Displaying publications 1 - 20 of 63 in total

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  1. Wan Chik WZ, Salamonson Y, Everett B, Ramjan LM, Attwood N, Weaver R, et al.
    Int Nurs Rev, 2012 Sep;59(3):387-93.
    PMID: 22897191 DOI: 10.1111/j.1466-7657.2012.00989.x
    To examine differences in academic performance between male and female nursing students, and to identify whether professional identity and language usage were explanatory factors of academic performance.
    Matched MeSH terms: Education, Nursing, Baccalaureate*
  2. Tan PC, Morad Z
    Perit Dial Int, 2003 Dec;23 Suppl 2:S206-9.
    PMID: 17986550
    Clinical disciplines in which the nurse plays as pre-eminent a role in total patient care as in peritoneal dialysis (PD) are few. The PD nurse is readily identified by the patient as the principal source of advice on day-to-day aspects of treatment, as a resource manager for supplies of PD disposables and fluids, and as a general counselor for all kinds of advice, including diet, rehabilitation, and medication, among others. The PD nurse is thus the key individual in the PD unit, and most activities involve and revolve around the nursing staff. It is therefore not surprising that most nephrologists pay considerable attention to the selection of PD nurses, particularly in long-term PD programs such as continuous ambulatory peritoneal dialysis (CAPD). The appointment of a PD nurse depends on finding an individual with the right attributes, broad general experience, and appropriate training.
    Matched MeSH terms: Education, Nursing*
  3. Syed-Mohamad SM, Pardi KW, Zainal NA, Ismail Z
    PMID: 17102245
    The School of Health Sciences, Universiti Sains Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students' preference and their actual experiences in e-learning. Lecturers' feedback were collected based on six open-ended questions. Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)--the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. They perceive e-learning as a powerful and effective tool for expanding nursing education to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with positive values. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing programme, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy.
    Matched MeSH terms: Education, Nursing/methods*
  4. Subramanian P, Choy KL, Gobal SV, Mansor M, Ng KH
    Singapore Med J, 2013 May;54(5):281-4.
    PMID: 23716155
    INTRODUCTION: Ventilator-associated pneumonia (VAP) is a common risk among critically ill ventilated patients. This study aimed to investigate the effects of nurse-led education on: (a) knowledge of and compliance with ventilator care bundle (VCB) practices among intensive care unit (ICU) nurses; and (b) reduction in the rates of VAP post intervention.

    METHODS: A quasi-experimental design with pretest-posttest evaluation and observation was used to investigate nurses' knowledge of and compliance with VCB practices, and the incidence of VAP. The study was conducted among 71 nurses, and the intervention involved structured education on VAP and its prevention using VCB in an ICU setting. Data were analysed using descriptive and inferential statistics.

    RESULTS: Nurse-led education significantly increased nurses' knowledge of (t[70] = -36.19; p < 0.001) and compliance with (t[65] = -21.41; p < 0.001) VCB practices. The incidence of VAP, which was 39 per 1,000 ventilator days during the two-month period before intervention, dropped to 15 per 1,000 ventilator days during the two-month period following intervention.

