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The effects of medication-management training on clinicians' understanding and clinical practice in Hong Kong

Available online 24 November 2012
Publication year: 2012
Source:Nurse Education Today

Medication management training programmes for mental health clinicians have been shown to improve clinical outcomes for service users. These studies do not explore from a clinician's perspective how the knowledge and skills learnt during training have been applied in clinical practice and if similarly positive results are observed in differing cultural settings. This study used individual concept mapping series to explore changes in understanding and to aid self-prompted qualitative interviews following a medication management course in Hong Kong. Qualitative interview data shows clinicians developed a systematic but pragmatic approach towards delivering interventions which is in response to perceived implementation barriers. This paper highlights the importance of the cultural and clinical context when using evidence-based medication management interventions; the training may benefit from the addition of specific teaching content and support to help clinicians deal with these issues.

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Safeguarding and qualitative research

Available online 3 January 2013
Publication year: 2013
Source:Nurse Education Today

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Impact of peer teaching on nursing students: Perceptions of learning environment, self-efficacy, and knowledge

Available online 20 December 2012
Publication year: 2012
Source:Nurse Education Today

Background

Peer teaching has been shown to enhance student learning and levels of self efficacy.

Objectives

The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment.

Settings

This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education.

Participants

Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study.

Methods

This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching–learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined.

Results

Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors.

Conclusions

The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer tutors, and research should be conducted using more complex skills.

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