Table 3 Overview of all included studies in systematic review
From: Effect of community-based education on undergraduate nursing students’ skills: a systematic review
Author, year | Location | Study type | Participants | Sample size(n) | Community-based education approach | Measure | Data collection | Main outcome |
|---|---|---|---|---|---|---|---|---|
Nowak. 2015 [19] | United States | quasi-experimental Pre-test and post-test Two groups (control group) | baccalaureate nursing students | 58 | A community-based pilot program for disaster preparedness and partnerships with relief agencies | Questionnaire (Data were collected at 3 times before, after and 2 weeks.) | experimental and comparison groups at three time periods | Community-based education effectively promotes main disaster preparedness skills such as communicating with families, participating in volunteer activities, and professional skills for students. P<0.05 |
Lubbers et al. 2016 [20] | United States | quasi-experimental Pre-test and post-test Single group | baccalaureate nursing students | 54 | Community-based simulated experiences training course | Questionnaire | Perceived Confidence in Pediatric Knowledge and Skills Questionnaire at both pre-test and post-test intervals | Community-based curriculum increases nursing students ‘satisfaction with the curriculum and increases students’ confidence in knowledge, skills, and communication. P<0.001 |
Lubbers et al. 2017 [21] | United States | quasi-experimental Pre-test and post-test Single group | baccalaureate nursing students | 61 | Community-based simulated experiences training course | Questionnaire | Student Satisfaction and Self-Confidence Scale, Educational Practice Scale for Simulation, Simulation Design Scale | Community-based curriculum increases students’ confidence, satisfaction, knowledge and deep awareness. P<0.05 |
Higgins.2020 [22] | United States | quasi-experimental Pre-test and post-test Single group | baccalaureate nursing students | 69 | An online educational program about oral health | Questionnaire | pre and post assessment questionnaires to measure knowledge, skills, and attitudes | Increase skills and knowledge Improving the attitude of nursing students towards oral health |
Cheng et al. 2020 [23] | Taiwan | quasi-experimental Pre-test and post-test Single group | baccalaureate nursing students | 103 | An experiential learning program includes activities related to infants, pregnant women, and the elderly in the community | Questionnaire | The pre-test data were collected at the semester start date, and the post-test data were collected at the end of the semester (eighteen weeks later) | Strengthen self-reflection Increase critical thinking Boost confidence P<0.01 |
De Villiers et al. 2004 [24] | South Africa | Descriptive | baccalaureate nursing students, Facilitators | 53 Students 5 Facilitators | Students have received community-based and problem-based education programs in the past | Questionnaire | unstructured feedback, Interviews using the semi-structured questionnaire | Increasing the self confidence Improving professional and clinical skills Increasing teamwork |
Ibrahim.2010 [12] | United States | Descriptive | Education (21 %), Sociology/Social Work (19 %), Psychology (9 %), Business/Health Care Administration (6 %), Biology/Pre-Med (6 %), Political Science (3 %), Communication (3 %), and Nursing (3 %) | 176 | Students have received community-based and problem-based education programs in the past | Questionnaire | Students filled out the survey in the classroom during the last week of Fall 2008 classes | Improving personal and communication skills Increase critical thinking |
Wee et al. 2010 [25] | Singapore | Cross-sectional | baccalaureate nursing students, Medical students | 37 Nursing students 576 Medical students | Students have received a community-based learning project in the past | Questionnaire | using a self-administered anonymised questionnaire in Public Health Screening | Community-based learning projects improve communication skills, teamwork, leadership skills, critical thinking skills, and practical skills, the ability to identify community social issues, and the ability to use knowledge and understand challenges. p<0.05 |
Street et al. 2007 [26] | England | Mixed method | baccalaureate nursing students, Medical students | 66 Nursing students 94 Medical students | A two-week program to visit a child with a disability at home and at school. There is a control group. | Questionnaire | Feedback, focus group | Community-based professional learning experiences enhance students’ self-confidence and communication skills and a positive attitude, especially among nursing students. |
Mwanika et al. 2011 [27] | Africa | Mixed method | Nursing students, pharmacists and doctors and dentists students | 150 | Participants have already received a community-based service and training program | Questionnaire | focus group (Manifest content analysis) | A community-based educational and service program has a positive impact on students and promotes their self-confidence and skills in careers, management, teamwork, communication skills, and care competencies. |
Parry et al. 2018 [28] | Australia | Mixed method | baccalaureate nursing students, staff and clinical supervisor | T:14 8 Students 6 Staff | Students took an educational program in community settings. | Questionnaire | interview | Social spaces greatly increase nursing students’ understanding of the impact of health conditions on people. Also, community-based education and being in the community increase understanding, experience, extensive knowledge, expertise and increase decision-making skills and self-confidence in nursing students. |
Lestari et al. 2020 [29] | Indonesia | Mixed method | Nursing, midwifery and medical students | 84 Nursing students 61 Midwifery 109 Medical students | Students received a community-based inter-professional training program. | Questionnaire | focus group | Improving teamwork skills and practical skills Improving students’ communication skills with the community |
Baglin et al. 2010 [11] | United Kingdom | Qualitative | baccalaureate nursing students | 6 | Students received a community-based training program for 12 weeks. | descriptions of participants’ experiences | semi-structured, contemporaneous, reflective diaries | Nursing students’ learning experiences on community-based sites enhance basic skills, develop relationships with instructors, patients, and others in the community, as well as boost their self-confidence. |
Bassi. 2011 [30] | United States | Qualitative | undergraduate nursing students | 18 | Students took part in a pilot service-learning project targeting tobacco use in a local elementary school. | students were assessed on the basis of their teaching plans and structured reflection assignments | structured interviews, survey, sets of reflective assignments | Community-based learning program promotes academic, social and personal development, competence, independence, teamwork skills and community participation (interpersonal relationships) in students. |
Peters et al. 2015 [31] | Australia | Qualitative | pre-registration nursing students | 9 | Students are trained in community-based clinical settings | interviews were conducted via telephone | Semi structured interviews, audio-recorded | Community-based educational sites and students’ experiences in these areas lead to performance independence, skills development and interest in them. |
Stricklin. 2016 [32] | United States | Qualitative | baccalaureate nursing students, faculty members | 42 Students4 faculty members | Students received a community-based inter-professional training program. | questionnaires | Semi-structured interviews, focus groups, and campus and clinical site visits | Improving clinical competence and skills increasing the self confidence |
Fereidouni et al. 2017 [33] | Iran | Qualitative | Nursing students and professors | 17 Students3 Professors | The community based training and internship planning conducted for one year | This study was conducted using the content analysis approach | Semi-structured interviews, field notes, five focus groups | Improving communication Promoting professional competence |