Journal of Educational Evaluation for Health Professions

Research articles

Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study: Kyung Eui Bae, Geum Hee Jeong; J Educ Eval Health Prof. 2023;20:35. Published online December 4, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.35

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Abstract PDF Supplementary Material: Purpose
This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course.
Methods
A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad’s transcultural nursing model and Purnell’s theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores.
Results
The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre–post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0.
Conclusion
The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

Factors influencing the learning transfer of nursing students in a non-face-to-face educational environment during the COVID-19 pandemic in Korea: a cross-sectional study using structural equation modeling: Geun Myun Kim, Yunsoo Kim, Seong Kwang Kim; J Educ Eval Health Prof. 2023;20:14. Published online April 27, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.14

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Purpose
The aim of this study was to identify factors influencing the learning transfer of nursing students in a non-face-to-face educational environment through structural equation modeling and suggest ways to improve the transfer of learning.
Methods
In this cross-sectional study, data were collected via online surveys from February 9 to March 1, 2022, from 218 nursing students in Korea. Learning transfer, learning immersion, learning satisfaction, learning efficacy, self-directed learning ability and information technology utilization ability were analyzed using IBM SPSS for Windows ver. 22.0 and AMOS ver. 22.0.
Results
The assessment of structural equation modeling showed adequate model fit, with normed χ2=1.74 (P<0.024), goodness-of-fit index=0.97, adjusted goodness-of-fit index=0.93, comparative fit index=0.98, root mean square residual=0.02, Tucker-Lewis index=0.97, normed fit index=0.96, and root mean square error of approximation=0.06. In a hypothetical model analysis, 9 out of 11 pathways of the hypothetical structural model for learning transfer in nursing students were statistically significant. Learning self-efficacy and learning immersion of nursing students directly affected learning transfer, and subjective information technology utilization ability, self-directed learning ability, and learning satisfaction were variables with indirect effects. The explanatory power of immersion, satisfaction, and self-efficacy for learning transfer was 44.4%.
Conclusion
The assessment of structural equation modeling indicated an acceptable fit. It is necessary to improve the transfer of learning through the development of a self-directed program for learning ability improvement, including the use of information technology in nursing students’ learning environment in non-face-to-face conditions.

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Flow in Relation to Academic Achievement in Online-Learning: A Meta-Analysis Study
Da Xing, Yunjung Lee, Gyun Heo
Measurement: Interdisciplinary Research and Perspectives.2024; : 1. CrossRef
The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education
Olabode Gbobaniyi, Shalini Srivastava, Abiodun Kolawole Oyetunji, Chiemela Victor Amaechi, Salmia Binti Beddu, Bajpai Ankita
Sustainability.2023; 15(17): 13195. CrossRef
Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience
Helena Roig-Ester, Paulina Elizabeth Robalino Guerra, Carla Quesada-Pallarès, Andreas Gegenfurtner
Education Sciences.2023; 14(1): 52. CrossRef

Comparison of nursing students’ performance of cardiopulmonary resuscitation between 1 semester and 3 semesters of manikin simulations in the Czech Republic: a non-randomized controlled study: Vera Spatenkova, Iveta Zvercova, Zdenek Jindrisek, Ivana Veverkova, Eduard Kuriscak; J Educ Eval Health Prof. 2023;20:9. Published online March 31, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.9

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Abstract PDF Supplementary Material: Purpose
This study aimed to assess the effect of simulation teaching in critical care courses in a nursing study program on the quality of chest compressions of cardiopulmonary resuscitation (CPR).
Methods
An observational cross-sectional study was conducted at the Faculty of Health Studies at the Technical University of Liberec. The success rate of CPR was tested in exams comparing 2 groups of students, totaling 66 different individuals, who completed half a year (group 1: intermediate exam with model simulation) or 1.5 years (group 2: final theoretical critical care exam with model simulation) of undergraduate nursing critical care education taught completely with a Laerdal SimMan 3G simulator. The quality of CPR was evaluated according to 4 components: compression depth, compression rate, time of correct frequency, and time of correct chest release.
Results
Compression depth was significantly higher in group 2 than in group 1 (P=0.016). There were no significant differences in the compression rate (P=0.210), time of correct frequency (P=0.586), or time of correct chest release (P=0.514).
Conclusion
Nursing students who completed the final critical care exam showed an improvement in compression depth during CPR after 2 additional semesters of critical care teaching compared to those who completed the intermediate exam. The above results indicate that regularly scheduled CPR training is necessary during critical care education for nursing students.

Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study: Aziz Naciri, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, Ghizlane Chemsi; J Educ Eval Health Prof. 2022;19:28. Published online October 17, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.28

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Purpose
Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco.
Methods
An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning.
Results
A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students’ year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28–4.27) and internet quality (aOR, 0.47; 95% CI, 0.29–0.77) were the significant factors associated with students’ satisfaction during distance learning.
Conclusion
This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.

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Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis
Tianyuan Xu, Ling Xue
Frontiers in Psychology.2023;[Epub] CrossRef

Effect of a forensic nursing virtual education course on knowledge and clinical decision-making of master’s nursing students in Iran: a non-equivalent control group pre- and post-test study: Zeynab Firuzi, Mitra Sedghi Sabet, Fateme Jafaraghaee, Hedayat Jafari, Ehsan Kazemnezhad Leyli, Samad Karkhah, Mohammad Javad Ghazanfari; J Educ Eval Health Prof. 2022;19:20. Published online August 25, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.20

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Abstract PDF Supplementary Material: Purpose
Forensic nursing is a specialty in the nursing profession based on legal procedures. This study aimed to assess the effect of a forensic nursing virtual education course on knowledge and clinical decision-making among master’s nursing students.
Methods
In a quasi-experimental study with a pre- and post-test, 106 master’s nursing students at Guilan (n=65) and Mazandaran (n=41) Universities of Medical Sciences, Iran were enrolled. Data were collected using census sampling from March to April 2021. Participants in the intervention group received a forensic nursing virtual education course in three 90-minute sessions for 2 days.
Results
A total of 88 out of 106 master’s nursing students were enrolled in this study. The mean post-education score for knowledge in the intervention group was significantly higher than in the control group (12.52 vs. 7.67, P<0.001). The mean post-education score for clinical decision-making in the intervention group was significantly higher than in the control group (16.96 vs. 13.64, P<0.001).
Conclusion
The level of knowledge and clinical decision-making of master’s nursing students regarding forensic evidence improved after the forensic nursing virtual education course in the intervention group compared to the control group. Nursing managers and policymakers can develop appropriate strategies to improve the knowledge and clinical decision-making of nursing students by using forensic nursing education courses in the curricula of nursing programs, especially in postgraduate education as an elective or mandatory course.

Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study: Dan Bi Cho, Won Lee, So Yoon Kim, Sungkyoung Choi; J Educ Eval Health Prof. 2022;19:14. Published online June 30, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.14

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Purpose
The purpose of this study was to evaluate the impact of synchronous online education on the patient safety competency (knowledge, attitudes, and skills) of nursing students in Korea and to explore what they thought about this educational method.
Methods
A single-group pre-and post-test design and summative content analysis were implemented. On November 14th, 2020, 110 nursing students completed synchronous online patient safety education. Patient safety competency was measured before and after the intervention using the revised Patient Safety Competency Self-Evaluation tool. The descriptive statistics, paired t-test, and Wilcoxon signed-rank test were used to analyze the data. Students also expressed their opinions about this education based on open-ended questions.
Results
All the patient safety competency scores significantly increased after intervention. A summative content analysis of the open-ended questions yielded 5 categories: educational materials, education level, education time, interaction, and educational media.
Conclusion
This study found that synchronous online patient safety education improves nursing students’ knowledge on, attitudes towards, and skills in patient safety. Nursing students also expressed a variety of positive aspects of the online education method. To improve the efficacy of synchronous online patient safety education, there is a need for further empirical studies on the appropriate class duration and difficulty of the content. It is essential to find a way to combine online education with various learning activities.

