Mabotse A Tjale, Junita Liebenberg, Helena Steyn, Mirinda Van Kleef, Alri Pretorius
Transcriptome analysis of Ehrlichia ruminantium in the ruminant host at the tick bite site and in the tick vector salivary glands
Ticks and tick-borne diseases
professional selfconcept one important outcomes nursing professionalism lack adequately planned curriculum may limit nursing students practical knowledge skills professional selfconcept providing comprehensive geriatricadult care promoting nursing professionalism professional portfolio learning strategy allowed nursing students continue professional development enhance nursing professionalism professional clinical practice however little empirical evidence nursing education support use professional portfolios blended learning modality among internship nursing students therefore study aims examine effect blended professional portfolio learning professional selfconcept among undergraduate nursing students geriatricadult internship quasiexperimental study twogroup pretest posttest design total 153 eligible senior undergraduate students completed study 76 intervention group 77 control group recruited two bachelor sciences nursing bsn cohorts nursing schools mashhad university medical sciences mums iran january 2020 randomization undertaken level school via simple lottery method intervention group received professional portfolio learning program holistic blended learning modality though control group received conventional learning professional clinical practice demographic questionnaire nurse professional selfconcept questionnaire used data collection findings imply effectiveness blended ppl program results generalized estimating equation gee analysis indicated significantly improved professional selfconcept development dimensions selfesteem caring staff relation communication knowledge leadership high effect size results betweengroup comparison professional selfconcept dimensions different time points pre post follow test showed significant difference groups posttest follow test p 005while pretest important dissimilarity two groups p 005the results withingroup comparison control intervention showed significant differences professional selfconcept dimensions across time pretest posttest followup p 005 also posttest followup significant p 005 groups professional portfolio learning program demonstrates innovative holistic blended teachinglearning approach improve professional selfconcept professional clinical practice among undergraduate nursing students appears use blended designed professional portfolio promote link theory advancement geriatric adult nursing internship practice data obtained present study useful nursing education evaluate redesign curriculum development nursing professionalism quality improvement process groundwork develop new models teachinglearning assessment