Handling of hazardous drugs – Effect of an innovative teaching session for nursing students

2017 ◽  
Vol 49 ◽  
pp. 72-78 ◽  
Author(s):  
Janine Zimmer ◽  
Stefanie Hartl ◽  
Katrin Standfuß ◽  
Till Möhn ◽  
Astrid Bertsche ◽  
...  
Keyword(s):  
Nursing Students ◽  
Teaching Session ◽  
Innovative Teaching ◽  
Hazardous Drugs

An effectiveness of training program on COVID-19 among healthcare students: A cross section study

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1250-1254
Author(s):  
Kurvatteppa Halemani ◽  
Merlin Cheema ◽  
Shabana Khatun ◽  
Yadidya ◽  
Bhumika Singh ◽  
...  
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Cross Section ◽  
Sampling Technique ◽  
Teaching Session ◽  
Post Intervention ◽  
Post Test ◽  
College Of Nursing ◽  
Novel Coronavirus ◽  
First Time

The pandemic COVID-19 is a highly infected disease caused by a novel coronavirus or SARS-Cov-2. The virus was reported for the first time  December 2019 in, China's Wuhan province. Later the virus has broken down into the world and claimed millions of lives. In India, the disease was reported for the first time in Kerala on 30th January 2020. a cross-section one group pre-test & post-test research design was used among the 40 final year BSc nursing students, College of Nursing SGPGIMS, Lucknow India. Samples were selected based on purposive sampling technique and sample criteria. An instrument, the first tool included demographic characteristics Similarly, second instrument used for knowledge assessment. After pre-test assessment, a teaching session was held at the seminar room, college of nursing SGPGIMS Lucknow, India. Subsequently post assessment was held after intervention.  A total of 40 participants responded to the study. Demographic variables like 30(75%) participants had less than 22 years of age, 22(55%) were girls, 14(35%) families income found INR 10000-15000, and the majority of participants obtained COVID-19 related knowledge from news paper16(40%). A gender was found significant with pretest knowledge, and other variables weren't found significant (P=0.05). Knowledge mean & standard deviation in pre & post-intervention, 11.90±2.16 vs15.82±1.39. The mean difference was found in a pre-test & post-test-1 &post-test-2, 3.9, 5.02, & 1.1, respectively. The effectiveness of the training program was checked by paired t-test -10.20 & -13.93, P=0.00.  The study revealed that the teaching session was efficient in the COVID-19 program among BSc nursing students.

The Charles Darwin University vHospital®

2012 ◽  
pp. 219-241
Author(s):  
Gylo (Julie) Hercelinskyj ◽  
Beryl McEwan
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Charles Darwin ◽  
Nursing Program ◽  
Future Research ◽  
First Year ◽  
Learning Space ◽  
Innovative Teaching ◽  
Undergraduate Nursing ◽  
Clinical Nursing

This chapter presents an overview of an innovative teaching approach in an undergraduate nursing degree at Charles Darwin University (CDU). The authors describe the development and initial integration into the first year clinical nursing subject of a virtual learning space using a case-based approach to address some of the issues associated with an externalised Bachelor of Nursing program. In addition, the use of the CDU vHospital® in supporting early role socialisation into nursing and professional identity of first year nursing students will be explored. The findings and outcomes of formal and informal evaluations of the resource are also presented. Lastly, the authors identify recommendations for future development and areas for potential future research.

scholarly journals A pilot assessment: Integrating a cystic fibrosis simulation scenario to enhance pre-licensure educational understanding of genomics

2019 ◽  
Vol 10 (1) ◽  
pp. 24
Author(s):  
Leighsa Sharoff
Keyword(s):  
Cystic Fibrosis ◽  
Nursing Students ◽  
Patient Education ◽  
Critical Incident ◽  
Nursing Student ◽  
Genetic Component ◽  
Multiple Choice Questions ◽  
Case Scenario ◽  
Innovative Teaching ◽  
Simulation Scenario

