Yoxas/statistical_literacy huggingface dataset:
To map current assessment practices for learning outcomes related to nurses' clinical judgment from undergraduate education to entry to practice. Scoping review using the Joanna Briggs Institute guidelines and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Electronic databases-Cumulative Index of Nursing and Allied Health Literature (CINAHL Complete; EBSCOhost), EMBASE (Ovid), MEDLINE (Ovid), PsycINFO (Ovid), and Web of Science (Social Sciences Citation Index, Citation Index Expanded)-using a combination of descriptors and keywords related to nursing students, newly graduated nurses, clinical judgment and related terms (e.g., critical thinking, clinical reasoning, clinical decision-making, and problem-solving), and assessment. Two reviewers independently extracted study characteristics and, for each outcome relevant to clinical judgment, the concept, definition and framework, assessment tool, and the number and schedule of assessments. Data were synthesized narratively and using descriptive statistics. Most of the 52 reviewed studies examined the outcome of a discrete educational intervention (76.9 %) in academic settings (78.8 %). Only six studies (11.5 %) involved newly graduated nurses. Clinical judgment (34.6 %), critical thinking (26.9 %), and clinical reasoning (9.6 %) were the three most frequent concepts. Three assessment tools were used in more than one study: the Lasater Clinical Judgment Rubric (n = 22, 42.3 %), the California Critical Thinking Skills Test (n = 9, 17.3 %), and the Health Science Reasoning Test (n = 2, 3.8 %). Eleven studies (21.2 %) used assessment tools designed for the study. In addition to a disparate understanding of underlying concepts, there are minimal published studies on the assessment of nursing students and nurses' clinical judgment, especially for longitudinal assessment from education to clinical practice. Although there is some existing research on this topic, further studies are necessary to establish valid and reliable clinical competency assessment methods that effectively integrate clinical judgment in clinical situations at relevant time points.
To map the ethical-legal dilemmas related to nursing practice in emergency and disaster situations. A scoping review developed in accordance with the JBI method, whose information sources were accessed in databases, in addition to gray literature. The selection was made by reading the titles, abstracts and descriptors, observing eligibility criteria, including two reviewers and a third in case of discrepancies. After reading, data extraction and content analysis of 17 selected studies were carried out. Thirteen ethical-legal dilemmas were mapped related to professional/functional duty towards the family, lack of personal protective equipment and unsafe conditions at work, preparation and availability for action, skills, limits imposed by victims' religion, obligation to provide care. Professionals, researchers and representatives of the category need to resolve demands that involve acting in emergencies and disasters, (re)cognizing the ethical-legal dilemma, and seeking (re)legal frameworks and observance of the fundamental/ethical principles that govern the profession, in the sense to support decision-making and the development of legally safe practices.
to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training. this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer's Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics. 33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students. the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.
To map the themes and methods of nursing researches involving eye-tracking as a measurement, and offer suggestion for future nursing research using eye-tracking. We conducted a scoping review following the methodology outlined in the JBI Manual for Evidence Synthesis on scoping reviews. Eligibility criteria were established based on Population (involving nursing or nursing students), Concept (utilizing eye-tracking as a research method), and Context (in any setting). Articles were retrieved from the PubMed, Web of Science, Embase, CINAHL, APA PsycInfo, and Scopus databases, spanning from database inception to November 17, 2023. The included studies were analysed using descriptive statistics and content analysis. After duplicates were removed, 815 citations were identified from searches of electronic databases and other resources, and 66 met the inclusion criteria finally. Thirty-eight studies were conducted in a simulated environment. Five application domains were identified, and most of the studies (N = 50) were observational. The domains found in our review did not cover all topics of nursing research in the same depth. Additionally, 39 studies did not solely explicate eye-tracking data but instead integrated behavioural measures, scales/questionnaires, or other physiological data. Eye-tracking emerges as a significant research tool in uncovering visual behaviour, particularly in nursing research focused on nursing education. This study not only summarized the application and interpretation of eye-tracking data but also recognized its potential in advancing clinical nursing research and practice. To effectively harness the capabilities of eye-tracking in elucidating cognitive processes, future research should aim for a clearer grasp of the theoretical underpinnings of the addressed research problems and methodological choices. It is crucial to emphasize the standardization of eye-tracking method reporting and ensuring data quality. No Patient or Public Contribution.
To meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. This study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. Collaborative action research. This study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. Five Japanese nurse academics and two Australian academics participated in this study. Nurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. In Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. Despite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.
To mitigate the health risks that result from low health literacy and difficulty identifying patients with insufficient health literacy, health organizations recommend physicians apply health literacy universal precaution communication skills when communicating with all patients. Our aim was to assess how health literacy universal precautions are delivered in routine GP consultations, and explore whether there were differences in how GPs used universal precaution approaches according to areas of deprivation in England. This was a mixed methods study using video and interview data. Ten physicians conducted 217 consultations in primary care settings with adults over 50 years old between July 2017 and March 2018 in England. Eighty consultations (N = 80) met the inclusion criteria of new or persisting problems. Descriptive quantitative analysis of video-recorded consultations using an observation tool and qualitative thematic analysis of transcribed scripts. Meta-themes explored differences in physicians' communication by areas of deprivation. Descriptive statistics showed physicians used a caring tone of voice and attitude (n = 73, 91.3%) and displayed comfortable body language (n = 69, 86.3%) but infrequently demonstrated profession-specific health literacy universal precaution communication skills, such as the teach-back technique (n = 3, 3.8%). Inferences about physicians' communication from qualitative analysis converged with the quantitative findings. Differences in physicians' communication varied according to areas of deprivation. Physicians need health literacy universal precautions communication skills to improve population health.
To obtain a deeper understanding of peoples' experiences of cancer treatments with immune checkpoint inhibitors (ICIs). ICIs are transforming survival outcomes for many with certain advanced cancers. Given the possibility of unique immune-related adverse events (irAEs), understanding treatment experiences is crucial to identify support needs and provide safe and effective person-centred care. A systematic review of qualitative research and thematic synthesis. To report this review, the Preferred Reporting Items for Systematic Analysis and Meta Analysis (PRISMA) checklist and Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidance have been used. MEDLINE, EMBASE, PsycINFO, CINAHL and Web of Science databases were searched in January 2022 for eligible studies published in English from database inception. Two reviewers independently screened records, identified papers for inclusion and appraised methodological quality using the Critical Appraisal Skills Programme checklist. Themes were developed using thematic synthesis. Eighteen papers were included and three analytical themes developed: immune checkpoint inhibitor treatment decision-making; the experience and impact of immune checkpoint inhibitor treatments; and appraising and responding to irAEs. The synthesis renders visible individuals' unmet information, psychological and practical support needs. It identifies shortcomings in immune checkpoint inhibitor treatment decision-making processes and highlights the need for healthcare professionals to recognise and sensitively handle individuals' treatment expectations. Individuals' understandings of and responses to irAEs are also illustrated, and attention drawn to patients' concerns about healthcare professionals' checkpoint inhibitor and irAEs knowledge. To sensitively manage treatment expectations and uncertainties, and optimise health outcomes, there are distinct points in treatment trajectories where care and support might require adapting and enhancing. This review addresses people's experiences of immune checkpoint inhibitor treatments. The core findings reveal unmet information, psychological and practical support needs. Insights derived from this review will enhance individuals' experiences and outcomes and healthcare professionals' practice. No patient or public involvement.
