Is the introduction of a student-centred, problem-based curriculum associated with improvements in student nurse well-being and performance? An observational study of effect

Jones, Martyn; Johnston, Derek

doi:10.1016/j.ijnurstu.2005.10.013

Cited by 29 publications

(49 citation statements)

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“…Research identified the most effective methods of stress management in this population as: 1) relaxation techniques, 2) meditation, and 3) positive coping methods (Gibbons, 2010;Jones and Johnston, 2006;Peterson et al, 2008;Yearwood & Riley, 2010). The purpose of this study was to develop a stress management education session for MSN students enrolled in their initial graduate level clinical rotations during the spring semester of 2016 at RIC.…”

Section: Discussionmentioning

confidence: 99%

“…These studies identified the most effective methods of stress management in nursing students as: 1) relaxation techniques, 2) meditation, and 3) using positive coping methods (Gibbons, 2010;Jones & Johnston, 2006;Peterson et al, 2008;Yearwood & Riley, 2010).…”

Section: Stress Management and Coping Techniquesmentioning

confidence: 99%

“…These increased stressors have led to healthcare employers and academia implementing stress management intervention programs for both practicing nurses and nursing students (Jones & Johnston, 2006).…”

Section: Background/statement Of the Problemmentioning

confidence: 99%

“…Encouraging the use of positive coping strategies involves understanding the etiologic factors behind an individual's chosen coping strategies, supporting their strengths and effective coping methods, and offering alternative strategies to ineffective coping behaviors (Jones & Johnston, 2006).…”

Section: Stress and Copingmentioning

confidence: 99%

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Decreasing Stress in the Master's Level Nursing Student: A Stress Management Education Session

Hilton

2016

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Stress in the nursing professional and in nursing students is well documented in the literature. However, the extent to which it occurs and the means of coping with stress vary. Family responsibilities, finances, and academia have been identified as main stressors for graduate school nurses. It is important to establish coping mechanisms that address the two hemispheres of stress, due to the physiological and psychological effects on the body. The purpose of this study was to develop a stress management education session for Master of Science in Nursing (MSN) students enrolled in their initial clinical rotation at Rhode Island College (RIC). The education session consisted of a review of stress and coping methods, followed by the instruction of two stress management techniques: paced-breathing meditation (PBM) and relaxation/diaphragmatic breathing. A pre and post survey researcher developed method was utilized to evaluate the effects of the intervention on perceived stress levels. A convenience sample of six students participated in the intervention, course evaluation and pre-survey, and five students responded to the post-survey. The intervention did result in an overall mean reduction of PSS-10 scores of 2.2 points, indicating a decrease in perceived stress. Keywords: stress management, coping, perceived stress, meditation AcknowledgementsI would like to thank my first reader, Dr. Lescault for her patience and support throughout this process. I would also like to acknowledge my second reader, Dr. Padula for her expertise and guidance, and my third reader, Stanley Goodman, NP, for his assistance.To my husband Troy, for whom I would not have made it through this program without, thank you. I would also like to thank my peers, family, and friends for offering me their unconditional love and support. Table of Contents DECREASING STRESS IN THE MASTER'S LEVEL NURSING STUDENT: A STRESS MANAGEMENT EDUCATION SESSION Background/Statement of the ProblemStress occurs when an individual is faced with a situation that brings about a positive or negative physical or emotional reaction. Stress is defined as the psychological, physiological, and behavioral response experienced by an individual when there is a perceived imbalance between life demands and their ability to meet those demands (Palmer, 1989). How an individual attains the balance between various life demands is called coping. The ability to improve coping skills to decrease the stress response is essential to maintain an individual's physical and emotional well-being.While stress is inevitable for any student enrolled in an MSN program, excessive stress is counterproductive and can ultimately lead to poor student outcomes. Increased levels of stress in bachelors and masters level nursing students have a negative effect on attrition and retention rates, and overall health (Deary, Watson & Hogston, 2003).Research has demonstrated increased levels of stress and anxiety in the Bachelors in Science of Nursing (BSN) and MSN students (Lust, Ehlinger, & Golden, 2...