Background and objective: Integration of patient simulations into the nursing student curricula have been shown to be effective and innovative teaching enhancements leading to enhanced knowledge, clinical reasoning and judgment for students, whilst promoting optimal patient care. This pilot study aimed to explore how the use of a simulation, with a genetic component of a Cystic Fibrosis (CF) case scenario, improved the self-perceived knowledge comprehension of pre-licensure baccalaureate nursing students of a large diverse urban School of Nursing.Methods: Three assessment surveys were utilized to glean data: nine multiple choice questions explored factual content of CF pre/post simulation; five question survey explored self-perception of knowledge and one open-ended simplified critical incident report provided qualitative data.Results: Twenty-four pre-licensure third year nursing students participated (three groups of eight students). All participants agreed that their understanding of the genetic component of CF improved post simulation. Four major themes emerged from the qualitative data: genomics and nursing; patient education; teamwork exercise and patient-nurse relationship. Conclusions: Integrating a genetically-based condition into a simulation, whereby students are expected to research the condition, engage in patient education, facilitate effective and appropriate nursing care enriches their critical thinking, confidence, skills and knowledge acquisition.

scholarly journals The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students

2020 ◽  
Vol 11 (2) ◽  
pp. 19
Author(s):  
Ya-Lie Ku ◽  
Pei-Yu Lee ◽  
Shih-Ming Kuo
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Teaching Strategies ◽  
Creative Thinking ◽  
Principal Investigator ◽  
Innovative Teaching ◽  
Before And After ◽  
Bsn Students ◽  
Group 1 ◽  
Critical And Creative Thinking

Background: The principal investigator has integrated the teaching strategies and activities of critical and creative thinking with integration and problem-solving abilities in the process of guiding nursing students in the course of Nursing Practicum Project Production (NPPP) for seven years. Although the course has developed a set of indicators for evaluating the products; however, there is a lack of indicators of evaluating the critical and creative thinking, integration and problem-solving abilities of the nursing students. In the 2018 year, the professional growth program for the teachers through the expert meeting and faculties discussion has developed the indicators of evaluating the critical and creative thinking, integration and problem-solving abilities for the nursing students completing the course of NPPP. The purpose of this study was to explore the evidences of the innovative teaching among the critical and creative thinking, integration and problem-solving abilities of nursing students before and after the course of NPPP.Methods: The mixed methods including the quasi-experimental and four factor designs were used in this study and the samples were the two-year program nursing students of the AB classes with the majority of them who have had the clinical working experiences. A class was the experimental group, integrating the teaching strategies and activities of critical and creative thinking, integration and problem-solving abilities. B class was used the traditional teaching. The two classes of nursing students were conducted self-assessment of the critical and creative thinking, integration and problem-solving abilities before and after the 2019 course of NPPP to understand the effectiveness of innovative teaching in the critical and creative thinking, integration and problem-solving abilities of RN-BSN students.Results: The critical and creative thinking, integration and problem-solving abilities of RN-BSN students in A class not only has improved significantly after conducting the innovative teaching, but also has the higher scores than the comparison B class. Additionally, no matter the principal investigator or other two faculties instructed the A group of RN-BSN students, the critical and creative thinking as well as the integration and problem solving abilities of RN-BSN students have improved before and after the NPPP course although there is the tendency of decreasing four abilities from group 1 to 4, but did not approach in the significant level.Conclusions: It is the evidences of the innovative teaching of critical and creative thinking, the integration and problem solving abilities for RN-BSN students in the first five weeks of the NPPP course. Additionally, the principal investigator instructed the group 1 and 2 that performed better than group 3 and 4 by the other two instructors that might be interesting to further study the group 1 and 2 dynamics as beneficence of teaching those thinking and abilities by the principal investigator.

