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Improving Self-Reported Person-centered Care Competency in Nursing Students: A Pilot Study Using Interactive Case

Inga M Zadvinskis¹, Jacqueline Hoying, Kady Martini

¹Assistant Director, Community Core (Dr Zadvinskis), Assistant Clinical Professor, Director, MINDSTRONG/MINDBODYSTRONG Program, Director, Community Core (Dr Hoying), Helene Fuld Health Trust National Institute for Evidence-based Practice in Nursing and Healthcare, College of Nursing; Clinical Assistant Professor of Practice (Dr Martini), Clinical Assistant Professor of Practice, Path2BSN Nurse Educator Liaison (Dr Taylor), Clinical Research Data Manager (Ms Terry), College of Nursing; Instructional Designer (Ms Czaja), Office of Technology and Digital Innovation; Associate Professor (Dr Fortney), Martha S. Pitzer Center for Women, Children, and Youth, College of Nursing, The Ohio State University, Columbus, Ohio.

|April 19, 2024

Summary

This summary is machine-generated.

Interactive case studies show promise for enhancing nursing students' person-centered care (PCC) competency. While not statistically significant, the intervention demonstrated a positive effect size, suggesting a valuable teaching strategy for future healthcare professionals.

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Area of Science:

Nursing Education
Healthcare Quality Improvement
Patient-Centered Care

Background:

Effective nursing education requires strategies to cultivate person-centered care (PCC).
High-quality patient care is contingent on nurses' ability to provide person-centered care.

Purpose of the Study:

This pilot study evaluated the impact of an intervention using interactive case studies on undergraduate nursing students' PCC competency.
To assess the effectiveness of a novel teaching method in fostering PCC skills among nursing students.

Main Methods:

A pilot study was conducted with 39 sophomore undergraduate nursing students at a Midwestern US university.
A 90-minute seminar incorporated interactive case studies focusing on how patient factors influence fall risk.
Person-centered care competency was measured using the Patient-Centered Care Competency Scale.

Main Results:

No statistically significant change in overall PCC competency was observed post-intervention.
A small to medium effect size (Cohen's d = 0.35) indicated a positive trend in PCC competency.
Content analysis of student responses revealed themes related to PCC, suggesting qualitative benefits.

Conclusions:

Interactive case studies represent a potential strategy for educators to enhance nursing students' PCC competency.
The findings support the integration of case-based learning to improve patient-centeredness in nursing education.