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Research articles
Improvement of the clinical skills of nurse anesthesia students using mini-clinical evaluation exercises in Iran: a randomized controlled study  
Ali Khalafi, Yasamin Sharbatdar, Nasrin Khajeali, Mohammad Hosein Haghighizadeh, Mahshid Vaziri
J Educ Eval Health Prof. 2023;20:12.   Published online April 6, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.12
  • 2,337 View
  • 117 Download
  • 2 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The present study aimed to investigate the effect of a mini-clinical evaluation exercise (CEX) assessment on improving the clinical skills of nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Methods
This study started on November 1, 2022, and ended on December 1, 2022. It was conducted among 50 nurse anesthesia students divided into intervention and control groups. The intervention group’s clinical skills were evaluated 4 times using the mini-CEX method. In contrast, the same skills were evaluated in the control group based on the conventional method—that is, general supervision by the instructor during the internship and a summative evaluation based on a checklist at the end of the course. The intervention group students also filled out a questionnaire to measure their satisfaction with the mini-CEX method.
Results
The mean score of the students in both the control and intervention groups increased significantly on the post-test (P<0.0001), but the improvement in the scores of the intervention group was significantly greater compared with the control group (P<0.0001). The overall mean score for satisfaction in the intervention group was 76.3 out of a maximum of 95.
Conclusion
The findings of this study showed that using mini-CEX as a formative evaluation method to evaluate clinical skills had a significant effect on the improvement of nurse anesthesia students’ clinical skills, and they had a very favorable opinion about this evaluation method.

Citations

Citations to this article as recorded by  
  • Psychometric testing of anesthesia nursing competence scale (AnestComp)
    Samira Mahmoudi, Akram Yazdani, Fatemeh Hasanshiri
    Perioperative Care and Operating Room Management.2024; 34: 100368.     CrossRef
  • Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents
    Juan Zhang, Hong Chen, Xie Wang, Xiaofeng Huang, Daojun Xie
    BMC Medical Education.2024;[Epub]     CrossRef
  • Comparing Satisfaction of Undergraduate Nursing Students`: Mini-CEX vs CIM in Assessing Clinical Competence
    Somia Saghir, Anny Ashiq Ali, Kashif Khan, Uzma Bibi, Shafaat Ullah, Rafi Ullah, Zaifullah Khan, Tahir Khan
    Pakistan Journal of Health Sciences.2023; : 134.     CrossRef
  • Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study
    Ali Khalafi, Maedeh Kordnejad, Vahid Saidkhani
    Journal of Educational Evaluation for Health Professions.2023; 20: 19.     CrossRef
Effect of a smartphone-based online electronic logbook to evaluate the clinical skills of nurse anesthesia students in Iran: a randomized controlled study  
Ali Khalafi, Nahid Jamshidi, Nasrin Khajeali, Saeed Ghanbari
J Educ Eval Health Prof. 2023;20:10.   Published online March 31, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.10
  • 1,867 View
  • 106 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study was conducted to evaluate a smartphone-based online electronic logbook used to assess the clinical skills of nurse anesthesia students in Iran.
Methods
This randomized controlled study was conducted after tool development at Ahvaz Jundishapur University of Medical Sciences in Ahvaz, Iran from January 2022 to December 2022. The online electronic logbook involved in this study was an Android-compatible application used to evaluate the clinical skills of nurse anesthesia students. In the implementation phase, the online electronic logbook was piloted for 3 months in anesthesia training in comparison with a paper logbook. For this purpose, 49 second- and third-year anesthesia nursing students selected using the census method were assigned to intervention (online electronic logbook) and control (paper logbook) groups. The online electronic logbook and paper logbook were compared in terms of student satisfaction and learning outcomes.
