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Gaarde Jernigan posted an update 6 months, 4 weeks ago
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These findings suggest that embedding weight sensitivity training into undergraduate nursing curricula may improve attitudes and beliefs toward patients with obesity. .
Symptom assessment is difficult to understand and be retained by second-year bachelor’s nursing students. A flipped classroom combined with scenario simulation (FCSS) is a new potential teaching model. This study compares the teaching effect and knowledge retention between the FCSS approach and the traditional flipped classroom (FC) approach.
Second-year bachelor’s nursing students were selected as research participants. One group (n = 59) adopted an FCSS approach, whereas the other group (n = 68) adopted an FC approach. We evaluated student mastery and retention of knowledge through two tests one before the next class, the other after 2 months.
Regarding knowledge mastery, the FC group had a higher score than the FCSS group both in total score (66.29 ± 15.27 versus 59.42 ± 10.76) and group learning score (46.06 ± 13.25 versus 38.47 ± 8.22) in the first test (p < .05). The retention of knowledge in the FCSS group was better than that in the FC group (p < .001), represented by the variable of test score difference before and after 2 months.
When teaching symptomatology, FCSS is helpful to enhance self-learning and improve student long-term memory. .
When teaching symptomatology, FCSS is helpful to enhance self-learning and improve student long-term memory. .
Education in the tertiary setting that is specifically focused on prevention and responding to workplace violence during clinical practice may increase nursing students’ ability to respond to violence in the workplace. Kirkpatrick’s model of evaluation categorizes outcomes into four levels. Educational impact provides valuable feedback to educators that may assist with development and improvement of teaching methods.
This review is based on the PRISMA guidelines for conducting a systematic review. Inclusion criteria included articles that (a) were written in the English language, (b) were peer reviewed, (c) described an educational program relating to workplace violence in an undergraduate nursing program, and (d) were published between 2000 and 2019.
Six studies met the criteria for inclusion in this review.
Simulation emerged as a learning and teaching strategy that may be effective in teaching about workplace violence. Future studies should aim to evaluate the effects of education on behavior change and transfer to practice. .
Simulation emerged as a learning and teaching strategy that may be effective in teaching about workplace violence. Future studies should aim to evaluate the effects of education on behavior change and transfer to practice. .
Social mission refers to a set of concepts and perspectives that promote health equity in health care delivery and within health professions. Little is known about social mission within the context of nursing education. This article clarifies the role of social mission in nursing education, offers current applications, and identifies future opportunities to maximize social mission within nursing to foster a more just culture of health.
A multidisciplinary advisory board of experts in nursing education convened to review pertinent literature, current case exemplars, and craft a conceptual framework of social mission in nursing education.
The resulting framework consisted of three action-oriented domains to implement social mission into nursing education board accreditation, curriculum building and faculty training, and developing institutional culture.
Successful implementation of social mission into nursing education, and subsequently the nursing workforce, offers the opportunity to further embed equity into health care. .
Successful implementation of social mission into nursing education, and subsequently the nursing workforce, offers the opportunity to further embed equity into health care. .
Structural competency is the trained ability to recognize how social, political, economic, and legal structures shape diseases and symptoms. Although structural competency has become an increasingly accepted framework for training and teaching, it usually has not addressed nursing students and has not included marginalized patients as trainers.
This article analyzes a structural competency training model for nursing students that includes five components Theory, Observations, Learning from patients, Engagement, and Research (the TOLERance model).
The TOLERance model increases the understanding of the interrelation between the individual clinical level and the sociopolitical structural level. It encourages nursing students to actively engage in social, political, and policy issues that affect their patients’ health and to advocate for policy change.
The moral and professional commitment of nurses to their patients demands that they do not ignore the structural forces that are detrimental to their patients’ health. The TOLERance model provides nursing students with skills and competencies that help them to fulfill this commitment. .
The moral and professional commitment of nurses to their patients demands that they do not ignore the structural forces that are detrimental to their patients’ health. The TOLERance model provides nursing students with skills and competencies that help them to fulfill this commitment. .
Atrial fibrillation (AF) is more common in athletes and may be associated with adverse left atrial (LA) remodelling. We compared LA structure and function in athletes and non-athletes with and without AF.
Individuals (144) were recruited from four groups (each n = 36) (i) endurance athletes with paroxysmal AF, (ii) endurance athletes without AF, (iii) non-athletes with paroxysmal AF, and (iv) non-athletic healthy controls. Detailed echocardiograms were performed. Athletes had 35% larger LA volumes and 51% larger left ventricular (LV) volumes vs. non-athletes. Non-athletes with AF had increased LA size compared with controls. PKC inhibitor LA/LV volume ratios were similar in both athlete groups and non-athlete controls, but LA volumes were differentially increased in non-athletes with AF. Diastolic function was impaired in non-athletes with AF vs. non-athletes without, while athletes with and without AF had normal diastolic function. Compared with non-AF athletes, athletes with AF had increased LA minimum volumes (22.6 ± 5.
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