Are Nursing Students’ Clinical Skills Competency and Self-confidence Levels Improved Via Video iPods? A Randomized Controlled Pilot Study

Background: Mobile technologies allow students the opportunity to enhance learning while away from the traditional classroom setting. However, educational outcome research is lacking in the use of mobile health (m-health) applications in healthcare professional practice development. Objectives: The aim of this pilot study was to discover whether male and female urinary catheter insertion videos delivered via iPods increases students’ skills competency and self-confidence levels. Methods: A prospective replicated study including second year, semester two, undergraduate nursing student participants (NSP) (N=16) was conducted: nine control participants (no video iPods) and seven intervention participants (video iPods). Nursing students attending a mandatory skills class in a learning resource center (LRC) in a School of Nursing located in Northern California were asked to participate in the study. NSP completed a questionnaire regarding previous clinical exposure to urinary catheterizations and levels of competency and confidence in performing the skills prior to taking a required skills course. Directly following the completion of the questionnaire, the participants’ viewed a professional video and a clinical faculty demonstrating the skills. Thereafter the NSP were provided practice time with evaluative feedback. At the completion of the class, the intervention group was provided video iPods and the control group was afforded no technology for a period of two weeks. Following the two weeks, the NSP completed a follow-up questionnaire and a clinical evaluation of their urinary catheterization skills in the LRC. Results: Close to zero variation in urinary catheterization competency scores were determined because all of the NSP scored high in this area and, therefore meaningful comparisons were not determined. The confidence levels for performing the catheterization skills did not significantly change by group, procedure, or time and neither were the two-way interactions between group and time, nor between procedure and time significant. Conclusions: Video iPods may be used to enhance nursing skills. However, the results of this pilot study do not suggest a significant change in competency or confidence levels in performing the clinical skills. Further investigation is necessary because increasing the number of participants, video-viewing time, and monitoring the length of time-on-learning may have a positive influence on future student affect and learning outcomes

The Effectiveness of an Interactive Multimedia Learning Tool on Nursing Students\u27 Math Knowledge and Self-efficacy

The use of online learning tutorials to provide instruction in schools of nursing is growing in popularity; however, the outcomes associated with this method of instruction are not well documented. The focus of this experimental study, conducted at 2 universities in northern California, was to determine the effectiveness of an online interactive multimedia-learning tool versus text only, text and images, and multimedia learning explanations on math achievement, math self-efficacy, and student satisfaction. Compared to students in the control groups, students in the interactive multimedia group demonstrated equal posttest and retest knowledge of math; their math self-efficacy scores were also the same. Interactive multimedia group students were more satisfied with the method of learning, reported the technique to be enjoyable and more interesting, and provided sufficient feedback. An online interactive multimedia-learning tool is a realistic and creative method of teaching medication dosage calculations

A Feasibility Pilot Study on the Use of Complementary Therapies Delivered via Mobile Technologies on Icelandic Surgical Patients\u27 Reports of Anxiety, Pain, and Self-Efficacy in Healing

Background Complementary therapies (CT), such as relaxation technique, massage, guided imagery, and accupuncture have shown to benefit patients undergoing surgery. The aim of this study was to determine the feasibility of using audio relaxation technique (ART), music intervention (MI), nature video application with music (NVAM), and nature video application without music (NVA) delivered via mobile technologies in a clinical setting. Secondary, the effects of ART, MI, NVAM and NVA on patients’ state anxiety, pain perception, and perceived self-efficacy in healing were determined. Methods A randomized clinical trial (RCT) involving 105 same day surgery (SDS) patients, who were assigned to an ART (n = 25), MI (n = 25), NVAM (n = 15), NVA (n = 16), or a control group (n = 24) were assessed for state anxiety, self-reported pain, and self-efficacy four days prior to surgery, immediately prior and following a surgical intervention, and day five post-operative. Results ANOVA found no statistically significant differences in anxiety scores; pain, or perceived self-efficacy between the five groups. Matched pairs t-Test revealed all participants had an increase in anxiety from pre-op to day 10 follow-up; a significant change in pain levels from pre-op to day 10 follow-up; and all participants had a significant increase in general self-efficacy from pre-op to day 10 follow-up. Mean pain level scores from day 1 to pre-op showed a significant decrease in pain for the ART group and NVAM group. Matched pairs t-Test for self-efficacy scores indicated the MI group and the NVA group had significant increases in self-efficacy. A significant decrease in anxiety from pre-op to day 10 for participants reporting a prior history of anxiety and for those reporting prior history of taking anti-anxiety medications. Conclusions Despite the non-significant findings between the five groups, at any measurement point, there were valuable trends toward significance and confirmed feasibility in a clinical setting. Among the groups there were statistically significant findings for all interventions on anxiety, pain, and self-efficacy. The feasability of the implementation of novel interventions of NVAM and NVAM adds to clinical practice and the CT literature. Trial registration ClinicalTrials.gov Identifier: NCT02236455 (September 9, 2014

Textwithsurgerypatients-A Research Hypothesis in Enhancing Education and Physical Assessment for Abdominal Surgical Patients

Medical surgical nurses may not have the time or resources to provide effective pre- and post-operative instructions for patients in today\u27s healthcare system. And, making timely physical assessments following discharge from the hospital is not always straightforward. Therefore, the risk for readmission associated with post-surgical complications is a concern. At present, mobile healthcare technologies and patient care are precipitously evolving and may serve as a resource to enhance communication between the healthcare provider and patient. A mobile telephone text message (short message service [SMS]) intervention for abdominal surgical patients may foster effective education (communication) and timely self-reported physical assessment in the home environment hence preventing deleterious outcomes. The aim of this research proposal is to identify the feasibility of using a SMS intervention via smart phones to improve health outcomes via timely communication, reach large numbers of at-risk surgical patients and, establish and sustain uniform protocols in a cost-efficient manner

The Potential Use of Biogs in Nursing Education

Web logs, also known as “blogs,” are an emerging writing tool that are easy to use, are Internet-based, and can enhance health professionals\u27 writing, communication, collaboration, reading, and information-gathering skills. Students from different disciplines, such as medicine, public health, business, library science, and journalism, garner knowledge from blogs as innovative educational tools. Healthcare professionals are expected to be competent in the use of information technology to be able to effectively communicate, manage information, diminish medical error, and support decision making. However, the use of blogs, as an interactive and effective educational method, has not been well documented by nurse educators