COVID-19 Pandemic and Lockdown: Psychological Distress Impact amongst PCL Nursing Students of Nepalgunj Nursing Campus, Kohalpur, Banke, Nepal

Introduction: The uncontrolled spread of COVID-19 worldwide has confined millions of people to their homes. In addition to being a public physical health emergency, COVID-19 (Corona Virus Disease 2019) has significantly resulted in a large number of psychological distress and impacts. The career oriented professional students are away from their academic environment. Aims: This study aims to assess the psychological distress impact of the COVID-19 pandemic among the Proficiency Certificate Level Nursing of Nepalgunj Nursing Campus, Kohalpur, Banke, Nepal. Methods: The online survey with a link directed to students of Proficiency Certificate Level (PCL) Nursing of Nepalgunj Nursing Campus, Kohalpur, Banke, Nepal conducted during lockdown (July 16th –July 21st 2020) which was open for 6 days. Sociodemographic characteristics are the independent variables. Psychological distress was constructed using the Kessler Psychological Distress Scale (K10) Scale as a dependent variables. Data were analyzed using Microsoft Excel. Results: The evidence of the survey showed that in total 80.2, % (severely distressed - 30.7%, moderately distressed -29.7%, mildly distressed- 19.8%) of the Proficiency Certificate Level Nursing students of Nepalgunj Nursing Campus, were having psychological distress during COVID-19 pandemic and lockdown assessed by using K10 scale. Conclusion: The present study showed that Proficiency Certificate Level Nursing students were moderately and severely distressed during lockdown of Covid-19 pandemic.

The use of emoji to establish student wellbeing: does the image reflect the reality?

Introduction: The impact of COVID-19 social restrictions on mental wellbeing of health professional students during placement is largely unknown. Conventional survey methods do not capture emotional fluctuations. Increasing use of smartphones suggests short message service (SMS) functionality could provide easy, rapid data. This project tested the feasibility and validity of gathering data on Therapeutic Radiography student mental wellbeing during clinical placement via emoji and SMS. Methods: Participants provided anonymous daily emoji responses via WhatsApp to a dedicated mobile phone. Additional weekly prompts sought textual responses indicating factors impacting on wellbeing. A short anonymous online survey validated responses and provided feedback on the method. Results: Participants (n = 15) provided 254 daily responses using 108 different emoji; these triangulated with weekly textual responses. Feedback concerning the method was positive. ‘Happy’ emoji were used most frequently; social interaction and fatigue were important wellbeing factors. Anonymity and opportunity to feedback via SMS were received positively; ease and rapidity of response engendered engagement throughout the 3-week study. Conclusions: The use of emoji for rapid assessment of cohort mental wellbeing is valid and potentially useful alongside more formal evaluation and support strategies. Capturing simple wellbeing responses from a cohort may facilitate the organisation of timely support interventions.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

Penyuluhan Kesehatan Tentang Penggunaan Alat Pelindung Diri Pada Mahasiswa Profesi Ners Sebagai Upaya Pencegahan Covid-19

ABSTRAK Pandemi covid-19 telah mengubah sistem pembelajaran pada program studi pendidikan profesi ners di STIKes Surya Global Yogyakarta. Semua kegiatan praktik di lapangan dilakukan secara daring sampai diberlakukannya new normal oleh pemerintah. New normal mengharuskan mahasiswa menerapkan protokol kesehatan dengan ketat pada saat kembali praktik di rumah sakit guna mencegah terjadinya penularan corona virus. Upaya preventif yang dapat dilakukan untuk memutus penularan covid-19 adalah dengan menggunakan Alat Pelindung Diri (APD) dengan tepat. Oleh karena itu perlu dilakukan upaya untuk meningkatkan pengetahuan dan meningkatkan kemampuan mahasiswa profesi ners dalam menggunakan APD melalui penyuluhan kesehatan tentang penggunaan APD. Penyuluhan kesehatan tentang penggunaan APD dilakukan dengan metode ceramah dan demonstrasi. Sebelum penyuluhan kesehatan dilakukan pretest dan pada akhir kegiatan dilakukan posttest. Nilai rata-rata sebelum mendapatkan penyuluhan kesehatan sebesar 11,6 dan sesudah mendapatkan penyuluhan kesehatan yaitu 15,77. Hasil dari kegiatan ini menunjukkan bahwa terdapat peningkatan pengetahuan pada mahasiswa profesi ners tentang pengggunaan APD. Kata Kunci : Penyuluhan Kesehatan, Alat Pelindung Diri, Covid-19 ABSTRACT The COVID-19 pandemic has changed the learning system in the nursing professional education study program at STIKes Surya Global Yogyakarta. All practical activities in the field are carried out online until the new normal is enforced by the government. New normal requires students to strictly implement health protocols when returning to practice in hospitals to prevent transmission of the corona virus. Preventive measures that can be taken to stop the transmission of COVID-19 are to use Personal Protective Equipment (PPE) appropriately. Therefore, it is necessary to make efforts to increase knowledge and improve the ability of nursing professional students in using PPE through health education about the use of PPE. Health education on the use of PPE is carried out using lecture and demonstration methods. Before the health education a pretest was conducted and at the end of the activity a posttest was conducted. The average value before receiving health education was 11.6 and after receiving health education was 15.77. The results of this activity indicate that there is an increase in knowledge among nursing professional students about the use of PPE. Keywords: Health Education, Personal Protective Equipment

Got Skills?

Health professional education is designed to help learners gain the knowledge, skills, and attitudes needed for practice. There has been extensive reform in health professional curriculums to emphasize the teaching, development, and assessment of clinical skills. As medical education continues to evolve due to changes in healthcare, and with the ever-increasing growth of technology, it is important to ensure that health professional students are ready to practice successfully. Many curriculums have incorporated clinical skills laboratories to provide learners a safe and protected environment to practice those skills necessary for their profession. Thus, students must acquire, maintain, and enhance their clinical skills techniques as they progress in their education and be properly assessed before they approach real patients. The emergence of the COVID-19 pandemic required educational transition to a remote platform, providing both challenges and opportunities for health education. This chapter reviews how remote skills-based courses can teach and assess clinical skills effectively.