    CONCLUSION: Our findings show that nurse-led education on VAP and VCB significantly increased knowledge of and compliance with VCB practices among ICU nurses, and was associated with a reduction in the incidence of VAP among intubated and mechanically ventilated ICU patients. Inclusion of recent knowledge and evidence-based VCB guidelines for VAP prevention when educating anaesthetists, nurses, physiotherapists and other healthcare providers in the critical care setting is recommended.
    Matched MeSH terms: Education, Nursing*; Education, Nursing, Continuing/methods*
  5. Soon BC
    MyJurnal
    This article is a brief personal reflection on the ongoing development of professional education and practice in nursing. The reflection and its narratives are anecdotal and are based on the author's recent experience of teaching and working with fellow nursing lecturers in Malaysia in a nursing faculty within a local University. The author has almost 40 years career in nursing, nurse education and curriculum planning in the United Kingdom before her retirement. The study reflects on the key aspects of nursing and nurse education from her wealth of experiences while in the UK, and also highlights some positive and valuable insights gained from her brief experience in Malaysia. She also provides some reflections of the challenges that lie ahead, specifically, the emphasis on feelings and emotions in nursing, that provide the inspiration to continue with passion, dedication, and determination in our ongoing quest in the pursuit of nursing excellence for all the nurses, in practice and in education. This will hopefully and ultimately lead to a higher standard of nursing care for all patients, and continue the long journey towards the unique professional identity that we have been seeking, and that we can all proudly claim to be our own.
    Matched MeSH terms: Education, Nursing*
  6. Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, et al.
    Nurse Educ Today, 2022 Mar;110:105277.
    PMID: 35101809 DOI: 10.1016/j.nedt.2022.105277
    BACKGROUND: The COVID-19 pandemic has disrupted the lives of many. Particularly, nursing students experience greater stress as their normal curriculum is interrupted and some of them face the risk of being infected as frontline workers. Nursing faculty members may face similar struggles, in addition to developing teaching materials for online learning. Thus, it is important to examine the faculty members' and students' views on their ability to adapt during the pandemic to obtain a holistic view of how learning and training has been affected.

    DESIGN: The descriptive cross-sectional quantitative design was used.

    SETTINGS: Data were collected from Southeast and East Asian Nursing Education and Research Network (SEANERN) affiliated nursing institutions from January 2021 to August 2021.

    PARTICIPANTS: A total of 1897 nursing students and 395 faculty members from SEANERN-affiliated nursing institutions in Cambodia, Hong Kong, Indonesia, Japan, Laos, Malaysia, Philippines, Singapore, Thailand and Vietnam were recruited for this study.

    METHODS: Quantitative surveys were used to explore the satisfaction levels in education modalities, confidence levels, psychosocial well-being, sense of coherence and stress levels of nursing students and faculty members during the COVID-19 pandemic.

    RESULTS: Participants were mostly satisfied with the new education modalities, although most students felt that their education was compromised. Both groups showed positive levels of psychosocial well-being, despite scoring low to medium on the sense of coherence scale and experiencing great stress. The participants' sense of coherence was positively correlated with their psychosocial well-being and negatively correlated with stress levels.

    CONCLUSIONS: While the COVID-19 pandemic had negatively impacted the lives of nursing students and faculty members, most of them had a healthy level of psychosocial well-being. Having a strong sense of coherence was associated with better psychosocial health and lower stress levels. As such, it may be helpful to develop interventions aimed at improving the sense of coherence of nursing students and staff to help them manage stressors better.

