Application of a Simulation in Core Basic Nursing Skills Training for Nursing Students

This study examined the effects of training in the use of a discussion leader "skill package" as a means of increasing the amount of appropriate verbal participation (AVP) by pupils. A multiple baseline design was used with three special elementary classrooms serving as multiple subjects. Five successive conditions were implemented: baseline, introductions, training in limit setting (basic skill training), training in back-up procedures plus shaping (basic skill training follow-up), and discussion leader training. Discussion leader training focused on skills for shaping student verbalizations that were relatively lengthy and of high quality, while maintaining classroom order. Results indicated that: (1) instructing teachers to maximize AVP resulted in no consistent changes in the dependent variables, (2) basic CMTP skill training reduced disruptions by over 80% in all three classrooms while increasing AVP, and (3) additional increases in AVP resulted from the specialized discussion leader training. Increases in AVP resulting from the combination of basic CMTP skill training and the specialized discussion leader training were 187%, 525%, and 1100% in the three participating classrooms, so that by the end of training students in all classrooms engaged in AVP between 33% and 42% of total class time. "Target" students selected prior to baseline as the quietest students in the three classes also increased AVP in proportion to the class as a whole.

This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.

This study investigated the effects of basic concepts training on conservation acquisition in kindergarten children. A total of 41 children, 17 white boys, 15 white girls, 6 black girls, and 5 black boys, were randomly assigned within level of race and sex to four groups: Group 1, Basic Skills Training and Conservation Training; Group 2, Basic Skills Training; Group 3, Conservation Training; and Group 4, Contact Control. The experimental design called for Groups 1 and 2 to receive training on basic concepts, specifically “more than,” “less than,” “same,” and “different.” Following a second test session, Groups 1 and 3 then received training on conservation while Group 4 served as a contact control group for both training sessions. Only the conservation training program resulted in significant effects and that was for the white students alone. A retention testing administered several months after the conservation training showed a significant drop for those students who had received the conservation training and a significant increase for the contact control group.

This study aimed to obtain insight in the effect of expert feedback during a basic laparoscopic skills training course for residents. A questionnaire was held among participants regarding provided feedback and the self-perceived laparoscopic skills improvement. The participants (n = 24) who completed the questionnaire were in their first to fifth postgraduate year. Most feedback was directed at intracorporeal knot tying (47% reported extensive feedback), while camera navigation and body positioning received the least feedback (40% and 43%, respectively, responded to have received no feedback at all). After the course, the self-perceived competence in intracorporeal knot tying and cutting had improved significantly, while camera navigation, body positioning, pointing, and grasping tasks did not improve. In conclusion, most benefit from expert feedback can be obtained at the start of the learning curve. Therefore, the basic laparoscopic skills course should be attended early in residency. Additionally, it is crucial that training objectives are clear prior to a course for both the expert and the trainee, in order to focus the feedback on all training objectives.

Development and Validation of a Basic Arthroscopy Skills Simulator

Background and Objective: Few researches have been conducted on women with imprisoned spouses or heads of household, and it is necessary to conduct research aimed at improving their psychological capital, emotional regulation, and quality of life. Consequently, the aim of this study was to determine the effectiveness of basic life skills teaching on psychological capital, emotional regulation, and quality of life in women with imprisoned spouses. Methods and Materials: The present study was a quasi-experimental with a pretest and posttest design with a control group. The population of this study was all women with imprisoned spouses in Tehran city. The sample size was considered 15 people for each group, and based on this 30 people were selected using available sampling method and randomly assigned to two equal groups. The experimental group underwent 10 sessions of 120 minute by basic life skills training (World Health Organization, 1998), and the control group remained on the waiting list for training. The research instruments were included the questionnaires of psychological capital (Luthans et al., 2007), difficulty in emotional regulation (Gratz and Roemer, 2004), and short form of quality of life (World Health Organization, 1996). The data of this study were analyzed using multivariate analysis of covariance method in SPSS-26 software. Findings: The findings of this research showed that basic life skills teaching significantly increased psychological capital and quality of life and significantly reduced difficulty in emotional regulation in women with imprisoned spouses (P<0.001). Conclusion: The results of this study showed that basic life skills teaching played an effective role in increasing psychological capital and quality of life and reducing difficulty in emotional regulation in women with imprisoned spouses. Therefore, basic life skills teaching can be used to improve psychological characteristics in vulnerable groups, including women with imprisoned spouses.