Results
A total of 39 students participated in the study. The mean satisfaction score of the intervention group was significantly higher than that of the control group (P=0.027). The mean score of learning outcomes was also significantly higher for the intervention than the control group (P=0.028).
Conclusion
Smartphone technology can provide a platform for improving the evaluation of the clinical skills of nursing anesthesia students, leading to increased satisfaction and improved learning outcomes.
Identifying the nutrition support nurses’ tasks using importance–performance analysis in Korea: a descriptive study  
Jeong Yun Park
J Educ Eval Health Prof. 2023;20:3.   Published online January 18, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.3
  • 1,675 View
  • 137 Download
AbstractAbstract PDFSupplementary Material
Purpose
Nutrition support nurse is a member of a nutrition support team and is a health care professional who takes a significant part in all aspects of nutritional care. This study aims to investigate ways to improve the quality of tasks performed by nutrition support nurses through survey questionnaires in Korea.
Methods
An online survey was conducted between October 12 and November 31, 2018. The questionnaire consists of 36 items categorized into 5 subscales: nutrition-focused support care, education and counseling, consultation and coordination, research and quality improvement, and leadership. The importance–performance analysis method was used to confirm the relationship between the importance and performance of nutrition support nurses’ tasks.
Results
A total of 101 nutrition support nurses participated in this survey. The importance (5.56±0.78) and performance (4.50±1.06) of nutrition support nurses’ tasks showed a significant difference (t=11.27, P<0.001). Education, counseling/consultation, and participation in developing their processes and guidelines were identified as low-performance activities compared with their importance.
Conclusion
To intervene nutrition support effectively, nutrition support nurses should have the qualification or competency through the education program based on their practice. Improved awareness of nutrition support nurses participating in research and quality improvement activity for role development is required.
Technical report
Development of examination objectives based on nursing competency for the Korean Nursing Licensing Examination: a validity study  
Sujin Shin, Gwang Suk Kim, Jun-Ah Song, Inyoung Lee
J Educ Eval Health Prof. 2022;19:19.   Published online August 22, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.19
  • 2,417 View
  • 206 Download
  • 3 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study aimed to develop the examination objectives based on nursing competency of the Korean Nursing Licensing Examination.
Methods
This is a validity study to develop the examination objectives based on nursing competency. Data were collected in December 2021. We reviewed the literature related to changing nurse roles and on the learning objectives for the Korea Medical Licensing Examination and other health personnel licensing examinations. Thereafter, we created a draft of the nursing problems list for examination objectives based on the literature review, and the content validity was evaluated by experts. A final draft of the examination objectives is presented and discussed.
Results
A total of 4 domains, 12 classes, and 85 nursing problems for the Korean Nursing Liscensing Examination were developed. They included the essentials of objectives, related factors, evaluation goals, related activity statements, related clients, related settings, and specific outcomes.
Conclusion
This study developed a draft of the examination objectives based on clinical competency that were related to the clinical situations of nurses and comprised appropriate test items for the licensing examination. Above results may be able to provide fundamental data for item development that reflects future nursing practices.

