Impact of implementing virtual journal club on developing competencies for critical appraisal among post-graduate nursing students

• Published in: BMC nursing Vol. 23; no. 1; pp. 797 - 15
• Main Authors: Mohamed, Rasha A, Samy, Eman, Taref, Nagwa Nabeeh, Aloufi, Rahmah, Behilak, Sahar, Ahmed, Marwa A, Farag, Nagwa A, Alkalash, Safa Hamdy, Almowafy, Abeer A
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 30-10-2024; BioMed Central; BMC
• Subjects: Analysis; Attitudes; Competencies; Critical appraisal; Data entry; Knowledge; Nurses; Nursing; Nursing students; Professional development; Virtual journal club; Competencies; Nurses; Attitudes; Critical appraisal; Evidence-based practices; Knowledge; Virtual journal club
• ISSN: 1472-6955; 1472-6955
• 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.