scholarly journals The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

2020 ◽  
Vol 15 (22) ◽  
pp. 258
Author(s):  
Rabia Qaisar ◽  
Halima Lajane ◽  
Abderrahmane Lamiri ◽  
Hind Bouzoubaa ◽  
Omar Abidi ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Nursing Practice ◽  
Perceived Usefulness ◽  
Training Module ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Abstract— Digital virtual simulators are considered one of the most innovative teaching methods currently available for overcoming training difficulties in clinical nursing practice. This study aimed to measure the perceived usefulness of digital simulators in the acquisition of professional nursing skills among undergraduate nursing students. A group of 50 students participated in an online training module on a digital simulator over six sessions. They then responded to a survey about the training. The results indicated that 80% of the participants found learning with a digital simulator to be an enriching experience and 82% of the students felt that it could be beneficial to adopt this mode of teaching in other areas of nursing education. It is hoped that these findings will encourage teachers to adopt this approach to nursing education as a solution to the various constraints related to student placements. It may be especially useful in situations where there is a lack of supervisors or a large number of students.

scholarly journals Effect of Teaching Sessions Implementation on Performance of Internship Nursing Students Regarding IntraOsseous Access

2020 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Sarah F. Mahmoud ◽  
Dina M. Maarouf
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Standard Of Care ◽  
Teaching Session ◽  
Intraosseous Access ◽  
Skill Retention ◽  
Post Test ◽  
Quasi Experimental ◽  
Self Administered Questionnaire ◽  
Positive Effect

Context: Intraosseous (IO) access is an emergency vascular access for providing venous administration of drugs and fluids in emergencies. Nurses are responsible for preparing and administering fluids and medications through IO access so that nurses should be aware of IO indications, contraindications, complications, and also practicing Intraosseous (IO) access insertion. Aim: The current study was conducted to assess the effect of teaching sessions implementation on the performance of internship nursing students regarding intraosseous access. Methods: A quasi-experimental (pre/post-test) design was unitized to conduct this study. The study recruited a convenient sample of fifty (50) internship nursing students. The Critical care lab at Faculty of Nursing Ain Shams University was used to conduct the teaching sessions. The study used two tools to achieve the aim of this study; Intraosseous Access Self-Administered Questionnaire and Internship Nurses' Practice Observational Checklist regarding intraosseous access. Results: After teaching session implementation regarding intraosseous access, there were statistically significant improvements in the level of performance of internship nursing students at P >0.05. Conclusion: Teaching session implementation had a statistically significant positive effect on internship nursing students' performance regarding intraosseous access. Repetitive training regarding IO access is recommended to be integrated as a part of the nursing faculty's clinical skills to ensure the highest standard of care in emergencies and to maximize skill retention.

scholarly journals An Exploration of Motivation for Disaster Engagement and Its Related Factors among Undergraduate Nursing Students in Taiwan

2020 ◽  
Vol 17 (10) ◽  
pp. 3542
Author(s):  
Shwu-Ru Liou ◽  
Hsiu-Chen Liu ◽  
Chun-Chih Lin ◽  
Hsiu-Min Tsai ◽  
Ching-Yu Cheng
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Core Competencies ◽  
Pearson Correlation ◽  
Related Factors ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Competence

The purpose of the study was to explore the levels of and relationships between disaster nursing competence, anticipatory disaster stress, and the motivation for disaster engagement among undergraduate nursing students in Taiwan. A cross-sectional research design was applied. Using convenience sampling, 90 nursing students participated with an 86.54% response rate. The Disaster Core Competencies Questionnaire, Anticipatory Disaster Stress Questionnaire, and Motivation for Disaster Engagement Questionnaire were used to collect data. The Pearson correlation and ANOVA were used to analyze the data. Results showed that students’ level of disaster nursing competence was low, anticipatory disaster stress was not high, and motivation for disaster engagement was high. Motivation for disaster engagement was positively correlated with anticipatory disaster stress. Students who were more willing to participate in disaster management had a higher level of anticipatory disaster stress and motivation for disaster engagement. It is suggested that healthcare institutions and schools should work together to design disaster education plans using innovative teaching/learning strategies to increase students’ willingness and motivation for disaster engagement.

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