Citations

Citations to this article as recorded by  
  • A validity study of COMLEX-USA Level 3 with the new test design
    Xia Mao, John R. Boulet, Jeanne M. Sandella, Michael F. Oliverio, Larissa Smith
    Journal of Osteopathic Medicine.2024;[Epub]     CrossRef
  • A Survey on Perceptions of the Direction of Korean Medicine Education and National Licensing Examination
    Han-Byul Cho, Won-Suk Sung, Jiseong Hong, Yeonseok Kang, Eun-Jung Kim
    Healthcare.2023; 11(12): 1685.     CrossRef
  • Suggestion for item allocation to 8 nursing activity categories of the Korean Nursing Licensing Examination: a survey-based descriptive study
    Kyunghee Kim, So Young Kang, Younhee Kang, Youngran Kweon, Hyunjung Kim, Youngshin Song, Juyeon Cho, Mi-Young Choi, Hyun Su Lee
    Journal of Educational Evaluation for Health Professions.2023; 20: 18.     CrossRef
Brief report
Effects of a simulation-based blended training model on nurses’ treatment decision-related knowledge about oral cancer in Taiwan: a pilot survey  
Chia-Chang Huang, Shiau-Shian Huang, Ying-Ying Yang, Shou-Yen Kao
J Educ Eval Health Prof. 2021;18:10.   Published online May 25, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.10
  • 5,456 View
  • 297 Download
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
The present study aimed to evaluate the effects of virtual reality (VR) simulations combined with bedside assignments on nurses’ self-efficacy in providing pre-treatment educational services. Between March 2019 and November 2020, we conducted a study of VR educational materials that were developed to cover information about the treatment of oral cancers. The effects of the VR simulation, the thinking-path tracking map method, and bedside assignments on the nurses’ treatment decision-related knowledge were evaluated in a ward for oral cancer patients at Taipei Veterans General Hospital, Taipei, Taiwan. The blended training model significantly increased nurses’ familiarity (P<0.01) and confidence (P<0.03) regarding their knowledge of treatments and treatment decision-related knowledge. This model also significantly increased their confidence in their skills in bedside pre-treatment education for admitted oral cancer patients (P<0.002). Oral cancer-specific VR materials enhanced the effectiveness of skills training among nurses in the oral cancer ward.

