Research Online at MacEwan :: Browsing by Author "Neumeier, Melanie"

Browsing by Author "Neumeier, Melanie"

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Access 2022: setting new goals for digital health in Canada
(2019) Neumeier, Melanie
Canada Health Infoway has been a champion for digital health access for all Canadians since its inception in 2001. As a government funded not-for-profit organization, Infoway works with Canadians, academics and a variety of health care organizations across the country to transform the delivery of health care in Canada. While huge strides have been made towards a digitally integrated system, Canada remains behind peer countries in access to care and digitally-enabled services (Infoway, 2019). In the 2017 Commonwealth Fund ranking of health care system performance, Canada ranked ninth out of eleven countries overall and was last in terms of access to care like same-day physician appointments and emergency department wait times (Green, 2018). This shows that while technology is advancing its application in health care is not keeping up.
Anatomical knowledge retention & interventional strategies in nursing education
(2019) Neumeier, Melanie; Narnaware, Yuwaraj
Creating experiential learning opportunities to improve knowledge acquisition and retention is a common goal in post-secondary education, but it may not be clear how to start. In this presentation, we discuss how to develop and use a knowledge retention study to identify gaps in learning and implement targeted learning strategies.
Anatomical knowledge retention in second‐year Bachelor of Science & Psychiatric Nursing students
(2020) Narnaware, Yuwaraj; Neumeier, Melanie
There is growing concern that nursing, medical and allied health students do not retain enough anatomical knowledge to confidently and successfully apply it in future classroom and clinical settings ( Doomernik et al., 2017). Evidence now shows that knowledge retention is impacted by many factors including admission criteria, teaching hours (Narnaware and Neumeier, 2019), age, sex, ethnicity, prior knowledge of science/biology, a gap between high school and university, and health care discipline (McVicar et al., 2015; Vogl , 2017). In Canada, the discipline of nursing can be subdivided into three professional designations, each with different educational requirements; Registered Nurses, Licensed Practical Nurses, and Registered Psychiatric Nurses (Canadian Nurses Association, 2019).
Anatomical knowledge retention in third-year nursing students
(2021) Narnaware, Yuwaraj; Neumeier, Melanie
Human anatomy and physiology are considered a cornerstone of any health related profession and serve as a pre requisite for future nursing courses and clinicals (McVicar et al., 2015). However, numerous studies suggest that students experience great difficulty in transferring the fundamental anatomical knowledge that they gain in the first year of their programs to future theory/clinical practice ( Gunay & Kilinc, 2018). Most of the knowledge transfer, loss and/or retention studies have been carried out in medical, allied health disciplines, and this has been assessed only in second year nursing students recently (Narnaware & Neumeier, 2020). This study seeks to determine the percent of anatomical knowledge retained by third year nursing students and determine the levels of knowledge retention in the body’s organ systems.
Are nursing/IT collaborations the key to maximizing health care apps?
(2018) Neumeier, Melanie
Nurses working with IT professionals to develop better mobile apps for health care is discussed. From the Trends and Issues in Nursing Informatics Column.
Building capacity of evidence-based practice: understanding how licensed practical nurses (LPNs) source knowledge
(2018) Phillips, Leah; Neumeier, Melanie
In Canada, all nurses are required to engage in evidence-based practice (EBP) as an entry-to-practice competency; however, there is little research that examines Licensed Practical Nurses’ (LPNs’) information seeking behaviors or preferred sources of knowledge to conduct EBP. Due to the differences in education and roles of LPNs and Registered Nurses (RNs), it is both necessary and important to gain an understanding of how LPNs utilize evidence in their unique nursing practice. The purpose of this study was to investigate how LPNs source knowledge for their nursing practice.
Can nursing informatics improve person-centred care?
(2016) Neumeier, Melanie
Improvements through technology to person-centred care is discussed. From the Trends and Issues in Nursing Informatics Column.
Fifteen years later: where are we at with our national integrated electronic health record?
(2018) Neumeier, Melanie
Barriers to a national Electronic Health Record (EHR) are discussed in the Trends and Issues in Nursing Informatics Column.
From linear care plan through concept map to Concepto-Plan: the creation of an innovative and holistic care plan
(2018) McDonald, M. Sherry; Neumeier, Melanie; Olver, Mark E.
Linear care plans have traditionally been used in nursing education to support nursing students in identifying potential and actual health care problems, and to follow up on those issues with nursing interventions. However, the linear care plan does not support the nursing student with learning in-depth critical thinking, clinical reasoning, creative thinking, and other ways of thinking. Concept mapping was introduced as a way to support the nursing student to improve upon critical thinking and clinical reasoning and to identify relationships among the patient's health care problems. The present manuscript features the development and evaluation of the Concepto-Plan (C-P), an innovative, holistic care plan that moves away from the linear care plan and improves upon the concept map care plan. The C-P focuses on the relationships among the data clusters and the nursing diagnoses and can be used to enhance the therapeutic relationship between the patient and the nursing student. Quality improvement data supports the effectiveness of the C-P for nursing students to organize and prioritize client-centred care while experiencing meaningful learning, professional self-reflection, clinical reasoning, creative and critical thinking skills and the ability to provide an individualized holistic care plan. As a result, the C-P has been integrated into the curriculum in two different nursing programs in two Canadian provinces.
