Using a flipped teaching strategy in undergraduate nursing education: students' perceptions and performance.

BACKGROUND: Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students' critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students' perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students' academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention. METHOD: A quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used. RESULTS: A total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students' scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82). CONCLUSION: Flipped teaching proves its effectiveness in improving students' learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students' ability to acquire nursing competencies, such as critical thinking and clinical reasoning.

Population health assessment project: An innovative strategy for teaching principles of epidemiology.

Public health nurses (PHNs) use principles of epidemiology in their work with communities; however, teaching these concepts at the baccalaureate level can be challenging. To reinforce the epidemiologic concepts taught in the classroom, two nursing faculty in our baccalaureate nursing program developed a population health project that allows students to explore concepts of epidemiology within the context of a population health concern. This article describes how the project provides students with a realistic opportunity to research the health issue. As a part of the project, students collect and analyze data about the health concern at the county, state, and national level. The project also requires students to identify local agencies who provide services for people who are impacted by the health issue and describe their role and function within the community. Furthermore, students discuss the roles and responsibilities of nurses in managing the population health concern under investigation. In doing so, students recognize how epidemiology informs population level nursing care. If nursing students understand epidemiological concepts, they will be better prepared to educate the communities they serve after graduation when a population health crisis, such as the recent COVID-19 pandemic, occurs.

Reflection - an effective strategy for outcome-based learning in basic medical sciences.

OBJECTIVE: To determine the role of guided reflection for improved learning outcomes in students of basic dental sciences. METHODS: The quasi-experimental comparative educational study was conducted at the Islamic International Dental College, Islamabad, Pakistan, from May to September 2019, and comprised second-year undergraduate students in the Basic Medical Sciences curriculum for Microbiology. The subjects were arbitrarily divided into Group-1, which was exposed to guided reflection, and Group-2, which was not asked to reflect on the lectures. Post-intervention, a test of 30 multiple choice questions on the selected topics was conducted to compare the level of learning between the groups. After three weeks, the same activity was repeated with the same groups, but with different topics of lectures. Data was analysed using SPSS 21. RESULTS: Of the total 75 students, there were 28 female and 9 male students in Group-1 (Reflectors), 29 female and 9 male students in Group-2 (Non-Reflectors). Overall, there were 18 male and 57 female students. The overall 20.4±0.83 years. The difference between the groups after the first session was not significant (p>0.05). After session 2, Group-1 score was significantly better than that of Group-2 (p<0.05). CONCLUSIONS: Reflective practices on teaching sessions at the end of lectures proved to be an effective strategy to achieve outcome-based learning.

Multidimensional evaluation of teaching strategies adopted in the COVID-19 pandemic.

This paper proposes a multidimensional social open model to evaluate the teaching strategies adopted during the COVID-19 pandemic by assessing the decisions made by teachers by a group of teachers acting as evaluators. Based on the analysis of previous studies on teaching, this study aims to propose a formal model for the evaluation of teaching strategies in four dimensions: sustainability, usability, accessibility, and creativity. The use of information technologies to measure teaching strategies can bring decisive advantages. This work has been inspired by social rating systems of social networks to propose a measurement system in which a potential large number of evaluators with different levels assess the strategies. In addition, the proposal also includes the evaluation of the evaluators' own work, assigning confidence levels that are based on their experience but also on their evaluations. In this way, we have a social measurement system, in the sense that participation is open to a large number of evaluators. A large community of teacher evaluators will increase the objectivity of the measurement. The outcome of the system will be a characterization of the teaching strategies that will allow to decide in the future which ones should be adopted according to the needs of each one.

Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management.

Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the effectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students' satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills (P = 0.001), initiative (P = 0.002), self-control (P = 0.008), self-efficacy (P = 0.001), motivation (P = 0.004), and the academic performance (P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students' skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities.

[A Reflection on Innovative Nursing Teaching Strategies Following an Experience Training Competitors for the Worldskills Competition].

Worldskills Competition provides students from around the world with an interactive platform for learning, training, and communication. Participating in Worldskills Competition and related teaching activities highlights the critical problems that affect new nursing graduates such as insufficient knowledge application and integration skills and inadequate adaptation and problem-solving abilities. This paper reflects on nursing courses to suggest improved teaching strategies and innovative teaching methods. Problem-based learning (PBL), simulation-based objective strcutured clinical examination (SOSCE), and mobile-assisted teaching are applied to guide students to learn, to increase the self-learning ability of students, and to enhance their problem-solving skills. It is hoped that these teaching methods improve the ability of participants, whether they are Worldskills competitors or new employees, to think strategically about and to resolve problems.

