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The housemates : everything one young student learnt about love, care, and dementia when he chose to live in a nursing home
Twenty one year old nursing student Teun Toebes decided to rent a room in a care home to find out what it's like to live in one as a resident not as a nurse or a carer. He was curious - and he was broke. The experience changed his life, as well as the lives of his new housemates. He introduced Friday drinks, camping evenings, trips to visit grown up children, and he reintroduced pleasure in the small things in life a laugh, a dance, a cup of good coffee, a chance to sit in the sun. As he became embedded in the community Teun became, however, devastated by the insight gained; at how society and the care system diminishes people living with dementia.
Book
Long-term effects of an online mindfulness intervention on mental health in Chinese nursing students: a randomized controlled trial follow-up
Objective
This study aims to evaluate the long-term impact of the six-week online mindfulness intervention course “Mindfulness Living With Challenge (MLWC)” on the mental health of undergraduate nursing students in Beijing, China, through a three-month follow-up.
Methods
A three-month follow-up was conducted upon completion of the six-week MLWC course. Depression-Anxiety-Stress Scale (DASS-21), Chinese Short Formed Five Facets of Mindfulness Questionnaire (FFMQ-SF), and the Perceived Social Support Scale (PSSS) were used to evaluate participants’ mental health, mindfulness, and perceived social support. Generalized estimation equations (GEE) were used to evaluate the effects of intervention and time. A causal mediation model was constructed to explore the mediation effects of perceived social support between mindfulness and mental health.
Results
Among 108 participants (52 intervention, 56 control), MLWC significantly reduced stress and anxiety levels, and improved mindfulness and social support levels among undergraduate nursing students (
P
< 0.05), but long-term effects were not obvious in improving participants’ mental health. Perceived social support mediated the relationship between the mindfulness intervention and mental symptoms (
P
< 0.05).
Conclusion
Online mindfulness interventions may temporarily alleviate mental health challenges in nursing students, with social support playing a mediating role. Sustained benefits may require regular practice, highlighting the need for ongoing mindfulness integration into training programs.
Trial registration
Chinese Clinical Trial Registry (ChiCTR), ChiCTR2200058103; Registered on March 29, 2022,
http://www.chictr.org.cn/showproj.aspx?proj=136413
.
Journal Article
The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial
Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.
Journal Article
Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial
Background
Although various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy.
Methods
A randomized controlled design was used. The participants of this study were 120 nursing students randomly assigned to the intervention group (
n
= 60) or the control (
n
= 60). The intervention group was trained using a blended learning CPR education program. Self report questionnaires with knoweldge, attitude, and self-efficacy were all used in the pre and post intervention. Differences before and after the education of each group were analyzed with a paired
t
-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate.
Results
The findings indicated that the intervention group had significantly higher knowledge scores (intervention: 16.40 ± 1.56, control: 6.46 ± 2,
p
< .001), and emotional attitude (intervention: 40.85 ± 8.01, control: 36.05 ± 6.87,
p
= .002) about CPR than the control group, but other outcomes did not differ between groups.
Conclusions
In this monocentric study, a blended learning CPR program that integrated videos and face to face lecture was found effective in improving nursing students’ knowledge and attitudes regarding CPR.
Journal Article
Clinical supervision and support : perspectives of undergraduate nursing students on their clinical learning environment in Malawi
Background: The nurse educators’ role in clinical learning is to define the necessary prerequisites of an ideal clinical learning environment. Objectives: The purpose of the study was to explore and describe the Kamuzu College of Nursing (KCN) undergraduate nursing students’ perspectives on clinical supervision and support in their clinical learning environment and their preferences in the clinical learning environment. Method: A mixed method research approach was used to explore and describe clinical supervision from the students’ perspectives on the features of their actual and preferred clinical learning environment. The study’s population comprised all third- and fourth-year undergraduate nursing students (n = 219). A sample (n = 125) was randomly selected from the population for the quantitative survey of which 120 questionnaires (96%) were valid for analysis. The data collection for qualitative arm of the study comprised interviews conducted through purposive sampling interviewing 20 participants. Survey results were analysed using the Statistical Package for the Social Science (Version 16) and the qualitative data were analysed using the content analysis approach where themes were generated. Results: The study found that the participants were not satisfied with clinical supervision and support during clinical learning. The participants preferred improved clinical supervision and support in their clinical learning. Comparing the difference between actual and the preferred items of supervision the results were statistically significant at p < 0.05. Conclusion: There is a need to improve students’ clinical supervision and support at KCN. Nurse educators need to plan for clinical supervision and support effectively to promote proficient nursing graduates.
Journal Article
The effect of hot and cold debriefing on basic life support competence and reflection in undergraduate nursing students: A qualitative study
To explore the experiences of undergraduate nursing students regarding hot and cold debriefing styles following Basic Life Support (BLS) training.
Debriefing plays a vital role in nursing education, especially in simulation-based experiences. Debriefing is defined as a two-directional, “formal, collaborative, reflective process within the simulation learning activity”. According to the literature, \"hot\" debriefings take place within minutes to hours after the simulation, while \"cold\" debriefings can happen within days to weeks. There is insufficient evidence to determine the most effective debriefing methods for undergraduate nursing students.
