Using Project-Based Learning to Teach Advanced Practice Nurses About Quality Improvement

McDermott, Jaime

doi:10.4037/aacnacc2022419

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…We found studies with a quasi-experimental study design using a pretest-posttest design of a non-equivalent control group [5] or accounts of experiences on the use of PBL in the course of educational actions in nursing practice [6]. PBL is also being used in professional-level training for quality-of-care improvement by using project-based learning to teach advanced practice nurses [7].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Use of Project-Based Learning in the Nursing Degree

Parra-Anguita,

López-Franco,

Martínez-Galiano

et al. 2023

Nursing Reports

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Project-based learning (PBL) is a teaching methodology that allows students to acquire knowledge and competencies through the completion of projects that respond to real-life problems. The aims of this study were to evaluate the acquisition of knowledge of students of the Aging Nursing subject through a PBL-based intervention and determine the degree of student satisfaction with the use of this methodology. A mixed, quasi-experimental, pre–post study was conducted without a control group using an educational intervention based on PBL and descriptive phenomenology with content analysis of the experiences reported after it. A knowledge questionnaire about nursing homes was administered before the start of the intervention. After using PBL to carry out the subject project, the same knowledge questionnaire and an ad hoc questionnaire on satisfaction, assessment, and improvement aspects were administered. In total, 111 nursing students participated. The difference in knowledge after the educational intervention was significant. The mean pre-intervention score was 5.56, SD 1.50, and the mean post-intervention score was 7.14, SD 1.59, (p = 0.001). In total, 74% of the students stated that they were very satisfied with the use of this methodology. The students had a positive perspective on the process of acquiring knowledge that PBL allows. The students improved their knowledge about the planning and management of nursing homes with the use of the project-based learning teaching methodology. They were very satisfied with said activity. Teachers must be adequately trained for the correct implementation of this teaching methodology. This study was not registered.

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Section: Introductionmentioning

confidence: 99%

Evaluation of the Use of Project-Based Learning in the Nursing Degree

Parra-Anguita,

López-Franco,

Martínez-Galiano

et al. 2023

Nursing Reports

View full text Add to dashboard Cite

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Integrating Design Thinking into Basic Medical Innovation Projects: A Qualitative Study from the Perspective of Clinical Medicine Undergraduates

Wang,

Gao,

et al. 2024

Preprint

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In the reform of medical education, innovative teaching methods are increasingly valued. Integrating design thinking (DT) into basic medical courses is seen as a key approach to fostering students' innovation and practical skills. The "Creative Histology and Embryology Learning Skills Expansion Competition," an interdisciplinary project, aims to explore new teaching models, promote comprehensive student development, and provide a practical example for innovative basic medical education. This study used qualitative research methods to conduct interviews with 15 award-winning students, gathering their learning experiences and feedback. We applied grounded theory to analyze the interview data through three levels of coding (open coding, axial coding, and selective coding) to reveal how DT integration in basic medical courses impacts students' innovation awareness and abilities. Open coding clearly identified the primary experiences and feelings of the students. Axial coding grouped these experiences into key themes, and selective coding developed a theoretical framework to explain these experiences and feelings. The three-level coding revealed that clinical undergraduates participating in the interdisciplinary competition had rich experiences and profound insights, particularly in terms of motivation, preparation, collaboration, and gains. DT is an effective tool for improving medical education, particularly in histology and embryology courses. It significantly enhances students' innovation awareness and abilities. This finding confirmed the effectiveness of DT in medical education and supported the transformation of basic medical education models. Future medical education practices should emphasize the integration of DT to cultivate students with innovation and practical skills. This will promote the reform and development of medical education.

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Symptoms of Anxiety and Depression in Italian Nursing Students: Prevalence and Predictors

Curcio,

de Pinho,

Rago

et al. 2024

Healthcare

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Background/Objectives: Mental disorders in nursing students, although very common under normal circumstances, have worsened over time due to the COVID-19 pandemic. This study aimed to assess (1) what the prevalence of anxiety and depression symptoms in Italian nursing students was and (2) what factors were associated with them. Methods: In May 2023, a cross-sectional study was conducted on the bachelor’s degree Nursing course in an Italian university. Levels of anxiety and stress were assessed using the Generalized Anxiety Disorder Scale (GAD-7) and the Patient Health Questionnaire (PHQ-9), respectively. In addition, socio-demographic variables and data on mental health, drug intake, and substance use were collected. Multiple binary logistic regression adjusted analyses were used to identify predictive factors. Results: A total of 148 nursing students completed the questionnaire. A total of 9.5% reported a previous diagnosis of a mental disorder, and, of these, 35.7% reported that it was diagnosed after the start of the COVID-19 pandemic. The mean GAD-7 and PHQ-9 score was 9.68 (SD = 5.2) and 8.37 (SD = 5.6), respectively. Protective factors for depressive symptoms included not having a previous diagnosis of a mental disorder (adjusted odds ratio = 0.10, 95% CI: 0.002–0.47, p < 0.001) and a perceived high (adjusted odds ratio = 0.03, 95% CI: 0.003–0.22 p < 0.001) or medium (adjusted odds ratio = 0.14, 95% CI: 0.03–0.82, p < 0.05) socioeconomic level, while the predictor of anxiety symptoms was returning home once a month for students studying away from their residence (adjusted odds ratio = 6.4, 95% CI: 1.01–40.8, p < 0.05). Conclusions: Urgent investments are needed in universities to implement mental health promotion programmes and to offer counselling services to reduce and prevent mental health problems among students.

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Using Project-Based Learning to Teach Advanced Practice Nurses About Quality Improvement

Cited by 3 publications

References 20 publications

Evaluation of the Use of Project-Based Learning in the Nursing Degree

Evaluation of the Use of Project-Based Learning in the Nursing Degree

Integrating Design Thinking into Basic Medical Innovation Projects: A Qualitative Study from the Perspective of Clinical Medicine Undergraduates

Symptoms of Anxiety and Depression in Italian Nursing Students: Prevalence and Predictors

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