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Background Poor learning and retention are common problems of students, which may be alleviated by optimization of widely used educational methods such as lectures. This study aimed to investigate the effect of spaced learning on the learning outcome and retention of nurse anesthesia students. Methods This was a randomized controlled study with a pre-and post-test design on 64 nurse anesthesia students who were divided into two groups of spaced lecture (n = 32) and conventional lecture (n = 32). The spaced lectures included three 30-minute training sessions with 10-minute intervals while the conventional sessions including 90 min of continuous training. Students’ knowledge was measured using one valid and reliable questionnaire developed by the research team. All students in both groups took a pre-test, and their level of knowledge acquisition was evaluated immediately after the training. Their level of knowledge retention was tested two and four weeks after the lecture. Results There was no significant difference between the two groups regarding demographic characteristics (p > 0.05). In the pre-test, the mean score of knowledge in the intervention group was lower than that in the control group, there was no significant difference (p = 0.177). But after the intervention, the mean scores of learning outcome and retention in the intervention group were significantly higher than those in the control group (p < 0.001, eta = 0.576). Also, the results showed that learning outcome and retention across the three academic semesters in the two groups are significantly different, and students with a higher academic semester obtained a significantly higher mean score of knowledge and retention (p < 0.001, eta = 0.604). Conclusion Spaced learning improves nurse anesthesia students’ knowledge and retention more than conventional method. Future studies focusing on spaced learning should specifically examine the impact of duration and number of intervals, as well as the time gap between training and measurement of learning retention.
Background Poor learning and retention are common problems of students, which may be alleviated by optimization of widely used educational methods such as lectures. This study aimed to investigate the effect of spaced learning on the learning outcome and retention of nurse anesthesia students. Methods This was a randomized controlled study with a pre-and post-test design on 64 nurse anesthesia students who were divided into two groups of spaced lecture (n = 32) and conventional lecture (n = 32). The spaced lectures included three 30-minute training sessions with 10-minute intervals while the conventional sessions including 90 min of continuous training. Students’ knowledge was measured using one valid and reliable questionnaire developed by the research team. All students in both groups took a pre-test, and their level of knowledge acquisition was evaluated immediately after the training. Their level of knowledge retention was tested two and four weeks after the lecture. Results There was no significant difference between the two groups regarding demographic characteristics (p > 0.05). In the pre-test, the mean score of knowledge in the intervention group was lower than that in the control group, there was no significant difference (p = 0.177). But after the intervention, the mean scores of learning outcome and retention in the intervention group were significantly higher than those in the control group (p < 0.001, eta = 0.576). Also, the results showed that learning outcome and retention across the three academic semesters in the two groups are significantly different, and students with a higher academic semester obtained a significantly higher mean score of knowledge and retention (p < 0.001, eta = 0.604). Conclusion Spaced learning improves nurse anesthesia students’ knowledge and retention more than conventional method. Future studies focusing on spaced learning should specifically examine the impact of duration and number of intervals, as well as the time gap between training and measurement of learning retention.
Background Psychological capital can effectively alleviate job burnout and improve career autonomy and job satisfaction. However, there is a lack of research on the mediating role of psychological capital between job burnout and preseneeism in Chinese anesthesia nurses. Aims The mediating role of psychological capital between job burnout and presenteeism based on constructing structural equation models in anesthesia nurses. Methods This study was a cross-sectional study design. From June to July 2024, convenience sampling was used to conduct a questionnaire survey of 568 anesthesia registered nurses in different levels of hospitals in Sichuan Province. The self-designed general information questionnaire, Chinese version of Stanford Invisible Absence Scale (SPS-6), Psychological Capital Scale-Chinese Revised (PCQ) and Maslach Burnout Inventory-General Survey (MBI) were used to investigate the status through the form of questionnaire star. Pearson correlation analysis was used to explore the interaction among psychological capital, job burnout and presenteeism. AMOS 26.0 software was used to further verify the mediating effect of psychological capital between job burnout and preseneeism, and to construct the corresponding path relationship model. Results The scores of psychological capital, job burnout and preseneeism were 93.31 ± 14.33, 56.35 ± 17.67 and 18.96 ± 4.97, respectively. Job burnout of anesthesia nurses was significantly negatively correlated with psychological capital ( r =-0.558, P < 0.01), and was significantly positively correlated with presences ( r = 0.465, P < 0.01). Psychological capital was significantly negatively correlated with presences ( r =-0.495, P < 0.01). In addition, psychological capital was identified as a partial mediating effect between job burnout and preseneeism in the mediation model, and the mediating effect was 0.279, accounting for 48.18% of the total effect. Conclusion The job burnout of anesthesia nurses has reached a moderate level, and job burnout can positively predict preseneeism. Psychological capital partially mediates the positive effect of job burnout on preseneeism, and the improvement of its level has a positive effect on reducing job burnout and preseneeism of anesthesia nurses. Therefore, enhancing psychological capital has become an important way to relieve the occupational stress and improve work efficiency of anesthesia nurses.
Background: Professionalism is defined as a set of knowledge, skills, moral values, and personal and group identity that affect the quality of providing care to patients. Objectives: This study aimed to investigate the effect of Multi-Source Feedback (MSF) on the professionalism level of nurse anesthesia students. Methods: This study was a randomized controlled trial adopting a pre-test/post-test design and involved a sample of 46 third- and fourth-year nurse anesthesia students selected using the census method (27 females and 19 males with a mean age of 20.91). They were divided equally into two groups of 23 each. Students in the intervention group received MSF during the 3-month period of their academic semester. At the end of each month, they were evaluated by 3 external evaluators, including an anesthesiologist, a nurse anesthetist, and a nurse anesthesia instructor, using a researcher-made checklist. In addition to the mentioned evaluators, the students performed self-evaluation using the Professional Self-description Form (PSDF). Based on the scores of the evaluators, the necessary feedback was given to the students online and offline. Meanwhile, the students in the control group received routine training and feedback during the internship. The data were analyzed using the repeated measures MANOVA test. Results: The intervention group consistently scored higher in professionalism than the control group. Over time, the gap between the two groups increased, with the intervention group achieving significantly higher improvement (P < 0.001). In the intervention group, the mean scores obtained from all evaluators including the nurse anesthesia instructor, the nurse anesthetist, the anesthesiologist, and self-evaluation were 62.43 ± 3.86, 63.13 ± 4.67, 61.26 ± 3.94 and 80.91 ± 6.86 at baseline, which rose to 87.52 ± 6.04, 88.69 ± 6.37, 83.00 ± 7.33 and 101.82 ± 5.59, respectively (P < 0.001). Specifically, the two groups experienced an upward trend in terms of the MSF score, yet the control group displayed a slight increase, while the intervention group demonstrated a significantly steeper rise. Intergroup effect tests consistently revealed that across all evaluators, the intervention group outperformed the control group (P < 0.001). Conclusions: The multi-source evaluation process had a statistically significant effect on the level of professionalism of nurse anesthesia students. It is possible to benefit from integrating this method with other evaluation methods in future studies.
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