Citations

Citations to this article as recorded by  
  • The use of simulation-based education in cancer care: a scoping review
    Amina Silva, Kylie Teggart, Corey Heerschap, Jacqueline Galica, Kevin Woo, Marian Luctkar-Flude
    International Journal of Healthcare Simulation.2023;[Epub]     CrossRef
  • Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2022; 19: 2.     CrossRef
  • Assessing the Financial Sustainability of High-Fidelity and Virtual Reality Simulation for Nursing Education
    Michael D. Bumbach, Beth A. Culross, Santanu K. Datta
    CIN: Computers, Informatics, Nursing.2022; 40(9): 615.     CrossRef
Review
Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review  
Yongmi Lee, Younjae Oh
J Educ Eval Health Prof. 2020;17:26.   Published online September 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.26
  • 8,317 View
  • 276 Download
  • 8 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013. The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted on the consequences of critical thinking and related factors. The above findings highlight the levels, antecedents, and consequences of critical thinking among clinical nurses in various settings. Considering the significant association between years of work experience and critical thinking capability, it may be effective for organizations to deliver tailored education programs on critical thinking for nurses according to their years of work experience.

Citations

Citations to this article as recorded by  
  • Relationship among core competency, self-efficacy and transition shock in Chinese newly graduated nurses: a cross-sectional study
    Yahui Tong, Ting Wang, Shuping Tong, Zhaofang Tang, Lifen Mao, Lan Xu, Xiaoqing Shi
    BMJ Open.2024; 14(4): e082865.     CrossRef
  • Critical thinking level in nursing degree students according to sociodemographic and academic variables: A correlational study
    Luis Basco-Prado, Ainoa Biurrun-Garrido, Esperanza Zuriguel-Pérez, Juan Roldán-Merino, Olga Mestres-Soler
    Nurse Education in Practice.2024; 78: 103955.     CrossRef
  • Multilevel Modeling of Individual and Group Level Influences on Critical Thinking and Clinical Decision-Making Skills among Registered Nurses: A Study Protocol
    Nur Hidayah Zainal, Kamarul Imran Musa, Nur Syahmina Rasudin, Zakira Mamat
    Healthcare.2023; 11(8): 1169.     CrossRef
  • The relationship between critical thinking and job performance among nurses: A descriptive survey study
    Nimet Ateş, Nurgül Erdal, Arzu Kader Harmancı Seren
    International Journal of Nursing Practice.2023;[Epub]     CrossRef
  • The effect of modified observation-teaching-discussion pedagogy combined with microteaching on the critical thinking ability of nursing interns in China: a quasi-experimental study
    Sheng-Mei Wu, Yan-Yuan Lei, Qing Miao, Jia-Qin Wang, Yu-Feng Tian, Zu-Yang Xi
    Frontiers in Education.2023;[Epub]     CrossRef
  • Critical thinking among clinical nurses and related factors: A survey study in public hospitals
    Eylül Urhan, Esperanza Zuriguel‐Perez, Arzu Kader Harmancı Seren
    Journal of Clinical Nursing.2022; 31(21-22): 3155.     CrossRef
  • Impact of Nurse–Physician Collaboration, Moral Distress, and Professional Autonomy on Job Satisfaction among Nurses Acting as Physician Assistants
    Yunmi Kim, Younjae Oh, Eunhee Lee, Shin-Jeong Kim
    International Journal of Environmental Research and Public Health.2022; 19(2): 661.     CrossRef
  • Development and validation of a script concordance test to assess biosciences clinical reasoning skills: A cross-sectional study of 1st year undergraduate nursing students
    Catherine Redmond, Aiden Jayanth, Sarah Beresford, Lorraine Carroll, Amy N.B. Johnston
    Nurse Education Today.2022; 119: 105615.     CrossRef
  • The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study
    Esperanza Zuriguel-Pérez, María-Teresa Lluch-Canut, Montserrat Puig-Llobet, Luis Basco-Prado, Adrià Almazor-Sirvent, Ainoa Biurrun-Garrido, Mariela Patricia Aguayo-González, Olga Mestres-Soler, Juan Roldán-Merino
    Nurse Education in Practice.2022; 65: 103498.     CrossRef
  • Transition shock, preceptor support and nursing competency among newly graduated registered nurses: A cross-sectional study
    Feifei Chen, Yuan Liu, Xiaomin Wang, Hong Dong
    Nurse Education Today.2021; 102: 104891.     CrossRef
Research article
Using the Angoff method to set a standard on mock exams for the Korean Nursing Licensing Examination  
Mi Kyoung Yim, Sujin Shin
J Educ Eval Health Prof. 2020;17:14.   Published online April 22, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.14
  • 8,004 View
  • 197 Download
  • 7 Web of Science
  • 6 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This study explored the possibility of using the Angoff method, in which panel experts determine the cut score of an exam, for the Korean Nursing Licensing Examination (KNLE). Two mock exams for the KNLE were analyzed. The Angoff standard setting procedure was conducted and the results were analyzed. We also aimed to examine the procedural validity of applying the Angoff method in this context.
Methods
For both mock exams, we set a pass-fail cut score using the Angoff method. The standard setting panel consisted of 16 nursing professors. After the Angoff procedure, the procedural validity of establishing the standard was evaluated by investigating the responses of the standard setters.
Results
The descriptions of the minimally competent person for the KNLE were presented at the levels of general and subject performance. The cut scores of first and second mock exams were 74.4 and 76.8, respectively. These were higher than the traditional cut score (60% of the total score of the KNLE). The panel survey showed very positive responses, with scores higher than 4 out of 5 points on a Likert scale.
Conclusion
The scores calculated for both mock tests were similar, and were much higher than the existing cut scores. In the second simulation, the standard deviation of the Angoff rating was lower than in the first simulation. According to the survey results, procedural validity was acceptable, as shown by a high level of confidence. The results show that determining cut scores by an expert panel is an applicable method.

