scholarly journals “Finding My Own Way:” The Lived Experience of Undergraduate Nursing Students Learning Psychomotor Skills During COVID-19

2021 ◽  
Author(s):  
Michael D. Aldridge ◽  
Elizabeth McQuagge
Keyword(s):  
Nursing Students ◽  
Lived Experience ◽  
Psychomotor Skills ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Alicia L. Bright
Keyword(s):  
Nursing Students ◽  
Lived Experience ◽  
Peer Mentoring ◽  
Leadership Skills ◽  
Leadership Education ◽  
Peer Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Advanced Students ◽  
Teaching Programs

AbstractAlthough leadership theory is introduced in baccalaureate nursing curriculum, opportunities to practice and develop leadership skills are limited for undergraduate nursing students. This study explores the experience of advanced nursing students who provided mentoring and tutoring to beginning nursing students. The experiences they describe are interpreted in light of literature on leadership education in undergraduate nursing schools, as well as that of peer mentoring and peer teaching. These advanced students described opportunities to practice and reflect on leadership skills and attributes. Peer mentoring and peer teaching programs may be an effective and efficient way of helping nursing students gain leadership skills and experience.

Caring for Individuals Displaced by Hurricanes Katrina and Wilma: The Lived Experience of Student Nurses

2007 ◽  
Vol 11 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Charlotte D. Barry, ◽  
Cynthia Ann Blum, ◽  
Marguerite J. Purnell,
Keyword(s):  
Nursing Students ◽  
Lived Experience ◽  
Phenomenological Study ◽  
Student Nurses ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

The purpose of this phenomenological study is to explore the experience of caring for individuals and families left homeless and then displaced in the aftermath of destructive hurricanes. The nursing situations, which are reflective stories from the practice of seven undergraduate nursing students, were interpreted to uncover the meaning of caring for others who have experienced disastrous situations. The interpreted findings are three thematic threads that cut across all the texts: building connections to others, appreciating the wholeness of persons, and learning the meaning of caring in nursing. The wholeness of this inquiry is presented using a metaphor to describe the fullness of lives lived, despite being left homeless and displaced by disastrous hurricanes.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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