scholarly journals Evaluating the Effectiveness of Cultural Education Training: Cultural Competence and Cultural Intelligence Development among Nursing Students

2021 ◽  
Vol 18 (8) ◽  
pp. 4002
Author(s):  
Anna Majda ◽  
Joanna Zalewska-Puchała ◽  
Iwona Bodys-Cupak ◽  
Anna Kurowska ◽  
Krystian Barzykowski
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Intelligence ◽  
Cultural Education ◽  
Study Program ◽  
Cultural Intervention ◽  
Need To Evaluate ◽  
Post Test ◽  
Education Training ◽  
The Difference

Background: Since 2012, education standards in medical faculties in Poland have allowed medical universities to introduce content related to multiculturalism. On the one hand, this creates a necessity to introduce new strategies, forms, and techniques of education aimed at the development of knowledge, skills, and attitudes in terms of multiculturalism. On the other hand, there is a need to evaluate their effects. The main goal of this study was to evaluate the cultural competence and cultural intelligence of master’s degree nursing students before the commencement of and two months after cultural education training in the form of the intercultural communication workshops included in the study program. Methods: The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI) and the Cultural Intelligence Scale (CQS). Two consecutive classes (2019 and 2020) of master’s nursing students were tested twice (pre-test, post-test). The study was conducted at a leading medical university that educates nurses at a master’s level in Poland. In total, 130 master’s nursing students took part in this evaluative study: 64 individuals in 2019 (study 1) and 66 individuals in 2020 (study 2). Results: In comparison to the pre-test, the post-test showed that the surveyed students in both study 1 and study 2 obtained significantly higher overall results in terms of cultural intelligence (p = 0.001; p = 0.004, respectively) as well as in the behavioral (p = 0.001; p = 0.002) and cognitive (p = 0.001; p = 0.008, respectively) subscales. The cultural competence results were also higher overall, but the difference was insignificant. Conclusions: The study shows the efficiency of training/workshops in the development of culturally specific knowledge and cultural intervention skills. At the same time, it postulates the need to plan and organize cultural education programs in a form that aims to improve the development of culturally sensitive attitudes.

scholarly journals Perbedaan Kemampuan Empati Mahasiswa Keperawatan di Program Studi Ilmu Keperawatan Fakultas Kedokteran UGM

2013 ◽  
Vol 2 (2) ◽  
pp. 125
Author(s):  
Anisa Hidayah ◽  
Martina Sinta Kristanti ◽  
Mariyono Sedyowinarso
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Nursing Student ◽  
Average Score ◽  
Academic Education ◽  
Study Program ◽  
Cross Sectional ◽  
The Difference ◽  
Cross Sectional Design

Background: Nurses are supposed to be able to show empathy to patients. Empathy is capability to feel the emotion, thought, and condition of the patient without involving self emotion. Capability of showing empathy in nurses is builtsince the period of education. Every stage in nursing education at nursing study program has different learning activities and load of materials. The difference may be affected by capability of showing empathy in students. The objective of this study is to identify difference in empathy capability of nursing students of Faculty of Medicine UGMMethod: This was a quantitative study with cross sectional design. Samples were taken through purposive proportional sampling involving 88 nursing students at Faculty of Medicine Universitas Gadjah Mada undergoing academic education (batch 2009 to 2012) and clinical education (batch 2007 and 2008). Empathy capability was assessed using Jefferson Scale of Physician Empathy – Nursing Student Version R (JSPE-R).Results: Average score of empathy capability was 113.26 with standard deviation 10.45. There was difference in empathy capability of students of batch 2007 to 2012 (p=0.014). Average score of empathy capability of the students decreased along with the duration of education. There was no difference in empathy capability based on gender (p=0.516), age (p=0.668), ethnic group (p=0.167), and stage of education (p=0.541). There was difference in score of standing in the patient shoes between academic and clinical students (p=0.022).Conclusion: There is difference in empathy capability in nursing students from different batch at Faculty of Medicine UGM.

scholarly journals THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE

2020 ◽  
Vol 4 (1) ◽  
pp. 195-210
Author(s):  
Trifita Handayani
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Education ◽  
Study Program ◽  
Implicit Instruction ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
Implicit And Explicit ◽  
Refusal Strategies

Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.  

scholarly journals Meditasi dengan suara alam dapat menurunkan stres pada mahasiswa keperawatan

2019 ◽  
Vol 7 (2) ◽  
pp. 145
Author(s):  
Wahyu Rochdiat Murdhiono ◽  
Santi Damayanti ◽  
Ni Luh Komang Sri Ayunia
Keyword(s):  
Nursing Students ◽  
Test Score ◽  
Intervention Group ◽  
Control Group ◽  
P Value ◽  
Consecutive Sampling ◽  
Post Test ◽  
Stress Score ◽  
The Difference ◽  
Quasi Experiment

