Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses

Lee, Yu-Hsia; Li, Chia-Jung; Wang, Pao-Yu; Lin, Mei‐Hsiang

doi:10.1186/s12912-020-00500-3

Cited by 5 publications

(5 citation statements)

References 36 publications

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“…They also found that those who had not participated in the SDM training could also complete the tasks. Our results were also similar to those of Lee et al [ 21 ]. In their study, the experimental group received a cultural-competence cultivation program and the control group did not receive any interventions.…”

Section: Discussionsupporting

confidence: 93%

“…In their study, the experimental group received a cultural-competence cultivation program and the control group did not receive any interventions. Both groups completed the OSCE assessment after the intervention, and although the average score of the experimental group was slightly higher than that of the control group, the difference was not significant [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

“…Since there are few existing studies exploring the effectiveness of a simulation-based education program on SDM attitudes among nurses, we selected an effect size of 0.25 based on a study that investigated a cultural-competence cultivation program, the effectiveness of which was examined using an OSCE [ 21 ]. The inclusion and exclusion criteria were chosen to reduce the impact of confounding variables.…”

Section: Methodsmentioning

confidence: 99%

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The effectiveness of simulation education program on shared decision-making attitudes among nurses in Taiwan

Lin

Lee

et al. 2021

PLoS ONE

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Background Shared decision-making (SDM) is significantly associated with promoting the quality of end-of-life (EOL). The attitude of nurses toward the end of life can affect EOL care, but there are few SDM-related clinical learning programs focused on EOL. In this study, therefore, we evaluated the effectiveness of an EOL-simulation education program on attitudes toward SDM among nurses, using an objective structured clinical examination (OSCE). Methods We used a quasi-experimental study design to evaluate nurses working at a medical center in Taiwan. We recruited 100 nurses and assigned them to an experimental group (n = 50) and a control group (n = 50). The experimental group received the SDM attitude (SDMA) cultivation program, and the control group did not. After the intervention, all participants were examined in an OSCE to assess the efficacy of their learning. A p value of.05 was considered statistically significant. Results The average score of the experimental group was higher than that of the control group in the dimensions “empathic communication” and “mastery learning”, but these differences were not significant. SDMA score is significantly and positively correlated with SDMA global score, standardized patient survey (SPS) score, and SPS global score (r = .92, .56, and .50, respectively; p < .01). Conclusions Simulations concerning EOL care that incorporate SDM components would be effective for training clinical nurses. This study can serve as a reference for nursing-administration managers who may consider designing SDM-related education programs to improve the quality of clinical nursing care.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The effectiveness of simulation education program on shared decision-making attitudes among nurses in Taiwan

Lin

Lee

et al. 2021

PLoS ONE

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“…It is important to consider that cultural competence is not a checklist, and it should evolve as practitioners navigate their fields. 19,20 Doing this work in the classroom allows for inclusivity and individualization to be carried into professional practices, though it is not the only opportunity for exposure. Collaboration amongst pharmacy programs would allow comparison of techniques used, the effect of these interventions on the inclusion of social identities, and student perceptions or knowledge-gained by students.…”

Section: Discussionmentioning

confidence: 99%

Examining Social Identities of Patient Diversity Through Cases Presented in a Therapeutics Course Series

Upton

Kassel

Hansen

et al. 2022

American Journal of Pharmaceutical Education

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The inclusion of social identities, such as race, ethnicity, sexual orientation, gender identity, ability, spirituality, nationality, and socioeconomic status, within cases in didactic pharmacy education is an issue of significant debate. In considering what and how much to include of these identities into didactic cases, the first step could be to measure the current inclusion. The purpose of this study was to quantify the presence of these social identities in cases presented to student pharmacists in a three-semester course series. Methods. This was a review of 144 cases presented in a three-semester pharmacotherapeutics course series. The primary objective was to quantify the inclusion of each social identity. The secondary objective assessed if the identities were needed to answer specific questions related to each case. Cases were reviewed by two independent study researchers, with a third impartial reviewer settling disagreements. Results. Explicitly stating these identities was infrequent among the cases. Race was explicitly stated in 14.6% of cases (n=21). Gender identity was explicitly named in 2 cases (1.4%), whereas nearly all cases implied gender through pronouns. Gender was necessary to answer case questions in approximately 20% of the cases (n=27). Socioeconomic status, ability, sexual orientation, and nationality were infrequently named among all cases, 6.3%, 4.9%, 1.4%, and 1.4%, respectively. Conclusion. This study found that these social identities were rarely explicitly stated in cases. In determining the next steps for integrating social identities, pharmacy education must first take stock of its current use of these identities.