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Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study
Hui Li, Wenzhong Zhao, Bo Li, Yanhong Li
International Journal of Nursing Sciences.2023; 10(4): 555. CrossRef

The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam: Tran Thi Hoang Oanh, Nguyen Thi Yen Hoai, Pham Thi Thuy; J Educ Eval Health Prof. 2021;18:16. Published online July 30, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.16

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Purpose
Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice.
Methods
This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics.
Results
Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively).
Conclusion
Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

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The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference
Xinchao Li, Flavian Adhiambo Odhiambo, Dickson Kofi Wiredu Ocansey
Frontiers in Psychology.2023;[Epub] CrossRef
Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses
Hsiao-Ling Wu, Der-Fa Lu, Pei-Kwei Tsay
The Journal of Continuing Education in Nursing.2023; 54(5): 233. CrossRef
Effect of video on satisfaction and self-confidence in simulation training: a randomized clinical trial
Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
Revista Brasileira de Enfermagem.2023;[Epub] CrossRef
Efeito do vídeo na satisfação e autoconfiança no treinamento por simulação: estudo clínico randomizado
Lissette Lucrecia Monge Abarca, Alba Lúcia Bottura Leite de Barros, Rui Carlos Negrão Baptista, Ruth Ester Assayag Batista, Juliana de Lima Lopes
Revista Brasileira de Enfermagem.2023;[Epub] CrossRef
Effect of High-Fidelity Simulation on Self-Satisfaction and Self-Confidence Among Nursing Students
Dalia Toqan, Ahmad Ayed, Inaam A. Khalaf, Mohammad Alsadi
SAGE Open Nursing.2023;[Epub] CrossRef
The effect of home visit simulation on emotional intelligence, self-efficacy, empowerment, and stress in nursing students. A single group pre-post intervention study
Maria Dolores Ruiz-Fernández, Andrea Alcaraz-Córdoba, Maria Mar López-Rodríguez, Cayetano Fernández-Sola, Jose Granero-Molina, Jose Manuel Hernández-Padilla
Nurse Education Today.2022; 117: 105487. CrossRef

Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic: Ngatoiatu Rohmani, Rosi Andriani; J Educ Eval Health Prof. 2021;18:9. Published online May 11, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.9

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Abstract PDF Supplementary Material

Purpose
Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.
Methods
The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.
Results
Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.
Conclusion
Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

