Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique

Wang, Weiwen; Liang, Zhihou; Blazeck, Alice; Greene, Brian

doi:10.1016/j.nedt.2015.02.010

Cited by 52 publications

(49 citation statements)

References 16 publications

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“…However, Gao et al (33) mentioned in the nursing curriculum, student-centered lessons and workshops that target the improvement of nursing students' communication skills among inter-professional roles are extremely rare. Therefore, Wang et al (31) using the Situation-Background-Assessment-Recommendation Again, findings of the present study revealed that there was statistical significant difference between the pretest and post-test mean scores of students' decision making perception. This is the same line of Baumberger-Henry (34) who concluded students involved in cooperative learning have to be constantly constructing ideas, debating them and making decisions.…”

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confidence: 42%

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The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Mahmoud¹

2017

IJLD

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Today's, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement. Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones. Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before-after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the eighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students' Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet. A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean ISSN 2164-4063 2017 scores for the surface approach to learning. It was concluded that cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance. International Journal of Learning and Development

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confidence: 42%

“…Therefore, it is crucial that nursing students have opportunities to learn and practice communication strategies to effectively communicate with patients and healthcare members (31) . Cooperative learning encourages the development of such important skills such as critical thinking, creative problem solving and synthesis of knowledge.…”

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confidence: 99%

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Mahmoud¹

2017

IJLD

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“…If nursing students use their IPE learning in clinical practice, there is a potential impact on patient outcomes. 12 Interestingly, students participating in the abbreviated format perceived a greater improvement in communication and value in the IPE activity when compared with students who had the comprehensive format. The primary difference between the comprehensive and abbreviated formats was the delivery of content to an interprofessional group (comprehensive format) versus uniprofessional group (abbreviated format) and use of simulation in the comprehensive strategy.…”

Section: Discussionmentioning

confidence: 97%

“…The primary aim of this study was to compare nursing students' perception of value between a comprehensive and an abbreviated format of administering IPE content 12 (Table 1). The secondary aim was to compare students' perceptions of improvement in their ability to communicate interprofessionally between these 2 formats of presentation.…”

Section: Aimsmentioning

confidence: 99%

Student Perception of Improvement in Communication and Value in 2 Interprofessional Education Delivery Formats

Arentsen

Welsh²,

Jones³

et al. 2016

Nurse Educator

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A preferred format to deliver interprofessional education (IPE) has not been described. The aim of this study was to compare students' (N = 150) perceived value and improvement in communication between an IPE activity delivered using a comprehensive versus an abbreviated format. Although both formats were perceived by students to improve their communication skills and add value to their education, students indicated the abbreviated format was more effective than the comprehensive format.

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“…Additionally, SR is regarded as a useful method for constructing individuals' relationship between cognition and behaviors within learners (Meade & McMeniman, ). Second, SR has been extensively implemented in various research contexts within a variety of academic subjects as diverse as second language learning (Gass, ; Selinker & Gass, ) and nursing education (Wang, Liang, Blazeck, & Greene, ), as well as a variety of learning setups (e.g., traditional face‐to‐face delivery versus online setups) and a variety of participants (e.g., primary school students and mature students). Third, the stimulus source may differ from one research context to another.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective

Zhai

Fang

Dong

et al. 2018

Computer Assisted Learning

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Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online selfdirected learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL self-regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology.The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment.

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Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique

Cited by 52 publications

References 16 publications

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Student Perception of Improvement in Communication and Value in 2 Interprofessional Education Delivery Formats

The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective

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