History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study.
History-taking is an essential skill for nurses. In nursing education, it is necessary to objectively assess history-taking skills in a way that accurately reflects differences among students. Current history-taking evaluation methods lack objectivity, consistency and standardization, which makes it...
| Publicado en: | Nurse Education Today Vol. 111 |
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| Autores principales: | , , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Apr2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155996856&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155996856 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Apr2022 vid: 111 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 155996856 155996856 155996856 10.1016/j.nedt.2022.105312 155996856 ppct: 1 formats: tig: atl: History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study. aug: au: Du, Jingrong Zhu, Xiaowen Wang, Juan Zheng, Jing Zhang, Xiaomin Wang, Ziwen Li, Kun affil: School of Nursing, Sun Yat-sen University, Guangzhou, China sug: subj: Patient History Taking Patient Simulation Competency Assessment Students, Nursing, Baccalaureate Human Cross Sectional Studies Students, Undergraduate Convenience Sample Self-Efficacy Critical Thinking Communication Skills Questionnaires Scales Univariate Statistics Pearson's Correlation Coefficient Multiple Linear Regression Descriptive Statistics Ethnology Academic Performance ab: History-taking is an essential skill for nurses. In nursing education, it is necessary to objectively assess history-taking skills in a way that accurately reflects differences among students. Current history-taking evaluation methods lack objectivity, consistency and standardization, which makes it difficult to identify factors that influence history-taking skill. A virtual standardized patient (VSP) can provide history-taking practice with repeatability and consistency. It can make objective and standardized assessment possible by eliminating the subjectivity of different teachers and patients. To evaluate the history-taking skills of nursing undergraduates using a VSP, and to explore its independent influencing factors. A cross-sectional design was employed with a sample of convenience from 3 universities. All 174 nursing undergraduates had their history-taking level evaluated using one VSP via computer or mobile terminal. For each query raised by the students, the VSP could give a preset response. The responses were assigned corresponding scores according to their importance, with a total score of 100. The students' general demographics were documented, and their self-efficacy, critical thinking and communication skills were measured online with the Nursing History-taking Self-Efficacy Questionnaire, Yoon's Critical Thinking Disposition Instrument and the Supportive Communicative Scale. Univariate analysis, Pearson correlation analysis and multiple linear regression were performed. The mean total history-taking score was 58.53 ± 14.32. History-taking scores were well discriminated among the students tested, with 10% of the students scoring above 80, 37% between 60 and 80, 22% between 50 and 60 and 31% scored below 50. The history-taking level of the nursing students was significantly associated with ethnicity, previous academic performance, and Supportive Communicative Scale scores. Using the VSP as a history-taking assessment method is an effective way to achieve a relatively objective, standardized and consistent assessment of history-taking education. Ethnicity, previous academic performance and supportive communication skills independently influenced the students' history-taking level. Mature history-taking skills require not only solid theoretical knowledge but good communication skills. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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