The effectiveness of simulation activities on the cognitive abilities of undergraduate third-year nursing students: a randomised control trial

2012 ◽  
Vol 21 (23-24) ◽  
pp. 3475-3484 ◽  
Author(s):  
Jacinta Secomb ◽  
Lisa McKenna ◽  
Colleen Smith
Keyword(s):  
Nursing Students ◽  
Cognitive Abilities ◽  
Randomised Control Trial

scholarly journals Conhecimento de estudantes de enfermagem sobre os transtornos autísticos

2019 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Ana Caroline Souza Saraiva Ferreira ◽  
Mariana André Honorato Franzoi
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Verbal Language ◽  
The Media ◽  
Spectrum Disorders ◽  
Quantitative Descriptive ◽  
Evidence Based Care ◽  
Medios De Comunicacion

ABSTRACT Objective: to analyze the knowledge of Nursing students of a Public University on Autism Spectrum Disorders (ASD). Method: it is a quantitative, descriptive study, carried out with 65 undergraduate students in Nursing. The data were collected through a questionnaire, submitted to statistical analysis and presented in a table. Results: the media was evidenced as the main source for the acquisition of information about ASD by the students. The main alterations of ASD were the difficulties in social interactions, the commitment in communication and use of verbal and non-verbal language, as well as high cognitive abilities. It was found that 90.8% did not feel safe to attend people with ASD. Conclusion: it is concluded that students present reasonable knowledge regarding ASD, but with important weaknesses mainly in relation to symptoms and treatment. It is appropriate to approach about the ASD still in the graduation so that the students of Nursing, future professionals, have more security and knowledge to realize an ethical and evidence-based care. Descriptors: Autisct Disorder; Students, Nursing; Knowledge; Education, Nursing; Pediatric; Nursing, Psychiatric Nursing. RESUMOObjetivo: analisar o conhecimento dos estudantes de Enfermagem de uma universidade pública sobre os Transtornos do Espectro do Autismo (TEA). Método: trata-se de estudo quantitativo, descritivo, realizado com 65 estudantes de graduação em Enfermagem. Coletaram-se os dados por meio de questionário, submetendo-os à análise estatística e apresentando-os em tabela. Resultados: evidenciaram-se os meios de comunicação como a principal fonte para a aquisição de informações sobre os TEA pelos estudantes. Apontaram-se, como principais alterações dos TEA, as dificuldades nas interações sociais, o comprometimento na comunicação e o uso da linguagem verbal e não verbal, além de altas habilidades cognitivas. Verificou-se que 90,8% não se sentem seguros para atender pessoas com TEA. Conclusão: conclui-se que os estudantes apresentam conhecimento razoável referente aos TEA, porém, com fragilidades importantes, principalmente, em relação aos sintomas e tratamento. Faz-se oportuno abordar sobre os TEA ainda na graduação, para que os estudantes de Enfermagem, futuros profissionais, tenham mais segurança e conhecimento para realizar um cuidado ético e baseado em evidências. Descritores: Transtorno Autístico; Estudantes de Enfermagem; Conhecimento; Educação em Enfermagem; Enfermagem Pediátrica; Enfermagem Psiquiátrica.                                                                                                RESUMEN Objetivo: analizar el conocimiento de los estudiantes de Enfermería de una Universidad Pública sobre los trastornos del espectro autista (TEA). Método: se trata de un estudio cuantitativo, descriptivo, realizado con 65 estudiantes de graduación en Enfermería. Se recogen los datos por medio de cuestionario, sometidos al análisis estadístico y presentados en tabla. Resultados: se evidenciaron los medios de comunicación como principal fuente para la adquisición de informaciones sobre TEA por los estudiantes. Se señalaron como principales cambios del TEA las dificultades en las interacciones sociales, el compromiso en la comunicación y uso del lenguaje verbal y no verbal, además de altas habilidades cognitivas. Se verificó que el 90,8% no se siente seguro para atender a las personas con TEA. Conclusión: se concluye que los estudiantes presentan conocimiento razonable referente a los TEA, pero con fragilidades importantes principalmente en relación a los síntomas y tratamiento. Se hace oportuno abordar sobre los TEA aún en la graduación para que los estudiantes de Enfermería, futuros profesionales, tengan más seguridad y conocimiento para realizar un cuidado ético y basado en evidencias. Descriptores: Trastorno Autístico; Estudiantes de Enfermería; Conocimiento; Educación en Enfermería; Enfermería Pediátrica; Enfermería Psiquiátrica. 

