Biomedical subjects

Regina L T Lee

Publications and source records attributed to Regina L T Lee.

3 recordsLinked to original sources

PubMed2005

Evaluating the efficacy of an integrated curriculum on adolescent health and development for pre-service nursing education in Hong Kong.

BACKGROUND: An integrated adolescent curriculum on health and development (ADH) was implemented in a pre-service nursing programme in a university. AIM: This study examined the efficacy of an ADH curricular framework in improving the competency variables of student nurses in delivering ADH services. METHOD: The design of the study was quasi-experimental with the systematically designed ADH training curriculum as an intervention. Pre- and post-tests incorporating an experimental group and a control group for a sample of 101 student nurses were used. FINDINGS: Reports from 50 student nurses in the experimental group indicated that there was a significant increase from the pre-test to the post-test phase in the total score for the variables in the ADH Competency Checklist (Z=-5.71, p<0.001) and its four subscales: the professional development subscale (Z=-5.37, p<0.001), the psychosocial and physical well-being subscale (Z=-5.66, p<0.001), the health behaviours and lifestyles subscale (Z=-5.07, p<0.001), and the identity and reproductive health subscale (Z=-4.86, p<0.001). Significant changes were detected in the ADH competency variables for the control group in the post-test phase. CONCLUSION: The findings reveal that the systematic integration of ADH in the nursing curriculum had the positive impact of increasing the competency of student nurses for the examined variables.

Adolescent↗

PubMed2002

Evaluating the use of developmental action inquiry in constructing a problem-based learning curriculum for pre-registration nursing education in Hong Kong: a student perspective.

BACKGROUND: Developmental action inquiry (DAI) was chosen as the change strategy for introducing problem-based learning (PBL) in a pre-registration nursing programme. The central task was to transform the tutor and student participants to become collaborators in this curriculum reconstruction project. AIM: This paper expounds the way in which the action inquiry was constructed and in light of students' feedback analysis, the way in which PBL has made a difference in student learning was evaluated. DESIGN: Taking into consideration the change context and different group characteristics, the DAI was conducted in terms of two dynamically interlinked circles that formed partnerships between PBL core group members and tutors, and between tutors and students in coconstructing knowledge useful for PBL curriculum development. FINDINGS: The findings of the student evaluation questionnaire reveal that the majority of students felt PBL made a difference to their expectations of self, the student group and the teacher role in creating a facilitative environment to enhance learning. However, there was a significant difference among individual student group responses. The students' positive and negative PBL experience in self-learning, tutor-student interaction, and group-learning were identified as crucial factors contributing to these group variations. CONCLUSION: The evaluation findings show that a paradigm shift from teacher-centred to student-centred learning, from valuing self-learning to co-operative group-learning, and from theory-based to practice-based learning occurred among the students. DAI was found to be an effective change strategy for transforming participants to become collaborators in searching for useful knowledge and coconstructing the PBL learning context.

Attitude↗

PubMedDate not supplied

Health-promoting behaviors and psychosocial well-being of university students in Hong Kong.

The objective of this study was to examine health-promoting behaviors and psychosocial well-being of university students in Hong Kong. A cross-sectional study was conducted using convenience sample (n = 247) of students recruited at various locations on campus. The Chinese version of the Health Promotion Lifestyle Profile II (HPLP-II; S. Walker, K. Sechrist, & N. Pender, 1995) was given to students as a questionnaire. Relatively few university students had a sense of "health responsibility" (6.5-27.1%), engaged in any form of physical activity (31.2%), or exercised regularly (13.8%). Less than half ate fruits (35.2%) and vegetables (48.9%) every day. Positive personal growth was reported by 50.6% of the students; 42.5% used stress-management skills and 74.1% rated their interpersonal relationships as meaningful and fulfilling. Students' scores on the health responsibility, nutritional habits, spiritual growth, interpersonal relations, or stress-management subscales of the HPLP-II did not differ significantly by gender, but males scored better than females (p = 0.001) on the physical exercise subscale. This study provides information on gender differences and specific needs of students which can help university administrators, curriculum planners, and community health professionals design guidelines for structuring a healthier environment and developing health education programs that support healthy choices among university students.

Adult↗