To obtain information on the cultivation of tuberoses in Bangladesh's Jashore district, a study has been carried out to evaluate the economic and social standing of cultivators and examine the methods employed in production and farmers' attitudes towards field disease. The majority of surveyed farmers were men, aged between 30 and 40 years. Only 7.41% had a high level of education, and most had less than five years of experience in tuberose cultivation. On an annual basis, the total production cost amounted to Tk. 27,200 (bigha/year), yielding a net profit of Tk. 1,20,000 (bigha/year). 31.48% of farmers expressed the belief that diseases affecting tuberose originated from contaminated planting materials. A significant proportion (64.81%) of farmers used PGR to combat diseases affecting tuberose production. Government Agriculture Officers played a crucial role in assisting farmers with knowledge and guidance. Yet, most participants highlighted that the key to preventing diseases lies in the effective application of pesticides. The findings of this study can guide policymakers in implementing measures to enhance tuberose production and fortify the floriculture industry in Bangladesh.
To offset grade inflation, many clerkships combine faculty evaluations with objective assessments including the Medical Examiners Subject Examination (NBME-SE) or Objective Structured Clinical Examination (OSCE), however, standardized methods are not established. Following a curriculum transition removing faculty clinical evaluations from summative grading, final clerkship designations of fail (F), pass (P), and pass-with-distinction (PD) were determined by combined NBME-SE and OSCE performance, with overall PD for the clerkship requiring meeting this threshold in both. At the time, 90% of students achieved PD on the Internal Medicine (IM) OSCE resulting in overall clerkship grades primarily determined by the NBME-SE. The clerkship sought to enhance the OSCE to provide a more thorough objective clinical skills assessment, offset grade inflation, and reduce the NBME-SE primary determination of the final clerkship grade. The single-station 43-point OSCE was enhanced to a three-station 75-point OSCE using the Reporter-Interpreter-Manager-Educator (RIME) framework to align patient encounters with targeted assessments of progressive skills and competencies related to the clerkship rotation. Student performances were evaluated pre- and post-OSCE enhancement. Student surveys provided feedback about the clinical realism of the OSCE and the difficulty. Pre-intervention OSCE scores were more tightly clustered (SD = 5.65%) around a high average performance with scores being highly negatively skewed. Post-intervention OSCE scores were more dispersed (SD = 6.88%) around a lower average with scores being far less skewed resulting in an approximately normal distribution. This lowered the total number of students achieving PD on the OSCE and PD in the clerkship, thus reducing the relative weight of the NMBE-SE in the overall clerkship grade. Student response was positive, indicating the examination was fair and reflective of their clinical experiences. Through structured development, OSCE assessment can provide a realistic and objective measurement of clinical performance as part of the summative evaluation of students.
To perform a geospatial analysis of food insecurity in a rural county known to have poor health outcomes and assess the effect of the COVID-19 pandemic. In 2020, we mailed a comprehensive cross-sectional survey to all households in Sullivan County, a rural county with the second-worst health outcomes among all counties in New York State. Surveys of households included validated food insecurity screening questions. Questions were asked in reference to 2019, prior to the pandemic, and for 2020, in the first year of the pandemic. Respondents also responded to demographic questions. Raking adjustments were performed using age, sex, race/ethnicity, and health insurance strata to mitigate non-response bias. To identify significant hotspots of food insecurity within the county, we also performed geospatial analysis. From the 28,284 households surveyed, 20% of households responded. Of 4725 survey respondents, 26% of households reported experiencing food insecurity in 2019, and in 2020, this proportion increased to 35%. In 2020, 58% of Black and Hispanic households reported experiencing food insecurity. Food insecurity in 2020 was also present in 58% of unmarried households with children and in 64% of households insured by Medicaid. The geospatial analyses revealed that hotspots of food insecurity were primarily located in or near more urban areas of the rural county. Our countywide health survey in a high-risk rural county identified significant increases of food insecurity in the first year of the COVID-19 pandemic, despite national statistics reporting a stable rate. Responses to future crises should include targeted interventions to bolster food security among vulnerable rural populations.
