Community of inquiry Framework Combined With Podcast Media in Nursing Education innovation During Covid-19 Pandemic: An Evaluative Study.

Background: The COVID-19 pandemic has not researched inquiry methods much, other than that it has never been combined with podcast media to better refine students' abilities. The purpose of this study was to determine student satisfaction with basic nursing theory and practice courses taught using the Community of Inquiry framework using podcast media. Methods: This evaluation was done at a university using a validated Community of Inquiry survey (n = 54) and interviews (n = 20). A convenience sample of 54 graduate students enrolled in a core research field comprised the study participants. The quantitative data were analyzed descriptively and the qualitative data were thematically coded. Results: Five major themes emerged: It was a new experience, and fun to learn; it is challenging to learn; it is an ongoing enthusiasm; it is well known, and useful to others. Overall, student satisfaction was high, especially in the cognitive presence (critical thinking) and instructor presence (mostly related to pedagogy) categories. Student perspectives on developing "social presence" vary, but the framework is generally effective for stimulating inquiry and fostering a sense of community. Students can gain thorough knowledge of the learning goals they wish to pursue. Conclusion: Formation of an "investigation community" through the use of the media of podcasts. This framework has significant potential for use in the teaching of nursing research subjects; satisfaction is high when students report learning not only theory and practice, but also how to "make" character changes through the formation of professional and intellectual communities.

Factors influencing nursing students' care intentions toward emerging infectious diseases patients: A descriptive-predictive study

Purpose: As coronavirus disease 2019 (COVID-19) and other emerging infectious diseases continue to threaten health security, a strategy is required to increase nursing students' care intention for patients with such diseases. This study aimed to identify factors influencing Korean nursing students' care intentions in regard to patients with emerging infectious diseases. Methods: The care intention, COVID-19 knowledge level, ethical sensitivity, beliefs, attitudes toward the care intention, subjective norms, and perceived behavioral control were investigated using the theory of planned behavior. An online survey was completed from December 2020 to January 2021 by 227 nursing students who had complete a clinical practicum. Descriptive statistics, correlation, and hierarchical regression analyses were conducted on the data. Results: The care intention was higher in men than in women nursing students and in junior than in senior students. Behavioral and normative beliefs, attitude toward the behavior, and perceived behavioral control significantly predicted care intention. Ethical sensitivity increased the predictability of nursing students' care intentions for emerging infectious disease patients. Conclusion: The theory of planned behavior predicted nursing students' care intentions for emerging infectious diseases. Therefore, an experience-based response program on emerging infectious diseases is required for nursing students. © 2022 The Korean Academic Society of Nursing Education.

The impact of intolerance of uncertainty on coping styles among nursing students: The moderating role of descriptive properties.

AIM: To determine the moderating role of descriptive characteristics in the relationship between dependent and independent variables. BACKGROUND: This research assumed that descriptive characteristics played a moderating role in the relationship between intolerance of uncertainty and coping styles. DESIGN: A descriptive cross-sectional and correlational research design was used to collect data. METHODS: The students studying at nursing schools in Turkey constituted the population (1047) of the study, among whom a study sample consisting of 531 students was determined. The research data were obtained in 2020 through an online survey created on Google Forms. The research data were collected using the Descriptive Characteristics Form, Intolerance of Uncertainty Scale and Coping Styles Scale Brief Form. Data analysis and interpretation were performed on SPSS 26.0 software package and Process Macro 4.0 plug-in program. Besides, descriptive statistics, relational analysis, normality assessment, regression analysis and moderating impact analysis were also performed. RESULTS: The mean age of the participants was 21.17 ± 1.53 % and 81.5 % of them were women. Coping strategies and intolerance of uncertainty were stronger in women than in men. The impact of intolerance of uncertainty on coping styles varied according to the academic year. While intolerance of uncertainty significantly affected coping styles among last-semester students, this effect was not significant among first-semester students. Additionally, the impact of intolerance of uncertainty on coping styles showed no difference by gender. However, intolerance of uncertainty was found to influence coping styles in both male and female students. This effect was stronger in men. CONCLUSION: We concluded that a student's academic year played a moderating role, whereas gender had no moderating effect.

Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic.

OBJECTIVES: Grit and resilience are related but separate concepts. Grit is a long-term commitment toward goals, and it impacts student success and academic achievement. Resilience is the ability of students to recover from stress. Both are important factors in nursing students. METHODS: This descriptive study included surveys measuring demographics, grit, and resilience among two cohorts of senior nursing students in their last semester and explored challenges and difficulties experienced during the COVID-19 pandemic. RESULTS: The mean grit score for all students was 4.0 (0.52) and the mean resilience score was 3.63 (0.73). Directed content analysis of the ten open-ended survey questions revealed three themes: Impact on Education, Personal Impact, and Coping Mechanisms. CONCLUSIONS: Grit and resilience are important factors that can contribute to success in nursing programs and as graduate nurses in the healthcare settings.