[Improve the Ability of Nurses to Implement Continuous Veno-Venous Hemodialysis].

BACKGROUND & PROBLEM: Many critically ill patients require continuous veno-venous hemodialysis (CVVH) due to their hemodynamic instability and high-dose inotropic use. However, our surgical intensive care unit nursing staffs are often unable to set up the dialysis circuit in a correct and timely manner, which necessitates requesting the assistance of nearby units. After detailed investigation and analysis, this problem is attributable to the lack of nursing staff hands-on practice, an over reliance on oral instructions, the insufficiency of in-service education, and a lack of familiarity with CVVH set-up equipment. PURPOSE: This project was designed to augment the comprehension and accuracy rates of clinical CVVH practice among nursing staff to >90%. RESOLUTIONS: In order to help our nursing staffs master the skills necessary to manage the CVVH device, we employed versatile and effective strategies that included providing electronic teaching materials and instruction handbooks as well as practical hands-on sessions and clinical scenario simulations. Moreover, we conducted serial core courses and held case conferences that focused on the topic of CVVH nursing care. Furthermore, training programs for new members were devised, the standard CVVH device checklist was modified, and a specialized preparation area was delineated in hopes of improve nursing-care standards. RESULTS: Under these schemes, the rate of comprehension of CVVH among nursing staffs increased from 55.2% to 90.8% and the accuracy rate of clinical practice increased from 61.9% to 90.5%. CONCLUSION: Our implementation of various effective strategies not only promoted the CVVH management ability of nursing staffs but also provided quality care to critically ill patients.

What Can Veterinary Educators Learn from PE Teachers?

Veterinary education requires the training of students in cognitive, affective, and psychomotor domains. However, the veterinary education literature tends to focus more on the cognitive domain, with less emphasis on the affective and psychomotor domains. Physical education (PE) teachers have been teaching psychomotor skills to students for decades using a variety of teaching models. Teaching models provide a framework encompassing theory, student and teacher interactions, instructional themes, research support, and valid assessments. This paper reviews some of the models used by PE teachers, including the Direct Instruction Model, the Cooperative Learning Model, the Personalized System for Instruction, and the Peer Teaching Model. We posit that these models might be particularly helpful for novice teachers in veterinary education settings, providing a structure for the teaching and assessment of psychomotor skills.

Preparing the future nurses for nursing research: a creative teaching strategy for RN-to-BSN students.

Developing effective teaching strategies to stimulate students' interest and enthusiasm are urgently needed in current research courses. The purposes of the study were to implement the Cookie Experiments teaching strategy in research course and examine the effects of the strategy on students' attitudes towards nursing research. The study was a pretest-post-test design with 95 students at a Registered Nurses to Bachelor of Science in Nursing (RN-to-BSN) program enrolled in the nursing research course. Results indicated that there was a significant effect of the Cookie Experiments teaching strategy on students' attitudes towards research. Although students perceived a median high score of pressure from the research course, they regarded that the pressure is conducive to their learning of research. Students highly suggested to continuously applying this teaching strategy in the future nursing research courses. Developing and using various teaching strategies with attractive and hands-on methods to motivate nurse students, learning research is strongly recommended.

Collaborative quiz-based teaching strategy in histology.

In the present article we introduce a teaching strategy used in a histology course with first-year students in the first term of their studies at the Faculty of Veterinary Medicine at Huanghuai University, China. Forty students were randomly divided into two sections (n=20/section). Students in the first section were taught using a collaborative quiz-based strategy (the experimental section), and students in the second section were taught using a traditional teaching strategy (the control section). To assess achievement of learning, a final examination was carried out at the end of the course. To determine students' attitudes toward the teaching strategy used, a questionnaire was conducted at the end of the term. Results showed that students preferred the collaborative quiz-based teaching strategy. The final-examination scores of students in the experimental section were significantly higher than those of students in the control section (p<.05), which indicates that the collaborative quiz-based strategy results in better performance on examinations compared to the traditional histology course.

Integrating wellness into curricula using the ten dimensions of wellness as a framework.