    Matched MeSH terms: Education, Nursing*
  7. Salizar Mohamed Ludin
    MyJurnal
    Background: Mentoring of new staff nurses is frequently performed. Internationally researches have reported that this exercise helped the new staff to retain information better, adopt a professional conduct, and be more satisfied with their jobs. Mentoring programmes are usually conducted to encourage cooperation as well as socialisation among the new registered nurses (RNs) in specific units or organisations. Aim: This research aims to evaluate the outcome of mentorship programs based on six specific criteria and nurses' willingness to stay in the profession in hospital settings. Method: A comparative cross-sectional study designed via convenience sampling was conducted in nine hospitals using the self-administered mentorship for nurses (MNMSN) questionnaire. Findings:Atotal of 593 respondents were recruited, mostly female (87.6%), under 25 years old (84.7%), from Malay (71%) and highest nursing education of diploma level (99.2%). The predisposing factors that influence performance for pre- and post-program are 'patients assessment' (mean=4.763, S.D=0.52 and mean=4.733, S.D=0.536); 'clinical decision' (mean=4.722, S.D=0.527 and mean=4.73, S.D=0.54); 'cultural competencies' (mean=4.42, S.D=0.443 as well as mean=4.354, S.D=0.442); and 'professionalism' (mean=4.764, S.D=0.533 and mean=4.698, S.D=0.563) respectively. Each predisposing factor showed a significant correlation (strong and moderately positive). Overall result for 'willingness to stay' is significant [F, (5,585)=556.308, p
    Matched MeSH terms: Education, Nursing
  8. Saiboon IM, Qamruddin RM, Jaafar JM, Bakar AA, Hamzah FA, Eng HS, et al.
    Saudi Med J, 2016 Apr;37(4):429-35.
    PMID: 27052286 DOI: 10.15537/smj.2016.4.14833
    To evaluate the effectiveness and retention of learning automated external defibrillator (AED) usage taught through a traditional classroom instruction (TCI) method versus a novel self instructed video (SIV) technique in non-critical care nurses (NCCN).
    Matched MeSH terms: Education, Nursing/methods*
  9. Rusnani Ab Latif, Akehsan Dahlan, Zamzaliza Ab Mulud, Mohd Zarawi Mat Nor
    MyJurnal
    The major component in nursing education is attachmnet at clinical practices to give the students experience,
    responsibility and understanding in care of the patient. Nurse educators and the clinical nurse instructors are
    responsible for coordinating the education of nursing students in clinical area. Currently practice using nursing
    processes is more familiar to compare than concept mapping care plan among the nurses and nursing students.
    Nursing care plan or nursing process has been utilized at the clinical setting to assess the actual and potential
    health problems of the patients. However, the format of nursing care plans makes challenging to the students,
    especially for new students in semester one to gather the information based on patients problems. In addition,
    this nursing process evaluation is one of examination tools for them in running assessments. Therefore, the
    development of concept mapping care plan at clinical practices was used to evalaute the students academic
    achievement in clinical pratices. Concept mapping care plan was found to enhance the knowledge and
    understanding of the nursing students and also improving the quality of clinical education. Nursing students
    who have good skills will perform certain procedures better than students having fewer skills. This affects the
    quality of work in the future as either a higher quality or of poor quality.
    Matched MeSH terms: Education, Nursing
  10. Rusnani Ab Latif
    MyJurnal
    Introduction: The effectiveness of teaching and learning process is highly dependent on the methods and
    strategies of teaching and learning practices. As a result, nurse educator must choose and use the suitable
    method to help the nursing students to achieve the learning objective.

    Methodology: There were 218 respondents. This study consisted of two-group quasi experimental study
    with pre- and post-test design. The experimental and control groups received education using concept
    mapping and lecture method respectively. The data was analyzed using inferential and descriptive statistic.

    Results: In the pre-test, students were taught using concept mapping. These students had achievement
    mean scores of 11.23, SD=2.59 and post–test was 13.19, SD=1.71 with mean gain scores of 1.96. Students
    who were taught using lecture method had an achievement mean scores of 10.71, SD=2.23 in the pre-test
    and post-test was 12.60, SD=1.64 with mean gain scores of 1.89. The results showed an increase in grade
    achievement, the percentage pass for the experimental group increased from 95.4% in pre-test to 100% in
    the post-test. The percentage pass for control group had increased from 93.57% in pre-test increased to
    99.08% in the post-test.

    Conclusion: Student-centered learning is a teaching method that is active and can change passive to active
    learning. Findings from several reviewed studies suggest that using concept mapping can improve
    academic performance in nursing education and is a valuable teaching strategy.
    Matched MeSH terms: Education, Nursing
  11. Ruslan R, Saidi S
    Enferm Clin, 2019 09;29 Suppl 2:665-673.
    PMID: 31324543 DOI: 10.1016/j.enfcli.2019.04.102
    OBJECTIVE: To identify the existing simulation session and the impact of simulation on novice nurse.

    METHOD: The articles were searched through CINAHL, Scopus, Proquest, and OVID online database. Articles published from 2000, in English and among novice nurses were selected for review. Then, a narrative review was conducted guided by what are the existing simulation session been used and the impact on novice nurse.

    RESULT: Total of 19 articles been selected for review out of 272 articles. The findings of the reviewed were divided into 3 main themes. The themes are the existing simulation session, simulation as a support tool in the transition program and the impact of simulation on novice nurses.

    CONCLUSION: In summary, each simulation type has its learning domain. The effectiveness of the simulation will much depend on the appropriate simulation type selection.

