Individual Articleshttp://hdl.handle.net/10755/6229372024-02-17T01:36:46Z2024-02-17T01:36:46ZMotivating older adults through immersive virtual exercise (MOTIVE): A randomized pilot studyDrazich, BrittanyAnokye, DeboraZhu, ShijunTeleb, JejomarGalik, ElizabethColloca, LuanaResnick, Barbarahttp://hdl.handle.net/10755/235602023-11-16T15:03:10Z2023-01-01T00:00:00Z<p><strong>Background:</strong> This study aimed to: 1) determine the feasibility of a virtual reality physical activity intervention among older adults and 2) test the preliminary effectiveness of the intervention at increasing physical activity and 3) decreasing depressive symptoms.</p>
<p><strong>Methods:</strong> We included 10 older adults randomized into the Motivating Older Adults Through Immersive Virtual Exercise (MOTIVE) intervention group and 10 randomized into the physical activity education only control group. We analyzed the data using descriptive statistics and linear mixed models, testing the interaction of time and the treatment condition.</p>
<p><strong>Results:</strong> Participants in the intervention group attended an average of 15 out of the 16 sessions. A total of 90% of MOTIVE intervention group participants "completely agreed" that the intervention was acceptable, (compared to 30% of education control group participants).</p>
<p><strong>Conclusion:</strong> This study supports testing the effectiveness of the intervention at improving physical activity and depressive symptoms in a larger sample of older adults.</p>
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2023-01-01T00:00:00ZScoping review of factors affecting Philippine nurse licensure examination outcomesMontegrico, JamesOducado, Ryan Michael F.http://hdl.handle.net/10755/229202023-01-13T18:00:35Z2022-01-01T00:00:00Z<p><strong>Aim:</strong> This scoping review synthesized the existing literature on factors affecting Philippine nurse licensure examination (PNLE) outcomes. Background: Studies about the nurse licensure examination in the Philippines had gained popularity in recent years. Various studies reported different factors affecting PNLE outcomes, since licensure examination is an interplay between individual, academic, institutional, and environmental factors. This review is the first study that synthesized the literature on factors affecting PNLE outcomes.</p>
<p><strong>Methods:</strong> A scoping review of research articles published from 2000 to 2020 described the existing literature explaining the various factors affecting PNLE outcomes. The Preferred Reporting for Integrative Studies and Meta-Analysis for Scoping Reviews (PRISMA-ScR) was used to guide the study. Using the set inclusion criteria, 4,208 articles and gray literature were eligible for initial screening. A total of 29 studies were included in this review.</p>
<p><strong>Findings:</strong> Majority of the PNLE studies were quantitative research, used correlation research designs, and were published between 2011 to 2020. The average PNLE first-time pass rate from 2014 to 2018 was 75 percent and overall passing rate improved from 39.2% in 2010 to 45% in 2016. First-time examinees and those who take the PNLE in November have increased odds of passing the examination. Wide variability in PNLE results were observed in the May/June PNLE. Intellectual ability, learning styles, and psychosocial behaviors impact individual PNLE outcomes. Academic performance in high school and nursing school, college admission test, nursing aptitude test, achievement exams, pre-board examinations, clinical nursing courses, English courses, and Microbiology and Parasitology are significant academic predictors of PNLE success. Institutional variables such as school size, type of school ownership, year of establishment, accreditation status, and faculty-student ratio are associated with PNLE outcomes.</p>
<p><strong>Conclusion:</strong> Various individual, academic, and institutional factors influence PNLE outcomes. Identifying these factors is crucial in understanding the multidimensionality of variables that may impact PNLE performance. An insight into these factors may assist individual nursing students and graduates, as well as nursing schools, in developing strategies to increase their likelihood of passing and increasing the first-time pass rates in the PNLE.</p>
2022-01-01T00:00:00ZInfluence of self-esteem, psychological empowerment, and empowering leader behaviors on assertive behaviors of staff nursesOducado, Ryan Michael F.http://hdl.handle.net/10755/223412022-04-26T13:04:33Z2021-01-01T00:00:00Z<p><strong>Background:</strong> Being assertive is essential skill nurses need to learn and develop. While many studies exist on nurses’ assertiveness, there is limited research on the factors associated with Filipino nurses’ assertive behaviors.</p>
<p><strong>Objective:</strong> This study examined the correlation of self-esteem, psychological empowerment, and leader empowering behaviors on staff nurses’ assertiveness in the workplace.</p>
<p><strong>Methods:</strong> This cross-sectional study conducted in 2019 involved 223 staff nurses working in two tertiary hospitals in the Philippines. Data were gathered using four validated self-reported scales: self-esteem scale, psychological empowerment scale, leader empowering behavior questionnaire, and workplace assertive behavior questionnaire. Correlational analysis using Pearson’s r was performed to test the relationship between the key variables.</p>
<p><strong>Results: </strong> The composite scores for the self-esteem, psychological empowerment, empowering leader behaviors, and workplace assertiveness were 32.06 (SD = 3.65), 4.22 (SD = 0.43), 3.86 (SD = 0.51) and 3.61 (SD = 0.55), respectively. Self-esteem (r = 0.216; p = 0.001), psychological empowerment (r = 0.455, p = 0.000), and empowering leader behaviors (r = 0.269; p = 0.000) were significantly correlated with staff nurses’ assertiveness in the workplace.</p>