To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In < 72h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment. Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p < 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07). It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6months.

Background: Handball requires high motor coordination and basic skill mastery, and motor learning methods effectively enhance performance among novice players. Objective: This study aimed to examine the effect of motor learning techniques on improving basic handball skills in novice junior players. Methods: An experimental design was employed with a sample of 60 novice handball players aged 10–15 years, randomly assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group followed a six-week training program based on motor learning principles, while the control group received traditional training. Data were collected using a validated Handball Skills Assessment Scale. Statistical analyses included means, standard deviations, Cronbach’s alpha, and independent t-tests. Results: The results revealed statistically significant differences (p ≤ 0.05) in favor of the experimental group, which achieved higher post-test mean scores in basic handball skills compared with the control group. Discussion: The findings indicate that motor learning techniques enhance player engagement, feedback utilization, skill integration, and teamwork, leading to superior learning outcomes compared to conventional methods. Conclusion: Motor learning methods are effective in improving basic handball skills among novice players and are recommended for inclusion in youth training programs to optimize skill development and performance.

PurposeThis study examines the effect of both objective knowledge (i.e., what arts audience members actually know about art) and subjective knowledge (i.e., what arts audiences members think they know about art) on their propensity for experience-sharing (i.e., the tendency to share art-related experiences with other individuals). In addition, the study examines the role of culture (i.e., whether arts audiences belong to an individualistic or collectivistic culture) on the above-mentioned relationship.Design/methodology/approachData were gathered through a field survey at a large contemporary art museum in Italy, conducted via a structured questionnaire and analyzed using multiple regression analysis.FindingsResults indicate that both subjective and objective knowledge positively affect arts audiences’ propensity for experience-sharing, such as talking to others about a visit to an art gallery. Moreover, such effects appear to vary depending on culture: objective knowledge seems to positively influence experience-sharing when audiences belong to collectivistic cultures, whereas subjective knowledge seems to positively influence experience-sharing when they belong to individualistic cultures.Practical implicationsThe study’s findings could motivate arts managers to emphasize the implementation of international communication strategies aimed at reinforcing arts audiences’ subjective and objective knowledge since these variables are positively associated with their propensity for experience-sharing with others.Originality/valueThis is the first study to assess the effects of objective and subjective knowledge, alongside the cultural dimensions of individualism and collectivism, on arts audiences’ propensity for experience-sharing.

This paper examines linkages between disability and health status and the returns to education and basic skills training. It bases analyses on two separate data sources: wave 3 from the 1993 panel of the Survey of Income and Program Participation (SIPP) and the 1992 National Adult Literacy Survey (NALS). The data sets have been used to estimate standard wage equations with education and basic skills training among the independent variables. The NALS data set allows us to control for prose, quantitative, and document literacy. The wage equations rely on Heckit corrections for labor force participation, and we stratify by sex. We also estimate the wage equations stratifying by disability status (also with an appropriate econometric correction) to permit the coefficient estimates on all the regressors to vary by disability status. Overall, we find that the returns to education for individuals with a disability or poor health are positive, although of moderate size and equal to the returns for the nondisabled population. The findings suggest supply side policy options that maintain or improve access to and retention in educational opportunities are indicated. Basic skills training seems to be especially advantageous for some individuals.

Basic life support skills training among general public – Need of the hour - JCHM- Print ISSN No: - 2394-272X Online ISSN No:- 2394-2738 Article DOI No:- 10.18231/j.jchm.2024.010, The Journal of Community Health Management-J Community Health Manag