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Medical e-learning during the COVID-19 pandemic and students’ burnout: a narrative review
Irena M. Ilic, Milena D. Ilic
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Sheba D.Mani, Pathiyil Ravi Shankar, Thulasimani Munohsamy
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Correlation analysis of self‐directed learning ability, self‐efficacy and academic burnout of junior nursing college students in closed management colleges
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Nursing Open.2023; 10(4): 2508. CrossRef
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Nurse Education Today.2023; 121: 105706. CrossRef
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Yu Zhang, Ning Zhang, Hongyuan Liu, Yinshi Kan, Yan Zou
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The prevalence of burnout syndrome in nursing students: A systematic review and meta-analysis
Mahdieh Arian, Amirreza Jamshidbeigi, Azadeh Kamali, Zahra Dalir, Tayyebeh Ali-Abadi
Teaching and Learning in Nursing.2023; 18(4): 512. CrossRef
Cross-Sectional Analysis of Colombian University Students’ Perceptions of Mental Health during the COVID-19 Pandemic: Repercussions on Academic Achievement
María Alejandra Camacho-Villa, Ingrid Johanna Díaz-Marín, Erika Tatiana Paredes Prada, Adrián De la Rosa, Gloria Isabel Niño-Cruz
Healthcare.2023; 11(14): 2024. CrossRef
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Hui-Man Huang, Yu-Wen Fang
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Prevalence and levels of burnout in nursing students: A systematic review with meta-analysis
José L. Gómez-Urquiza, Almudena Velando-Soriano, María José Membrive-Jiménez, Lucia Ramírez-Baena, Raimundo Aguayo-Estremera, Elena Ortega-Campos, Guillermo A. Cañadas-De la Fuente
Nurse Education in Practice.2023; 72: 103753. CrossRef
The perspectives of health sciences students the new way of learning: Mixed methods design
Yisca Berenshtein, Riki Tesler, Inbal Halevi Hochwald, Gizell Green
DIGITAL HEALTH.2023;[Epub] CrossRef
Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic
Sigalit Warshawski
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Loneliness and Optimism among Polish Nursing Students during the COVID-19 Pandemic: The Mediatory Role of Self-Efficacy
Ewa Kupcewicz, Kamila Rachubińska, Aleksandra Gaworska-Krzemińska, Anna Andruszkiewicz, Ilona Kuźmicz, Dorota Kozieł, Elżbieta Grochans
Healthcare.2022; 10(6): 971. CrossRef
The Effect of Teaching Methods on Students' Perceived Stress and Professional Readiness During the Pandemic
Pınar ÇİÇEKOĞLU ÖZTÜRK, Satı DİL, Tuğba YILDIRIM
Balıkesır Health Sciences Journal.2022;[Epub] CrossRef
Academic self-efficacy, self-esteem, satisfaction with studies, and virtual media use as depression and emotional exhaustion predictors among college students during COVID-19
Renzo Felipe Carranza Esteban, Oscar Mamani-Benito, Wilter C. Morales-García, Tomás Caycho-Rodríguez, Percy G. Ruiz Mamani
Heliyon.2022; 8(11): e11085. CrossRef
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Yuchen Zhong, Honggang Liu*
European Journal of English Language Studies.2022; 2(2): 77. CrossRef
Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era
Ryan Michael F. Oducado, Mary Kristine Q. Amboy, Ayesha C. Penuela, Ronnell D. Dela Rosa, Maria Teresa M. Fajardo, Dolly Rose F. Temelo
Frontiers of Nursing.2022; 9(4): 431. CrossRef
Policy issues on covid-19 waste: comparing Indonesia and Taiwan
R A Nugroho, A A Rahmawati, S G Prakoso, I D A Nurhaeni, A T Kartinawanty, H Parwiyanto
IOP Conference Series: Earth and Environmental Science.2021; 905(1): 012113. CrossRef
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Pauline A. Hendriksen, Agnese Merlo, Elisabeth Y. Bijlsma, Ferdi Engels, Johan Garssen, Gillian Bruce, Joris C. Verster
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Agnese Merlo, Pauline A. Hendriksen, Johan Garssen, Elisabeth Y. Bijlsma, Ferdi Engels, Gillian Bruce, Joris C. Verster
Journal of Clinical Medicine.2021; 10(22): 5332. CrossRef
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Pauline A. Hendriksen, Johan Garssen, Elisabeth Y. Bijlsma, Ferdi Engels, Gillian Bruce, Joris C. Verster
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Female medical and nursing students’ knowledge, attitudes, and skills regarding breast self-examination in Oman: a comparison between pre- and post-training: Rajani Ranganath, John Muthusami, Miriam Simon, Tatiyana Mandal, Meena Anand Kukkamulla; J Educ Eval Health Prof. 2020;17:37. Published online December 1, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.37

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Abstract PDF Supplementary Material

Purpose
Breast cancer is one of the most common cancers in women worldwide. Educational and awareness programs impact early practices of breast self-examination, resulting in the early detection of cancer and thereby decreasing mortality. The study aimed to assess the levels of knowledge and awareness of breast cancer and breast self-examination among medical and nursing students in Oman and to compare their knowledge, attitudes, and skills after a training program.
Methods
This quasi-experimental study was carried out for female 90 medical and 80 nursing students in Oman in November 2019. A pre-test questionnaire was given before the training program and a post-test questionnaire was administered after the training program. Students’ knowledge, attitude, and skills regarding breast cancer and breast self-examination were compared. Scores for skills of practicing breast self-examination were compared between lecture and activity group and lecture-only group.
Results
Pre-test and post-test data were collected from 170 female students. Significant improvements were observed in the post-test scores for students’ knowledge, attitude, and skills after the intervention (P<0.001). The mean scores for skills of practicing breast self-examination after the lecture and the activity were higher than those obtained after the lecture only (P=0.014 for medical students and P=0.016 for nursing students).
Conclusion
An educational training program on breast cancer and breast examination with an emphasis on skills can motivate participants to perform breast self-examination regularly, and may therefore help students to train other women to perform breast self-examination for the early detection of breast cancer.