A qualitative descriptive study was conducted to understand students' perceptions of hot and cold debriefing styles.
Data were collected through two focus group interviews with 12 undergraduate nursing students. Participants were randomly assigned to hot debriefing (n = 22) or cold debriefing (n = 22), with six students from each group participating in the focus groups.
Five main categories emerged from students' perceptions related to simulation and debriefing experiences: Simulation Experience, Debriefing Experience, Reflection, Debriefing Impact on Learning and Feedback for Educators.
It is suggested that incorporating simulation followed by debriefing into the nursing curriculum, particularly for teaching BLS, can be highly beneficial. The study highlights the importance of debriefing in simulation-based education and provides recommendations for enhancing debriefing strategies to enhance nursing skills and knowledge.
•Simulation followed by debriefing should be incorporated into nursing curricula.•This study highlights the importance of debriefing in nursing education.•The primary advantage of cold debriefing was the readiness to debrief effectively.•The main benefit of hot debriefing was enhanced recall of the simulation experience.
Journal Article
Effectiveness of debriefing after a short training on brief tobacco intervention for nursing students: A randomized clinical trial
To determine the effectiveness of debriefing after the objective assessment of brief tobacco interventions (BTI) training and its changes after 3 and 9 months.
Controlled clinical trial with random assignment by blocks.
145 sec-year students enrolled in a 4-year nursing degree program participated in the study, with 80 in the intervention group and 65 in the control group. Training according to the 5As (Ask, Advise, Assess, Assist and Arrange) and 5Rs (Relevance, Risks, Rewards, Roadblocks and Repetition) model was provided to both the control and experimental groups as a brief tobacco intervention strategy in primary care. Presentation of three clinical scenarios through videotaped objective structured clinical examination (VOSCE) and assessment with the BTI-St© tool. Posterior debriefing with the experimental group. Descriptive statistical analyses, 2-factor repeated measures ANOVA. Each subject was measured 5 times. (ID protocol: NCT06564766)
The time*group interaction results demonstrated significant differences with large effect sizes across all three scenarios. In the experimental groups, the most notable differences were observed immediately after the debriefing compared with baseline. Although these differences decreased over time, they remained present at 3 and 9 months in all scenarios relative to the baseline.
The inclusion of debriefing in a brief intervention for learning about BTI within the context of primary care of nursing students resulted in a significant increase in their learning and greater durability, at least after nine months.
Journal Article
The effect of using Kahoot in pediatric emergency nursing lessons on students' success and motivation levels: A randomized controlled study
This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels.
Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing.
It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data.
When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material.
Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.
Journal Article
WhatsApp-Delivered Education: Performance and Satisfaction of Nursing Students
Background
The drastic evolution in digital technologies has significantly transformed educational and learning processes, necessitating faculty members to incorporate these advancements into their teaching strategies. A research gap exists in investigating the use and acceptance of these technologies in nursing education. Thus, this research aims to assess how education delivered through WhatsApp (Meta) impacts undergraduate nursing students' performance level and satisfaction.
Method
This interventional pretest–posttest study involved a sample of 65 undergraduate nursing students, who were categorized into intervention and control groups. The intervention group received weekly WhatsApp education.
Results
The analysis showed no significant statistical difference in the course final grade between the intervention and control groups. However, there was a significant improvement in the student satisfaction scores following the educational intervention.
Conclusion
WhatsApp-delivered education can improve nursing education by fostering positive student perceptions and promoting engagement. This study offers valuable insights for educators and institutions aiming to optimize nursing education. [J Nurs Educ. 2025;64(3):170–176.]
Journal Article
Impacts of platform-based CBL on undergraduate nursing students’ academic performance, self-efficacy, clinical decision-making and critical thinking abilities: A cluster randomized controlled trial
To compare the effects of traditional and platform-based case-based learning (CBL) on undergraduate nursing students’ academic performance, self-efficacy, clinical decision-making and critical thinking abilities.
Traditional CBL can improve students’ academic performance but faces challenges in the era of “Internet + education.” It is unclear whether platform-based CBL is as effective as traditional CBL.
Cluster randomized controlled trial.
A total of 88 undergraduate nursing students from two classes were recruited using cluster sampling and separated into two groups by class. The control group (n = 45) received traditional CBL, and the experimental group (n = 43) received platform-based CBL. Academic performance, self-efficacy, clinical decision-making, critical thinking disposition and experimental group’s learning records from the online platform were evaluated.
No difference was found between the two groups in overall academic performance, but formative evaluation and final examination scores in the course differed. Compared with the control group, the experimental group presented significant differences in self-efficacy and clinical decision-making. There was no difference between the total clinical thinking disposition scores; however, truth-seeking, systematicity and self-confidence exhibited significant differences. Concerning student progression, all experimental students advanced from “Grade I” to “Grade V” or “Grade IV”. The usability questionnaire’s average score regarding the platform was 77.03 (SD 7.43) and the top dimension was teaching utility.
Compared with traditional CBL, platform-based CBL may better enhance self-efficacy and clinical decision-making abilities in nursing undergraduate students.
Journal Article