The benefits of minimally invasive surgery are numerous; however, considerable variability exists in its application and there is a lack of standardized training for important advanced skills. Our goal was to determine whether participation in an advanced laparoscopic curriculum (ALC) results in improved laparoscopic suturing skills. Study design was a prospective, randomized controlled trial. Surgery novices and trainees underwent baseline FLS training and were pre-tested on bench models. Participants were stratified by pre-test score and randomized to undergo either further FLS training (control group) or ALC training (intervention group). All were post-tested on the same bench model. Tests for differences between post-test scores of cohorts were performed using least squared means. Multivariable regression identified predictors of post-test score, and Wilcoxon rank sum test assessed for differences in confidence improvement in laparoscopic suturing ability between groups. Between November 2018 and May 2019, 25 participants completed the study (16 females; 9 males). After adjustment for relevant variables, participants randomized to the ALC group had significantly higher post-test scores than those undergoing FLS training alone (mean score 90.50 versus 82.99, p = 0.001). The only demographic or other variables found to predict post-test score include level of training (p = 0.049) and reported years of video gaming (p = 0.034). There was no difference in confidence improvement between groups. Training using the ALC as opposed to basic laparoscopic skills training only is associated with superior advanced laparoscopic suturing performance without affecting improvement in reported confidence levels. Performance on advanced laparoscopic suturing tasks may be predicted by lifetime cumulative video gaming history and year of training but does not appear to be associated with other factors previously studied in relation to basic laparoscopic skills, such as surgical career aspiration or musical ability.

There has been a shift from the initial learning of skills on patients in the clinical setting to initial learning in a simulated environment, using part-task models, with the risk of a task focus to the learning. We contend that quality learning in both the simulated and the clinical environment is crucial to enhance the transferability of skills to the clinical setting. We describe teaching strategies, with the sequencing of events and increasing complexity, for the simulated training of basic procedural skills. These teaching strategies can be readily implemented into basic skills training to 'bridge' the gap between the simulated environment and the clinical setting. We suggest that our approach takes basic skills training beyond a task-focused approach to exemplify clinical scenarios encountered in real life. We argue that there is a need to broaden the focus of medical student training in basic procedural skills, and that the use of a preceptor model of supervision in the clinical setting better enables the transferability of the skills. Although our strategies are based on learning theory, well-designed research is required to test the efficacy in improving medical student learning.

Clinicians must be knowledgeable about osteoporosis so that they can convey information regarding the prevention of fragility fractures to their patients. The purposes of this study were to develop objective and subjective knowledge instruments for osteoporosis and fragility fractures and then test their reliability and validity among Chinese orthopaedic surgeons. A 2-round procedure was used to develop the objective and subjective knowledge instruments. A cross-sectional online survey was distributed to 293 orthopaedic surgeons; 189 surgeons returned the questionnaires. We examined internal consistency, test-retest reliability, criterion validity, and discriminant validity; we also compared the subjective knowledge level with the objective knowledge level among surgeons. Our results showed that the Subjective Knowledge Scale (SKS) regarding Osteoporosis and Fragility Fractures had a high Cronbach alpha coefficient (0.915), and the objective Osteoporosis Knowledge Test for Clinicians (OKTC) had an adequate Kuder-Richardson 20 coefficient (0.64). Item analyses were conducted, and a short version of the OKTC (the OKTC-SF) was developed. The SKS, the OKTC, and the OKTC-SF all showed good test-retest reliability, criterion validity, and discriminant validity. The percentage of surgeons with a high subjective knowledge level was higher than the percentage of surgeons who selected the correct answer for several corresponding questions related to objective knowledge. The SKS, the OKTC, and the OKTC-SF all demonstrated good reliability and validity. However, the orthopaedic surgeons may have overestimated their knowledge level regarding osteoporosis. Targeted continuing medical education that is based on individual knowledge level is needed to improve the undertreatment of osteoporosis among patients with fragility fractures.

Despite substantial research and advances in consumers' financial knowledge, many Americans still lack basic financial skills. One overlooked research area is the relationships between consumers' cognitive style and subjective knowledge and objective knowledge, and how these relationships vary by demographics. Based on a nationwide study (n = 817), results indicate that consumers' perception of their subjective financial knowledge varies by cognitive style, with those consumers having an intuitive cognitive style, having a higher perception of their subjective financial knowledge than those who are more analytical. More nuanced results suggest that subjective knowledge is related to the interplay of cognitive style with demographics, whereas objective knowledge is not dependent on this interplay. These and other results illustrate that understanding nuances of financial knowledge is still of pressing importance to ensure consumer well‐being.