Nursing Student Satisfaction with the Teaching Methodology Followed during the COVID-19 Pandemic.

BACKGROUND: Halfway through the 2019-2020 academic year, the entire university system was affected by an exceptional situation caused by the COVID-19 pandemic. Online learning was globally implemented for all degrees to finish the course and to meet academic objectives. This unforeseen change in teaching and subsequent evaluations meant teachers and students had to invest significant effort. Student satisfaction is used to measure the evaluation of teaching/learning processes in higher education. Our objective was to know and compare the satisfaction of nursing students taught at a Spanish public university after making changes to the teaching methodology. METHODS: A descriptive observational study that measures student satisfaction. STUDY POPULATION: 240 students registered in academic years 2019-2020 and 2020-2021 answered the survey. The survey contained 30 items answered on a Likert-type scale. The main variables: the learning methodology (online or blended) was the independent variable; student satisfaction was the dependent variable. Descriptive and bivariate analyses were performed. RESULTS: A response rate between 37.4% and 41.2%. Overall satisfaction was 2.75 points (SD 0.56) and 2.94 points (SD 0.49) with online learning and bimodal learning, respectively (maximum score 4 points) (p < 0.004). CONCLUSIONS: Student satisfaction was moderate-high for both learning methodologies. Students found that the b-learning methodology was the most valued.

A serious game for online-based objective structured clinical examination in nursing: A qualitative study.

BACKGROUND: The current pandemic has led to unprecedented scenarios worldwide. In this context, educational institutions had to move abruptly from in-person to online classes, having to be flexible and innovative, one of the main concerns being the semester-end examinations in practical modules. OBJECTIVE: This study aimed to explore nursing students' perceptions of the use of a serious game-like model in their final online objective structured clinical examination (OSCE). DESIGN: An exploratory phenomenological study was conducted during the COVID-19 pandemic, in particular during June 2020. SETTINGS: This study took place at the University of Almeria with nursing students enrolled in a clinical placement module. PARTICIPANTS: Eighty-nine fourth-year nursing students took part in this study. METHODS: Following the educational principles of the OSCE, a virtual OSCE was designed, using the Genially platform, an online platform for creating interactive content, to set up an assessment as a story-telling game-like model. A total of 5 focus groups (FGs) were conducted afterwards via the GoogleMeet platform. In addition, 30 semi-structured interviews were performed via the same platform. The data was analysed using a content analysis approach and supported by the ATLAS.ti 8.4 software. RESULTS: Our finding revealed 2 main themes and 4 sub-themes. The two main themes were (i) generating emotions and feelings in times of virtuality; including emotions and feelings experienced by students during their online assessment process, and (ii) online assessment: a potential alternative to educational barriers; describing the variability of traditional modality, its implications for learning and the acquisition of competences. CONCLUSIONS: Serious game-like models, such as the story-telling game proposed, as part of their online OSCE assessment appear to be an appropriate alternative assessment method for face-to-face approaches. This paper adds new evidence on the use of innovative and state-of-art resources as part of nursing OSCE assessments in a new reality for most students and teachers. Serious game-like models in online OSCE may empower students and help them to remove perceived barriers in face-to-face assessments.

Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students.

Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students' self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students' confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman's ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.

A Cross-Sectional Study: What Contributes to Nursing Students' Clinical Reasoning Competence?

Clinical reasoning is a vital competence for nursing students, as it is required for solving problems arising in complex clinical situations. Identifying the factors that influence nursing students' clinical reasoning competence in the social context can help their implicit educational needs. Therefore, this study aimed to determine the factors associated with developing clinical reasoning competency among undergraduate nursing students. In total, 206 senior nursing students were included in this study. Self-reported measures were used to obtain data on participants' clinical reasoning competence, problem-solving abilities, academic self-efficacy, and level of clinical practicum stress. Relationships among continuous variables were analyzed using Pearson's correlation coefficients. A multiple linear regression analysis was conducted to identify factors related to clinical reasoning competence. Our findings show that participants with better problem-solving abilities and academic self-efficacy perceived themselves as having higher levels of clinical reasoning competence. Nursing students with lower clinical practicum stress reported higher clinical reasoning competence. Significant factors identified were younger age and subcategories of problem-solving ability such as problem clarification, alternative solution development, planning/implementation, and self-regulated efficacy. Our findings highlight essential factors necessary for developing a nursing curriculum that contributes to professional nurses' clinical reasoning competence.