Mohamed Rasha A, Samy Eman, Taref Nagwa Nabeeh, Aloufi Rahmah, Behilak Sahar, Ahmed Marwa A, Farag Nagwa A, Alkalash Safa Hamdy, Almowafy Abeer A
Department of Nursing, College of Applied Medical Sciences, University of Bisha, P.O. Box 551, Bisha, Saudi Arabia.
Community Health Nursing, Faculty of Nursing, Mansoura University, Mansoura, Egypt.
BMC Nurs. 2024 Oct 30;23(1):797. doi: 10.1186/s12912-024-02401-1.
Virtual journal clubs (VJCs) are innovative technologies with the potential to foster collaboration, facilitate multilingual communication, improve cultural competencies, and expand global professional networks. This allowed participants to be exposed to critical appraisal of the articles. However, its long-term impact on competency development has been debated. This study aimed to investigate the impact of implementing VJCs on developing competencies for critical appraisal among postgraduate nursing students.
A quasi-experimental (pretest/posttest one-group) research design was used with a convenience sample of 40 participants from the community health nursing department, Faculty of Nursing, Mansoura University, Egypt who agreed to participate. The participants received an online self-administered knowledge and attitude data collection tool through Google Forms. However, critical appraisal skills were evaluated by an observational checklist with a rubric through synchronized mode. Eleven VJC sessions were conducted for each participant. Descriptive analysis served as the primary method for analyzing participants' responses. Students' t-test and one-way analysis of variance (ANOVA) were used to measure differences between the pretest and post-test. The study also used a correlation test to assess the relationship of variables.
The findings indicated a highly statistically significant difference among the participants regarding knowledge, critical appraisal skills, and attitudes toward VJC before, immediately, and six months after VJC session implementation. In addition, a positive significant correlation with a highly statistically significant difference between the participants' total knowledge score levels, total practice score levels, and total attitude score levels in the immediate post and after six months of VJC session implementation (p < 0.001).
The findings indicate this intervention has the potential to enhance critical appraisal competencies among postgraduate students. Therefore, VJCs should be included regularly to enhance critical appraisal competencies in academic settings for continued professional development.
虚拟期刊俱乐部（VJC）是一种创新技术，具有促进合作、便利多语言交流、提高文化能力以及扩展全球专业网络的潜力。这使参与者能够接触到对文章的批判性评价。然而，其对能力发展的长期影响一直存在争议。本研究旨在调查实施虚拟期刊俱乐部对研究生护理学生批判性评价能力发展的影响。
采用准实验（前测/后测单组）研究设计，从埃及曼苏拉大学护理学院社区健康护理系选取40名同意参与的便利样本。参与者通过谷歌表单接收在线自我管理的知识和态度数据收集工具。然而，批判性评价技能通过同步模式下带有评分标准的观察清单进行评估。为每位参与者举办了11次虚拟期刊俱乐部会议。描述性分析作为分析参与者回答的主要方法。使用学生t检验和单因素方差分析（ANOVA）来测量前测和后测之间的差异。该研究还使用相关检验来评估变量之间的关系。
研究结果表明，在虚拟期刊俱乐部会议实施前、实施后即刻以及实施六个月后，参与者在知识、批判性评价技能和对虚拟期刊俱乐部的态度方面存在高度统计学显著差异。此外，在虚拟期刊俱乐部会议实施后即刻和实施六个月后，参与者的总知识得分水平、总实践得分水平和总态度得分水平之间存在显著正相关且具有高度统计学显著性差异（p < 0.001）。
研究结果表明，这种干预措施有可能提高研究生的批判性评价能力。因此，应定期纳入虚拟期刊俱乐部，以提高学术环境中的批判性评价能力，促进持续专业发展。