Citations

Citations to this article as recorded by  
  • Comparing Estimated and Real Item Difficulty Using Multi-Facet Rasch Analysis
    Ayfer SAYIN, Sebahat GÖREN
    Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi.2023; 14(4): 440.     CrossRef
  • Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2022; 19: 2.     CrossRef
  • Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study
    Janghee Park
    Journal of Educational Evaluation for Health Professions.2022; 19: 23.     CrossRef
  • Development of examination objectives based on nursing competency for the Korean Nursing Licensing Examination: a validity study
    Sujin Shin, Gwang Suk Kim, Jun-Ah Song, Inyoung Lee
    Journal of Educational Evaluation for Health Professions.2022; 19: 19.     CrossRef
  • Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
    Do-Hwan Kim, Ye Ji Kang, Hoon-Ki Park
    Journal of Educational Evaluation for Health Professions.2022; 19: 33.     CrossRef
  • Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea
    Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
    Journal of Educational Evaluation for Health Professions.2021; 18: 25.     CrossRef
Technical report
Improvement of the qualification system in Korea for foreign nurses eligible to take Korean nursing licensing examination  
Young Whee Lee, Yeon Ok Suh, Kyoung Sook Chae
J Educ Eval Health Prof. 2019;16:26.   Published online September 4, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.26
  • 10,793 View
  • 144 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
We aimed to review and provide a quality improvement for the document utilized by the relevant Korean government body to verify and evaluate foreign university/college graduates’ eligibility for nursing and qualification to take the Korean nursing licensing examination.
Methods
This was a descriptive study. We analyzed the current Korean qualification system for foreign graduates to Korean nursing licensing examination and the same system utilized in some other countries. Then, we created a draft of the reviewed qualification standards document based on the 2 prior analyses and their comparisons, and applied a questionnaire in an open hearing with 5 experts to enhance the draft’s quality. Finally, we presented and discussed the final draft.
Results
The reviewed criteria of the qualification standards included confirming whether the foreign graduate’s university has an accreditation provided by its relevant government body, the exclusion of foreign graduates’ provision of several documents previously required, a minimum number of credits (1,000 hours) for their original course, a 3-year minimum enrollment period for their original course, and a mandatory reassessment of the foreign graduates’ university recognition in a 5-year cycle.
Conclusion
We believe that by creating a review draft that addresses the flaws of the current document utilized to determine the qualification for foreign graduates to take the Korean nursing licensing examination, we have simplified it for a better understanding of the application process. We hope that this draft will contribute to a more objective and equitable qualification process for foreign university nurse graduates in Korea.