    Matched MeSH terms: Education, Nursing/methods*
  12. Rosli SN, Soh KL, Ong SL, Halain AA, Abdul Raman R, Soh KG
    Nurs Crit Care, 2023 Jan;28(1):109-119.
    PMID: 35023244 DOI: 10.1111/nicc.12748
    BACKGROUND: Physical assessment skills are essential to clinical decision-making in nursing as they help nurses to identify and respond to patients' deterioration. Nurses develop confidence and can detect any out-of-range parameters in diagnosing and treating patients. Prior studies surveyed 120 skills but did not explicitly assess critical care.

    AIM: To determine the range of physical assessment skills practised by critical care nurses and their adoption factors.

    STUDY DESIGN: This study uses a cross-sectional survey design. A self-administered questionnaire evaluating 40 physical assessment skills was conducted with 133 staff nurses (response rate: 96.4%) in three critical care units at a Malaysian government hospital between November 2019 and January 2020.

    RESULTS: Most nurses applied 32 (80%) skills during every working shift, involving the vital signs and all body systems except the gastrointestinal system. Five skills (12.5%) were occasionally applied, while three skills (7.5%) were rarely applied or not part of most nurses' clinical practice. About 20% of the nurses did not routinely check the respiration rate. Medical and surgical intensive care unit nurses (U = 1129, p 

    Matched MeSH terms: Education, Nursing, Continuing
  13. Reerink E, Nafisah bte Alihussein
    Med Educ, 1990 Jul;24(4):359-65.
    PMID: 2395428 DOI: 10.1111/j.1365-2923.1990.tb02452.x
    In the government hospitals of Malaysia quality assurance activities have been introduced since 1985. Local clinicians and other health care workers had been stimulated by the Ministry of Health to pursue these activities, but they found themselves untrained and ill-prepared for the job. With the help of the World Health Organization a programme of training courses has been set up and conducted, most recently, in February 1989. A model for teaching quality assurance was developed, geared towards the needs of the Malaysian clinicians and taking into account the recent progress made in the development of quality assurance approaches worldwide. Moreover, quality assurance results from one Malaysian hospital were used, thus increasing the relevance of the teaching. Results show that Malaysian clinicians have appreciated the training and have relaxed in their attitude towards quality assurance and the government's involvement in it. During the various courses pitfalls have been identified in the teaching of modern quality assurance in health care for audiences from developing and newly industrialized countries.
    Matched MeSH terms: Education, Nursing, Continuing
  14. Ramoo V, Abdullah KL, Tan PS, Wong LP, Chua PY
    Nurs Crit Care, 2016 Sep;21(5):287-94.
    PMID: 25271143 DOI: 10.1111/nicc.12105
    BACKGROUND: Sedation management is an integral component of critical care practice. It requires the greatest attention of critical care practitioners because it carries significant risks to patients. Therefore, it is imperative that nurses are aware of potential adverse consequences of sedation therapy and current sedation practice recommendations.

    AIMS AND OBJECTIVES: To evaluate the impact of an educational intervention on nurses' knowledge of sedation assessment and management.

    DESIGNS AND METHODS: A quasi-experimental design with a pre- and post-test method was used. The educational intervention included theoretical sessions on assessing and managing sedation and hands-on sedation assessment practice using the Richmond Agitation Sedation Scale. Its effect was measured using self-administered questionnaire, completed at the baseline level and 3 months following the intervention.

    RESULTS: Participants were 68 registered nurses from an intensive care unit of a teaching hospital in Malaysia. Significant increases in overall mean knowledge scores were observed from pre- to post-intervention phases (mean of 79·00 versus 102·00, p < 0·001). Nurses with fewer than 5 years of work experience, less than 26 years old, and with a only basic nursing education had significantly greater level of knowledge improvement at the post-intervention phase compared to other colleagues, with mean differences of 24·64 (p = 0·001), 23·81 (p = 0·027) and 27·25 (p = 0·0001), respectively. A repeated-measures analysis of variance revealed a statistically significant effect of educational intervention on knowledge score after controlling for age, years of work and level of nursing education (p = 0·0001, ηp (2) = 0·431).

