Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.1/17885 |
Resumo: | Background: Inter-agency working (IW) is critical to the delivery of safe and effective health care to service users, families, and health-care staff to ensures that high-quality, consistent care is always available for the users. Several studies have advised that pre-registered health students get Inter-professional Education (IPE) to improve their knowledge and attitudes regarding inter-agency collaboration. Students, on the other hand, are unsure of the relevance of these concepts to their careers and demonstrate a lack of interest in studying. Similarly, the optimal approach to learn inter-agency collaboration has yet to be determined. Objectives: The aim of the study is to explore the impact of peer-initiated authentic drama on pre-registered students’ attitudes towards health care team working before and after module implementation with content on health and social care integration/inter-agency working. Methods: In this study, a quantitative (before-and-after) design was chosen. The study included second-year nursing students from Bachelors in Nursing (BN) and Masters in Nursing (MN) programmes who were studying the module 'Effective Interagency Working in Health and Social Care.' A convenience sample of 450 student nurses completed a pre- and post-module questionnaire. For data analysis, descriptive analysis and the Paired Sample T test were used. Results: Overall, there was an increase in the student nurses’ attitudes towards health care team working, understanding of health and social care integration and confidence around working within integrated health and social care landscapes with 80%-90% of participants agreeing or strongly agreeing with the survey questionnaire. With regards to paired sample T test results, these demonstrated that there was no significant difference between the mean pre-module score and mean post-module score ratings (p=.136). Conclusion: Drama-based nursing education is a real-world learning strategy that helps students gain a better understanding of health-care team working. This innovative instructional technique should be employed in the curricula of pre-registration health students in the future. |
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Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative studyStrategiesNursing studentInter-agency careDrama-basedDomínio/Área Científica::Ciências Médicas::Outras Ciências MédicasBackground: Inter-agency working (IW) is critical to the delivery of safe and effective health care to service users, families, and health-care staff to ensures that high-quality, consistent care is always available for the users. Several studies have advised that pre-registered health students get Inter-professional Education (IPE) to improve their knowledge and attitudes regarding inter-agency collaboration. Students, on the other hand, are unsure of the relevance of these concepts to their careers and demonstrate a lack of interest in studying. Similarly, the optimal approach to learn inter-agency collaboration has yet to be determined. Objectives: The aim of the study is to explore the impact of peer-initiated authentic drama on pre-registered students’ attitudes towards health care team working before and after module implementation with content on health and social care integration/inter-agency working. Methods: In this study, a quantitative (before-and-after) design was chosen. The study included second-year nursing students from Bachelors in Nursing (BN) and Masters in Nursing (MN) programmes who were studying the module 'Effective Interagency Working in Health and Social Care.' A convenience sample of 450 student nurses completed a pre- and post-module questionnaire. For data analysis, descriptive analysis and the Paired Sample T test were used. Results: Overall, there was an increase in the student nurses’ attitudes towards health care team working, understanding of health and social care integration and confidence around working within integrated health and social care landscapes with 80%-90% of participants agreeing or strongly agreeing with the survey questionnaire. With regards to paired sample T test results, these demonstrated that there was no significant difference between the mean pre-module score and mean post-module score ratings (p=.136). Conclusion: Drama-based nursing education is a real-world learning strategy that helps students gain a better understanding of health-care team working. This innovative instructional technique should be employed in the curricula of pre-registration health students in the future.Mahoney, CatherineKyle, RichardSapientiaZahid, Zahida2022-06-28T13:23:44Z2022-02-232022-02-23T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10400.1/17885TID:203027922enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-24T10:30:08Zoai:sapientia.ualg.pt:10400.1/17885Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:07:45.756901Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
title |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
spellingShingle |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study Zahid, Zahida Strategies Nursing student Inter-agency care Drama-based Domínio/Área Científica::Ciências Médicas::Outras Ciências Médicas |
title_short |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
title_full |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
title_fullStr |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
title_full_unstemmed |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
title_sort |
Dramatic strategies for augmenting nursing student engagement with inter-agency care: a quantitative study |
author |
Zahid, Zahida |
author_facet |
Zahid, Zahida |
author_role |
author |
dc.contributor.none.fl_str_mv |
Mahoney, Catherine Kyle, Richard Sapientia |
dc.contributor.author.fl_str_mv |
Zahid, Zahida |
dc.subject.por.fl_str_mv |
Strategies Nursing student Inter-agency care Drama-based Domínio/Área Científica::Ciências Médicas::Outras Ciências Médicas |
topic |
Strategies Nursing student Inter-agency care Drama-based Domínio/Área Científica::Ciências Médicas::Outras Ciências Médicas |
description |
Background: Inter-agency working (IW) is critical to the delivery of safe and effective health care to service users, families, and health-care staff to ensures that high-quality, consistent care is always available for the users. Several studies have advised that pre-registered health students get Inter-professional Education (IPE) to improve their knowledge and attitudes regarding inter-agency collaboration. Students, on the other hand, are unsure of the relevance of these concepts to their careers and demonstrate a lack of interest in studying. Similarly, the optimal approach to learn inter-agency collaboration has yet to be determined. Objectives: The aim of the study is to explore the impact of peer-initiated authentic drama on pre-registered students’ attitudes towards health care team working before and after module implementation with content on health and social care integration/inter-agency working. Methods: In this study, a quantitative (before-and-after) design was chosen. The study included second-year nursing students from Bachelors in Nursing (BN) and Masters in Nursing (MN) programmes who were studying the module 'Effective Interagency Working in Health and Social Care.' A convenience sample of 450 student nurses completed a pre- and post-module questionnaire. For data analysis, descriptive analysis and the Paired Sample T test were used. Results: Overall, there was an increase in the student nurses’ attitudes towards health care team working, understanding of health and social care integration and confidence around working within integrated health and social care landscapes with 80%-90% of participants agreeing or strongly agreeing with the survey questionnaire. With regards to paired sample T test results, these demonstrated that there was no significant difference between the mean pre-module score and mean post-module score ratings (p=.136). Conclusion: Drama-based nursing education is a real-world learning strategy that helps students gain a better understanding of health-care team working. This innovative instructional technique should be employed in the curricula of pre-registration health students in the future. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-28T13:23:44Z 2022-02-23 2022-02-23T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://hdl.handle.net/10400.1/17885 TID:203027922 |
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http://hdl.handle.net/10400.1/17885 |
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TID:203027922 |
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eng |
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eng |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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