Enhancement of Medication Administration Safety Through the Integration of E-learning into an Undergraduate Nursing Clinical Course

2011 ◽  
Vol 7 (6) ◽  
pp. e257
Author(s):  
Marian Luctkar-Flude ◽  
Cheryl Pulling
Keyword(s):  
Clinical Course ◽  
Medication Administration ◽  
Undergraduate Nursing ◽  
E Learning ◽  
Nursing Clinical

Pre-Course Simulation as a Predictor of Satisfaction with an Emergency Nursing Clinical Course

2014 ◽  
Vol 11 (1) ◽  
pp. 83-90 ◽  
Author(s):  
Young Sook Roh ◽  
Eun Ju Lim
Keyword(s):  
Nursing Students ◽  
Clinical Course ◽  
Course Satisfaction ◽  
Clinical Placement ◽  
Emergency Nursing ◽  
Learning Modalities ◽  
Simulation Education ◽  
Skill Performance ◽  
E Learning ◽  
Nursing Clinical

AbstractRecent research suggests that simulation education can effectively improve nursing students’ practical competence and can enhance educational outcomes. But very few studies have identified the relationships between pre-course simulation and course satisfaction. The purpose of this study was to determine whether pre-course simulations and other advanced learning modalities (i.e. pre-course e-learning, observation, and clinical placement skill performance) predicted students’ satisfaction with an emergency nursing clinical course. Second-year Korean nursing students (N = 284) participated in an integrated clinical course consisting of self-directed pre-course e-learning, a 2-hour pre-course simulation, and an 80-hour emergency room clinical placement with observation. Multiple regression analyses found that pre-course simulation, clinical placement skill performance, observation during the clinical placement, and pre-course e-learning accounted for 47.2% of the variance in course satisfaction. Notably, pre-course simulation made the largest contribution to course satisfaction, accounting for 29.1% of the variance. Pre-course simulation, skill performance, observation, and pre-course e-learning all significantly influenced learner satisfaction. Findings suggest that integrating simulation into the clinical curriculum may enhance clinical course satisfaction.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

A qualitative study of nurses' perceptions of a behavioural strategies e-learning program to reduce interruptions during medication administration

2018 ◽  
Vol 69 ◽  
pp. 41-47 ◽  
Author(s):  
Maree Johnson ◽  
Tracy Levett-Jones ◽  
R. Langdon ◽  
Gabrielle Weidemann ◽  
Elizabeth Manias ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Medication Administration ◽  
Learning Program ◽  
E Learning ◽  
Nurses Perceptions ◽  
Behavioural Strategies

scholarly journals Integrating hand-off communication into undergraduate nursing clinical courses

2015 ◽  
Vol 5 (4) ◽  
Author(s):  
Angela Gore ◽  
Angela Renee Leasure ◽  
Cathrin Carithers ◽  
Barbara Miller
Keyword(s):  
Undergraduate Nursing ◽  
Hand Off ◽  
Nursing Clinical

scholarly journals Perception of undergraduate nursing students regarding e-learning during COVID-19 pandemic in West Bengal

2021 ◽  
Vol 8 (4) ◽  
pp. 1892
Author(s):  
Suvashri Sasmal ◽  
Moitreyee Roy
Keyword(s):  
Nursing Students ◽  
West Bengal ◽  
Learning Experience ◽  
Survey Study ◽  
Snowball Sampling ◽  
Chi Square ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
E Learning

Background: The education system has faced severe trouble worldwide in COVID-19 pandemic since the beginning of 2020. In this context every educational institute including nursing colleges has adopted E-learning for smooth continuation of teaching learning process. Keeping this in mind this descriptive survey study aimed to identify the perception of the undergraduate nursing students towards E-learning during COVID 19 phase.Methods: A cross sectional web-based survey has been conducted through Google form with in west Bengal. By using snowball sampling, 327 sample were selected as study participants and they were received the structured questionnaire and submitted after giving their responses. Data were extracted and analysed with the help of different descriptive statistics, such as frequency, percentage, mean, median, standard deviation and inferential statistics in terms of chi-square by using SPSS 20.0 (IBM SPSS Statistics for Windows, version 20.0).Results: In this article 327 participants were enrolled among them 70.95% had indifferent perception, whereas only 14.07% possessed unfavourable perception towards E-learning. Compared with the indifferent percentage the participants with favourable perception was very less i.e. only 14.98%. We also found perception of E learning has no association with demographic variables but significant association is there between gadgets used to attend E learning.Conclusions: Nursing faculties need to address the student’s perception towards e-learning so that efforts can be directed towards improving their learning experience.

scholarly journals A CROSS SECTIONAL STUDY REGARDING STUDENT EVALUATION OF AN OSCE IN COMMUNITY HEALTH NURSING CLINICAL COURSE AT ST. JOHNS COLLEGE OF NURSING, BANGALORE

2020 ◽  
Vol 8 (12) ◽  
pp. 570-574
Author(s):  
Deepa S. Nair ◽  
◽  
Jenifer Helen Sathya
Keyword(s):  
Community Health ◽  
Clinical Course ◽  
Student Evaluation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Community Health Nursing ◽  
Wide Range ◽  
Health Nursing ◽  
College Of Nursing ◽  
Nursing Clinical

Background:The Objective Structured Clinical Exam (OSCE) is a comprehensive, structured and consistent approach for assessing aspects of the students clinical competence with maintenance of high objectivity. Aim of the Study:To assess student evaluation of an OSCE in community health nursing clinical course at St. Johns College of Nursing. Materials and Methods: Study Design: A descriptive cross sectional study design was used for the study. Study Setting:The study was conducted in St. Johns College of Nursing. Sample: A non probability convenient sample of (33) Nursing students who completed their community health nursing OSCE examination was selected for the study. Tool of Data Collection:A self administered questionnaire (Pierre et al., 2004 OSCE evaluation sheet) was used It is divided into 4 sections which contain 32 items. Only 25 items of Pierre et al., 2004 questionnaire were used in this study and few items were modified to suit the current setting and to give a clear meaning. Results: OSCE was considered as a fair examination method by 81.82 percentage of students and 72.73 % of them felt that it provides a true measure of essential clinical skills. (81.82%) of the studied students reported that, OSCE is less stressful than other exams and still (30.30 %) felt that the exam was stressful. Conclusion: OSCE is a realistic assessment for the community health nursing clinical course. It could assess a wide range of learned materials it is a fair exam and covered a wide range of knowledge. Recommendation:The present study recommended that, OSCE should be implemented in Community Health Nursing and continued to be used as a method of evaluating clinical practice when the students are posted in urban and rural posting as a practice before the final practical exam.

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