Mahasiswa keperawatan memiliki risiko yang lebih tinggi untuk mengalami stres dibandingkan  mahasiswa kesehatan lainnya. Belum pernah ada peneltian yang menggabungkan terapi meditasi dengan terapi musik suara alam untuk menurunkan stres pada mahasiswa keperawatan di Yogyakarta. Tujuan penelitian ntuk mengetahui pengaruh meditasi dengan suara alam pada mahasiswa keperawatan. Penelitian ini merupakan penelitian quasi-experiment dengan pendekatan pre dan post-test nonequivalent control group. Sampel dipilih menggunakan teknik consecutive sampling dan dibagi menjadi dua kelompok, masing-masing berjumlah 30 orang. Instrumen penelitian menggunakan DASS-42. Median skor stres pada kelompok perlakuan sebesar 11,00 pada pre-test sedangkan post-test sebesar 7,00. Di kelompok kontrol, median skor stres pre-test sebesar 10,00 dan median skor stres post-test sebesar 9,50. Uji Wilcoxon untuk menganalisis perbedaan skor stres pre dan post-test menghasilkan nilai p 0,000 di kelompok perlakuan dan pada kelompok kontrol menunjukkan nilai p 0,137. Meditasi menggunakan musik suara alam dapat menurunkan stres dan dapat menjadi terapi komplementer alternatif yang dapat dilakukan perawat. Kata kunci: meditasi, musik suara alam, stres, mahasiswa keperawatan MEDITATION WITH SOUND OF NATURE CAN REDUCE STRESS IN NURSING STUDENTSABSTRACTNursing students have a higher risk to experience stress than other medical students. Previously, there has never been any research regarding meditation using the sound of nature to reduce stress in nursing students in Yogyakarta.Research objective to determine the influence of meditation with the sound of nature to reduce stress in nursing students. This is quasi-experiment research with a pre and post-test nonequivalent control group design. The samples were selected using consecutive sampling and divided into two groups, each was 30 respondents. The research instrument used was DASS 42. The pre-test median stress score in the intervention group was 11.00, and the post-test score was 7.00. In the control group, the pre-test median score was 10.00, and the post-test score of 9.50. Wilcoxon test used to analyze the difference of stress score in the intervention group (p-value = 0.000), and the difference in stress score in the control group (p-value = 0.137). Meditation using the sound of nature can reduce stress in nursing students and can be an alternative complementary therapy for nurses. Keywords: meditation, the sound of nature, stress, nursing students

Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning

2019 ◽  
Vol 11 (3) ◽  
pp. 79-88
Author(s):  
Hye-kyung Oh
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Clinical Judgment ◽  
Clinical Competence ◽  
Statistical Significance ◽  
Post Test ◽  
Within Subjects ◽  
The Difference ◽  
Study Participants ◽  
The Impact

This article used a within-subjects pre- and post-test comparison design to verify the impact of metacognition on clinical judgment and clinical competence in simulations using blended learning for nursing students. The study participants were 56 nursing students in their 4th year of college. The metacognition score of the participants for this study was not statistically significant. The differences in clinical judgment score and clinical competence scores reached statistical significance (t=-13.76, p=<0.001; t==-9.06, p=<0.001). Post-learning, the difference in clinical judgment score among 3 metacognition groups was statistically significant (F=3.76, p=0.029). The differences in clinical competence score among 3 metacognition groups pre- and post-test were statistically significant (F=3.87, p=0.027; F=6.09, p=0.004).

Educational interventions to increase cultural competence for nursing students

2018 ◽  
Vol 21 (2) ◽  
pp. 85-97
Author(s):  
Susan Young ◽  
Kristina Lu
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Educational Intervention ◽  
Health Professionals ◽  
Small Sample Size ◽  
Small Sample ◽  
Control Group ◽  
Content Type ◽  
Post Test ◽  
Experimental Group

Purpose The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence. Design/methodology/approach A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size. Findings The control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time. Research limitations/implications The study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations. Practical implications This research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge. Social implications This study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes. Originality/value This research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.

scholarly journals Application of Entrepreneurship Model in Learning Practices to Improve the Ability to Teach Prospective Teachers

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Ani Setiani ◽  
Asep Sjamsul Bachri ◽  
Afief Maula Novendra
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Economic Education ◽  
Learning Tools ◽  
Study Program ◽  
Learning Practices ◽  
Education Study ◽  
Teaching Ability ◽  
Post Test ◽  
The Difference

