Virtual simulation and problem-based learning enhance perceived clinical and cultural competence of nursing students in Asia: A randomized controlled cross-over study

Fung, John Tai Chun; Chan, Siu Ling; Takemura, Naomi; Chiu, Hung-Wen; Huang, Huichuan; Lee, Jong-Eun; Preechawong, Sunida; Hyun, Mi Yuel; Sun, Mei; Xia, Wei; Xiao, Jinnan

doi:10.1016/j.nedt.2023.105721

Cited by 15 publications

(6 citation statements)

References 24 publications

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“…Indeed, todays' students should be able to integrate and connect ideas and perspectives across multiple disciplines and content areas to discover and propose new solutions. This is relevant for several professions, and in line with recent scientific publications [2][3][4], Animal Care graduates must develop the ability to promote and maintain healthy interpersonal relationships, receive and provide emotional support, and develop skills of self-care. These competencies are protective measures against poor mental health issues and compassion fatigue, to which animal caretakers and veterinarians are more predisposed compared to some other professions [5,6].…”

Section: Introductionmentioning

confidence: 85%

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning

Broseghini,

Lõoke,

Brscic

et al. 2024

Veterinary Sciences

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The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students’ performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students’ soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students’ perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors’ feedback and pedagogical orchestration. Based on our findings, when planning bachelor’s degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills.

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Section: Introductionmentioning

confidence: 85%

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning

Broseghini,

Lõoke,

Brscic

et al. 2024

Veterinary Sciences

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“…The inclusion of digital transformation will require a revision of the study program not only to identify in which areas and to what extent students and faculties might benefit from its contribution, but also to develop the digital skills expected among students and teachers. The pandemic experience has certainly contributed to strengthening and sometimes building a set of digital skills among teachers and tutors that will need to be maintained and further developed over time to accompany the digital transition [ 41 ], even with respect to simulation, traditionally offered in face-to-face laboratories, but which has also become virtual [ 42 – 44 ]. Also, in the case of team-based learning, nursing students report satisfaction and impact on clinical reasoning skills with the transition to virtual rather than face-to-face meetings [ 45 ].…”

Section: Discussionmentioning

confidence: 99%

Moving forward the Italian nursing education into the post-pandemic era: findings from a national qualitative research study

et al. 2023

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Background During the CoronaVIrus-19 (COVID-19) pandemic, nursing education has been dramatically transformed and shaped according to the restrictions imposed by national rules. Restoring educational activities as delivered in the pre-pandemic era without making a critical evaluation of the transformations implemented, may sacrifice the extraordinary learning opportunity that this event has offered. The aim of this study was to identify a set of recommendations that can guide the Italian nursing education to move forward in the post-pandemic era. Methods A qualitative descriptive design was undertaken in 2022–2023 and reported here according to the COnsolidated criteria for REporting Qualitative research guidelines. A network was established of nine Italian universities offering a bachelor’s degree in nursing for a total of 6135 students. A purposeful sample of 37 Faculty Members, 28 Clinical Nurse Educators and 65 Students/new graduates were involved. A data collection was conducted with a form including open-ended questions concerning which transformations in nursing education had been implemented during the pandemic, which of these should be maintained and valued, and what recommendations should address the transition of nursing education in the post-pandemic era. Results Nine main recommendations embodying 18 specific recommendations have emerged, all transversally influenced by the role of the digital transformation, as a complementary and strengthening strategy for face-to-face teaching. The findings also suggest the need to rethink clinical rotations and their supervision models, to refocus the clinical learning aims, to pay attention towards the student community and its social needs, and to define a pandemic educational plan to be ready for unexpected, but possible, future events. Conclusions A multidimensional set of recommendations emerged, shaping a strategic map of action, where the main message is the need to rethink the whole nursing education, where digitalization is embodied. Preparing and moving nursing education forward by following the emerged recommendations may promote common standards of education and create the basis on for how to deal with future pandemic/catastrophic events by making ready and prepared the educational systems.

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“…In various health science fields, including pharmacy, occupational therapy, health science, podiatry, and physical therapy, interventions focusing on cultural competency have proven to improve knowledge, skill execution, attitudes, and student satisfaction [ 11 ]. A study on the effectiveness of virtual simulations and problem-based learning in 61 undergraduate or postgraduate nursing students from 5 Asian countries found that students’ cultural competence increased [ 12 ]. In Iran, the cultural competence and self-efficacy of postgraduate nursing students improved after an online cultural care training program.…”

Section: Discussionmentioning

confidence: 99%

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study

Bae,

Jeong

2023

J Educ Eval Health Prof

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Purpose: This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.Methods: A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim et al. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.Results: The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.Conclusion: The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

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Virtual simulation and problem-based learning enhance perceived clinical and cultural competence of nursing students in Asia: A randomized controlled cross-over study

Cited by 15 publications

References 24 publications

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning

Moving forward the Italian nursing education into the post-pandemic era: findings from a national qualitative research study

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study

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