RESUMO
Objective: To evaluate the effectiveness of mobile -based learning (MBL) in improving nursing students' knowledge and skills when performing procedures in the operating room. Methods: A quasi-experimental study with control group, pre- and post-intervention assessment was conducted. A total of 128 nursing students from India were recruited by purposive sampling and randomly assigned to the intervention (use of a telephone application containing videos on hand washing, surgical gown donning, gloving, and assisting during intubation) and conventional education groups. A validated Structured Knowledge Questionnaire and an Objective Structured Clinical Examination (OSCE) scale was used to assess nursing students' competencies in relation to operating room procedures and a mobile-based learning satisfaction opinion questionnaire was administered. Results: The findings showed that the improvement in the mean knowledge and skills score was greater in the intervention group than in the control group (p<0.001). The administration of the MBL was rated as highly satisfactory by 93.8% of the students exposed to this learning method. Conclusion: The MBL intervention was effective in improving nursing students' knowledge and skills in the evaluated operating room procedures.
Assuntos
Competência Clínica , Salas Cirúrgicas , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Índia , Feminino , Masculino , Inquéritos e Questionários , Adulto Jovem , Avaliação Educacional , Adulto , Conhecimentos, Atitudes e Prática em Saúde , Aplicativos Móveis , Aprendizagem , Educação em Enfermagem/métodosRESUMO
Objective: To evaluate the effectiveness of Virtual Teaching (VT) Programme regarding palliative care on knowledge, self-efficacy and attitude among Nursing Personnel working in selected hospitals of North India. Methods: A quasi-experimental study with non-equivalent control group pre-test-post-test design was conducted on 121 Nursing Personnel, selected by convenient sampling technique. Knowledge, self-efficacy and attitude were assessed using structured knowledge questionnaire, Palliative Care Self-efficacy Scale, and Frommelt Attitudes toward care of dying scale respectively. Nursing personnel in experimental group received Virtual Teaching Programme regarding palliative care whereas those in comparison group received conventional teaching (CT). The study included a pre-test followed by the teaching (virtual/ conventional) on day one. The post-test was conducted on 15th day after the intervention. Results: The results showed that there was a significant difference in mean post-test knowledge (VT group: 17.11 to CT group: 25.05; t=9.25, p<0.001), self-efficacy (VT group: 39.27 to CT group: 43.38; t=6.39, p<0.001) and attitude (VT group: 108.86 to CT group: 133.23; t=9.27, p<0.001) scores between virtual teaching group and conventional teaching group. ANCOVA test revealed statistically significant differences in the mean scores of knowledge [F (1.11) = 86.61, p<0.001], self-efficacy [F (1.11) = 841.75, p<0.001] and attitude [F (1.11) = 82.92, p<0.001] between the groups, with higher means obtained in the CT group. Conclusion: Virtual Teaching programme and Conventional teaching both were effective in enhancing the knowledge, self-efficacy and attitude among Nursing Personnel regarding palliative care with conventional teaching being more effective.
Assuntos
Diabetes Mellitus Tipo 2 , Conhecimentos, Atitudes e Prática em Saúde , Síndrome Metabólica , Autoeficácia , Humanos , Adulto , Feminino , Masculino , Diabetes Mellitus Tipo 2/psicologia , Diabetes Mellitus Tipo 2/terapia , Inquéritos e Questionários , Síndrome Metabólica/terapia , Síndrome Metabólica/psicologia , Cuidados Paliativos/métodos , Cuidados Paliativos/psicologia , Índia , Pessoa de Meia-Idade , Atitude do Pessoal de Saúde , Estresse Psicológico , Instrução por Computador/métodos , Adulto Jovem , Recursos Humanos de Enfermagem Hospitalar/psicologia , Recursos Humanos de Enfermagem Hospitalar/educaçãoRESUMO
Objective.To evaluate the effectiveness of Virtual Teaching (VT) Programme regarding palliative care on knowledge, self-efficacy and attitude among Nursing Personnel working in selected hospitals of North India. Methods. A quasi-experimental study with non-equivalent control group pre-test-post-test design was conducted on 121 Nursing Personnel, selected by convenient sampling technique. Knowledge, self-efficacy and attitude were assessed using structured knowledge questionnaire, Palliative Care Self-efficacy Scale, and Frommelt Attitudes toward care of dying scale respectively. Nursing personnel in experimental group received Virtual Teaching Programme regarding palliative care whereas those in comparison group received conventional teaching (CT). The study included a pre-test followed by the teaching (virtual/ conventional) on day one. The post-test was conducted on 15th day after the intervention. Results. The results showed that there was a significant difference in mean post-test knowledge (VT group: 17.11 to CT group: 25.05; t=9.25, p<0.001), self-efficacy (VT group: 39.27 to CT group: 43.38; t=6.39, p<0.001) and attitude (VT group: 108.86 to CT group: 133.23; t=9.27, p<0.001) scores between virtual teaching group and conventional teaching group. ANCOVA test revealed statistically significant differences in the mean scores of knowledge [F (1.11) = 86.61, p<0.001], self-efficacy [F (1.11) = 841.75, p<0.001] and attitude [F (1.11) = 82.92, p<0.001] between the groups, with higher means obtained in the CT group. Conclusion. Virtual Teaching programme and Conventional teaching both were effective in enhancing the knowledge, self-efficacy and attitude among Nursing Personnel regarding palliative care with conventional teaching being more effective.