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“…Nursing as a professional and professional staff with the largest number of service personnel in health services (60% to 70% of the composition of the hospital workforce), of course, must be supported by strengthening the quality both at the formal and informal education levels and oriented to the needs of the community according to the development of culture and civilization. Nursing education is education in the applied Sciences category, which is an integration of nursing knowledge, attitudes and skills through real experience in clinical learning(1) (2). The clinical learning process includes the transformation of nursing science, teaching nursing skills and role models to nurse administrators, especially beginners who requires good, comfortable interpersonal relationship competences and creates mutual respect and trust and satisfaction of the learning process which has an impact on the quality of learning outcomes for student nurse or new nurse (3).…”

Section: Introductionmentioning

confidence: 99%

Socio-cultural Approach in Developing the Quality of Clinical Education in the Millennium Era: A Literature Review (New Paradigm)

Lisnadiyanti¹,

Pandin²

2021

Preprint

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Clinical education is a method that is applied to formal nurse education as a step to provide real and direct learning experiences in the nursing environment correctly and effectively. The success of education in a clinical setting certainly requires the support of teaching nurses (clinical instructors) who have credibility and competence in terms of knowledge, attitudes and skills and are actively involved in professional activities. The diversity of backgrounds of nurses and students, including patients, certainly contributes to a shift in paradigms and perspectives for the nursing environment both in education and in clinical settings in health services. Responding to this cultural diversity, it is important to prepare knowledge and understanding related to transcultural nursing issues, intercultural communication and clinical education which explores the socio-cultural elements in the implementation of staff, students and patients. Purpose: The purpose of this literature review is to identify the extent to which nurse educators play a role by including socio-cultural and transcultural aspects in efforts to develop the quality of education in clinical practice environments in the millennium era. Method: The method of writing this article uses 11 literature review, the publication year period 2019,2020 and 2021 with sources from 4 databases such as science Direct, Scopus, ProQues and Elsevier. The review guidelines used are based on Prisma and the Joanna Briggs Institutute. The level of eligibility is identified through the title, abstract, research methodology as well as the type of scholarly journal and full text. Results: The results of the reviews found are presented in a narrative form. The results of the review study found that there were 11 articles explaining the competence of clinical education based on the socio-cultural approach, which is an educational strategy in the clinical area that integrates transcultural elements of nursing, intercultural communication, collaboration, self-directed with the principles of openness, honesty, and mutual respect in the implementation of team interaction and collaboration. The development of interpersonal relationships is also an important role that educators must have in helping to introduce the nurse orientation process to the organizational environment and other professional teams so that the achievement of satisfaction with clinical education is able to improve the performance of nurses and students perfectly. Conclusion: Clinical education which is supported by the competence of nurse educators (clinical instructors) who have individual and professional competences has a role to play in improving clinical learning outcomes by both students and nurses with a socio-cultural and transcultural strategic approach that will create satisfaction with the achievement of clinical competence and performance effectively.

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Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses

Cited by 5 publications

References 36 publications

The effectiveness of simulation education program on shared decision-making attitudes among nurses in Taiwan

The effectiveness of simulation education program on shared decision-making attitudes among nurses in Taiwan

Examining Social Identities of Patient Diversity Through Cases Presented in a Therapeutics Course Series

Socio-cultural Approach in Developing the Quality of Clinical Education in the Millennium Era: A Literature Review (New Paradigm)

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