    CONCLUSION: An educational intervention consisting of theoretical sessions and hands-on sedation assessment practice was found effective in improving nurses' knowledge and understanding of sedation management.

    RELEVANCE TO CLINICAL PRACTICE: This study highlighted the importance of continuing education to increase nurses' understanding of intensive care practices, which is vital for improving the quality of patient care.

    Matched MeSH terms: Education, Nursing, Continuing/methods
  15. Patricia Sator
    MyJurnal
    Introduction: Nursing is a regulated profession. Hence, the global commitment for nurses to maintain standards of practice is vital to deliver safe and competent care. Written policies will eliminate uncertainty, ambiguity, and legal issues. For this study, it focused on the importance of the nursing students to understand and practice the regulation on patient’s confidentiality in healthcare setting with the usage of technology such as social media. There is a case like nursing student infringe the privacy of patients with the information they posted on social media, such as posting a patient’s photos or videos without valid consent. Methods: This study is a quantitative, cross-sectional survey de- sign. The respondents were selected as convenience sampling of 120 nursing students from the Faculty of Medicine and Health Sciences, Universiti Malaysia Sabah (FMHS, UMS). Results: There are 7.4% nursing students intention- ally posted in social media, 18.0% maybe and 73.8% unintentionally. And for their guilty feeling after committing confidentially policy breach on patient, there are 8.2% said NO, 32.8% said MAYBE and 59% said YES. Overall, the nursing students are aware of the patient’s confidentiality but there is still a leakage in practicing full nursing standards and regulation. Further study recommended to explore more on this issue. Conclusion: As a conclusion, this study is relevant to conduct among the nursing students to gain their understanding regarding the responsibilities as a future nurse in maintaining the patient’s confidentiality as one of the most important nursing practices to ensure quality of care and continuation of professional service of nursing profession.
    Matched MeSH terms: Education, Nursing, Baccalaureate
  16. Oranye NO, Ahmad C, Ahmad N, Bakar RA
    Contemp Nurse, 2012 Jun;41(2):233-41.
    PMID: 22800389 DOI: 10.5172/conu.2012.41.2.233
    The objective structured clinical skills examination (OSCE) has over the years emerged as a method of evaluating clinical skills in most medical and allied professions. Although its validity and objectivity has evoked so much debate in the literature, little has been written about its application in non-traditional education systems such as in distance learning. This study examined clinical skills competence among practising nursing students who were enrolled in a distance learning programme. The study examined the effect of work and years of nursing practice on nurses' clinical skills competence.
    Matched MeSH terms: Education, Nursing/organization & administration*
  17. Oranye NO, Arumugam U, Ahmad N, Arumugam ME
    Contemp Nurse, 2016 Oct;52(5):555-566.
    PMID: 27248157 DOI: 10.1080/10376178.2016.1194726
    Introductio n: In Malaysia, nurses form a significant part of the clinical mental health team, but the current level of training in mental health results in suboptimal nursing care delivery.

    METHODS: For this study 220 registered nurses and medical assistants working with the mentally ill completed a structured questionnaire. The purpose of this study was to explore perceived competence in mental healthcare and the training needs of nurses working with mentally ill patients in inpatient mental healthcare facilities.

    RESULTS: The skills perceived as important for practicing in mental health varied among the nurse participants. Post basic training in mental health was significantly related to perceived competence in patient mental state assessment (p=0.036), risk assessment for suicide (p=0.024), violence (p=0.044) and self-harm (p=0.013).

    CONCLUSION: There is little emphasis on psychosocial skills in current post basic mental health training in Malaysia.

    Matched MeSH terms: Education, Nursing, Continuing/organization & administration*
  18. Nwozichi CU, Marcial DE, Farotimi AA, Escabarte ABS, Madu AM
    PMID: 31463326 DOI: 10.4103/jehp.jehp_240_18
    BACKGROUND: The integration of information and communication technology (ICT) in education has been a major agenda of the Association of Southeast Asian Nations and its adoption has been found effective in nursing education.

