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Imad Al Fayoumi

Research

​​​​​​​Research Title : Impact of combining concept-based education and concept-mapping pedagogies on students’ clinical reasoning skills.

Authors :Imad Alfayoumi ​

Abstract :Background: Integrating contemporary teaching strategies into the nursing curriculum is an effective approach to enhance undergraduate clinical-judgment and reasoning abilities. Objective: This study aims to document the impact of blending the teaching strategies of concept-based learning and concept-mapping to enhance nursing students' clinical-reasoning abilities. Design: A quasi experimental design is used to guide data collection from second year students. Setting and participants: A consecutive sample of all students undertaking adult health nursing courses at a private university in Jordan and meeting the eligibility criteria resulted in (N=40). Method: Data was collected via a questionnaire and observation to reveal students' independence in both clinical-reasoning and clinical-judgment. General Clinical-Reasoning Behavior Scale, Independence in Clinical-Reasoning and Clinical-Judgment scales were completed by the students at the beginning and end of the courses. Results: Despite requesting extensive preparation time, concept-based learning and concept-mapping as student centered approaches enabled the move away from a content laden approach towards constructing criteria against which various patients' encounters were reflected. This study documented enhancement in students' independence in clinical-reasoning and clinical-judgment as they learned to take command of the elements of their clinical-reasoning. Significant improvement in students' general clinical-reasoning behavior was also documented. Conclusion: The data collection tools utilized in this study can be used as clinical teaching aides, hence maximizing the impact of blended teaching strategies by providing the faculty with specific feedback regarding students' clinical reasoning and judgment abilities. Institutionalizing these processes by initiating relevant policies and guidelines is essential to help students take command of their clinical-reasoning, maturity, and responsibility in a practice area that is constantly changing and evolving

Keywords : Clinical-reasoning, Clinical-judgment, Concept-based learning, Concept-mapping, Undergraduate nursing students, Adult health nursing.

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​​​​​Research Title : Blending teaching strategies to improve nursing students' clinical judgment abilities.

Authors :Imad Alfayoumi ​

Abstract :Background: Nursing educators need to determine educational strategies that will enable nursing students to reach effective and timely clinical judgments. Aim: This study documents how a combination of the constructivist approaches of concept-based learning and concept mapping impacts nursing students’ clinical judgment skills. Methods: The study utilized a pretest post-test design to collect data from a convenient sample of all students who commenced adult health nursing courses at a private university in Jordan (N = 40). An observation of the performance aspects of clinical judgment of engagement, background, process, and representation utilizing a four-point Students Performance Aspects of Clinical Judgment Scale (SPACJS) was performed. Results: Except for the engagement aspect, all other aspects of clinical judgment showed significant improvements by the end of the courses. Moreover, overall clinical judgment ability significantly improved as the courses concluded. Conclusion: When the SPACJS and the constructivist approaches are respectively institutionalized as a clinical evaluation tool and as teaching strategies, students will receive specific feedback that will subsequently improve their engagement, background, process, and representation of future clinical judgment encounters. This feedback is relevant to specific concepts and cognitive maps will help students synthesize mental criteria against which future clinical encounters are reflected. As a result, students contextual clinical judgment maturity will be enhanced

Keywords : Clinical judgment, Concept-based learning, Concept mapping, Nursing students

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​​​​​Research Title : Attributes, skills, and actions of clinical leadership in nursing as reported by hospital nurses: a cross-sectional study.

Authors : Majd T Mrayyan, Abdullah Algunmeeyn, Hamzeh Y Abunab, Khait Abdallah Abu, Ola A Kutah,2 Imad Alfayoumi​

Abstract :Background Research shows a significant growth in clinical leadership from a nursing perspective; however, clinical leadership is still misunderstood in all clinical environments. Until now, clinical leaders were rarely seen in hospitals’ top management and leadership roles. Purpose This study surveyed the attributes and skills of clinical nursing leadership and the actions that effective clinical nursing leaders can do. Methods In 2020, a cross-sectional design was used in the current study using an online survey, with a non-random purposive sample of 296 registered nurses from teaching, public and private hospitals and areas of work in Jordan, yielding a 66% response rate. Data were analysed using descriptive analysis of frequency and central tendency measures, and comparisons were performed using independent t-tests. Results The sample consists mostly of junior nurses. The ’most common’ attributes associated with clinical nursing leadership were effective communication, clinical competence, approachability, role model and support. The ’least common’ attribute associated with clinical nursing leadership was ’controlling’. The top-rated skills of clinical leaders were having a strong moral character, knowing right and wrong and acting appropriately. Leading change and service improvement were clinical leaders’ top-rated actions. An independent t-test on key variables revealed substantial differences between male and female nurses regarding the actions and skills of effective clinical nursing leadership. Conclusions The current study looked at clinical leadership in Jordan’s healthcare system, focusing on the role of gender in clinical nursing leadership. The finding advocate for clinical leadership by nurses as an essential element of value-based practice, and they influenc innovation and change. As clinical leaders in various hospitals and healthcare settings, more empirical work is needed to build on clinical nursing in general and the attributes, skills and actions of clinical nursing leadership of nursing leaders and nurses.