To perform the first psychometric analysis of the Norwegian version of the eHLQ using confirmative factor analysis (CFA) procedures in a population of patients admitted to hospital using a cross-sectional design. The eHLQ consists of 35 items capturing the 7-dimensional eHealth Literacy Framework (eHLF) which describes users' attributes, user's interaction with technologies and user's experience with digital health systems. The 7 independent scales of the eHLQ was translated from Danish and culturally adapted into the Norwegian language following a standardised protocol. Assessment of construct validity of the eHLQ was undertaken using data from a cross-sectional survey of 260 patients hospitalized at a Norwegian University Hospital in the Oslo area during a two-week period in June 2021. The analysis included using correlation analysis (Pearsons R), internal consistency (Cronbach's alpha) and confirmatory factor analysis (CFA). All factor loadings were high to acceptable (i.e. > 0.6), except for five items which had somewhat lower loadings. Regarding internal consistency, alpha ranged from 0.73 to 0.90. For optimal CFA fit for the different scale models, correlated residuals were required for five of the seven scales. Overall our analysis shows an intermediate fit of the orginal construct. Scale intercorrelations were all below 0.8, indicating an overall acceptable discriminant validity between the 7 dimensions. The results from the CFA analysis indicate that for almost all 7 eHLQ scales, an acceptable model fit was achieved. The 260 hospitalized patients included in this study represented a variety of diagnoses, recruited from a geographically limited area. Further studies on psychometric properties of the Norwegian version of eHLQ in larger samples, diverse settings and by using more comprehensive approaches are warranted.
To point out the need for standardized terminology for digital image analysis and to collect data by surveying radiologic technology professionals for a more comprehensive, national-breadth study. A mixed-method pilot study was conducted, in which a survey was emailed to 4 Joint Review Committee on Education in Radiologic Technology-accredited radiography programs in July and August 2019. Eight educators and 28 radiologic technologists responded, and acceptance was evaluated on 3 of the proposed terms: signal, signal value, and signal variance (later changed to signal differences). Quantitative data results were analyzed in Microsoft Forms and percentage of acceptance rates calculated. Respondents who did not accept the proposed terms were asked to provide reasoning in open-ended responses, which were analyzed using manual coding and categorization. The term signal received an 88% acceptance rate among educators and a 96% rate among radiographers. Signal value was accepted by 88% of educators and 79% of radiographers. The lowest acceptance rate was for the term signal variance (educators, 63%; radiographers, 79%). Open-ended responses were categorized into themes revealing respondent concerns about the use of signal value, which might result in forgetting about radiation dose (4 respondents) and how signal value relates to image receptor exposure and exposure indicator value (2 respondents). Concerns about signal variance involved contrast being easier to understand because it is visible (2 respondents), confusion with the usage of the proposed term (2 respondents), and preference for contrast because of its current use (2 respondents). Recent history indicates confusion regarding which terms effectively describe the new image quality factors that dictate proper use of digital radiography. The proposed terms evaluated in this pilot study received a mean acceptance rate of 83.5%, suggesting understanding of terms related to digital image analysis from participating educators and radiographers. The findings of this pilot study indicate a need to standardize terminology related to digital image quality factors. However, these preliminary results should be interpreted with caution because of the low response rate. Readers can participate in helping to establish a universal language for digital image analysis by scanning the quick response (QR) code or clicking the link at the end of the article and completing the survey.
To prepare students for Next Generation National Council Licensure Examination-Registered Nurse (NCLEX-RN), nurse educators need to develop teaching strategies to foster students' clinical judgment. This study examined the effects of unfolding case-based learning (CBL) on baccalaureate nursing students' clinical judgment upon graduation. A prospective cohort design was adopted. Students' self-reported responses to the Lasater Clinical Judgment Rubric were compared between the unfolding CBL (n = 140) and non-CBL (n = 126) cohorts at a school of nursing in the United States. While students' responses were similar between the study cohorts, a trend was noted for improved clinical judgment among students in the unfolding CBL cohort. Furthermore, unfolding CBL significantly enhanced students' perceived proficiency in conducting focused observation. The findings support early introduction and consistent use of the unfolding CBL throughout the undergraduate nursing program so that students have ample opportunities and contexts to cultivate clinical judgment skills in the classroom.