Citations

Citations to this article as recorded by  
  • Recognition of nursing qualification and credentialing pathway of Filipino nurses in Finland: A qualitative study
    Floro Cubelo, Maliheh Nekouei Marvi Langari, Krista Jokiniemi, Hannele Turunen
    International Nursing Review.2023;[Epub]     CrossRef
Research article
Unmet needs in health training among nurses in rural Chinese township health centers: a cross-sectional hospital-based study  
Yan Mo, Guijie Hu, Yanhua Yi, Yanping Ying, Huiqiao Huang, Zhongxian Huang, Jiafeng Lin
J Educ Eval Health Prof. 2017;14:22.   Published online October 4, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.22
  • 40,634 View
  • 206 Download
  • 5 Web of Science
  • 5 Crossref
AbstractAbstract PDF
Purpose
Maintaining a sufficient and competent rural nursing workforce is an important goal of the Chinese health delivery system. However, few studies have investigated the health training status or conducted a needs assessment of rural Chinese nurses during this time of great transformations in health policy. This study was conducted to explore the current health training status of nurses working in rural Chinese township health centers (THCs) and to ascertain their perceived needs.
Methods
A cross-sectional survey using a self-administered structured questionnaire was conducted among 240 THC nurses in Guangxi Zhuang Autonomous Region, China from March 2014 to August 2014. The survey questionnaire was adapted from the Second Chinese Survey of Demographic Data and Training Demand for Health Professionals in THCs developed by the Ministry of Education.
Results
The nurses in THCs were young, with a low educational level. Their perceived needs for health training included further clinical studies at city-level hospitals to improve their skills and theoretical studies at medical universities in emergency medicine and general practice. Overall, 71.9% of the nurses with a secondary technical school background expected to pursue junior college studies, and 68.5% of the nurses with a junior college education expected to pursue a bachelor’s degree. A decentralized program with theoretical studies at medical universities and practical studies at county hospitals was regarded as feasible by 66.9% of the respondents.
Conclusion
Health-training programs for nurses in Chinese THCs must be improved in terms of coverage, delivery mode, and content. A decentralized degree-linked training program in which medical universities and city hospitals collaborate would be an appropriate mode of delivery.

Citations

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  • Business Cycle and Public Health: The Moderating Role of Health Education and Digital Economy
    Xing Zhang, Yingying Xu
    Frontiers in Public Health.2022;[Epub]     CrossRef
  • Needs and difficulties of Tibetan rural health care workers participating in professional training
    Ling Chen, Jie Liu, Zhihui Zheng, Sangphel Yeshi
    Australian Journal of Rural Health.2021; 29(4): 578.     CrossRef
  • Public Opinion and Expectations: Development of Public Health Education in China After COVID-19 Pandemic
    Xin Shen, Jingru Li, Tianyi Dong, Hui Cao, Jing Feng, Zihui Lei, Zijian Wang, Xiaotong Han, Chuanzhu Lv, Yong Gan
    Frontiers in Public Health.2021;[Epub]     CrossRef
  • Willingness to receive institutional and community-based eldercare among the rural elderly in China
    Zi-Wei Liu, Yu Yu, Liang Fang, Mi Hu, Liang Zhou, Shui-Yuan Xiao, Janhavi Ajit Vaingankar
    PLOS ONE.2019; 14(11): e0225314.     CrossRef
  • Motivating factors on performance of primary care workers in China: a systematic review and meta-analysis
    Huiwen Li, Beibei Yuan, Dan Wang, Qingyue Meng
    BMJ Open.2019; 9(11): e028619.     CrossRef
Research Article
Teamwork education improves trauma team performance in undergraduate health professional students  
Valerie O’Toole Baker, Ronald Cuzzola, Carolyn Knox, Cynthia Liotta, Charles S. Cornfield, Robert D. Tarkowski, Carolynn Masters, Michael McCarthy, Suzanne Sturdivant, Jestin N. Carlson
J Educ Eval Health Prof. 2015;12:36.   Published online June 25, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.36
  • 35,023 View
  • 303 Download
  • 32 Web of Science
  • 31 Crossref
AbstractAbstract PDF
Purpose
Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation. Methods: We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM) and Trauma Team Performance Observation Tool (TPOT) scoring systems. Pre-test and post-test TEAM and TPOT scores were compared. Results: We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P= 0.04, P=0.02, and P=0.03, respectively), as assessed by the TPOT scoring system. TeamSTEPPS also improved the team’s ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively) as measured by TEAM. Conclusions: Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.

