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Browsing by Author "Vihos, Jill"

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    The effect of animal-assisted intervention on undergraduate students’ perception of momentary stress
    (2023) Chute, Andrea; Vihos, Jill; Johnston, Sharon; Buro, Karen; Velupillai, Nirudika
    Background: Student mental wellness is a priority in higher education. Animal Assisted Interventions (AAIs’) are gaining momentum in universities across North America (Dell et al., 2015). Aims: This study explored the relationships between AAIs’, demographic variables, and perceived momentary stress among university students. Methods: Using a descriptive correlational design, students completed a Perceived Momentary Stress questionnaire that included the Stress Numerical Rating Scale-11 (Stress NRS-11) and the Visual Analog Scale (VAS) to measure perceived stress before and after AAIs’. Data were analyzed using R (4.1.2) (R Core Team, Vienna, Austria) to identify relationships between students’ perceptions of momentary stress, AAIs’ and sociodemographic and demographic variables. Results: First-year students, female students, and students identifying as sexual minorities were found to benefit the most from AAIs’. Conclusion: Results from this study reflect relationships between exposure to animal-assisted interventions and student demographic variables.
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    Socializing for authentic caring engagement in nursing practice: nursing student moral development in preceptorship
    (2018) Vihos, Jill; Myrick, Florence; Yonge, Olive
    Background: The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. Method: A grounded theory approach was used to explore the process within the context of clinical practice and the student-preceptor-faculty member relationship. Results: Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient's experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. Conclusion: Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship.
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    Undergraduate nursing student satisfaction with open educational resources in a professional communication course
    (2023) Vihos, Jill; Chute, Andrea; Johnston, Sharon; Pawliuk, Brandi; Buro, Karen; Velupillai, Nirudika; Sampaga, Catherine
    Open educational resources (OER) are emerging as reference materials in nursing. The purpose of this study was to explore undergraduate nursing students' experiences with OER and the relationship with demographic variables. Findings from this descriptive survey study reveal that the quality of OER materials and learner experience were highly correlated. Integration scores for the youngest cohort was significantly lower compared to other age groups. The integration of quality OER is correlated with positive student experience.
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    Virtual health assessment laboratory course delivery and nursing student clinical judgment: a mixed-methods exploratory study
    (2022) Vihos, Jill; Chute, Andrea; Carlson, Susan; Buro, Karen; Velupillai, Nirudika; Currie, Tami
    The purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment.
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    Virtual reality simulation in a health assessment laboratory course: a mixed-methods explanatory study examining student satisfaction and self-confidence
    (2024) Vihos, Jill; Chute, Andrea; Carlson, Sue; Shah, Mamta; Buro, Karen; Velupillai, Nirudika
    Background: The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course. Methods: Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier’s Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews. Results: Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students’ satisfaction and self-confidence. Conclusions: VRS experiences are correlated with high student satisfaction and self-confidence.
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    A web-based training module in geriatric depression for future health and allied health professionals
    (2024) Azulai, Anna; Tong, Hongmei; Saleh, Nagam; Brown, Ellen; Vihos, Jill; Pawliuk, Brandi; Zhang, Chunyan; Leung, Mevis; Feist, Lynn
    Study rational and purpose: Web-based education has been proven effective in enhancing knowledge and confidence of health professionals in addressing mental health conditions. However, no web-based training, specific to geriatric depression, exists to date in Canada for educating future health and allied health professionals. The goal of this study was to develop, implement and evaluate a web-based learning module, Depression Assessment Training in Elderly (DATE), to enhance knowledge and confidence in screening for geriatric depression among social work, psychiatric nursing, and nursing students in an undergraduate Canadian university. Design/methodology/approach: This cross-sectional study utilized a set of quantitative surveys of undergraduate students in three different health and mental health disciplines in Canada. Findings: Findings suggest that the DATE module significantly improves confidence of all students in recognizing geriatric depression. Also, it increases clinical knowledge of geriatric depression in social work and psychiatric nursing students. Practical implications: The DATE module is now available for Canadian and international community of clinicians. Further research is needed to test the DATE in a larger sample of Canadian students of social work, psychiatric nursing, and nursing as well as among practicing clinicians. What is original/value of paper: The DATE is the first web-based learning module in Canada that contains clinical simulation case studies on the screening of geriatric depression.