Evaluation of the Use of Mobile Devices for Clinical Practicum in Nursing Education

2018 ◽  
pp. 215-226 ◽  
Author(s):  
Kam Cheong Li ◽  
Linda Yin-King Lee ◽  
Suet-Lai Wong ◽  
Ivy Sui-Yu Yau ◽  
Billy Tak-Ming Wong
Keyword(s):  
Nursing Education ◽  
Mobile Devices ◽  
Clinical Practicum

scholarly journals Nursing Students’ Experiences with Computer Simulation-Based Communication Education

2021 ◽  
Vol 18 (6) ◽  
pp. 3108
Author(s):  
Ujin Lee ◽  
Heeseung Choi ◽  
Yeseul Jeon
Keyword(s):  
Computer Simulation ◽  
Nursing Education ◽  
Nursing Students ◽  
Communication Patterns ◽  
Mixed Method Research ◽  
Communication Education ◽  
Therapeutic Communication ◽  
Clinical Practicum ◽  
Content Analysis Method ◽  
Simulation Based

Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.

Use of mobile devices in nursing student–nurse teacher cooperation during the clinical practicum: An integrative review

2015 ◽  
Vol 35 (3) ◽  
pp. 493-499 ◽  
Author(s):  
Camilla Strandell-Laine ◽  
Minna Stolt ◽  
Helena Leino-Kilpi ◽  
Mikko Saarikoski
Keyword(s):  
Mobile Devices ◽  
Nursing Student ◽  
Student Nurse ◽  
Integrative Review ◽  
Clinical Practicum

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model

2019 ◽  
Vol 31 (2) ◽  
pp. 290-310
Author(s):  
Kam Cheong Li ◽  
Linda Yin-king Lee ◽  
Suet-lai Wong ◽  
Ivy Sui-yu Yau ◽  
Billy Tak-ming Wong
Keyword(s):  
Nursing Education ◽  
Mobile Learning ◽  
Clinical Practicum ◽  
Frame Model

DNP Residency: A Model for the Clinical Doctorate

2008 ◽  
Vol 1 (2) ◽  
pp. 81-85
Author(s):  
Judy Honig ◽  
Janice Smolowitz
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Clinical Practicum ◽  
Doctor Of Nursing Practice ◽  
Delivery Of Care ◽  
Clinical Doctorate ◽  
Over Time

The doctor of nursing practice clinical residency is a key component of doctoral nursing education that combines clinical practicum with scholarly reading and seminars to provide an in-depth experience for students. During the residency students integrate and synthesize knowledge by demonstrating competency in an area of nursing practice and completing a scholarly project. This article describes a doctor of nursing practice residency for students whose focus is the delivery of care to a panel of patients across clinical settings over time.

scholarly journals Baccalaureate Nursing Students' Lived Experiences of a Leadership Role During Clinical Practicum

2021 ◽  
Author(s):  
◽  
Gisela Schmidt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Baccalaureate Nursing ◽  
Lived Experiences ◽  
Leadership Role ◽  
Clinical Practicum ◽  
Healthcare Environment ◽  
Professional Nursing ◽  
Learning Through Experience

Problem Leadership is an essential component of professional nursing practice used in many aspects of the Registered Nurse (RN) role. Baccalaureate nursing (BN) programs have the responsibility of preparing graduating nursing students with leadership orientation and practice. Excellent professional preparation of RNs starts with their education during nursing school. The fast-paced and high-demand healthcare environment needs RNs who can be accountable for patient care that enables excellent patient outcomes and sound patient-centered care. Taking this into consideration, nursing educators are in a special position to promote nursing education which prepares their students with leadership education and training. The purpose of this study was to describe BN students’ lived experiences of a leadership role during clinical practicum. Method For this study, the phenomenological approach was used to be able to understand the phenomenon of a leadership role during the Team Leaders’ (TL) lived experiences during their clinical practicum of a Medical-Surgical course. Data came from journals written by 32 participants from two cohorts, and interview transcriptions from eight participants selected from the 32 journal writers. The data were organized and analyzed with the NVivo 12 Plus software program, based on close readings and analysis of the journals and interview transcripts. First and second coding cycles were used. During the first cycle of coding, I used two types of codes: Elemental method in vivo coding and the affective method of emotion coding. During the second coding cycle I used the pattern coding method. Results Key findings revealed several themes. According to the participant descriptions these themes are The Team Leader Role, Introduction to Nursing Leadership, A Great Learning Experience, Learning Outcomes, Emotions, and Negative Perceptions and Unanticipated Findings. From the gathered experiences of the participants the essence of the findings emerged as Learning Through Experience. Learning Through Experience increased the participants’ exposure to a variety of circumstances which enriched their knowledge about leadership and professional nursing. The results not only highlighted findings about what the participants had experienced related to leadership in nursing, they underlined specific learning outcomes related to professional nursing responsibilities. Conclusions These descriptions of the lived experiences of BN students in a leadership role during a clinical practicum demonstrated that experience is critical in the learning process. This research offers potential benefits to nursing education, promoting an alternative practice to maximize introduction to and education about leadership in nursing. Nursing students need to develop leadership skills prior to entering the workforce to make certain they are able to meet the challenges associated with the highly demanding healthcare environment.