How can we keep our patients safe? Managing cyber-threats post-pandemic
(2023) Neumeier, Melanie
The COVID-19 pandemic has created unprecedented challenges for the healthcare industry worldwide, including an increase in cyberattacks. Canadian hospitals have been particularly hard hit by ransomware attacks, which have surged during the pandemic. Ransomware attacks can have serious consequences, including the disruption of patient care and compromise of sensitive patient data. There have been several recent ransomware attacks on Canadian hospitals that highlight the seriousness of this threat. Attacks on the University of Ottawa Heart Institute and the Newfoundland and Labrador health system in 2021,Toronto Sick Kids Hospital in December 2022, and Ross Memorial Hospital in February 2023are just some examples of recent cyberattacks on healthcare targets (CBC News, 2021; Mosleh, 2023; Solomon, 2022). And while LockBit apologized for the attack on Toronto SickKids Hospital in December (Mosleh, 2023), the increase in frequency and scope of ransomware attacks on our healthcare system is a national concern. The Communications Security Establishment, the federal government’s IT security agency, has noted that ransomware and other malware attacks are not only becoming more frequent, but are also becoming more sophisticated, and hospitals have some unique factors that make them vulnerable and attractive for cyber criminals (CBC News, 2021).
How much do students remember? An examination of anatomical knowledge retention by system over time
(2023) Neumeier, Melanie; Narnaware, Yuwaraj
Nursing students struggle to retain enough anatomical knowledge to meet their entry to practice competencies, but what knowledge is missing and when this occurs has been previously unexplored. This study examined anatomical knowledge retention by system over time to identify gaps that can be targeted with focused educational interventions.
How much physiology do fourth year nursing students really remember?
(2024) Purani, Sharlini; Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, Sarah; Chahal, Paul
There is a growing concern that nursing students struggle to retain adequate physiological knowledge throughout their program to meet their entry to practice competencies. However, how much and when this knowledge is lost over a four-year undergraduate Bachelor of Science in Nursing program is yet to be evaluated. According to Narnaware Y. 2021, physiological knowledge retention has yet to be studied as comprehensively as anatomical knowledge retention in healthcare disciplines, including nursing programs. This study aims to assess the extent of physiological knowledge decline among nursing students by their fourth year. It is evaluated by comparing their understanding of physiological knowledge in the first year after their physiology course and the fourth year after completing their Critical Care nursing course. Physiological knowledge loss was assessed in fourth-year nursing students by quizzing them on ten organ systems using the online quizzing platform – Kahoot. About nine to eleven knowledge and comprehension-level multiple-choice questions were delivered. These scores were then compared to first-year quiz scores on the same content to determine overall knowledge loss over three years. The data was analyzed by using SPSS II and compared using 2-sample t-tests. The findings of this research illustrate a general reduction in knowledge loss, with variations in the decline specific to each system. In medical and allied health students, the knowledge loss was significantly lower than previously reported (Pourshanazari et al., 2013). Compared to the third year, knowledge loss in the fourth year, however, is not significantly different (Narnaware et al., 2021).
Impact of content reinforcement of muscular and skeletal systems on knowledge retention in nursing students
(2023) Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, Sarah
The human anatomy is regarded as a cornerstone of health care disciplines and is a pre-requisite for subsequent years of medical, allied health and nursing theory courses and clinical (Young et al., 2016). Numerous studies have expressed concern over students' ability to acquire anatomical knowledge in the first year and successfully transfer, retain, and apply it throughout their program (Narnaware and Neumeier, 2020; Narnaware, Y. 2021). Several robust interventional strategies have been employed in medicine and allied health disciplines to overcome the gap between first-year theory to senior years of theory and clinical (Manyamaet al., 2016). However, these interventions are lacking in nursing education. We have previously shown that nursing students lose anatomical knowledge by approximately 30.0% over three years (Narnaware, Y. 2022). To improve the acquisition and retention of anatomical knowledge, the present study aims to evaluate an interventional strategy that includes the content reinforcement (repeated knowledge testing) of the muscular and skeletal systems over eight weeks that will help improve knowledge retention.
The impact of content reinforcement on anatomical knowledge retention of cardiovascular and lymphatic systems in nursing students
(2023) Ukrainetz, Kiara; Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, Sarah
Medical & allied health students struggle to transfer the anatomical knowledge from the first year to the future years of their disciplines, although few studies focus on nursing students. As an intervention strategy to improve long-term knowledge retention, the present study demonstrates that repeated evaluation of the cardiovascular and lymphatic systems over eight weeks can significantly increase anatomical knowledge retention of these systems compared to the evaluation of the same organ systems in the first week. Our results show that content reinforcement can be used as an effective interventional strategy to improve long-term anatomical knowledge retention in nursing students.
