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BACKGROUND: Traditionally, the assessment of student nursing skills relies heavily on lecturer evaluations. However, lecturers, as the primary evaluators, may be influenced by their individual subjective preferences, experience, and knowledge background. This limitation needs thorough consideration to improve students' assessment skills and ensure that assessment tasks are more objective and accurate. Peer assessment appears to take it into account. Currently, improving the quality of peer assessment in Basic Nursing skills remains a challenge for educators. AIM: To assess the effectiveness of peer assessment as applied to the basic nursing skills examination process and suggestions for improvement, to understand nursing students' perceptions of it, and to explore the feasibility of peer assessment as an alternative to single faculty assessment as perceived by nursing students. DESIGN: Qualitative research. SETTINGS: Conducted in a clinical skills simulation laboratory at a university in Wuxi, Jiangsu Province, China. PARTICIPANTS: 23 Second-year nursing students applying peer assessment to Basic Nursing course exams. METHODS: Used face-to-face, semi-structured interviews, and thematic analysis to analyze data. RESULTS: Three major themes and nine subthemes were identified: (1) Positive sentiments towards peer evaluation (e.g., enhancing the learning capacity, increasing emotional intelligence, and improving the objectivity and fairness of nursing skills assessment); (2) Challenges encountered in the peer evaluation process (e.g., inconsistent scoring criteria, exacerbate anxiety, and triggering team conflict); (3) Suggestions for improving peer evaluation (e.g., applying the design of peer assessment exam content, incorporation of lecturer evaluation, and refinement and materialization of marking criteria). CONCLUSIONS: In this study, while the positive impact is evident, the challenges faced by nursing students and future recommendations for peer assessment application are critical. This study provides valuable insights into the potential of peer assessment to enhance nursing education and provides recommendations for optimizing peer assessment strategies for meaningful integration into Nursing Education practice.
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Purpose: Patients with recurrent urinary tract infections face complex management challenges. Fecal microbiota transplantation is a superior treatment for chronic infectious diseases, but limited patient knowledge affects treatment decisions. This study aims to identify factors associated with hesitancy towards fecal microbiota transplantation among patients with recurrent urinary tract infections, to help physicians and nurses in providing accurate and useful information to patients. Patients and Methods: A descriptive qualitative approach was employed, utilizing semi-structured interviews conducted with patients experiencing recurrent urinary tract infections who expressed hesitancy towards fecal microbiota transplantation. The interviews took place between September 2021 and December 2022. Thematic analysis was conducted on the semi-structured interviews to identify perceived facilitators and barriers associated with fecal microbiota transplantation. Results: The analysis included interviews with thirty adult female patients with recurrent urinary tract infections. Four facilitators influencing patients' decision-making regarding fecal microbiota transplantation were identified: (1) the motivating role of hope and expectations for active patient participation; (2) the influence of healthcare providers, as well as family members and friends on patients' decisions to pursue fecal microbiota transplantation; (3) the patients' perception of fecal microbiota transplantation as a low-risk treatment option; and (4) the dedication to the advancement of medical treatments. In contrast, two primary barriers to accepting fecal microbiota transplantation were identified: (1) that conventional treatment controls disease activity, while fecal microbiota transplantation effects remain uncertain; and (2) that safety concerns surrounding fecal microbiota transplantation. Conclusion: Comprehensive information about fecal microbiota transplantation, including donor selection, sample processing, the procedure, and potential discomfort, is essential for patients and families to make informed treatment decisions. Registration: CHiCTR2100048970.
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Aim: This study aims to explore the psychological reactions of medical students during the pandemic. Design: A qualitative study. Methods: A purposive sampling technique was employed, and a qualitative approach was adopted. Semi-structured questionnaires were utilized, and online interviews were conducted. Forty medical students were selected as participants for the interviews. The interview data were analyzed using Colaizzi's seven-step analysis method. Results: The study identified five themes related to the psychological reactions of medical students during the pandemic. Firstly, COVID-19's influence on medical careers was characterized by increased interest and determination in pursuing medical professions, heightened admiration for frontline workers, reinforced commitment to a medical career due to the pandemic, and recognition of the significance of medical education. Secondly, challenges and concerns in medical career pursuit were identified, including negative sentiments towards medical careers during COVID-19 and hesitations and concerns about entering the medical field amidst the pandemic. Thirdly, the impact on mental well-being encompassed diverse anxieties expressed by participants regarding control, transmission, treatment, and intentional spreading of the virus. Participants experienced an emotional progression from calmness to fear and anxiety, with heightened anxiety when relatives or acquaintances contracted COVID-19. Academic delays also contributed to anxiety among medical students. Fourthly, changes in behaviors and mindset were observed, including altered behaviors and mindset in response to the pandemic, as well as increased attention to personal hygiene and disease prevention measures. Lastly, expectations of medical students from government, public, and parents were explored. Conclusion: Understanding the psychological reactions of medical students during public health emergencies is crucial for their well-being and professional development. The findings have implications for medical education and the development of strategies to enhance the psychological well-being of medical students during similar crises.