Objetivo. Evaluar la efectividad de un programa de Enseñanza Virtual (EV) sobre cuidados paliativos en cuanto a conocimientos, autoeficacia y actitud entre el personal de enfermería que trabaja en hospitales seleccionados del norte de la India. Métodos. Se llevó a cabo un estudio cuasiexperimental con un diseño de grupo de control no equivalente. Se realizaron pre y post-prueba a 121 miembros del personal de enfermería, seleccionados mediante una técnica de muestreo por conveniencia. Se evaluaron los conocimientos, la autoeficacia y las actitudes mediante un cuestionario estructurado de conocimientos, una escala de autoeficacia en cuidados paliativos y una escala de actitudes de Frommelt hacia el cuidado de personas al final de su vida. El personal de enfermería del grupo experimental recibió un programa de EV sobre cuidados paliativos, mientras que el del grupo de comparación recibió enseñanza convencional (EC). El estudio incluyó una preprueba seguida de la enseñanza virtual o convencional el primer día y una prueba posterior al decimoquinto día después de la intervención. Resultados. Los resultados mostraron que había una diferencia significativa en las puntuaciones medias post-test entre los grupos en: conocimientos (EV: 17.11 y EC: 25.05; t=9.25, p<0.001), autoeficacia (grupo VT: 39.27 y grupo CT: 43.38; t=6.39, p<0.001) y actitud (grupo EV: 108.86 y grupo EC: 133.23; t=9.27, p=<0.001) La prueba ANCOVA también reveló diferencias estadísticamente significativas en las puntuaciones medias de conocimientos [F (1.11) = 86.61, p=<0.001], autoeficacia [F (1.12) =841.75, p=<0.001] y actitud [F (1.11) = 82.91, p<0.001] entre los grupos, obteniéndose medias más altas en el grupo CT. Conclusión. Tanto el programa de enseñanza virtual como la enseñanza convencional fueron efectivos para mejorar los conocimientos, la autoeficacia y la actitud del personal de enfermería en relación con los cuidados paliativos, siendo el beneficio mucho mayor la enseñanza convencional.
Objetivo. Avaliar a eficácia de um programa de Aprendizagem Virtual (VE) sobre cuidados paliativos em termos de conhecimento, autoeficácia e atitude entre a equipe de enfermagem que trabalha em hospitais selecionados no norte da Índia. Métodos. Um estudo quase experimental foi conduzido com um desenho de grupo controle não equivalente. Foram realizados pré e pós-testes em 121 membros da equipe de enfermagem, selecionados por meio de técnica de amostragem por conveniência. Foram utilizados os instrumentos: questionário de conhecimento estruturado, escala de autoeficácia em cuidados paliativos e escala de atitudes de Frommelt em relação ao cuidado de pessoas em fim de vida. A equipe de enfermagem do grupo experimental recebeu um programa de VE sobre cuidados paliativos, enquanto o grupo controle recebeu ensino convencional (CE). O estudo incluiu um pré-teste seguido de ensino virtual ou convencional no primeiro dia e um pós-teste no 15º dia após a intervenção. Resultados. Os resultados mostraram que houve diferença significativa nas médias dos escores pós-teste entre os grupos em: conhecimento (EV: 17.11 e EC: 25.05; t=9.25, p<0.001), autoeficácia (grupo VT: 39.27 e grupo CT: 43.38; t=6.39, p<0.001) e atitude (grupo EV: 108.86 e grupo EC: 133.23; t=9.27, p=<0.001). O teste ANCOVA também revelou diferenças estatisticamente significativas nas pontuações médias de conhecimento [F (1.11) = 86.61, p=<0.001], autoeficácia [F (1.12) =841.75, p=<0.001] e atitude [F (1.11) = 82.91, p<0.001] entre os grupos, obtendo maiores médias em o grupo CT. Conclusão. Tanto o programa de ensino virtual quanto o ensino convencional foram eficazes na melhoria do conhecimento, da autoeficácia e da atitude da equipe de enfermagem em relação aos cuidados paliativos, sendo o benefício muito maior com o ensino convencional.