scholarly journals Final clinical practicum of nursing education and transition experience of new nurses

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A-M Kaihlanen ◽  
M Elovainio ◽  
L Salminen ◽  
E Haavisto ◽  
T Sinervo
Keyword(s):  
Nursing Education ◽  
Sleep Problems ◽  
Job Demands ◽  
Active Member ◽  
Work Characteristics ◽  
Turnover Rates ◽  
Clinical Practicum ◽  
New Nurses ◽  
Transition Experience

Abstract Background Challenges in transitioning from a student to a registered nurse may contribute to new nurses high turnover rates. Final clinical practicum (FCP) before graduation is known for its importance in preparing students for the transition but little is known about the specific elements of FCPs essential for successful transition. We examined the associations between multiple FCP elements and transition experiences in new nurses and whether work characteristics modified these associations. Methods The data were collected in 2018 with electronic survey. The sample comprised 712 Finnish nurses graduated within the last two years. Linear regression analyses was used to examine the association of five FCP elements (Preparing for demands; Being part of team; Systematicness of FCP; Teacher involvement; Quality of supervision) with the transition experience that was measured with four scales demonstrating its emotional, physical, socio-developmental and intellectual domains. Work characteristics were defined based on demand-control -model and multiple potential confounders were considered. Results Several associations were found between the FCP elements and the four transition indicators (psychological distress, sleep problems, role conflict/ambiguity and perception of transition/educational preparation). Systematicness of FCP was, however, the only element associated with all the transition indicators, whereas quality of supervision was not associated with any. Multiple interactions were also detected between the FCP elements and job demands. Conclusions Our results suggest that FCP experiences reflect to new nurses’ first years of employment. Especially systematic planning and implementation of FCP, collegial work atmosphere and an opportunity for students to become an active member of the work community should be ensured for promoting a smoother transition from student to nurse. This could increase the chances to retain new nurses in the health care workforce. Key messages Well planned and implemented final clinical practicums with an opportunity to become an active member of professional team could help nursing students to obtain a smoother transition into nurses. The benefits of having a good final clinical practicum experience may be squandered if considerably high level of job demands (e.g. timepressure) is experienced in the first years of employment.

scholarly journals Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Juliana J. Willemse ◽  
Vivienne Bozalek
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Mobile Devices ◽  
Role Models ◽  
New Technologies ◽  
Communication Tool ◽  
Individual Interviews ◽  
Undergraduate Nursing ◽  
Points Of View ◽  
Nursing Professionals

Background: Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge.Objective: To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme.Method: The qualitative design used Tesch’s (1990) steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs) andindividual interviews to identify themes.Results: Themes identified from the students’ FGDs and individual interviews included:mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practiceon professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices.Conclusion: The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.

scholarly journals Lived Experience of Clinical Nursing Instructors' Role in Clinical Practicum

2019 ◽  
Vol 25 (4) ◽  
pp. 484-495
Author(s):  
Sarah Lim ◽  
Soomin Hong ◽  
Sanghee Kim ◽  
Sookyung Kim ◽  
Yielin Kim
Keyword(s):  
Nursing Education ◽  
Lived Experience ◽  
Personal Growth ◽  
Daily Practice ◽  
Personal Knowledge ◽  
Clinical Practicum ◽  
Distinctive Features ◽  
Clinical Nursing ◽  
Clinical Nursing Instructors

Purpose: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum. Methods: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992). Results: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: 'Helping and providing support for successful clinical practicum', 'Coordinating clinical activities in daily practice', 'Providing mentoring as an elder in life'; 2) Participating in improving integrative nursing competency: 'Helping to improve cognitive competency', 'Helping to improve functional competency', 'Contributing to form desirable professionalism', 'Helping to deliberate the nature of nursing'; 3) Experiencing difficulties in performing the role of clinical nursing instructor: 'Facing with difficulty from institutional limits', 'Recognizing difficulty from lack of personal knowledge and experience'; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: 'Making efforts to widen personal knowledge and experience', 'Developing one's own educational competency', 'Making a chance to reflect oneself'. Conclusion: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.

Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

2021 ◽  
pp. 1-25
Author(s):  
James M. Mancinelli ◽  
Meredith Kneavel
Keyword(s):  
Nursing Education ◽  
Graduate Students ◽  
Graduate Student ◽  
Clinical Education ◽  
Phenomenological Study ◽  
Psychological Effects ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language Pathology ◽  
Education Psychology

Purpose The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

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