Burnout is a public health crisis that persists at the expense of clinician well-being, the healthcare workforce, and the quality of care provided. Clinician well-being is a professional imperative, yet nursing students still report higher levels of burnout than non-nursing students. Cultivating an academic learning environment that supports the development of resiliency, well-being, and improved student mental health requires a coordinated and sustained effort from nurse educators and academic leaders. This article aims to inspire nurse educators to take the first or next steps toward integrating wellness into nursing curricula. The ten dimensions of wellness provide a framework for wellness programming. Practical strategies aligned with each dimension are offered. As an exemplar, the Banding Together for Wellness program is summarized, including innovative incentives for student participation. Over the past five years, 426 (approximately 54 %) undergraduate nursing students voluntarily completed the program. While best practices may vary by institution, the strategies and resources offered herein can support nurse educators in the classroom, lab, and clinical setting as we all work to foster personal and professional well-being in nursing students. Nurse educators can be instrumental in cultivating the knowledge, skills, and attitudes required for life-long self-care, well-being, and nursing practice.

Image analysis and teaching strategy optimization of folk dance training based on the deep neural network.

To improve the recognition effect of the folk dance image recognition model and put forward new suggestions for teachers' teaching strategies, this study introduces a Deep Neural Network (DNN) to optimize the folk dance training image recognition model. Moreover, a corresponding teaching strategy optimization scheme is proposed according to the experimental results. Firstly, the image preprocessing and feature extraction of DNN are optimized. Secondly, classification and target detection models are established to analyze the folk dance training images, and the C-dance dataset is used for experiments. Finally, the results are compared with those of the Naive Bayes classifier, K-nearest neighbor, decision tree classifier, support vector machine, and logistic regression models. The results of this study provide new suggestions for teaching strategies. The research results indicate that the optimized classification model shows a significant improvement in classification accuracy across various aspects such as action complexity, dance types, movement speed, dance styles, body dynamics, and rhythm. The accuracy, precision, recall, and F1 scores have increased by approximately 14.7, 11.8, 13.2, and 17.4%, respectively. In the study of factors such as different training images, changes in perspective, lighting conditions, and noise interference, the optimized model demonstrates a substantial enhancement in recognition accuracy and robustness. These findings suggest that, compared to traditional models, the optimized model performs better in identifying various dances and movements, enhancing the accuracy and stability of classification. Based on the experimental results, strategies for optimizing the real-time feedback and assessment mechanism in folk dance teaching, as well as the design of personalized learning paths, are proposed. Therefore, this study holds the potential to be applied in the field of folk dance, promoting the development and innovation of folk dance education.

Effect of concept mapping model on critical thinking skills of family medicine residents: A randomized controlled trial.

BACKGROUND: The cognitive process of critical thinking (CT) involves the examination of the existing reasons and an analysis of the information to draw conclusions and make decisions. The goal of the study was to determine how concept mapping (CM) technique affects family medicine residents' capacity for critical thought. MATERIALS AND METHODS: We conducted a randomized controlled trial among family medicine residents aged between 26 and 28 years. A total of 100 residents were involved; over the course of 3 months, 50 residents were exposed to the conventional teaching model and 50 residents to the CM model. Data was collected using California CT skills test (CCTST) modified Arabic version and a self-administered questionnaire. The primary intervention was teaching method, experimental group received CM lessons while control group had conventional lessons. First session was carried out at baseline and second session one week after baseline, whereas 3rd, 4th, and 5th sessions conducted at end of 1st, 2nd, 3rd months, respectively. Both groups were assessed at baseline and at end of 3rd month. Both groups were reassessed at end of three months. Quantitative data was presented as mean and SD, whereas frequencies and percentages used for qualitative data. Pre- and post-intervention CT scores for study groups were compared using t-test or Mann-Whitney U test, as appropriate. Groups were compared on pre- and post-intervention CT grades using Chi-square test. RESULTS: Vast majority (98%) of participants were females, nearly half were 27 year old, and belonged primarily to urban areas (76%). There was no difference in the CT scores between the groups at baseline. The post-intervention CT scores for study group were statistically significantly higher (18.36±2.68) compared to control group (15.94±1.94) (P = 0.001). CONCLUSION: The CM approach was superior to the conventional teaching approach in terms of improving CT.

Instructors' perceptions and use of first language in EFL classes in Afghanistan.