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Nursing Students’ Motivation, Awareness, and Knowledge of Women’s Health: A Norwegian Quasi-Experimental Study
Christine Tørris
Education Sciences.2024; 14(3): 273. CrossRef
Kavram Haritası ile Verilen Kendi Kendine Meme Muayenesi Eğitiminin Hemşirelik Öğrencilerinin Sağlık İnançları ve Öz Yeterlilik Düzeylerine Etkisi
Aysun ACUN, Yadigar ORDU
Black Sea Journal of Health Science.2023; 6(4): 632. CrossRef

Effects of a cultural nursing course to enhance the cultural competence of nursing students in Korea: Hae Sook Park, Hee Jung Jang, Geum Hee Jeong; J Educ Eval Health Prof. 2019;16:39. Published online December 27, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.39

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Purpose
With Korea’s recent rapid change into a multicultural society, cultural competence is being emphasized as a core nursing competency. This study investigated the effects of a cultural nursing course that aimed to enhance the cultural competence of nursing students in Korea.
Methods
This was a single-group pre- and post-comparison study. The subjects were 69 nursing students at Dongyang University who attended a cultural nursing course in 2015, of whom 62 students responded to the survey. The 13-week cultural nursing course was held for 2 hours a week. The methods of the course included small group activities, discussions and presentations, experiential learning, reflective activities, and lectures. Nursing students’ cultural competence was measured pre- and post-course with the Cultural Competence Scale for Korean Nurses, which contains 33 items scored on a 7-point Likert scale.
Results
After completing the cultural nursing course, students’ total cultural competence scores increased, as did their scores in each category (cultural awareness, cultural knowledge, cultural sensitivity, and cultural skills) (P<0.001). There was no significant difference in cultural competence by gender (P<0.001).
Conclusion
This cultural nursing course was found to be effective in enhancing the cultural competence of nursing students. Therefore, the educational program developed in this study can be extended to other university-level nursing programs in Korea.

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Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study
Ayşegül Akca, Sultan Ayaz-Alkaya
Nurse Education Today.2023; : 105772. CrossRef
Effect of a transcultural nursing course on improving the cultural competency of nursing graduate students in Korea: a before-and-after study
Kyung Eui Bae, Geum Hee Jeong
Journal of Educational Evaluation for Health Professions.2023; 20: 35. CrossRef
Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam
Trang-Thi-Thuy Ho, Jina Oh
International Journal of Environmental Research and Public Health.2022; 19(2): 888. CrossRef
Identifikacija merskih instrumentov za merjenje kulturnih kompetenc pri medicinskih sestrah in študentih zdravstvene nege
Liridon Avdylaj, Sabina Ličen
Obzornik zdravstvene nege.2022; 56(1): 49. CrossRef
Organisational and staff-related effects on cultural competence in the hospital setting: a cross-sectional online survey of nursing and medical staff
Liane Schenk, Pia-Theresa Sonntag, Patricia Beck, Zohra Khan, Lisa Peppler, Meryam Schouler-Ocak
BMC Health Services Research.2022;[Epub] CrossRef
Nursing students’ experience of learning cultural competence
Isabel Antón-Solanas, Elena Tambo-Lizalde, Nadia Hamam-Alcober, Valérie Vanceulebroeck, Shana Dehaes, Indrani Kalkan, Nuran Kömürcü, Margarida Coelho, Teresa Coelho, Antonio Casa Nova, Raul Cordeiro, Lucía Sagarra-Romero, Ana B. Subirón-Valera, Isabel Hué
PLOS ONE.2021; 16(12): e0259802. CrossRef

Research Article

Comparison of effect between group discussion and educational booklet on Iranian nursing students’ attitude and practice toward patient privacy: Mohsen Adib-Hajbaghery, Mona Faraji; J Educ Eval Health Prof. 2016;13:29. Published online July 28, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.29

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Purpose
This study aimed to compare the effects between group discussion and educational booklet on nursing students’ attitude and practice toward patient privacy in Iran. Methods: A two-group, pre-test and post-test design study was conducted in 2015. The study was conducted on 60 nursing students in Kashan, Iran who were randomly allocated into two groups to be trained on patient privacy either through group discussion or by an educational booklet. The students’ attitude and practice were assessed before and after the education using a questionnaire and a checklist. Data analysis was performed through paired t-test, Wilcoxon signed ranks test, and independent samples t-tests. Results: Before the intervention, no significant differences were found between the group designated to group discussion and those designated to the educational booklet in the mean overall score of attitude (P=0.303) and practice (P=0.493) toward patient privacy. After the intervention, the mean attitude score significantly increased in the two groups (P=0.001). Moreover, the students’ practice score was increased in the discussion group while it did not significantly change in the booklet group (P=0.001). Conclusion: Both methods were effective on the students’ attitude; however, the educational booklet did not affect their practice toward patient privacy. Group discussion can effectively improve the students’ attitude and practice toward patient privacy.

