Investigation and Analysis of Continuing Nursing Education Status and Needs of In-Service Nurses in Tibet

Zou, Haihua; Dong, Lijuan; Chen, Wei‐Ju

doi:10.4236/ojim.2020.102023

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…To remain competent, nurses must not have excuses to participate in CE program. Nalle et al and Zou et al 37,38 in their survey also highlighted program cost and time constraint as barriers to nurses participation in CE program.…”

Section: Discussionmentioning

confidence: 96%

Effect of an Educational Intervention on Nurses’ Competency in the Neonatal Unit of a Teaching Hospital in Nigeria: A Pilot Study

Ike

Oluwatosin

2022

Journal of Neonatology

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Background: Clinical competency of nurses has been identified to be vital in making the difference between survival and death of neonates. Continuing education (CE) is essential to enhance the competency of nurses. This study aims to evaluate the effect of an educational intervention on nurses’ competency as regards their knowledge, attitude, and practices of neonatal care in a teaching hospital in Ogun State. Methods: A quasi experimental one (1) group pre- and postintervention design was used. Purposive sampling of all registered nurses working in the neonatal unit of Olabisi Onabanjo University Teaching Hospital (OOUTH), Sagamu Ogun State was utilized. Two tools were used for data collection: a semi-structured questionnaire and nurses’ clinical performance observational checklist. Data were collected before and 2 weeks after educational intervention. Data collected was managed using Statistical Package for Social Sciences (SPSS), version 20 software. Descriptive statistics was used to analyze and present variables. Inferential statistics of student t test was employed for hypotheses testing at P ≤ .05. Result: Nurses’ knowledge and practice improved at postintervention. Knowledge mean score at pretest was 35.21 (±6.33) which increased to 43.74 (±3.30) in the posttest (t = −7.33, P = .000). Practice mean score at pretest was 32.7 (±6.04) which increased to 44.8 (±7.22) postintervention (t = 7.26, P = .000). However, no significant difference was observed between the attitude of nurses regarding care of neonates pretest 71.0 (±7.15) and posttest 71.1 (±13.5) (t = 0.04, P = .968). Overall, there is a significant difference in the nurses’ competency score at pretest 192.21 (±20.23) and posttest 203.79 (±4.78) (t = −2.21, P = .040). Majority (94.7%) of the nurses agreed that CE would facilitate their competent in the care of neonates in neonatal units while 31.6% established that financial constraint was a barrier to attending CE to improve themselves. Conclusion: Implementation of educational program for nurses working in the neonatal unit improved their competency toward neonatal care. It is recommended that CE and training programs should be organized for nurses on a regular basis to sustain their competency.

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Section: Discussionmentioning

confidence: 96%

Effect of an Educational Intervention on Nurses’ Competency in the Neonatal Unit of a Teaching Hospital in Nigeria: A Pilot Study

Ike

Oluwatosin

2022

Journal of Neonatology

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“…[7] A study in Tibet explored 663 nursing participants and their need for continuing nursing education. [8] Findings revealed 33 participants (4.98%) had technical secondary school, 336 (50.68%) had college level, 394 (44.34%) had a bachelor's degree with none having a master's degree or above. [8] The need to advance the educational level of nurses is paramount to ensure appropriate safe patient care and the advancement of the nursing profession.…”

Section: Introductionmentioning

confidence: 99%

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

Sharoff

2022

JNEP

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Introduction: This first-time novel pilot study explored RN-BS students’ perceived effectiveness of utilizing vSim for Nursing® as a clinical replacement with a second aim that explored the efficacy of their preparation.Methods: Outcomes of this quantitative study explored the effectiveness of vSim for Nursing utilized the Simulation Effectiveness Tool – Modified (SET-M).Results: Frequency distributions demonstrated majority (n = 14) strongly agreed on the effectiveness of vSim for learning, with all items ranging from 50% (n = 7) to 78.6% (n = 11). Debriefing had the overall highest responses, 57.1% (n = 8) to 78.6% (n = 11). Majority strongly agreed that their preparation was highly effective, 71.43% (n = 10) to 85.71% (n = 12).Conclusions: vSim for Nursing was perceived to be an efficacious clinical practice replacement tool while feeling prepared to achieve the learning outcomes was beneficial. Debriefing continues to be a crucial and fundamental facet to any mode of simulation. Virtual simulation experiences can bridge the gap to assist students to further their knowledge and confidence.

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Investigation and Analysis of Continuing Nursing Education Status and Needs of In-Service Nurses in Tibet

Cited by 2 publications

References 6 publications

Effect of an Educational Intervention on Nurses’ Competency in the Neonatal Unit of a Teaching Hospital in Nigeria: A Pilot Study

Effect of an Educational Intervention on Nurses’ Competency in the Neonatal Unit of a Teaching Hospital in Nigeria: A Pilot Study

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

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