Jane Lee-Hsieh

Effects of Home-Based Tai Chi and Lower Extremity Training and Self-Practice on Falls and Functional Outcomes in Older Fallers from the Emergency Department-A Randomized Controlled Trial.

To compare the effects of guided home‐based tai chi chuan (TCC) and lower extremity training (LET) and of levels of self‐practice on falls and functional outcomes in older fallers.

Developing Online Continuing Education Content for Enhancing Caring Among Taiwan Nurses

BACKGROUND To promote the quality of nursing care, a hospital in Taiwan committed to implementing its SHARE framework for clinical practice. This study was conducted to develop caring content for the SHARE framework in the form of online continuing education videos. METHODS Five focus group interviews were conducted with 19 exemplary nurses. A constant comparative method was used to extract caring themes that were integrated into the five components of SHARE: S: Sense patients needs; H: Help patient out; A: Acknowledge patients feelings; R: Respect patients dignity and privacy; E: Explain what is happening. RESULTS Concrete caring behaviors consistent with SHARE were identified. Real-world scenarios were used to produce five videos demonstrating the components of SHARE for use in online caring education. CONCLUSION This project offers a new strategy for strengthening caring behavior in nurse-patient interactions and may help to establish a model for caring in nursing continuing education in Taiwan.

Validation of self-directed learning instrument and establishment of normative data for nursing students in taiwan: using polytomous item response theory.

Background: Little research has investigated the establishment of norms for nursing students’ self-directed learning (SDL) ability, recognized as an important capability for professional nurses. An item response theory (IRT) approach was used to establish norms for SDL abilities valid for the different nursing programs in Taiwan. Purposes: The purposes of this study were (a) to use IRT with a graded response model to reexamine the SDL instrument, or the SDLI, originally developed by this research team using confirmatory factor analysis and (b) to establish SDL ability norms for the four different nursing education programs in Taiwan. Methods: Stratified random sampling with probability proportional to size was used. A minimum of 15% of students from the four different nursing education degree programs across Taiwan was selected. A total of 7,879 nursing students from 13 schools were recruited. The research instrument was the 20-item SDLI developed by Cheng, Kuo, Lin, and Lee-Hsieh (2010). IRT with the graded response model was used with a two-parameter logistic model (discrimination and difficulty) for the data analysis, calculated using MULTILOG. Norms were established using percentile rank. Results: Analysis of item information and test information functions revealed that 18 items exhibited very high discrimination and two items had high discrimination. The test information function was higher in this range of scores, indicating greater precision in the estimate of nursing student SDL. Reliability fell between .80 and .94 for each domain and the SDLI as a whole. The total information function shows that the SDLI is appropriate for all nursing students, except for the top 2.5%. SDL ability norms were established for each nursing education program and for the nation as a whole. Conclusions: IRT is shown to be a potent and useful methodology for scale evaluation. The norms for SDL established in this research will provide practical standards for nursing educators and students in Taiwan.

Flipping the classroom to improve self-directed learning for RN to BSN students in Taiwan

Purpose: The last two decades have witnessed a sharp increase in the global migration of nurses along with an increasingly diverse patient population, regardless of geographic location. The “Diversity and Social Justice Issues in a Global Society” course was created to prepare Doctor of Nursing Practice (DNP) students to effectively practice in line with regional, national and international health needs and professional standards.C change in the demographic profile of many societies around the globe caused by a wide range of factors, such as colonization, immigration, acculturation and the mobility of workforces, contributes to the creation of multicultural environments. Regardless of the degree of pre-existing cultural diversity, people from different cultures bring with them their own languages, values, beliefs, traditions, ethical and moral perspectives, and attitudes to illness, health and healthcare as well as their historical, political and economic circumstances. Such diversity can create difficulties for healthcare providers and patients alike due to the potential for cultural clashes, misunderstandings and discrimination, and individual power differences which eventually will impinge on the health and safety of all the parties involved. In this paper, I will argue that Almutairi’s model of critical cultural competence (CCC) is a promising approach that can address the complexities that arise from crosscultural interactions in healthcare settings, which ultimately can improve the standard of healthcare for patients, families and the community as a whole. I will close by discussing how his approach can influence organizational policy, orientation programs and continuous professional development initiatives.Background: Nursing is a profession that theoretical and practical training need to be integrated. Different education strategies have been used to improve students’ psychomotor and communication skills such as simulation, standardized patients and part-task trainers. Students can examine all other parts of each other’s bodies during the learning process; the sensitive parts of the anatomy remain areas that are not routinely appropriate. Performing a clinical procedure required integration of the acquisition of a technical skill with effective communication skills.Results: Forty three students (93.5%) completed the survey. They all agreed that the flipped classroom teaching strategies were effective in improving their abilities of clinical reasoning and problem-solving. Forty students (93%) reported that the scenario based learning augmented their self-directed learning; 88% students had increased their interesting in pediatric nursing and motivated learning. The qualitative data revealed that flipped classroom can (1) bridge the knowledge-practice gap; (2) improve the self-directed learning ability and expand the depth and breadth of learning and (3) increase reflective learning, community skills and team competency using strategy of collaboration.Older age is often connected with stresses (e.g. reduced financial capacity, aloneness, increased morbidity). Violence may be an additional strain increasing the overall burden of older persons. Re ...