RESUMO
BACKGROUND: To prepare nursing students to deliver high-quality care, educators need strategies to foster person-centered care (PCC). PURPOSE: This pilot study evaluated an intervention with interactive case studies on undergraduate nursing students' PCC competency. METHODS: We conducted a pilot study with sophomore undergraduate nursing students ( n = 39) from a Midwestern US university. We developed a 90-minute class seminar with interactive case studies highlighting how patient preferences, values, and circumstances could influence fall risk. We assessed PCC using the Patient-Centered Care Competency Scale. RESULTS: Although there was no statistically significant change in overall PCC competency before and after the intervention, we noted a small to medium effect size on PCC competency per Cohen's d standards ( d = 0.35). Content analysis of students' open-ended responses reflected PCC and clustered into 5 themes. CONCLUSIONS: Findings suggest that educators may use interactive case studies to foster nursing student PCC competency.
Assuntos
Competência Clínica , Bacharelado em Enfermagem , Pesquisa em Educação em Enfermagem , Pesquisa em Avaliação de Enfermagem , Assistência Centrada no Paciente , Autorrelato , Estudantes de Enfermagem , Humanos , Projetos Piloto , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Feminino , Masculino , Adulto Jovem , Adulto , Meio-Oeste dos Estados UnidosRESUMO
BACKGROUND: An innovative remote learning intervention, PICO Pal, was implemented with groups of undergraduate nursing students in a nursing research course to promote interactive learning, collaboration, and information literacy. PROBLEM: Evidence-based practice (EBP) is a challenging topic to teach nursing students, especially in a remote learning environment. APPROACH: PICO Pal used Apple Numbers to facilitate remote group work on a PICOT poster. The approach was evaluated using pre- and posttest surveys with 50 undergraduate nursing students at a small private university in New Jersey. OUTCOMES: The evaluation showed positive perceptions of the assignment and gains with knowledge of EBP. However, there were no gains in the perceptions of group work. CONCLUSIONS: The assignment was effective at teaching aspects of the EBP process but should be reevaluated to maximize group work dynamics and comfort with use of technology.