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​​​​​Research Title : Nurses’ perceptions of the obstacles and supportive behaviors of End-of-Life care in Intensive Care Units

Authors : Majd T. Mrayyana, Nijmeh Al-Atiyyatb, Ala Ashourb, Ali Alshraifeenb, Abdullah Algunmeeync, Sami Al-Rawashdeha, Murad Sawalhad, Abdallah Abu Khaita, Imad Alfayoumie, Mohammad Sayaheena, Mohammad Odeh​

Abstract :Purpose: This study examined the Jordanian registered nurses’ perceptions of the obstacles and supportive behaviors of End-of-Life Care in Intensive Care Units and examined the differences in the concepts based on the samples’ demographics. Methods: A cross-sectional and comparative study was conducted using a convenience sample of 230 Intensive Care Unit registered nurses in Jordan. Data were analyzed descriptively and differences were measured using the independent sample t-test, the one-way Analysis of Variance, and Scheffe’s post hoc test. Results: The registered nurses’ scored moderately on obstacles (74.98±14.54) and supportive behaviors (69.22±4.84). The commonly perceived obstacle and supportive behaviors to End-of-Life Care in Intensive Care Units s were reported. The perceived obstacles differ based on the registered nurses’ certification as an Intensive Care Units nurse (3.04 ± 0.58 vs. 2.74 ± 0.49, p = 0.008), type of Intensive Care Unit (3.28 ± 0.34 vs. 2.86 ± 0.62, p < 0.001), type of facility (3.16 ± 0.59 vs. 2.77 ± 0.61, p < 0.001), number of beds in the unit (3.07 ± 0.48 vs. 2.69 ± 0.48, p = 0.020), and the number of hours worked per week (3.06 ± 0.56 vs. 2.81 ± 0.60, p = 0.005). In contrast, supportive behaviors only differ based on the registered nurses’ age (3.22 ± 0.69 vs. 2.90 ± 0.64, p = 0.019). Conclusions: The common End-of-Life Care perceived obstacle in Intensive Care Units was the lack of nursing education and training regarding the studies concept, which warrants immediate intervention such as on-job training. The common End-of-Life Care perceived supportive behavior in Intensive Care Units was when family members accepted that the patient was dying when nurses offered support to family members; motivational interventions are needed to sustain such behavior. Differences in the perceived obstacles and supportive behaviors should be leveraged for the benefit of patients, nurses, and hospitals.

Keywords :Terminal care; Resource-limited settings; Supportive behaviors; Intensive care units; Nurses; Jordan

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​​​​​Research Title : An innovative approach to enhance students’ clinical judgment and clinical reasoning abilities. (2023).

Authors : Hamzeh Y. Abunab, Imad Alfayoumi, Abdullah Algunmeeyn​

Abstract :Objective: This study used Fowler’s Model for developing nursing judgment to document an innovative approach to enhance students’ clinical reasoning and judgment by examining the impact of incorporating concept-based learning and concept mapping in a structured classroom alongside clinical activities. Methods: The study employed a pretest-posttest design to collect data from a cohort of 40 junior students enrolled in adult care nursing courses at a private university in Jordan. Self-reporting and observing students’ clinical reasoning and judgment using a questionnaire and the Students’ Performance Aspects of Clinical Judgment Scale were employed. Results: Enhancement in students’ general clinical reasoning behavior, independence in clinical reasoning and clinical judgment, and clinical judgment abilities were evident. Conclusions: This study provided a workable approach that will broaden academics’ understanding of the contextual factors that may impact students’ clinical reasoning and judgment abilities. It can also enhance deep learning and help desaturate the curriculum.

Keywords :Clinical judgment, Clinical reasoning, Nursing students, Nursing education

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​​​​​Research Title : Exploring staff perspectives of the barriers to the implementation of accreditation in Jordanian hospitals: Case study,

Authors :Abdullah Algunmeeyn, Faris El-Dahiyat, Imad Alfayoumi & Mervat Alrawashdeh. ​

Abstract :Background: Accreditation is a process of assessing a hospital. It includes a self-assessment against a set of standards and an external assessment followed by a report. Jordan, has started developing and applying accreditation in its healthcare organizations. Aim: This study aims to explore the barriers associated with applying an accreditation program in hospitals in Jordan, from the perspective of doctors and nursing staff. Method: This study is qualitative in nature, adopting a case study method, with face-to-face interviews as the key instrument of data collection in two hospitals in Jordan. The sample interviewed consisted of 25 doctors and nurses in total. Result: Four key barriers to accreditation were identified in the sampled hospitals: lack of motivation, low salaries, and poor incentives, workload, the cost of accreditation implementation, staff shortages, and high staff turnover. The investigation also offer recommendations for enhancing the implementation of accreditation in Jordanian hospitals. Conclusion: This study explored the main barriers to successful accreditation in Jordanian hospitals; thereby making an original contribution to existing knowledge, as it is the first empirical exploration of the implementation of accreditation in the above-mentioned context. As such, it has attempted to offer an in-depth understanding of the factors impacting this process.

