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Background The practical training course of internal medicine of traditional Chinese medicine (PTC-IMTCM) is primarily based on traditional case teaching, which can be stressful for teachers. The use of virtual standardized patient (VSP) applications could be an alternative; however, there is limited evidence regarding their feasibility and effectiveness. Objective This study aimed to build a VSP-TCM application according to the characteristics of PTC-IMTCM and the needs of students and to compare its efficacy with that of traditional teaching in improving TCM clinical competence among students. Methods A prequestionnaire investigation was conducted before the course, and a VSP-TCM system was developed based on the results of the questionnaire. A randomized controlled trial was then conducted between February 26, 2020, and August 20, 2021. A total of 84 medical students were included and were divided into 2 groups: an observation group, trained with VSP-TCM (n=42, 50%), and a control group, trained with traditional academic training (n=42, 50%). Formative and summative assessments were conducted to evaluate teaching effectiveness. After completing the course, the students were administered a questionnaire to self-assess their satisfaction with the course. A questionnaire was also administered to 15 teachers to uncover their perspectives on VSP-TCM. Results All participants completed the study. In the formative assessment, the VSP-TCM group performed better in medical interviewing ability (mean 7.19, SD 0.63, vs mean 6.83, SD 0.81; P=.04), clinical judgment (mean 6.48, SD 0.98, vs mean 5.86, SD 1.04; P=.006), and comprehensive ability (mean 6.71, SD 0.59, vs mean 6.40, SD 0.58; P=.02) than the control group. Similarly, in the summative evaluation, the VSP-TCM group performed better in the online systematic knowledge test (OSKT; mean 86.62, SD 2.71, vs mean 85.38, SD 2.62; P=.046), application of TCM technology (mean 87.86, SD 3.04, vs mean 86.19, SD 3.08; P=.02), TCM syndrome differentiation and therapeutic regimen (mean 90.93, SD 2.42, vs mean 89.60, SD 2.86; P=.03), and communication skills (mean 90.67, SD 4.52, vs mean 88.24, SD 4.56; P=.02) than the control group. There was no significant difference in medical writing between both groups (mean 75.07, SD 3.61, vs mean 75.71, SD 2.86; P=.37). The postcourse feedback questionnaire indicated that VSP-TCM can better enhance students’ TCM thinking ability (n=39, 93%, vs n=37, 88%; P=.002), medical history collection (n=38, 90%, vs n=30, 72; P=.001), syndrome differentiation and treatment and critical thinking (n=38, 90%, vs n=37, 88%; P=.046), comprehensive clinical application ability (n=40, 95%, vs n=36, 86%; P=.009), interpersonal communication skills (n=36, 86%, vs n=28, 67%; P=.01), and autonomous learning ability (n=37, 88%, vs n=28, 67%; P=.01) than traditional academic training. Similarly, the teachers held a positive perspective on VSP-TCM. Conclusions VSP-TCM enhances students’ TCM clinical competence and dialectical thinking and improves their ability to work autonomously. Moreover, the VSP-TCM system is feasible, practical, and cost-effective and thus merits further promotion in TCM education.

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Section: Introductionmentioning

confidence: 99%

Virtual Standardized Patients Versus Traditional Academic Training for Improving Clinical Competence Among Traditional Chinese Medicine Students: Prospective Randomized Controlled Trial

Yang,

Xiao,

et al. 2023

J Med Internet Res

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Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review

Langan,

Frazer,

Darley

et al. 2024

Journal of Advanced Nursing

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BackgroundEquality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation‐based learning in the undergraduate nursing education literature.AimsTo map the evidence regarding the adoption of inclusive pedagogy in online simulation‐based learning in undergraduate nursing education.DesignA scoping review.MethodsData were extracted, synthesized and presented in narrative and table format.Data SourcesA systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.ResultsThirty‐eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.ConclusionInclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.Implications for the profession and/or patient careUtilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.ImpactThis review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.Reporting MethodThis scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews checklist.Patient or Public ContributionNo Patient or Public Contribution.

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Need assessment for history-taking instruction program using chatbot for nursing students: A qualitative study using focus group interviews

et al. 2023

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Purpose A comprehensive health history contributes to identifying the most appropriate interventions and care priorities. However, history-taking is challenging to learn and develop for most nursing students. Chatbot was suggested by students to be used in history-taking training. Still, there is a lack of clarity regarding the needs of nursing students in these programs. This study aimed to explore nursing students’ needs and essential components of chatbot-based history-taking instruction program. Methods This was a qualitative study. Four focus groups, with a total of 22 nursing students, were recruited. Colaizzi's phenomenological methodology was used to analyze the qualitative data generated from the focus group discussions. Results Three main themes and 12 subthemes emerged. The main themes included limitations of clinical practice for history-taking, perceptions of chatbot used in history-taking instruction programs, and the need for history-taking instruction programs using chatbot. Students had limitations in clinical practice for history-taking. When developing chatbot-based history-taking instruction programs, the development should reflect students’ needs, including feedback from the chatbot system, diverse clinical situations, chances to practice nontechnical skills, a form of chatbot (i.e., humanoid robots or cyborgs), the role of teachers (i.e., sharing experience and providing advice) and training before the clinical practice. Conclusion Nursing students had limitations in clinical practice for history-taking and high expectations for chatbot-based history-taking instruction programs.

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History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study

Cited by 6 publications

References 31 publications

Virtual Standardized Patients Versus Traditional Academic Training for Improving Clinical Competence Among Traditional Chinese Medicine Students: Prospective Randomized Controlled Trial

Virtual Standardized Patients Versus Traditional Academic Training for Improving Clinical Competence Among Traditional Chinese Medicine Students: Prospective Randomized Controlled Trial

Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review

Need assessment for history-taking instruction program using chatbot for nursing students: A qualitative study using focus group interviews

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