The study examined instructors' arguments for and against the use of L1 in EFL classes. It explored the frequency use and functions of L1. It also investigated the impact of the participants' gender, education level and years of teaching experience on their responses. A survey questionnaire and classroom observations were used to collect data from 189 and 5 EFL instructors, respectively. Descriptive and inferential statistics were used to analyze the data. The results showed that EFL instructors had mixed perceptions about L1 use in EFL classes. They believed that L1 had both facilitative roles (e.g. helping students build up their lexicon) and negative consequences (e.g., interfering in students' learning). Furthermore, the instructors utilized L1 for various language, classroom management and social purposes to varying extent. L1 was more frequently used to explain difficult grammatical points, new vocabulary and difficult concepts. Instructors favored and used L1 more frequently in low-level classes than higher levels. The study also revealed that there were statistically significant differences between participants' responses by their gender, education and years of teaching experience. The study recommends EFL instructors to revisit their use of L1 in EFL classes and use it judiciously and systematically to optimize students' English learning and prevent negative consequences of the overuse of L1 (e.g., learners' dependence on L1).

Utilization of humor and application of learning theory: Perspective of nursing students.

BACKGROUND: Humor is one of the teaching strategies that is least utilized by the Nursing teaching faculty that involve the students in active learning with fun and fruitful learning. There are different ways of utilization of humor in the classroom like jokes, cartoons, amusing stories, comedy, and the use of animated pictures. OBJECTIVE: To explore the perceptions of nursing students regarding the use of humor as a teaching strategy in the classroom. And, to what extent the cognitive and affective theories are related to the humor strategy. STUDY DESIGN: Qualitative explorative design. SETTING OF THE STUDY: The study was conducted in a private college of nursing in Islamabad, Pakistan. PARTICIPANTS OF THE STUDY: The participants of the study were students of Bachelor of Science nursing. METHODOLOGY: Through purposive sampling, eight participants were interviewed until the data saturation. Each interview was of 20 to 35 min duration. Conventional content analysis was used for data analysis. RESULT: The four main categories that emerged from this study include: Experiences of different types of humor, Cognitive impacts of humorous activities, Affective impact of humorous activities, and suggestions for faculty to use Humor as a Strategy. CONCLUSION: It is clear that the usage of humor as a teaching strategy enhances the cognitive and affective level of complexity that enables students to be more relaxed, developed interest, and paid more attention in class to create a positive atmosphere.

Values Clarification Exercises to Prepare Nursing Students for Artificial Intelligence Integration.

Artificial intelligence (AI) is rapidly revolutionizing health care and education globally, including nursing practice and education. The responsible utilization of AI in a nursing context requires thoughtful consideration of its alignment with nursing values such as compassionate and patient-centered care provision, and respect for diverse perspectives. Values clarification, a vital teaching strategy in nursing education, can reinforce the foundational values and beliefs that guide nursing practice, thereby facilitating nurses' critical evaluation of the ethical implications of AI implementation. The early introduction of values clarification into nursing education (a) provides students with a framework to prioritize and reflect on the impact of nursing values on their practice, (b) enables educators to make informed decisions and enhance teaching strategies, (c) contributes to the continual improvement of nursing education programs, and (d) fosters an ethical and values-driven approach to the integration of AI into nursing education and practice. This article examines the integration of values clarification into nursing education, offers strategies for nurse educators to integrate AI into their teaching toolkit effectively and ethically, and addresses concerns regarding potential misuses of AI.

The effectiveness of humanoid diagram teaching strategy on care capacity and retention in novice nurses.

AIM: To examine the effectiveness of a Humanoid Diagram Teaching Strategy (HDTS) on care capabilities and retention of novice nurses. BACKGROUND: Guiding novice nurses in clinical practice is a matter of concern and the use of diagrams in assisting the learning process and to promote learning efficiency has been acknowledged. DESIGN: This is a quasi-experimental study with asynchronous repeated measurements for the experimental and control groups. METHODS: The study was conducted in a medical centre in southern Taiwan with 24 novice nurses. The intervention, Humanoid Diagrams Teaching Strategy, contained three parts: the head and neck; trunk; and limbs. The HDTS was applied three time weekly. Each session lasted approximately 30 min and the training lasted 4 weeks. The effectiveness of HDTS was measured using Mini-CEX, CbD and retention rates in the 3rd and 6th months of novice nurses' experience. RESULTS: After the HDTS, although increases in mini-CEX and CbD scores in the experimental group were greater than the control group, these differences were not statistically significant after considering the time interaction. But the 3rd month and 6th month novice nurses' retention rates were statistically significantly different by comparing the differences under the time interaction effects in both groups. CONCLUSIONS: The Humanoid Diagram Teaching Strategy is an effective tool for preceptors to use in assisting novice nurses in learning, improving their nursing care knowledge and technical skills and to increase their retention rate.

