scholarly journals Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice

2011 ◽  
Vol 31 (7) ◽  
pp. 711-715 ◽  
Author(s):  
Angela Hope ◽  
Joanne Garside ◽  
Stephen Prescott
Keyword(s):  
Teaching And Learning ◽  
Clinical Skills ◽  
Student Nurses ◽  
Theory And Practice

scholarly journals A Systematic Review and Narrative Synthesis of the Effectiveness of Peer- versus Faculty-led Simulation for Clinical Skills Acquisition in Undergraduate Student Nurses. MSc Project Findings

2021 ◽  
Vol 15 (1) ◽  
pp. 273-284
Author(s):  
Daniel Clarke ◽  
Graham Williamson ◽  
Andrea Stebbings
Keyword(s):  
Systematic Review ◽  
Motor Skills ◽  
Undergraduate Student ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Student Nurses ◽  
Peer To Peer ◽  
Narrative Synthesis ◽  
Skills Acquisition ◽  
Undergraduate Nursing

Background: Clinical skills learning is an integral part of undergraduate nursing programmes in United Kingdom nurse education. Faculty staff teach some elements of clinical skills, and some are taught by clinicians in practice. International evidence indicates that some students feel overly anxious when taught by faculty members but less so with their peers, meaning that peer-led clinical skills teaching and learning might reduce anxiety and facilitate the acquisition and retention of skills education. Objective: The objective of this systematic review was to explore the research relating to undergraduate student nurses’ acquisition of skills within the simulation setting, particularly the associations between peer-led and lecturer-led learning. Methods: A systematic review of the literature was used to find all available evidence. A search of nine healthcare databases using Boolean and MeSH search terms including ‘Peer-to-peer’, ‘Clinical Skill*’, ‘Simulat*’, and ‘Student Nurs*’ was undertaken. Due to the heterogeneity of the research found, statistical meta-analysis was not possible, and so a narrative synthesis based on thematic analysis was conducted, which involved three-person research team critically appraising nine articles for inclusion in the review. Results: Articles were located from worldwide sources. Three main themes in the findings were: psychological factors, motor skills, and educational issues. The use of peers can help to increase students’ motor skills, improved the psychological impact of skills and learning, and offered students a chance to be active participants in their education. Conclusion: Having explored the literature, we conclude that peer-to-peer teaching and learning could have a place in undergraduate nursing education; however, it is not clear if student nurses’ skills acquisition is more effective if mediated by peer- or lecturer-led teaching. Further research is required in this area to quantify and compare outcomes.

Clinical Skills in Children's Nursing

2010 ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Quality Care ◽  
Student Nurses ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Family Needs ◽  
Online Resource ◽  
Key Terms

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

Use of videos to support teaching and learning of clinical skills in nursing education: A review

2016 ◽  
Vol 42 ◽  
pp. 53-56 ◽  
Author(s):  
Helen Forbes ◽  
Florin I. Oprescu ◽  
Terri Downer ◽  
Nicole M. Phillips ◽  
Lauren McTier ◽  
...  
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Clinical Skills

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals FACTORS THAT INFLUENCE THE SELECTION OF LEARNING OPPORTUNITIES FOR STUDENT NURSES IN PRIMARY HEALTH CARE

2002 ◽  
Vol 7 (2) ◽  
pp. 11 ◽  
Author(s):  
H. Lita ◽  
U. Alberts ◽  
A. Van Dyk ◽  
L F Small
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Focus Group ◽  
Registered Nurses ◽  
Student Nurses ◽  
Learning Opportunities ◽  
Theory And Practice ◽  
Research Report ◽  
Primary Health ◽  
Selection Of

T he researcher, being a nursing lecturer, questioned the method of selection of learning opportunities for student nurses in two training hospitals in the Northern part of Namibia.The study therefore focused on the following objective: To identify the factors that influence the selection of learning opportunities for primary health care in hospital units. A qualitative research design utilising focus group discussions were used. The population consisted of conveniently selected lecturers, student nurses and registered nurses. The same initial question was asked in each focus group to initiate the discussions. The data were analysed according to Tesch's method.The results indicated that there is positive commitment from the lecturers and registered nurses to be involved in selecting appropriate learning opportunities. The student nurses also demonstrated a willingness to learn and to be exposed to learning opportunities in primary health care. There were however certain constraints that emerged as themes, namely: • Managerial constraints • Educational constraints Under the theme "managerial constraints" categories such as workload, nursing staff shortages and communication problems were identified. Under the theme "educational constraints" categories such as a lack of guidance, and the correlation of theory and practice emerged.Recommendations based on this research report include improvement of in-service education on managerial and educational aspects to facilitate the primary health care approach in hospitals.