The impact of content reinforcement on physiological knowledge retention in nursing students
(2020) Narnaware, Yuwaraj; Neumeier, Melanie; Gutierrez, J. Claudio; Chahal, Paul
There is growing concern over the loss of anatomical and physiological knowledge in medical, allied-health & nursing students over time. Numerous studies have demonstrated the difficulty of the students in these disciplines to retain and apply anatomical knowledge as they progress through their programs of study (Narnaware and Neumeier, 2019). However, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, with very few studies focusing on nursing students (Aari et al., 2004). Of those studies, most are carried out after graduation (Aari et al., 2004), or are focused on a single or limited number of organ systems (Pourshanazari et al., 2013). We have previously shown that physiology students retained approximately 86.6% of their first-year physiological knowledge over four months (Narnaware et al., 2020). Objectives: To improve the acquisition and retention of physiological knowledge, the present study aims to develop an interventional strategy that includes the repeated assessment of vascular physiology knowledge over an eight-week period.
Interventional strategies to improve anatomical knowledge in nursing students
(2022) Narnaware, Yuwaraj; Neumeier, Melanie
Human anatomy and physiology are considered a cornerstone of any health-related profession and serve as a pre-requisite for future nursing courses and clinical. A strong knowledge base of these subjects is crucial for medical, allied health, and nursing students to become successful practitioners after graduation. However, there is growing concern that students are not retaining the essential bioscience knowledge from these courses over time. Numerous studies have demonstrated the difficulty students have to retain and apply anatomical knowledge as they progress through their programs of study. Nursing programs worldwide are impacted by reduced face-to-face instructional hours, increased student enrollment, student demographics, fewer dedicated faculty members, minimal or no use of cadaveric dissection, and requirements to move anatomy classes and labs on-line due to pandemics such as COVID-19. These factors have impacted the teaching and learning of biosciences. In this interactive presentation, an author will describe a study that evaluated how much anatomy knowledge nursing students retained throughout the duration of their four-year program. Comparisons and trends by body system and over time will be presented to give a clear understanding of the gaps of knowledge retention between classroom to future nursing courses and clinical. Based on that assessment, he will discuss how interventional strategies were implemented to address those gaps. Attendees will then be encouraged to identify what concepts are essential to their own courses and to outline a project to evaluate whether those concepts are retained over time and what type of learning strategies could impact that retention.
Keeping the game in gamification
(2018) Neumeier, Melanie
This column poses the question "So how do we use game theory to create meaningful gamified learning?" From the Trends and Issues in Nursing Informatics Column.
Moving the discussion online: asynchronous discussion for clinical post-conference in a baccalaureate nursing program
(2014) Neumeier, Melanie
Although post-conference at the end of the clinical day is commonly used for nursing students to reflect on nursing practice, personal and contextual factors can create barriers to student engagement in meaningful discussion. Asynchronous online post-conference has been suggested as a viable alternative but little is known about the suitability of that modality. The purpose of this pilot project, therefore, was to examine asynchronous online discussion as a format for clinical post-conference.
Never heard that before! Interventional strategies to improve anatomical knowledge retention in nursing students
(2021) Narnaware, Yuwaraj; Neumeier, Melanie
Background: Nursing students perceive anatomy & physiology as anxiety provoking & stressful subjects. They experience difficulty to acquire, transfer, retain and confidently apply bioscience knowledge to subsequent years of nursing education. In sufficient bioscience knowledge can result in nursing errors. Nursing students are unable to put bioscience knowledge into practice. Objectives: To evaluate knowledge acquisition in first year & its retention and application in the second year. Identify factors affecting knowledge acquisition, retention, and application. Discuss experiential learning strategies to improve knowledge retention. Design your own project to identify knowledge gaps and appropriate learning and retention strategies.
Never heard that before: interventional strategies to improve anatomical knowledge in nursing students
(2022) Narnaware, Yuwaraj; Neumeier, Melanie
Bioscience problem? The medical & allied-health students worldwide reported a growing concern over the loss of bioscience knowledge of first-year of their degree program. They lose approx. 50-80% of the first-year anatomical knowledge within two or more years of medical school. Ninety-two (92%) of second year medical students reported that anatomical knowledge was very helpful. Only 14.0% of the final year medical students felt confident in their first-year anatomy knowledge. Knowledge retention studies have not yet been assessed in nursing students. Objectives: assess the anatomical knowledge acquisition in the first-year nursing students and its transfer/loss, retention, and application in the second year. Identify factors impacting knowledge acquisition, retention, and application. Discuss robust interventional strategies to bridge the gap between first-year theory and second-year of nursing.

Browsing by Author "Neumeier, Melanie"

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