Comparative health systems immersion in South Korea: A constructivist competency-based approach to educating master's nursing students

Pavlic, Danijela; Burns, Harold H.; Wong, Alex; Lehmer, Joshua

doi:10.1016/j.profnurs.2019.07.001

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…Interpersonal communication skills refer to the use of good communication skills in nursing practice to provide patients with health knowledge, health care skills, and corresponding psychosocial support [ 41 ]. Traditional new nurse training focuses on professional knowledge and skills training, and does not pay too much attention to such issues for new nurses [ 42 ]. The CBT training mode based on job competence has gradually shifted from the traditional imparting of knowledge to changing attitudes and values, focusing on personal motivation, work attitude, prudent spirit, communication skills and other competency training practices, which can help them to grow up smoothly and promote the healthy development of new nurses’ professional careers [ 43 , 44 ].…”

Section: Discussionmentioning

confidence: 99%

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

Chen

Zhang

2022

PLoS ONE

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Background It is necessary to evaluate the effects of competency-based training (CBT) model in the clinical training of new nurses, to provide insights to the management of nurses. Methods We searched PubMed, EMBASE, Cochrane Library, Web of Science, China National Knowledge Infrastructure (CNKI), China Science and Technology Journal Database, Wanfang and Weipu Databases for the randomized controlled trials (RCTs) on the application effect of CBT in new nurse training up to December 15, 2021. Two investigators independently screened the literature, extracted the data and evaluated the quality of the literatures. RevMan 5.3 software was used for meta-analysis. Results A total of 7 RCTs involving 639 new nurses were included. Meta-analyses indicated that CBT improved the ability of clinical nursing care [SMD = 1.52, 95%CI (0.13~2.90), P = 0.03], critical thinking and innovation[SMD = 0.69, 95%CI (0.43~0.95), P<0.001], interpersonal communication[SMD = 0.74, 95%CI (0.51~0.97), P<0.001], professional construction and development[SMD = 1.92, 95%CI (1.41~2.42), P<0.001], level of comprehensive knowledge[SMD = 1.20, 95%CI (0.63~1.76), P<0.001] and level of good personal traits[SMD = 1.89, 95%CI (1.27~2.50), P<0.001].The results of Egger regression tests indicated that there were no statistical biases amongst the synthesized outcomes (all P>0.05). Conclusions CBT is beneficial for improving the competency of newly recruited nurses. More RCTs from different population and regions are needed to further elucidate the role of CBT in nurse management.

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Section: Discussionmentioning

confidence: 99%

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

Chen

Zhang

2022

PLoS ONE

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“…[3,10] Active learning encourages faculty to engage students through direct involvement, questions, and experiences. [11] When nurse educators utilize active learning strategies, students exhibit engagement in completing interactive activities, which increases the morale of the classroom, improves students' attitudes towards the course and educator, creates a positive classroom atmosphere, and increases students' self-confidence and clinical judgement skills. [7,12,13] Active learning is crucial to the development of critical thinking skills, communication techniques, problem-solving abilities, and helps ensure students are well prepared for complex and challenging work environments.…”

Section: Active Learningmentioning

confidence: 99%

Andragogy and teaching techniques to enhance adult learners’ experience

Lewis

Bryan²

2021

JNEP

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Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

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“…This is even more challenging when training moves beyond technical knowledge or skills-focused training to professional training geared toward building global health leaders, which relies on the development of communication skills, cross-cultural practice, development practice, and so forth. Global health is as varied, unique, and complex as the professionals within it, and learning programs need to be dynamic to actively encourage the building of learning networks to promote knowledge sharing and connectivity [3].…”

Section: Introductionmentioning

confidence: 99%

Delivering Modern Global Health Learning Requires New Obligations and Approaches

McNabb

Magowe

Shaw

et al. 2021

Annals of Global Health

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Introduction:The COVID-19 pandemic has forced a new look (or modernization) for both the obligations and approaches to achieve best-practices in global health learning. These best-practices have moved beyond traditional, face-to-face (F2F), classroom-based didactics to the use of innovative online, asynchronous and synchronous instructional design and the information and communication technology (ICT) tools to support it. But moving to this higher level of online in-service and pre-service training, key obligations (e.g., stopping neocolonialization, cultural humility, reversing brain drain, gender equity) must guide the modernization of instructional design and the supporting ICT. To positively impact global health training, educators must meet the needs of learners where they are.Purpose: We describe a set of multi-communication methods, e-Learning principles, strategies, and ICT approaches for educators to pivot content delivery from traditional, F2F classroom didactics into the modern era. These best-practices in both the obligations and approaches utilize thoughtful, modern strategies of instructional design and ICT. Approach:We harnessed our collective experiences in global health training to present thoughtful insights on the guiding principles, strategies, and ICT environment central to develop learning curricula that meet trainee needs and how they can be actualized. Specifically, we describe five strategies: 1. Individualized learning; 2. Provide experiential learning; 3. Mentor … Mentor … Mentor; 4. Reinforce learning through assessment; and 5. Information and communication technology and tools to support learning. Discussion:We offer a vision, set of guiding principles, and five strategies for successful curricula delivery in the modern era so that global health training can be made available to a wider audience more efficiently and effectively.

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Comparative health systems immersion in South Korea: A constructivist competency-based approach to educating master's nursing students

Cited by 3 publications

References 18 publications

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

Andragogy and teaching techniques to enhance adult learners’ experience

Delivering Modern Global Health Learning Requires New Obligations and Approaches

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