<p><strong>Conclusion: </strong>Self-esteem, nurse leadership behaviors, and empowerment play vital roles in staff nurses’ assertiveness. Understanding the factors influencing nurses’ assertiveness is important, and looking into these variables can be beneficial for nursing management when developing strategies to build nurses’ assertiveness. Thus, it is vital to focus on helping nurses nurture healthy self-esteem and initiate empowering conditions at work to aid nurses in setting healthy boundaries and supporting assertive behaviors at work.</p>
2021-01-01T00:00:00ZNursing students' views of using virtual reality in healthcare: A qualitative studySaab, Mohamad M.Landers, MargaretMurphy, DavidO'Mahony, BillyCooke, EoghanO'Driscoll, MichelleHegarty, Josephinehttp://hdl.handle.net/10755/220432023-07-17T18:36:41Z2021-07-22T00:00:00Z<p><strong>Aims and Objectives:</strong> This study explored nursing students’ views of using virtual reality in healthcare.</p>
<p><strong>Background:</strong> The popularity and use of virtual reality in healthcare delivery and education is on the rise. Yet, the views of future nurses regarding this technology remain underexplored.</p>
<p><strong>Design:</strong> This is a qualitative descriptive study guided by a naturalistic inquiry and reported using the Standards for Reporting Qualitative Research checklist.</p>
<p><strong>Methods:</strong> Nursing students (n = 26) were recruited using convenience and snowball sampling. They were first exposed to a virtual reality intervention aimed to enhance men's awareness of testicular diseases. This was attempted to familiarise participants with the technology and initiate conversations around its use in healthcare. Participants were then interviewed face-to-face, either individually or within focus groups. Data were analysed using thematic analysis.</p>
<p><strong>Results:</strong> Four themes were identified: (i) positive experiences of virtual reality; (ii) challenges to using virtual reality; (iii) settings where virtual reality can be implemented; and (iv) blue-sky and future applications of virtual reality. Participants described this technology as novel, enjoyable, mmersive, memorable and inclusive. They questioned, however, the suitability of virtual reality for older adults, reported minor technical difficulties and stressed the importance of prior preparation in the use of the technology. Virtual reality was recommended for use in outpatient healthcare settings, schools and the community. Participants suggested using virtual reality in health promotion, disease prevention and management, and to promote nurses’ empathy towards patients.</p>
<p><strong>Conclusions: </strong>Findings highlight the potential role of virtual reality in assisting nurses in promoting health and managing disease. Future research is needed to establish the long-term effect of virtual reality interventions among more diverse participants.</p>
<p><strong>Relevance to clinical practice:</strong> Virtual reality can be implemented in outpatient, educational and community settings in order to promote health, prevent disease, enhance disease and self-management, and increase nurses’ empathy towards patients.</p>
2021-07-22T00:00:00ZIncorporating virtual reality in nurse education: A qualitative study of nursing students' perspectivesSaab, Mohamad M.Hegarty, JosephineMurphy, DavidLanders, Margarethttp://hdl.handle.net/10755/220422023-07-17T18:34:07Z2021-10-01T00:00:00Z<p><strong>Background:</strong> Recent challenges to nurse education have resulted in an increased use of virtual reality which serves as an immersive and effective medium for skill and knowledge acquisition. Virtual reality technology is being included in nurse curricula at undergraduate level. This technology remains a relatively new experience for many nursing students with limited evidence regarding students' perspectives regarding virtual reality.</p>
<p><strong>Objective:</strong> To explore nursing students' perspectives of incorporating virtual reality in nurse education.</p>
<p><strong>Design:</strong> Qualitative descriptive study using thematic analysis.</p>
<p><strong>Setting:</strong> Public university in Ireland.</p>
<p><strong>Participants:</strong> Undergraduate nursing students were recruited using purposive and snowball sampling.</p>
<p><strong>Methods:</strong> Students (n = 26) participated in face-to-face semi-structured individual interviews and focus groups in January and February 2020. Data were analysed using inductive thematic analysis.</p>
<p><strong>Results:</strong> Three themes were constructed from the interviews: captivating, innovative, and empowering nature of virtual reality; contextual transfer; and challenges and threats to actualisation. Participants believed that virtual reality affords a novel, fun, memorable, inclusive, and engaging means of learning. Many believed that virtual reality would complement current teaching and learning approaches, help build learners' confidence, and provide nursing students with a safe space for trial, error, and problem-solving. The use of virtual reality was recommended to practise various nursing skills and learn about human anatomy, physiology, problem-solving, and clinical decision-making. Participants identified the resources incurred by the technology as challenges to implementing virtual reality in nurse education and stressed the need for continuous face-to-face feedback.</p>
<p><strong>Conclusions: </strong>Findings suggest that virtual reality technology has the potential to facilitate learning, complement current educational approaches, and provide nurse educators with novel and engaging means of content delivery.</p>
2021-10-01T00:00:00Z