Voices from undergraduate students and faculty members regarding the status and challenges of baccalaureate nursing education in Myanmar: A qualitative study.

OBJECTIVES: To clarify the present status and challenges of nursing education in a baccalaureate degree program in Myanmar. DESIGN: A qualitative descriptive design using focus group interviews. PARTICIPANTS: Undergraduate nursing students and faculty members from the University of Nursing in Myanmar. METHODS: Focus group interviews were separately conducted for each group of undergraduate students, and junior and senior faculty members. The interview guide for the students was about their perceptions and requests regarding their nursing education. For the faculty members, the interview guide was about their current perceptions and challenges regarding nursing education. Each group interview took about 60 min. RESULTS: Eight undergraduate students, eight junior faculty members, and six senior faculty members were eligible to participate. The undergraduate students voiced their requests for improvement in teaching methods. They described their struggles and learning process from their clinical placement experiences, as well as their distress under the present educational environment. The faculty members described their perceptions and challenges regarding inventiveness in teaching methods, challenges in conducting clinical placements, lack of educational devices and facilities, and innovation requirements in the faculty organization and system. CONCLUSION: The present status of nursing education in a baccalaureate degree program in Myanmar reflects ongoing serious challenges in undergraduate nursing education as expressed by both undergraduate students and faculty members. Their voices echo a pressing need to implement alternative methods of nursing education for better academic outcome. Moreover, continuing education is realized as crucial for capacity building and professional development of faculty members.

Novel medication safety training module.

PURPOSE: Escape rooms are effective educational tools for engaging learners and may serve as a strategy for medication safety training to increase perceived learned safety measures and knowledge retention. Escape rooms are lifelike environments in which participants work together to solve a succession of puzzles to escape a locked room in the allotted time. Novel medication safety training modules such as a pharmacy escape room allow medical errors to be simulated in a team-based, controlled environment focusing on system improvement to establish a culture of safety. This project was conducted to improve medication safety knowledge using a novel pharmacy escape room training module piloted within a large, integrated pharmacy department. SUMMARY: Several pilot groups of 2 or more pharmacy employees took part in a virtual medication safety escape room as part of a training module at Advocate Aurora Health between January and March 2021. Participants included pharmacists and pharmacy technicians employed at Aurora St. Luke's Medical Center, Aurora Sinai Medical Center, and Pharmacy Integrated Clinical Services. Assessments were administered before and after completion of the escape room module to evaluate medication safety knowledge and perceived learned safety measures by comparing scores. A total of 101 employees participated in the pharmacy escape room, with an average escape time of 42 minutes. Overall assessment scores before completion of the escape room module ranged from 20% to 86.6%, while those afterwards ranged from 33.3% to 93.3%. Participant feedback was positive, with reports that the novel escape room training module was more engaging and interactive than the alternative online self-paced learning modules. CONCLUSION: Virtual escape rooms can be used as a novel medication safety training module to increase medication safety knowledge and allow medical errors to be simulated in a controlled environment. Incorporating high-reliability tools and tactics into development of the escape room can promote safe medication practices and reinforce principles of high-reliability organizations.

The Teaching Strategy of Socio-Political Education by Deep Learning Under Educational Psychology.

This study aims to optimize the teaching content of ideological and political courses and guide students to establish correct values. Inspired by Artificial Intelligence, the K-means clustering algorithm was applied to the neural collaborative filtering algorithm through temporal data. Besides, a deep learning algorithm was designed for the improved matrix factorization. The evaluation indicators were selected through experiments. The relevant data sets were used for simulation and testing. The test results indicated that the Root Mean Square Error of this scheme was 1.251, and the Mean Absolute Error was 0.625. These index measurement values were better than those of similar algorithms, indicating this model has better performance after optimization and can recommend suitable courses. The innovative algorithm designed to construct the classroom teaching model of social and political education can accurately recommend proper courses according to the students' learning situation reflecting their psychological states. The research provides adaptive teaching for students, enables interaction between teachers and students, and helps students form correct values. It also has an important role in improving the teaching strategies.