Citations

Citations to this article as recorded by  
  • Technology-enhanced trauma training in low-resource settings: A scoping review and feasibility analysis of educational technologies
    Minahil Khan, Fabio Botelho, Laura Pinkham, Elena Guadagno, Dan Poenaru
    Journal of Pediatric Surgery.2023; 58(5): 955.     CrossRef
  • Observational Study About the Impact of Simulation Training of Non-Technical Skills on Teamwork: Towards a Paradigm Shift in Undergraduate Medical Training
    Bárbara Martinho, Luís Ferreira, Maria João Koch, Filipa Madeira, Eva Santos, Sérgio Baptista, Henrique Alexandrino
    Acta Médica Portuguesa.2023;[Epub]     CrossRef
  • Introduction of social media to aid active-learning in medical teaching
    Jie Shen
    Interactive Learning Environments.2022; 30(10): 1932.     CrossRef
  • Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol
    John T Paige, Laura S Bonanno, Deborah D Garbee, Qingzhao Yu, Vladimir J Kiselov, Jennifer A Badeaux, Jennifer B Martin, David M Kalil, Raymond J Devlin
    International Journal of Healthcare Simulation.2022;[Epub]     CrossRef
  • Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol
    John T Paige, Laura S Bonanno, Deborah D Garbee, Qingzhao Yu, Vladimir J Kiselov, Jennifer A Badeaux, Jennifer B Martin, David M Kalil, Raymond J Devlin
    International Journal of Healthcare Simulation.2022;[Epub]     CrossRef
  • Development of an Interprofessional Handoff Assessment for Doctor of Physical Therapy Students
    Julie Ronnebaum, Chunfa Jie, Kristina Salazar
    Journal of Acute Care Physical Therapy.2022; 13(4): 212.     CrossRef
  • SIMULAÇÃO NO ENSINO DE URGÊNCIA E EMERGÊNCIA PARA ENFERMAGEM
    Amanda Diniz Silva, Suzel Regina Ribeiro Chavaglia, Fabiana Cristina Pires, Caroline Bueno de Moraes Pereira, Ingrid Fidelix de Souza, Elizabeth Barichello, Rosali Isabel Barduchi Ohl
    Enfermagem em Foco.2022;[Epub]     CrossRef
  • Interprofessional Education and Research in the Health Professions: A Systematic Review and Supplementary Topic Modeling
    Cristian Lieneck, Tiankai Wang, David Gibbs, Chris Russian, Zo Ramamonjiarivelo, Arzu Ari
    Education Sciences.2022; 12(12): 850.     CrossRef
  • Multidisciplinary care in surgery: Are team-based interventions cost-effective?
    Matthew J. Davis, Bryan C. Luu, Sarth Raj, Amjed Abu-Ghname, Edward P. Buchanan
    The Surgeon.2021; 19(1): 49.     CrossRef
  • A Systematic Review of Trauma Crew Resource Management Training: What Can the United States and the United Kingdom Learn From Each Other?
    James Ashcroft, Aimee Wilkinson, Mansoor Khan
    Journal of Surgical Education.2021; 78(1): 245.     CrossRef
  • Emergencies within hospital wards: An observational study of the non-technical skills of medical emergency teams
    Rosemary Saunders, Emma Wood, Adam Coleman, Karen Gullick, Renée Graham, Karla Seaman
    Australasian Emergency Care.2021; 24(2): 89.     CrossRef
  • Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students
    John T Paige, Deborah D Garbee, Qingzhao Yu, John Zahmjahn, Raquel Baroni de Carvalho, Lin Zhu, Vadym Rusnak, Vladimir J Kiselov
    BMJ Simulation and Technology Enhanced Learning.2021; : bmjstel-2020-000685.     CrossRef
  • Cost-effectiveness of Multidisciplinary Care in Plastic Surgery
    Sarth Raj, Elizabeth M. Williams, Matthew J. Davis, Amjed Abu-Ghname, Bryan C. Luu, Edward P. Buchanan
    Annals of Plastic Surgery.2021; 87(2): 206.     CrossRef
  • Teamwork competence and readiness of emergency nurses in the care of trauma patients: A multicenter cross-sectional study
    Bahman Aghaie, Saeide Heidari, Mohammad Abbasinia, Maryam Abdoli, Reza Norouzadeh, Mahdi Shamali
    International Emergency Nursing.2021; 59: 101073.     CrossRef
  • Simulated Participants as Health Care Providers: An Innovative Approach to Interprofessional Simulation
    Jennifer Gunberg Ross, Colleen H. Meakim, Stacy Grant Hohenleitner, Patricia Prieto, Arlene Solnick, Kathleen Williams Yates, Bing Bing Qi
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History Article
History of the national licensing examination for the health professions under the Japanese Government-General of Korea (1910-1945)  
In-Soon Park
J Educ Eval Health Prof. 2015;12:21.   Published online May 31, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.21
  • 35,311 View
  • 183 Download
  • 1 Web of Science
  • 1 Crossref
AbstractAbstract PDF
During the reign of Japanese Government-General of Korea (Joseon) from 1910 to 1945, the main health professionals who were educated about modern medicine were categorized into physicians, dentists, pharmacists, midwives, and nurses. They were clearly distinguished from traditional health professionals. The regulations on new health professionals were enacted, and the licensing system was enforced in earnest. There were two kinds of licensing systems: the license without examination through an educational institution and the license with the national examination. The Japanese Government-General of Korea (Joseon) combined education with a national examination system to produce a large number of health professionals rapidly; however, it was insufficient to fulfill the increasing demand for health services. Therefore, the government eased the examination several times and focused on quantitative expansion of the health professions. The proportion of professionals licensed through national examination had increased. This system had produced the maximum number of available professionals at low cost. Furthermore, this system was significant in three respects: first, the establishment of the framework of the national licensing examination still used today for health professionals; second, the protection of people from the poor practices of unqualified practitioners; and third, the standardization of the quality of health.

