scholarly journals Exploring the effect of problem‐based facilitatory teaching approach on metacognition in nursing education: A quasi‐experimental study of nurse students in Tanzania

Nursing Open ◽  
2020 ◽  
Vol 7 (5) ◽  
pp. 1431-1445
Author(s):  
Walter C. Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Teaching Approach ◽  
Quasi Experimental ◽  
Nurse Students

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn in Nursing Education: A Quasi-Experimental Study of Nurse Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Intrinsic Motivation ◽  
Intervention Group ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Post Test ◽  
Quasi Experimental ◽  
Nurse Students

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions. Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured FPBE and Questionnaire titled Motivation to Learn Strategies in Nursing was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was use to perform analysis. Descriptive analysis was performed to analyze sociodemographic. The t-tests were performed to determine mean score differences of the levels of motivation to learn between groups. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion. Results: Findings revealed that 65.8% of the study participants were males. The post-test results on Intrinsic motivation to learn indicated higher mean scores changes (p<0.01). Participants in an intervention group were 1.720 (AOR) times more likely to develop intrinsic motivation to learn than the control group (p<0.05). Moreover, FPBE was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05) and Amotivation (AOR = 0.538, p>0.05) in learning among nurse students respectively respectively. Conclusion: FPBE had a positive effect on the intrinsic motivation to learn than conventional teaching pedagogy. Thus, FPBE has the potential to positively change the spectrum of nursing competency and quality of care. Recommendations were given based on the findings.

scholarly journals Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

scholarly journals Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

2019 ◽  
Vol 39 (4) ◽  
pp. 191-200 ◽  
Author(s):  
Merja Männistö ◽  
Kristina Mikkonen ◽  
Essi Vuopala ◽  
Heli-Maria Kuivila ◽  
Mari Virtanen ◽  
...  
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Collaborative Learning ◽  
Educational Intervention ◽  
Intervention Group ◽  
Course Evaluation ◽  
Collaborative Group ◽  
Control Group ◽  
Digital Learning ◽  
Quasi Experimental

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

scholarly journals Key competencies for Korean nurses in prenatal genetic nursing: experiential genetic nursing knowledge, and ethics and law

2020 ◽  
Vol 17 ◽  
pp. 36
Author(s):  
Gyeyoung Shin ◽  
Myunghee Jun ◽  
Hye-Kyung Kim ◽  
Michael Wreen ◽  
Mimi Kubsch
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Genetic Testing ◽  
Information Needs ◽  
Delphi Survey ◽  
Prenatal Genetic Testing ◽  
Nursing Knowledge ◽  
Quasi Experimental ◽  
Key Competencies ◽  
The Mean

Purpose: This study aims at determining the competencies of Korean nurses in prenatal genetic nursing. Methods: First, a 3-round Delphi survey was conducted to establish prenatal genetic nursing competencies. Second, a prenatal genetic nursing education program (PGNEP), incorporating the findings from the Delphi survey, was designed. Third, a single group pre- and post-quasi-experimental study at a PGNEP workshop was conducted to assess the effectiveness of the integration of the competencies into the PGNEP with the measurements of knowledge about prenatal genetic testing and nursing (K-PGTN) and information needs about prenatal genetic testing and nursing (I-PGTN). Finally, the identified competencies were reexamined for their clarity.Results: Based on the Delphi survey 78 competency components were identified. The components were then classified under 10 categories, which were organized under 4 domains. The domain of ‘experiential genetic nursing knowledge’ and the domain of ‘ethics and law’ were ranked as the first and the second in significance. The quasi-experimental study showed that the mean scores in K-PGTN were significantly increased from 8.19 ± 2.67 to 11.25 ± 2.51 (P=<0.001). The mean scores of ‘ethics and law’ in I-PGTN decreased significantly (P= 0.023). The headings of 4 categories and 2 domains were revised. Conclusion: This study identified competencies for prenatal genetic nursing and nursing education in Korea. There is a need for nursing instructors and researchers to improve the competencies of nurses in the identified areas. Particular emphasis should be placed on experiential nursing knowledge and on ethics and law related to prenatal genetic nursing.

scholarly journals Nursing Education, Training and Practice in the Prevention of Ulcers in Adults over 60 Years of Age: A Quasi-Experimental Study

2018 ◽  
Vol 4 (1) ◽  
pp. 29-62
Author(s):  
Mary Nelly Soto Malavé ◽  
Alfonso García Guerrero ◽  
José A. Cervera Marín ◽  
Zaida Vega Lugo
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Quasi Experimental ◽  
Education Training
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