scholarly journals Clinical teaching of student nurses by unit managers of selected hospitals in Limpopo Province

Curationis ◽  
2005 ◽  
Vol 28 (1) ◽  
Author(s):  
LA Murathi ◽  
M Davhana-Maselesele ◽  
VO Netshandama
Keyword(s):  
Nurse Practitioners ◽  
Clinical Teaching ◽  
Quality Care ◽  
Student Nurses ◽  
Phenomenological Approach ◽  
Practical Experience ◽  
Limpopo Province ◽  
Theory And Practice ◽  
Major Theme ◽  
Nurse Training

The comprehensive nature of nurse training needs the involvement of almost all health team personnel, including unit managers to gain practical experience and learn to correlate theory and practice. The overall aim of the study was to explore and describe the experiences of unit managers regarding teaching of student nurses in the clinical area and to develop recommendations that will enhance clinical teaching, for the production of competent future nurse practitioners who will render quality care to patients. A qualitative design, which is explorative, descriptive and contextual in nature, was employed, utilizing a phenomenological approach to capture the experiences of unit managers regarding teaching of student nurses at selected hospitals, where students are allocated for their clinical exposure. Ethical measures as well as measures to ensure trustworthiness were adhered to. In-depth phenomenological interviews were conducted with unit managers who shared their experiences regarding clinical teaching of student nurses. Data analysis was done according to Tesch’s (1990) open coding method. One major theme emerged, namely that unit managers experienced problems when doing clinical teaching of student nurses. Based on the findings the following recommendations were made: Colleges should open a two-way communication with unit managers, involvement of unit managers in the activities that take place at the college like courses, seminars and workshops on clinical teaching, learning contracts should be developed for the students and issues of clinical learning should be addressed and unit managers should be included in both summative and formative evaluations.

scholarly journals Remember to breathe: teaching respiratory physiology in a clinical context using simulation

2019 ◽  
Vol 43 (1) ◽  
pp. 76-81 ◽  
Author(s):  
Helen L. Bintley ◽  
Alexander Bell ◽  
Rachel Ashworth
Keyword(s):  
Medical Student ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
High Technology ◽  
Theory And Practice ◽  
Respiratory Physiology ◽  
Biomedical Science ◽  
Simulated Patients ◽  
Teaching Methodology ◽  
Clinical Context

Evidence shows that biomedical knowledge is more effectively taught within the medical curriculum by teaching in context, to facilitate learning transfer. The purpose of the present study was to evaluate the effect of combining high-technology simulation and physiology teaching on medical student learning and experience. First-year medical students received respiratory physiology teaching in the form of lectures, problem-based learning, and practical sessions. These students were then given the opportunity to apply their knowledge and problem solve using respiratory-related clinical case scenarios in simulated patients. Student understanding was assessed using a short quiz performed immediately before and after the session. Results revealed that the session significantly improved the mean score on tests (6.97 ± 0.29 vs. 8.22 ± 0.19, P < 0.001). Student evaluation was collected in focus groups, and recurring concepts were extracted from the data. Students reported that the sessions helped to bridge the gap between theory and practice, which aided their learning. In addition, this teaching methodology (simulation) was reportedly patient centered and added to the realism of the simulated scenario, with students stating that this teaching improved their confidence with managing real patients and clinical uncertainty. Simulation has been used extensively to teach clinical skills; however, research regarding its potential for teaching biomedical science within a clinical context is limited. Our study shows that combining high-technology simulation and physiology teaching contributed to an immediate improvement in medical student knowledge and enhanced their ability to make connections between theoretical knowledge and the world of practice.

scholarly journals Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

2017 ◽  
Vol 12 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Gerwyn Huw Jones
Keyword(s):  
Mental Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Nurses ◽  
The Body ◽  
Student Experiences ◽  
Small Scale ◽  
Content Type ◽  
Degree Classification

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

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