This research is motivated by the inactivity of active learning for prospective teachers in improving the teaching ability of prospective teachers. This research was carried out in the Economic Education Study Program. The problem in this study is whether the Application of the Entrepreneurship Model in Learning Practices to improve the teaching ability of prospective students in the Economic Education Study Program. The research method used is the experimental method with a single group research design pre-test and post-test. The purpose of this study was to find out the difference in teaching ability of prospective student teachers at the initial measurement (pre-test) and after measurement (post test). The results of the study show that applying the Entrepreneurship Model in Learning Practices can contribute significantly to the teaching ability of prospective teachers. Statistically there is a difference between the values at pre-test and post-test. Based on the results of the study, to obtain more maximal results in improving the teaching ability of prospective teachers, it is recommended to apply the Entrepreneurship Model in Learning Practices in the study of the learning curriculum by paying attention to individual differences oriented to the teaching ability of professional teacher candidates, and making learning tools adapted to the development of technology and student needs.

scholarly journals Use of a therapeutic communication application in the Nursing undergraduate program: randomized clinical trial

2021 ◽  
Vol 29 ◽  
Author(s):  
Manuela de Mendonça Figueirêdo Coelho ◽  
Karla Corrêa Lima Miranda ◽  
Regina Claúdia de Oliveira Melo ◽  
Linicarla Fabiole de Souza Gomes ◽  
Ana Ruth Macêdo Monteiro ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Teaching Method ◽  
Statistical Significance ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Therapeutic Communication ◽  
Communication Techniques ◽  
Post Test ◽  
The Difference

Objective: to analyze the effect on the knowledge of therapeutic communication by Nursing students through the use of applications. Method: a randomized and controlled clinical trial conducted with 60 nursing students. In the topic Groups and therapeutic communication techniques, the intervention-IG group (n=30) used the application and the control-CG group (n=30) was submitted to the traditional class. The pre- (Zero Test -0) and post-test knowledge (immediate-Test 1 and after 30 day-Test 2) of those involved were evaluated. Results: Test 1, performed immediately after the intervention, showed a mean of 11 hits in the control group and 13 in the intervention, with statistical significance (p=0.036). Test 2 showed a decrease in hits in both groups (IG=10.87 and CG=9.3), but maintained the difference between IG and CG in the post-test (p<0.01). Conclusion: the use of the application on therapeutic communication favored the knowledge of the students, when compared to the traditional teaching method. REBEC RBR-4TF6MR Registration.

scholarly journals Concurrent validity of a patient self-administered examination and a clinical examination for femoroacetabular impingement syndrome

2019 ◽  
Vol 5 (1) ◽  
pp. e000574 ◽  
Author(s):  
Kwadwo Adu Owusu-Akyaw ◽  
Carolyn A Hutyra ◽  
Richard J Evanson ◽  
Chad E Cook ◽  
Mike Reiman ◽  
...  
Keyword(s):  
Diagnostic Accuracy ◽  
Clinical Examination ◽  
Femoroacetabular Impingement ◽  
Final Diagnosis ◽  
Care Physician ◽  
Impingement Syndrome ◽  
Femoroacetabular Impingement Syndrome ◽  
Need To Evaluate ◽  
Post Test ◽  
The Difference

ObjectiveTelehealth has been established as a viable option for improved access and timeliness of care. Physician-guided patient self-evaluation may improve the viability of telehealth evaluation; however, there are little data evaluating the efficacy of self-administered examination (SAE). This study aims to compare the diagnostic accuracy of a patient SAE to a traditional standardised clinical examination (SCE) for evaluation of femoroacetabular impingement syndrome (FAIS).Methods75 patients seeking care for hip-related pain were included for participation. All patients underwent both SAE and SCE and were randomised to the order of the examinations. Diagnostic accuracy statistics were calculated for both examination group for a final diagnosis of FAIS. Mean diagnostic accuracy results for each group were then compared using Mann-Whitney U non-parametric tests.ResultsThe diagnostic accuracy of individual SAE and SCE manoeuvres varied widely. Both SAE and SCE demonstrated no to moderate change in post-test probability for the diagnosis of FAIS. Although low, SAE demonstrated a statistically greater mean diagnostic accuracy compared with the SCE (53.6% vs 45.5%, p=0.02).ConclusionDiagnostic accuracy was statistically significantly higher for the self-exam than for the traditional clinical exam although the difference may not be clinically relevant. Although the mean accuracy remains relatively low for both exams, these values are consistent with hip exam for FAIS reported in the literature. Having established the validity of an SAE, future investigations will need to evaluate implementation in a telehealth setting.

Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

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