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Section: Discussionmentioning

confidence: 99%

Section: Stress Management and Coping Techniquesmentioning

confidence: 99%

Section: Background/statement Of the Problemmentioning

confidence: 99%

Section: Stress and Copingmentioning

confidence: 99%

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Decreasing Stress in the Master's Level Nursing Student: A Stress Management Education Session

Hilton

2016

Preprint

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“…Hay que planificar mejor si queremos modificar conocimientos y actitudes, pero sigue habiendo resultados contradictorios en áreas como medicina, que muestran que las diferencias de rendimiento fueron mínimas en el periodo de residencia entre ABP y método tradicional (Distlehorst et al, 2009). Otros estudios realizados apuntan más a incrementos significativos en el bienestar del estudiante de enfermería (Jones y Johnston, 2006), o de la satisfacción, en el de medicina (Smits et al, 2002), que a mejoras en el rendimiento o logro de competencias en la práctica (Applin et al, 2011), no encontrando en el ABP una mejor estrategia educativa. Pero a pesar de ello, esta metodología, desarrollada a través del seminario integrado (Ver Fig.…”

Section: Discussionunclassified

Aprendizaje Basado en Problemas: Seminario Integrado en el Grado de Enfermería

et al. 2011

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* Autor a quien debe ser dirigida la correspondenciaRecibido Mar. 29, 2011; Aceptado Abr. 28, 2011; Versión final recibida May.02, 2011 Resumen Este trabajo presenta y analiza las experiencias del alumnado en el desarrollo de un seminario integrado, mediante la metodología denominada Aprendizaje Basado en Problemas (ABP). La experiencia se realiza en asignaturas de enfermería de la Facultad de Ciencias de la Salud de la Universidad de Almería en España. El estudio se basa en la Teoría Fundamentada en Datos que emplea el método inductivo para descubrir teorías, conceptos e hipótesis, partiendo directamente de los datos. La integración teoría-práctica, el aprendizaje colaborativo y la relevancia de los tutores, son los aspectos más valorados, aunque también surgen opiniones discrepantes sobre su utilidad en la adquisición de ciertas competencias. La experiencia es altamente positiva pero se requiere una planificación más profunda, previa a la puesta en práctica de nuevas metodologías de enseñanza y evaluación como el ABP. Palabras clave: aprendizaje basado en problemas, conocimiento crítico, métodos de enseñanza, enfermería Problem Based Learning: Integrated Seminar in Nursing Degree AbstractThis study presents and analyzes the experiences of students in the development of an integrated seminar by a methodology called Problem Based Learning (PBL). This experience is carried out by nursing students of the Faculty of Health Sciences at the University of Almeria (Spain). The study was based on Grounded Theory which uses the inductive method for discovering theories, concepts and hypotheses starting directly from the data. The integration of theory and practice, collaborative learning and the relevance of the tutors are the most valued, but divergent views also arise about its utility in the acquisition of certain competences. The experience is very positive but a deeper planning is required before the implementation of new teaching methodologies and assessment such as PBL.

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Making creativity explicit: A workshop to foster creativity in biomedical science education

Kim

Gibbons

Speed

et al. 2023

Biochem Molecular Bio Educ

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Previously we identified that biomedical science students commonly misunderstand “creativity,” mistaking it for “freedom.” In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought‐after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the “Diamond Model,” utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12‐week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre‐ and post‐workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.

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Is the introduction of a student-centred, problem-based curriculum associated with improvements in student nurse well-being and performance? An observational study of effect

Cited by 29 publications

References 29 publications

Decreasing Stress in the Master's Level Nursing Student: A Stress Management Education Session

Decreasing Stress in the Master's Level Nursing Student: A Stress Management Education Session

Aprendizaje Basado en Problemas: Seminario Integrado en el Grado de Enfermería

Making creativity explicit: A workshop to foster creativity in biomedical science education

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