scholarly journals UTILIZATION OF A SOCIAL MEDIA PLATFORM TO DEVELOP CONTINUING EDUCATION PROGRAMMING FOR PROMOTING NURSING PRACTICE IN CAMBODIA

2019 ◽  
Vol 5 (2) ◽  
pp. 75-82 ◽  
Author(s):  
Karen Simon Reed
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Khmer Rouge ◽  
Nursing Profession ◽  
Physical Assessment ◽  
Assessment Skills ◽  
Bsn Nursing Students ◽  
Addie Model ◽  
Physical Assessment Skills ◽  
The Impact

Background: Cambodia’s nursing profession and nursing education system continue to progress 40 years after destruction by the Khmer Rouge. The author, who has a relationship with a hospital in southern Cambodia, was asked to teach physical assessment techniques to improve patient care.Objective: This study aimed to evaluate the impact of culturally congruent physical assessment media on the knowledge-base of Cambodian nurses.Methods: This article describes two years of an on-going project designed by the author who annually recruits US based BSN nursing students to use the ADDIE model to create and record segments on physical assessment which are posted on a private You Tube channel for the limited English- speaking Cambodian nursing staff. Optional post-tests are administered by the Cambodian hospital’s nursing director.Results: Test results reflect knowledge gained on cardiac, pulmonary, and gastrointestinal physical assessment skills with means ranging from 73.55% to 95.71%. Physical assessment skills until recently were not taught in Cambodia's nursing programs. Cambodia's nursing profession is advancing and a corresponding skill set including conducting physical assessments is necessary. As a majority of the project participants did not have prior exposure to the material, a pre-test was not provided and participation in post-testing was optional.  The objective was to provide useful professional educational materials at a comfortable language level for the Cambodian nurses using examples which were cultural relevant.Conclusion: The BSN students successfully developed culturally relevant educational products the Cambodian nurses the nurses found useful.

Why are physical assessment skills not practiced? A systematic review with implications for nursing education

2021 ◽  
Vol 99 ◽  
pp. 104759
Author(s):  
Mavis Weiting Tan ◽  
Fui Ping Lim ◽  
An ling Siew ◽  
Tracy Levett-Jones ◽  
Wei Ling Chua ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Physical Assessment ◽  
Assessment Skills ◽  
Physical Assessment Skills

scholarly journals Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

2021 ◽  
Author(s):  
Kirsten Røland Byermoen ◽  
Tom Eide ◽  
H.Ösp Egilsdottir ◽  
Hilde Eide ◽  
Lena Günterberg Heyn ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Course Design ◽  
Learning Processes ◽  
Clinical Rotation ◽  
Physical Assessment ◽  
Stimulated Recall ◽  
Assessment Skills ◽  
Stimulated Recall Interviews

Abstract Background The overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments. Methods Explorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) a meaning condensation analysis of the stimulated recall interviews. Results 1) Students’ assessments shifted from a checklist approach to a symptom-based approach, and they emphasized conversation as part of their assessments. 2) Through the stimulated recall interviews, students described reasons for using physical assessments in patient encounters, how the learning environment facilitated or hindered their use of physical assessments, and their own learning strategies. Conclusions Findings contribute a novel, in-depth description of what influenced nursing students’ learning processes of using physical assessment during clinical rotation. This study reveals the importance of designing and implementing learning activities in practical and theoretical courses to support and strengthen students’ learning processes. Further, findings suggest that stimulated recall as a reflective practice should be used systematically to enhance clinical reasoning skills and thus provide deep learning. A more targeted course design for physical assessment— building on and emphasizing nursing students’ prior knowledge and competence—may lead to more confident registered nurses and promote patient safety in different health care contexts.

scholarly journals Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 112
Author(s):  
Tracey DelNero ◽  
Deepti Vyas
Keyword(s):  
Interprofessional Education ◽  
Student Attitudes ◽  
Peer Teaching ◽  
Pharmacy Students ◽  
Professional Skills ◽  
Physical Assessment ◽  
Assessment Skills ◽  
Education Activity ◽  
Physical Assessment Skills ◽  
The Impact

The purpose of this study was to assess the impact of a peer-taught interprofessional education (IPE) activity on pharmacy and physician assistant (PA) student self-assessed confidence and attitudes related to professional skills. First-year pharmacy (n = 210) and PA (n = 45) students participated in a two-hour IPE activity. Forty-five teams consisting of one PA and at least four pharmacy students completed three peer-teaching stations focused on diabetes device education, pulmonary device teaching/case workup, and physical assessment skills. Students completed a pre- and post-activity confidence survey and a post-activity attitudes survey. For pharmacy students, highest confidence gains were noted on the items related to performing a physical exam. For PA students, largest gains were noted on the items related to insulin delivery systems. Eighty-three percent of students either agreed or strongly agreed with the statement “I learned things during this IPE activity that I will implement in clinical practice.” Seventy six percent of students felt that the physical assessment station was “beneficial or very beneficial” to their learning. A vast majority of students noted the IPE activity “somewhat or definitely” enhanced their communication with other health professionals and promoted a climate of mutual respect. In conclusion, peer teaching improved student attitudes and confidence.

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