"Using QUICK RESPONSE (QR) Codes for Healthcare Professional Students in the Clinical Setting to Improve Patient Care" - Sigma Repository

“Using QUICK RESPONSE (QR) Codes for
                 Healthcare Professional Students in the Clinical
                        Setting to Improve Patient Care”

Dr. Lee-Ann Kenny DNP, RN (PI)
Clinical Assistant Professor
University of North Carolina-Charlotte
Dr. Teresa Gaston DNP, RN
Clinical Assistant Professor
University of North Carolina-Charlotte
Funded buy the UNCC Center for Teaching and Learning SoTL Grant

NERC 2020

I have no conflicts of interest to disclose

 Participants will analyze the usefulness and ease of QR
  Technology with nursing students.

 Participants will identify how QR technology can promote
  patient safety, reduce anxiety, increase knowledge and self
  efficacy during student/patient interaction.

 Participants will learn to create a QR code.

Objectives
 Promote innovative learning opportunities
 Educate nursing students and faculty
 Enhance student nurses’ ability to connect
 Improve students’ perceptions

The Aim of this study was to implement an innovative, educational intervention
 to undergraduate nursing students in the patient care setting, and evaluate its
             impact on knowledge, skills, anxiety, and self-efficacy.
          All of which can impede the ability to practice safe nursing

QR CODES                                                       SELF-EFFICACY
  Enabled student autonomy by                                      Improved knowledge and self-efficacy
   promoting self-directed learning.                                 were seen in the study conducted by Kim &
                                                                     Suh (2018) which used mobile technology
                                          Tracey, et al., (2013      linked to nursing skills.

                     ANXIETY                                        Knowledge- Theory-Practice Gap
 Fear of harm to patients (Sun et al. 2016)                       Theory- practice gap can negatively
                                                                    impacting student learning, generating
                                                                    conflict. Rajeswaran (2016)

                TECHNOLOGY                                                      BEST PRACTICE
   Decrease in medical errors thus                                Recognizes and recommends the utilization
    improving patient safety during                                 of informatics in providing patient center
    clinical experiences (Day-Black & Merrill, 2015).               care (AACN, 2010; IOM, 2010; NLN, 2008; QSEN, 2018)

 This educational intervention
 9 - Week Intervention
 Mixed methods design, with a convenience sample size of ~100
  undergraduate nursing students and ~8 clinical nursing faculty.
 Pre & Post Survey & Faculty Focus Group
 Descriptive statistics as well as parametric/nonparametric
  analyses was conducted for the quantitative data
 Qualitative data from faculty focus group was reviewed and
  summarized for common themes.

ATI (2016)

RCODEMONKEY (n.d)

20 Questions created for this study based on the
 information provided in the QR code booklet.

Knowledge Quiz Pre & Post Survey

General Self-Efficacy (GSE) 10 item survey, (Schwarzer & Jerusalem, 1995) Directions
added “When I am participating in patient care nursing clinicals,
Likert type scale ranging from 1 to 4

   1 = Not at all true
   2 = Hardly true
   3 = Moderately true
   4 = Exactly true

GRE Pre and Post Survey

State Trait Anxiety Inventory (STAI) (Short Version; Marteau & Bekker, 1992). Directions added “when
performing assessment, and psychomotor nursing skills on patients in clinical:
Likert type scale ranging from 1 to 4
            1 = Not at all
            2 = Somewhat
            3 = Moderately
            4 = Very much

Pre & Post State Anxiety Inventory

25 Codes
Scanned: n=60

Student:
 6 Questions put into Qualtrics Post Intervention
 Questions asked on Student Perceptions of Technology Usage in
   Nursing Education

N=4, 5 questions

                       THEMES:

             I LIKE THE CONCEPT

              CAN BE HELPFUL IN CLINCAL

           CANNOT CONTROL HOW IT’S USED

           DID NOT OBSERVE STUDENTS USING

            CONCERNS ABOUT CELL PHONE POLICY

           LIMITED SPACE ON UNITS FOR TEXTBOOKS

RCODEMONKEY

American Association of Colleges of Nursing. (2010). Tri-Council for nursing issues new consensus
            policy statement on the educational advancement of registered nurses (Position
            Statement). Retrieved from
            http://www.aacn.nche.edu/education-resources/TricouncilEdStatement.pdf
Assessment Technologies Institute. (2016). Skills Module (2.0 ed.). [Tutorial]. Overland Park, KS:
            Author.
Day-Black, C. (2015). Using mobile devices in nursing education. Association of Black Nursing
            Faculty (ABNF) Journal, 26(4).
Kim, H., & Suh, E. (2018). The Effects of an Interactive Nursing Skills Mobile Application
            on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized
            Controlled Trial. Asian Nursing Research, 12(1), 17-25.
Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Retrieved
            from:
            http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-
            Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf
Marteau, T.M., & Bekker, H. (1992). The development of a six-item short-form of the state scale of the
            Speilberger State-Trait Anxiety Inventory (STAI). British Journal of Clinical Psychology,
            31(3), 301-306.
National League for Nursing. (2008). Preparing for the next generation of nurses to practice in a
            technology-rich environment: An informatics agenda. (Position Statement). Retrieved
            from: https://www.nln.org/docs/default-source/professional-development-
            programs/preparing-the-next-generation-of-nurses.pdf?sfvrsn=6

QSEN Institute. (2018), QSEN competencies. Retrieved from: http://qsen.org/competencies/pre-
            licensure-ksas/
Rajeswaran, L. (2016). Clinical experiences of nursing students at a selected institute of health
            sciences in Botswana. Health Science Journal, 10(6), 1, doi:10.21767/1791- 809X.1000471
RCODEMONKEY (n.d) Retrieved from: https://www.qrcode-monkey.com/
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. J. Weinman, S. Wright, & M.
            Johnston (Eds.). Measures in health psychology: A user’s portfolio. Causal and control
            beliefs. (pp. 35-37). Windsor, UK: NFER-NELSON.
Sun, F., Long, A., Tseng, Y. S., Huang, H., You, J., & Chiang, C. (2016). Undergraduate student nurses’
            lived experiences of anxiety during their first clinical practicum: A phenomenological study.
            Nurse Education Today, 3721-26. Doi:10.1016/j.nedt.2015.11.001
Tracey, D. L., DiStefano, T. P., Morris-Hackett, N., & Steefel, L. (2013). Using quick response codes to
             facilitate self-directed learning in a nursing skills laboratory. Journal of Nursing
             Education, 52(11), 664-664.