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Pendidikan Kesehatan Menggunakan Metode Buzz Group Discussion di TK
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Technical Report

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; J Educ Eval Health Prof. 2016;13:23. Published online June 2, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.23

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Abstract PDF

Purpose
This study aimed at identifying if there is a relevance of content of the Korean Nursing Licensing Examination (KNLE) revised in 2014 to nursing job. It will be able to provide the validity of revised content of the KNLE. Methods: From October 13 to November 13, 2015, print version of 8 duties with 49-tasks, 155-job item questionnaires were distributed to 1,305 hospital nurses and 202 nursing faculties in Korea. Results were treated by descriptive statistics and comparison analysis. There were responses from 946 nurses or professors (72.5%). Results: The relevance of test content of KNLE to nursing job was shown to be valid with over 3 points out of 4 point Likert scale in all items: from 3.23 at lowest to 3.64 at top. Conclusion: Above results showed that the revised version of KNLE in 2014 was valid to test the nursing students’ knowledge for job performance.

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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
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Oboshie Anim-Boamah, Christmal Dela Christmals, Susan Jennifer Armstrong
Nurse Media Journal of Nursing.2021; 11(3): 278. CrossRef
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

Research Articles

Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia: Abdolghani Abdollahimohammad, Rogayah Ja’afar; J Educ Eval Health Prof. 2015;12:42. Published online August 3, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.42

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171 Download
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Purpose
The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics. Methods: A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08. Results: The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05). Conclusion: Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.

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Unveiling the learning style puzzle: Factors that shape how medical students learn
SaurabhRamBihariLal Shrivastava, DhiyaulAthifah M. Jasri
Indian Journal of Health Sciences and Biomedical Research (KLEU).2023; 16(3): 435. CrossRef

Vaccination learning experiences of nursing students: a grounded theory study: Eshagh Ildarabadi, Hossein Karimi Moonaghi, Abbas Heydari, Ali Taghipour, Abdolghani Abdollahimohammad; J Educ Eval Health Prof. 2015;12:29. Published online June 18, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.29

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215 Download
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Abstract PDF

Purpose
This study aimed to explore the experiences of nursing students being trained to perform vaccinations. Methods: The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin’s method of grounded theory. Results: A core category of experiential learning was identified, and the following eight subcategories were extracted: students’ enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students’ responsibility for learning, providing services, and learning outcomes. Conclusion: The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

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Vaccine hesitancy educational tools for healthcare providers and trainees: A scoping review
A. Lip, M. Pateman, M.M. Fullerton, H.M. Chen, L. Bailey, S. Houle, S. Davidson, C. Constantinescu
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Validation of a clinical critical thinking skills test in nursing: Sujin Shin, Dukyoo Jung, Sungeun Kim; J Educ Eval Health Prof. 2015;12:1. Published online January 27, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.1

35,234 View
287 Download
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Purpose
The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance. Methods: This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school students in July 2013. The content validity of the revised items was analyzed by calculating the degree of agreement between instrument developer intention in item development and the judgments of six experts. To analyze response process validity, qualitative data related to the response processes of nine nursing college students obtained through cognitive interviews were analyzed. Results: Out of initial 30 items, 11 items were excluded after the analysis of difficulty and discrimination parameter. When the 19 items of the revised version of the CCTS were analyzed, levels of item difficulty were found to be relatively low and levels of discrimination were found to be appropriate or high. The degree of agreement between item developer intention and expert judgments equaled or exceeded 50%. Conclusion: From above results, evidence of the response process validity was demonstrated, indicating that subjects respondeds as intended by the test developer. The revised 19-item CCTS was found to have sufficient reliability and validity and will therefore represents a more convenient measurement of critical thinking ability.

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