COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources.
COVID-19
Communication competency
Learning modules
Nursing education
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Dec 2021
Dec 2021
Historique:
received:
14
06
2021
revised:
20
07
2021
accepted:
13
08
2021
pubmed:
30
8
2021
medline:
11
11
2021
entrez:
29
8
2021
Statut:
ppublish
Résumé
The COVID-19 pandemic brought a disruption to nurse education for both nursing faculty and students as all non-clinical nurse education courses worldwide moved to distance or online learning. The sudden shift to online education meant the loss of traditional activities for students to learn communication skills creating a critical demand for open educational resources for students and nursing faculty. Tools to support nursing faculty development for teaching communication are nearly non-existent and pedagogical content knowledge is needed. The purpose of this study was to test two COMFORT COVID-19 Communication Modules (PPE and Video/Phone) for undergraduate nursing students and evaluate student communication competency post-intervention. This pre-post study includes qualitative and quantitative data collected to evaluate student communication competency post-intervention. Undergraduate Bachelor of Science in Nursing (BSN) students at four university campuses in the Pacific and MidSouth regions of the United States. BSN nursing students (n = 197) predominantly in the third year of study (n = 138, 70%). Students completed online modules as part of a nursing course. Faculty provided information and a link to access online learning modules. A pre-post assessment was completed for each module. Significant statistical differences were found across variables of communication attitude, knowledge, and skill across both modules. As nursing education in the United States shifts to competency-based education which emphasizes skill development across the BSN program, it is imperative to establish communication learning objectives that are measurable and ensure communication theory and evidence-based practice is part of curriculum content.
Sections du résumé
BACKGROUND
BACKGROUND
The COVID-19 pandemic brought a disruption to nurse education for both nursing faculty and students as all non-clinical nurse education courses worldwide moved to distance or online learning. The sudden shift to online education meant the loss of traditional activities for students to learn communication skills creating a critical demand for open educational resources for students and nursing faculty. Tools to support nursing faculty development for teaching communication are nearly non-existent and pedagogical content knowledge is needed.
OBJECTIVES
OBJECTIVE
The purpose of this study was to test two COMFORT COVID-19 Communication Modules (PPE and Video/Phone) for undergraduate nursing students and evaluate student communication competency post-intervention.
DESIGN
METHODS
This pre-post study includes qualitative and quantitative data collected to evaluate student communication competency post-intervention.
SETTINGS
METHODS
Undergraduate Bachelor of Science in Nursing (BSN) students at four university campuses in the Pacific and MidSouth regions of the United States.
PARTICIPANTS
METHODS
BSN nursing students (n = 197) predominantly in the third year of study (n = 138, 70%).
METHODS
METHODS
Students completed online modules as part of a nursing course. Faculty provided information and a link to access online learning modules. A pre-post assessment was completed for each module.
RESULTS
RESULTS
Significant statistical differences were found across variables of communication attitude, knowledge, and skill across both modules.
CONCLUSIONS
CONCLUSIONS
As nursing education in the United States shifts to competency-based education which emphasizes skill development across the BSN program, it is imperative to establish communication learning objectives that are measurable and ensure communication theory and evidence-based practice is part of curriculum content.
Identifiants
pubmed: 34455286
pii: S0260-6917(21)00362-2
doi: 10.1016/j.nedt.2021.105105
pmc: PMC8515413
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
105105Informations de copyright
Copyright © 2021 The Authors. Published by Elsevier Ltd.. All rights reserved.
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