15 research outputs found
Impact of presymptomatic genetic testing for familial amyotrophic lateral sclerosis
No full textThe Pre-familial Amyotrophic Lateral Sclerosis (Pre-fALS) study is a longitudinal study of individuals potentially at risk for developing familial amyotrophic lateral sclerosis. Our goals were to (1) explore participants' decisions of whether to learn results of presymptomatic testing or not; (2) understand the psychosocial impact of these decisions; and (3) assess preferences for receiving results by telephone or in person.
The sample for this substudy comprised 20 participants drawn randomly from autosomal dominant mutant superoxide dismutase 1 families in the Pre-fALS study. Twenty participants completed a semistructured phone interview; prominent themes were identified and rated.
Fourteen participants chose to learn results; six had mutant superoxide dismutase 1 and eight had wild-type superoxide dismutase 1. Of the six who initially elected nondisclosure, three were reconsidering their decision. Regardless of the results and method of counseling, participants had adapted well, at least in the short term.
We recommend that (1) those considering presymptomatic genetic testing should undergo professional counseling to help decide whether to learn results; (2) discussion should include the option of telephone genetic counseling for those without easy access to in-person counseling; and (3) those who initially decline to learn results should be offered the opportunity to learn their mutation status as their decision evolves
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