    OBJECTIVE: This study aims to identify and review existing literature on ICT integration in nursing education within the context of Southeast Asia and to identify the themes of these studies, ICT tools of concern and the research methods adopted.

    METHODOLOGY: A systematic review of six eligible literatures was conducted with thematic analysis. The data for this systematic review of literature are from published studies based on the formulated research question. Electronic databases of Medline, Scopus, PubMed, CINAHL, Mendeley, and Google Scholar were searched and literatures retrieved and screened for eligibility. No date limit was considered in the literature search. This systematic review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses.

    RESULTS: The studies originated from the Philippines (n = 3), Malaysia (n = 2), and Singapore (n = 1). One study originated from both the Philippines and Thailand. Four themes emerged from the thematic analysis which include: (1) use of ICT to enhance teaching and learning in nursing, (2) challenges with ICT integration in nursing education, (3) attitude and perceptions toward ICT integration in nursing education, and (4) suggestions for improvement. The most important ICT tools were computers, projectors, and internet. Majority of the studies were descriptive quantitative studies.

    CONCLUSION: Despite increasing concern on the use of ICT in Southeast Asia, ICT integration in nursing education has not been given significant attention. Governments of the Southeast Asian countries should provide sufficient support for ICT integration in the various nursing institutions. Institutional administrators are encouraged to key into the ICT trend and render their support when and where necessary.

    Matched MeSH terms: Education, Nursing
  19. Neyrinck M, Vrielink H, Joint Task Force for Apheresis Education and Certification
    J Clin Apher, 2015 Feb;30(1):32-7.
    PMID: 25044617 DOI: 10.1002/jca.21345
    A training program for apheresis nurses in leukocyte collection and therapeutic apheresis was developed by the Joint Task Force for Apheresis Education and Certification. This is a modular program with theoretical and practical information and knowledge. On request of the Indonesian authorities, in the capital of Indonesia Jakarta, a certification course for apheresis nurses/operators based on the training program described above was organized in December 2013. The course existed of themes related to apheresis, such as hematology, anatomy, physiology, calculations, adverse events, basics of apheresis, nursing aspects, quality, collection of cells for cellular therapies, pediatrics, and therapeutic collections (cell reductions and exchange procedures). A pretest and post-test regarding the knowledge and judgment in the themes described was taken in Bahasa Indonesia or in English. In total, 38 apheresis nurses and 32 physicians participated in the course. In the post-test, the nurses scored in a mean 72/100 and the physicians 77/100 (nurses vs. physicians: P = 0.005), which was significantly better than the results of the pretest (54/100 and 53/100, respectively (P 
    Matched MeSH terms: Education, Nursing*
  20. Nelwati, Abdullah KL, Chong MC, McKenna L
    J Prof Nurs, 2020 03 19;36(6):477-483.
    PMID: 33308543 DOI: 10.1016/j.profnurs.2020.03.008
    BACKGROUND: Peer learning has enabled undergraduate nursing students to develop competence and clinical skills. It is rare to find quantitative studies examining the effect of peer learning on professional competence development among undergraduate nursing students comprehensively.

    OBJECTIVE: To examine the effect of peer learning on professional competence development among Indonesian undergraduate nursing students.

    DESIGN: A quasi-experimental study with non-equivalent control group pre-test post-test design.

    PARTICIPANTS: Convenience sampling was used to recruit participants. Seventy-five students completed the study (37 in the intervention group and 38 in the control group).

    METHODS: The intervention group received the peer learning program, while the control group received conventional learning during clinical practice. The Nurse Professional Competence (NPC) was used to collect data at pre-test and post-test measurement. Data were analysed using descriptive and inferential statistics.

    RESULTS: Professional competence had significantly increased in the intervention group. A significant interaction effect of time (pre-test and post-test) and group on professional competence development was also found. The effect of peer learning on professional competence development was significantly greater than the conventional method.

    CONCLUSION: Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. It is recommended for nurse educators to consider implementing peer learning during clinical education.

    Matched MeSH terms: Education, Nursing, Baccalaureate*
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