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Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design.

ABSTRACT: BACKGROUND:New educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice. METHODS:A non-equivalent control group pretest-posttest non-synchronized intervention design was used. The participants were 91 students, comprising an experimental group (n?=?44) and a control group (n?=?47). The experimental group was trained using a self-directed learning program with blended coaching. The Self-Directed Learning Competency Questionnaire, Clinical Competency Questionnaire, and Numeric Rating Score for clinical practice satisfaction via a self-report were all used in the assessment. Descriptive statistics, independent t-tests and ANCOVA were used to evaluate self-directed learning competency, clinical competency, and clinical practice satisfaction. RESULTS:Students in the experimental group showed a significantly higher improvement in competency in the implementation of self-directed learning (F (1,89)?=?4.27, p?=?0.039) and higher satisfaction with clinical practice (t (89)?=?3.10, p?=?0.003) compared with those in the control group. CONCLUSIONS:These results provide evidence that a self-directed learning program using blended coaching is an effective educational approach to improve the implementation part of self-directed learning competency and clinical practice satisfaction among nursing students in clinical practice. Further research is required to investigate whether other variables are associated with clinical competency, competency in planning and evaluation of self-directed learning, or their long-term effects.

SUBMITTER: Noh GO

PROVIDER: S-EPMC6591891 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature

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Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design.

Noh Gie-Ok GO Kim Dong Hee DH

BMC medical education 20190624 1

<h4>Background</h4>New educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice.<h ...[more]

PMID: 31234843

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Project description:BACKGROUND:The field of specific healthcare for transgender people has not been included in the official curriculum of professionals. This causes a lack of knowledge that can be presumed to become a barrier to healthcare. Currently, different methodologies are emerging to achieve meaningful learning for students and professionals. The objective of this study was to evaluate the increase in the level of knowledge of final-year nursing students, applying methodological strategies such as problem-based learning (PBL) and film-forum. METHODS:59 nursing students were randomly assigned to two intervention groups (G1 = 31 and G2 = 28), and another 57 were assigned to the control group (without specific classes or workshops on the subject of the study). The intervention consisted of a specific training course on transgender issues (TGSC&W, TransGender Specific Course and Workshop), where the type of meaningful learning strategy used depended on the group (G1 = film-forum and G2 = PBL). The study was carried out at the Faculty of Nursing Nuestra Señora de Candelaria of the Canary Islands Health Service. The randomization was done by blindly choosing a computer-generated code. RESULTS:The main outcome was based on 116 participants, comparing their level of knowledge before and after the workshop. The comparison by pairs shows that there were statistically significant differences (p = 0.000) between those undergoing the methodological interventions and the control group. Statistical significance between film-forum and PBL was not obtained (p = 1.000): Both methodologies increased the level of knowledge, but there was no significant difference between them. The means for satisfaction with the learning methodology used did not show statistically significant differences. CONCLUSION:The workshop carried out was highly effective and significant in terms of increasing knowledge. No significant differences were observed in the level of knowledge, or in the degree of satisfaction, between the two methodologies used (PBL and film-forum).

Project description:ObjectiveTo evaluate the effect of a school-based tobacco program in preventing initiation of tobacco use among adolescents in Saudi Arabia.MethodsWe used a quasi-experimental controlled design. Four intervention and four control schools were selected from the regional education registry. A baseline questionnaire was administered to all grade 7 students before implementing the tobacco prevention program, Dentists Fighting Nicotine Dependence (DFND). The intervention group (n =379) received the DFND program whereas the control group (n = 255) received the regular tobacco program administered by the Department of Education. The program was delivered by trained health educators over 5 weeks. Pre- and post-test surveys (immediate and 2-year post-intervention) were collected. Study outcomes were current tobacco use, tobacco knowledge, attitude towards not using tobacco, and perceived behavioral control (PBC) of tobacco use. Covariates included sex, parent education, academic performance, absenteeism, student allowance, and religiosity. Data were analyzed using a two-level hierarchical mixed models.ResultsIn the immediate post-test, 597 participants (intervention, n = 366; control, n = 231) were surveyed. There was no difference in tobacco use between intervention and control schools, however, the intervention group had significantly higher mean scores for knowledge (β = 1.27, SE = 0.27, P < .01) and attitude toward not using tobacco (β = 5.17, SE = 2.48, P < .05) after adjusting for covariates. At 2-year post-intervention, 463 participants (intervention, n = 289; control, n = 173) were surveyed. There were no differences in tobacco use, knowledge, attitude or PBC between intervention and control groups.ConclusionsOur program did not impact tobacco use. In the short-term, the program significantly improved knowledge and attitude towards not using tobacco. These effects decayed 2 years post-intervention without additional programming. Increasing the effectiveness of DFND may be achieved by expanding curriculum content and practice time throughout the school years and by targeting high-risk adolescents within the program.

Project description:BackgroundCognitive behavioral therapy (CBT) is an effective intervention to treat depressive disorders in youth. However, 50% of adolescents still have depressive symptoms after treatment, and 57% drop out during treatment. Online CBT interventions have proven to be effective in reducing depressive symptoms and seem promising as a treatment for depressed adolescents. However, combining online programs with face-to-face sessions seems necessary to increase their effectiveness and monitor for suicide risk.ObjectiveIn this study, we examine the effectiveness and cost-effectiveness of a blended CBT treatment protocol, a mixture of online and face-to-face CBT, as a treatment for clinically depressed adolescents.MethodsA pragmatic quasi-experimental controlled trial will be conducted to study the effectiveness of a blended CBT treatment protocol, in which blended CBT is compared with face-to-face CBT (n=44) and treatment as usual (n=44); the latter two were collected in a previous randomized controlled trial. The same inclusion and exclusion criteria will be used: adolescents aged between 12 and 21 years, with a clinical diagnosis of a depressive disorder, and referred to one of the participating mental health institutions. Assessments will be conducted at the same time points: before the start of the intervention, during the intervention (after 5 and 10 weeks), postintervention, and at 6- and 12-month follow-ups.ResultsThe primary outcome is the presence of a depression diagnosis at 12-month follow-up. Several secondary outcomes will be measured, such as depressive symptoms, quality of life, and suicide risk. Costs and effects in both conditions will be compared to analyze cost-effectiveness. Further, moderating (age, gender, alcohol and drug use, parental depression, and other psychopathology) and mediating effects (negative automatic thoughts, cognitive emotion regulation, attributional style) will be analyzed. Also, treatment characteristics will be studied, such as characteristics of the therapists, treatment expectancy, and therapeutic alliance. Dropout rates and treatment characteristics will be measured to study the feasibility of blended CBT.ConclusionsThis study will examine the effectiveness and cost-effectiveness of a blended CBT program in which depressed adolescents are treated in mental health care. Results of blended CBT will be compared with face-to-face CBT and treatment as usual, and implications for implementation will be reviewed.Trial registrationDutch Trial Register (NTR6759); http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=6759.International registered report identifier (irrid)DERR1-10.2196/13434 RR1-10.2196/12654.

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Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design.

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Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design.

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