Keywords : Accreditation; barriers; doctors; implementation; Jordan; hospital; qualitative; nurses.

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​​​​​Research Title :COVID-19 era-related e-learning A cross-sectional web-scale study of cyberchondria, internet addiction and anxiety-related symptomatology among university nursing students.

Authors : ​Majd Mrayyan, Ja'far M Alkhawaldeh,2 Imad Alfayoumi, Abdullah Algunmeeyn, Hamzeh Y Abunab, W A Suliman, Mohammad Abu Hasheesh, & Raed Shudifat. doi:10.1136/bmjopen-2023-071971

Abstract :Objective The study assessed COVID-19 era-related e-learning cyberchondria, internet addiction and anxiety-related symptomatology among nursing students. The relationships, predictors and differences between the studied concepts were measured. Design In 2021, a quantitative cross sectional research design using a web survey with a sample size of 333 nursing students yielded a response rate of 70%. Results Nursing students had a moderate level of cyberchondria, low to moderate internet addiction, a moderate to severe level of anxiety and depression, and a normal stress level. Demographic characteristics, cyberchondria, internet addiction and anxiety-related symptomatology were significantly correlated. Grade point average, age, type of organization where the students were trained and level of education were significant predictors of the studied variables. Significant differences in the studied concepts were found based on the sample’s characteristics such as gender, type of organizations or universities where the students were trained or studied, and age. Conclusion Cyberchondria, internet addiction, depression, anxiety and stress symptomatology are troublesome. Higher education organizations might benefit from examining the variables of interest and investigating the relations between internet addiction and depression and anxiety symptomatology among nursing students. Such research will aid in tailoring treatments to assist vulnerable students by targeting counselling and educational efforts toward building a future generation of nurses with reduced cyberchondria, internet addiction and anxiety-related symptomatology.

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​​​​​Research Title :Global Health Competencies of Undergraduate Nursing Students in Jordan.

Authors: Hamzeh Yousef Abunab, Majd T. Mrayyan, Imad Alfayoumi, Abdullah Algunmeeyn, and Mohammad Y. Alzaatreh.

Abstract :This study aimed to assess and compare the global health competencies (GHCs) of nursing students in Jordan. GHCs are crucial to ensure the delivery of culturally sensitive care to diverse populations. A cross-sectional survey using the GHC questionnaire was administered to 256 nursing students. Students ranked their ability in health implications of migration, travel, and displacement as the highest domain and health care as a human right and development resources as the lowest. Assessing nursing students’ GHCs is important as they pursue their responsibilities toward global health in the future.

Keywords : Undergraduate Nursing Students, Cultural Competence – Global Health Competencies – Nursing Education in Jordan –

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​​​​​Research Title :  The effect of an educational program on wellbeing and symptom control of hospitalized chronic obstructive pulmonary disease patients in Jordan.

Authors : Abd al-Rahman Hammad Bin Odeh & Imad Hasan Alfayoumi​

Abstract :This study was conducted to determine what impact a structured nurse-led educational program has on patient self management and symptom control of hospitalized Chronic Obstructive Pulmonary Disease (COPD) patients in Jordan. An experimental design was used to guide data collection from 100 COPD patients who were randomly assigned to the intervention (n = 50) and control groups (n = 50). Participants in the intervention group under went a two-week health education program that discussed smoking, medications and how to use them, exercise, and diet. A COPD educational pamphlet was also provided. Participants in the control group received only routine health education. A COPD Assessment Test (CAT) was used to measure the impact of the COPD educational program on wellbeing. The test consists of eight short questions covering cough, sputum production, chest tightness, breathlessness, activity limitations at home, confidence leaving home, sleep, and energy. The independent samples t-test findings revealed a significant difference between the two groups in relation to the post-test results (p = 0.039), with a 95 percent confidence interval .25.24 to .6.46, providing empirical support for the educational program’s success. Moreover, and as compared to the control group, participants in the intervention group showed significantly fewer COPD-related hospital admissions (p = .033). These programs should be integral components of a nurse-led COPD clinic to improve patients’ experience with the disease and reduce the risk of readmission, resulting in reduced cost and improved quality of life.

Keywords : Health education programs; chronic obstructive pulmonary disease (COPD); self-management; symptom control; patient readmission

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