Faculty of Nursing Works

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Now showing 1 - 5 of 168
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    Bioscience student’s perspectives & academic performance before, during & after a stability period of COVID-19
    (2022) Narnaware, Yuwaraj; Cuschieri, Sarah
    Findings suggest that nursing students may have counter-balanced the missing active learning strategies of face-to-face learning and adopted self-directed learning during the COVID-19 period through synchronized learning. Virtual, synchronized learning by using a ‘blended, multi-modal & pedagogical’ approach may serve as a “new normal” of teaching and learning of biosciences if pandemics like Covid-19 re-emerge in the future.
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    The impact of an online mindfulness-based practice program on the mental health of Brazilian nurses during the COVID-19 pandemic
    (2023) Gherardi-Donato, Edilaine Cristina da Silva; Díaz-Serrano, Kranya Victoria; Barbosa, Marina Rodrigues; Fernandes, Maria Neyrian de Fátima; Gonçalves-Ferri, Walusa Assad; Camargo Júnior, Elton Brás; Reisdorfer, Emilene
    This quantitative, before-after study was developed to evaluate the usefulness of an online mindfulness practices program to help nursing professionals deal with stress in the challenging context of the COVID-19 pandemic through the assessment of perceived stress, anxiety and depression, levels of mindfulness, and participants’ satisfaction with the program. Eligible participants were assessed at baseline to receive the online mindfulness training program for eight weeks and were appraised again at the end of the program. Standardized measures of perceived stress, depression, anxiety, and one-dimensional and multidimensional mindfulness were performed. Participant satisfaction was also studied. Adherence to treatment was 70.12%. The perceived stress, depression, and anxiety scores were significantly lower after the intervention. The mindfulness measure increased significantly, as well as the sense of well-being and satisfaction with life, study, and/or work. The participants showed high satisfaction with the program and would recommend it to other professionals. Our results indicate that mindfulness-based interventions represent an effective strategy for nurses in the face of the need for self-care with mental health and mechanisms that guarantee the sustainability of their capacities to continue exercising health care.
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    Evaluating the knowledge acquisition of lower limb anatomy among medical students during the post-acute COVID-19 era
    (2022) Cuschieri, Sarah; Narnaware, Yuwaraj
    Anatomy is the foundation of many medical and surgical specialties yet knowledge acquisition and retention among medical students is questionable. Over the years the anatomy teaching environment and teaching modalities have changed, even more so with the onset of the COVID-19 pandemic and the shift to a virtual environment. The aim of this study was to evaluate the knowledge acquisition of applied musculoskeletal lower limb clinical anatomy among first year medical students in Malta following the transition back to face-to-face lectures. The Kahoot online game-based quiz platform was used through a best out of four multiple-choice setting across four sessions. Scores generated by the platform along with frequencies of correctly answered questions were utilized to measure knowledge acquisition. The average scores for each question across sessions were statistically analyzed using ANOVA and student's t-test accordingly. Across the four sessions, the positive percentage response for clinical based questions remained higher than for pure anatomy questions. Anatomy knowledge acquisition appears to be subjective to clinical based knowledge rather than pure anatomy. There may be a plethora of reasons as to this outcome including the misconception that anatomy is not essential for clinical practice as well as the potential aftermath of the COVID-induced virtual learning environment. Further research is merit to ensure that students are provided with the best tools to enhance their knowledge acquisition, both as students and as future doctors.
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    Possibilities, potential and promise: understanding the experiences of at-risk youth and mental health
    (2021) Jackson, Margot
    This article highlights findings from an inquiry into the mental health experiences of Canadian youth who are considered at-risk. The term at-risk suggests that the youth are exposed to situations that place them in danger of being harmed physically, developmentally, and/or psychologically. This research focused on the lives and experiences of at-risk youth, ages 12–22 years who attended an inner-city youth agency in a large urban center in Western Canada. Narrative inquiry methodology was used to engage in relationships with the youth helped identify common themes in the lives of the youth which include: intergenerational stories, intergenerational stories of mental health, living amidst violence, disruption of family stories and composing forward looking stories without privilege. The intent of this work is to make visible the possibilities, potential and promise of each youth and to challenge negative and damaging terms such as at risk which highlight deficits in the lives of the youth. By shifting the focus away from this deficits-based approach towards one of hope and positivity, harmful labeling and stereotypes can be mitigated.
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    A virtual, simulated code white for undergraduate nursing students
    (2022) Stephen, Tracey; King, Keith; Taylor, Mischa; Jackson, Margot; Hilario, Carla
    Background Nurses and nursing students are increasingly vulnerable to workplace violence, both verbal and physical, as health care settings and clients cope with unprecedented challenges including the COVID-19 pandemic. Concurrently, clinical learning opportunities for nursing students have been curtailed by public health restrictions and limited capacity. While virtual simulations have been promoted as an alternative to clinical hours, their effectiveness as an educational intervention on workplace violence has yet to be assessed. Purpose The authors sought to evaluate a virtual, simulated code white—a set of organized responses to a client, visitor, or staff member exhibiting the potential for violence—involving 4th year undergraduate nursing students, randomly sorted into an intervention group and a control group. Methods Pre and post test measures of knowledge and attitudes about mental health, workplace violence and virtual simulation were collected, as well as qualitative data from focus groups. Findings While the sample size (n = 24) was insufficient to detect meaningful differences between the intervention and control groups, descriptive statistics and focus group data revealed significant gaps in participants’ knowledge around managing workplace violence. Participants rated the virtual simulation highly for its realism and the opportunity to experience working in a virtual environment, while they felt the preamble and debrief were too short. Conclusions The findings illustrate a virtual code white simulation has clear educational benefits, and that multiple iterations, both virtual and in person, would most likely increase the benefits of the intervention.