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Original Articles
A study of the validity of the Korean Nurses' Licensing Examination
Hyang Yeon Lee, Cho Ja Kim, Sook Ja Lee, Ho Ran Park, In Sook Lee, Hoo Ja Kim, Young Mi Park
J Educ Eval Health Prof. 2005;2(1):31-42.   Published online June 30, 2005
DOI: https://doi.org/10.3352/jeehp.2005.2.1.31
  • 32,188 View
  • 185 Download
  • 5 Crossref
AbstractAbstract PDF
This study tested the validity of subjects in the Korean Nurses' Licensing Examination (KNLE). To determine the validity of test items in the KNLE, the items testing each subject in the examination and all of the test items were compared. The homogeneity and proper degree of conceptual diversity of the items in the examination were tested by comparing the frameworks of the test items in the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and the KNLE. The validity of the KNLE was determined by examining the correlations between the scores that the same individuals obtained on the KNLE in 2002 and their college marks. This study showed that basic core items appeared repeatedly in the KNLE, and items in the examination were selected according to the importance of each subject examined. Therefore, a new test system based on united subjects should be considered to solve these problems. Further studies are needed to develop a framework for classifying the test items that should be included as united subjects through considering the job description and goals of study of nurses.

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  • Item development process and analysis of 50 case-based items for implementation on the Korean Nursing Licensing Examination
    In Sook Park, Yeon Ok Suh, Hae Sook Park, So Young Kang, Kwang Sung Kim, Gyung Hee Kim, Yeon-Hee Choi, Hyun-Ju Kim
    Journal of Educational Evaluation for Health Professions.2017; 14: 20.     CrossRef
  • Relevance of the test content of the Korean Nursing Licensing Examination to nursing job
    In Sook Park, Yeon Ok Suh, Hae Sook Park, Soo Yeon Ahn, So Young Kang, Kwang Sung Kim
    Journal of Educational Evaluation for Health Professions.2016; 13: 23.     CrossRef
  • The Relevance between Pathophysiological Subject and Examination Workbook Items for National Nurse Licensure Examination in South Korea and the United States
    Myung Sook Park, Hee Jung Choi, Youn Jung Kim, Hee Kyung Chang, Sun Ju Chang, Haeyoung Lee
    Journal of Korean Biological Nursing Science.2016; 18(4): 264.     CrossRef
  • A Six-Year Study of Relationship between Academic Performance in Dental Hygiene School and Performance on the Korean Dental Hygiene Licensing Examination at Yonsei University
    So-Jung Mun, Hie-Jin Noh, Hyun-Sun Jeon, Ji-Eun Heo, Won-Gyun Chung
    Journal of dental hygiene science.2014; 14(3): 332.     CrossRef
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    Chanyeong Kwak, Soon-Nyoung Yun, Shin-Jeong Kim
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Development of the Basic Core Test Items of National Nurse's License Examination
Cho Ja Kim, Hyang Yeon Lee, Ji Ho Song, Sook Ja Lee, Hyun Sook Kang, Sung Ae Park, Jeong Seop Lee, Kyung Ja June
J Educ Eval Health Prof. 2004;1(1):27-36.   Published online January 31, 2004
DOI: https://doi.org/10.3352/jeehp.2004.1.1.27
  • 28,130 View
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AbstractAbstract PDF
The purpose of this study is to develop a classification framework for the test elements of the National Registered Nurse's License Examination and to divide the test items into standard and basic core on the basis of the RN's job descriptions. And the adequa to proportion of the basic core test items is going to be identified. Method and results: In order to develop the classification framework of the National Registered Nurse's License Examination, RN's job descriptions, nursing standards, and the specific learning objectives of nursing courses were reviewed. And a survey was used to identify which entity would be appropriate for a reference to the basic core test items. 146 of professors from schools of nursing and members of each division of Korean Academic Society of Nursing(KASN) were participated in the survey. The study showed the 98% of respondents agreed to use RN's job descriptions in selecting the basic core test items and 30% for the basic core test would be appropriate. And the contents, the selection criteria, and the proportion of the basic core test items were developed by the members of this research, the members of the National RN's License Examination subcommittee, and the presidents of each division of KASN. The total of 1990 standard test items were selected among 3524 items, that 3 out of 7 members in the research team agreed to choose. Duplicated items in the standard items were deleted. 205 items out of the 1990 standard items were selected as the basic core test items. And 14 items were added in Medical Laws and Ethics which leads the total of 219 basic core test items. ln conclusion, the 99 items, 30% of total current examination items were chosen as the final basic core test items using the delphimethod. Further studies are needed to validate the current National License Examination for RN on the basis of the 99 basic core test items.

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A Study on the job Analysis for New Nurse
Moon Sil Kim, Ji Ho Song, Bun Han Kim, Seung Hee Lee
J Educ Eval Health Prof. 2004;1(1):15-26.   Published online January 31, 2004
DOI: https://doi.org/10.3352/jeehp.2004.1.1.15
  • 35,056 View
  • 272 Download
  • 7 Crossref
AbstractAbstract PDF
This study is empirical and descriptive one for analysing the nurse's job. This study used the methods of making the job descriptions and survey research about the nurses' perception of importance in their job and the frequency of job performance. The results were in following: the research divided the job of new nurse into 11 duties. And duties include the 65 tasks and 446 task elements. According to the survey research on the nurses' perception of importance and the frequency of job performance, the elements graded higher than 2.5 point in importance perception, were 47 elements(10.5%). And the elements from 2.0 to 2.5 were 93 elements(18.8%). Regarding the frequency of job performance, the 56 elements were graded higher than 2.5 point on average(12.6%), and 84 elements were from 2.0 to 2.5(18.8%). Especially, the elements which grade higher than 2.5 point in both two items, were 31 elements(7.0%). Based on these results, the elements graded higher than 2.0 point were grouped to the core competencies for registered nurse, these could be core concepts to develop the questions for national examination for nurse's registration.

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JEEHP : Journal of Educational Evaluation for Health Professions