Familiarity with the clinical environment, achieved by priming, improves time to antibiotic administration in a simulated paediatric sepsis scenario: a randomised control trial

2020 ◽  
pp. archdischild-2020-318904
Author(s):  
Ben McNaughten ◽  
Lesley Storey ◽  
Doris Corkin ◽  
Pauline Cardwell ◽  
Andrew Thompson ◽  
...  
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Student Performance ◽  
Clinical Performance ◽  
Randomised Control Trial ◽  
Antibiotic Administration ◽  
Clinical Environment ◽  
Early Administration ◽  
In Situ Simulation

AimThe early administration of antibiotics in sepsis reduces mortality and improves outcomes. This randomised control trial evaluated the effect of environmental priming (EP) on healthcare student performance in a simulated paediatric sepsis scenario.MethodsMedical and nursing students were randomised into primed and unprimed groups. Primed groups received both direct and virtual priming. Each group completed a standardised simulated sepsis scenario. Time to achieve five key clinical interventions was recorded. Mini focus groups were conducted to explore perceptions of EP.ResultsThere were 26 primed and 26 unprimed groups. The primed students were quicker to complete all five interventions and statistically significantly quicker to achieving intravenous (IV) access (median 350 s vs 373 s, p=0.02), administering IV antibiotics (median 648 s vs 760 s, p=0.045) and seeking senior help (median 703 s vs 780 s, p=0.02). Primed students did not feel that they had gained any specific advantage from being primed.ConclusionsEP can improve clinical performance. Implications for practice include incorporating EP of key clinical areas into local induction, standardisation of resuscitation areas and regular use of in situ simulation.

Analysis of Medication Errors and near Misses Made by Nursing Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Tabatha Teal ◽  
Jan Emory ◽  
Susan Patton
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Medication Errors ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Medication Administration ◽  
The Body ◽  
Psychomotor Skills ◽  
Near Misses ◽  
Teaching And Learning Strategies

AbstractDespite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.

scholarly journals The Impact of Virtual Reality Simulation on Cognitive Achievement of Nursing Students

2020 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Ryan Hara Permana ◽  
Mira Suryani ◽  
Erick Paulus ◽  
Windy Rakhmawati
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
Nursing Care ◽  
Cognitive Abilities ◽  
Intervention Group ◽  
Sampling Technique ◽  
Control Group ◽  
Learning Method ◽  
Virtual Reality Simulation ◽  
The Impact

Introduction: Simulation of nursing care in patients with acute respiratory infections (ARI) requires a method that is high fidelity. This study aims to determine the impact of Virtual Reality Simulation (VRS), as a learning method, on the improvement of cognitive abilities of undergraduate nursing students in conducting nursing care of the ARI case. Methods: This study used a quasi-experimental design with pre and post-test on the control and intervention group. The sampling technique used purposive sampling, with a total of 27 respondents divided into nine respondents in each group, including the control group (group A)  intervention group (Group B and C). There were three different methods in the implementation of VRS as learning activities. Data were analyzed by ANCOVA test. Results: The results showed a significant impact on the application of VRS as a learning method with p <0.05 (0.025). Conclusion: This significant impact was obtained in the implementation of VRS as a stand-alone learning method.

scholarly journals Analysis of the Intelligence Structure in Nursing Students

2021 ◽  
Vol 13 (2) ◽  
pp. 206-222
Author(s):  
Ľubica Ilievová ◽  
Slavka Demuthova ◽  
Marta Vavrova ◽  
Nikoleta Poliakova
Keyword(s):  
Nursing Students ◽  
Data Collection ◽  
Cognitive Abilities ◽  
Bachelor's Degree ◽  
Intelligence Level ◽  
Population Norm ◽  
Effective Education

Preparation for the profession of a nurse requires, in addition to knowledge, the development of specific skills; many of them are primarily connected to cognitive abilities. In the context of effective education, one of the key facts is to recognise the intelligence structure of nursing students. The aim of the research was to analyse the intelligence structure in nursing students, to compare scores in individual areas of intelligence with the norm, to identify problematic areas of intelligence, and to suggest possibilities for intervention in education. The research sample consisted of 266 women aged 19 to 43 years old (average age = 20.10 years) - current students of the study field of nursing at the bachelor's degree. Data collection was carried out in the years 2014 - 2019. To measure the structure of intelligence, a standardized IST-70 questionnaire was used, focusing on two meta constructs - reasoning and memory. Subtests of numerical, verbal, and figural intelligence were analysed within the meta construct of reasoning. The value of the gross score of the total intelligence level of the examined group (M = 84.95; SD = 19.87) is comparable (t = -1.58; sig. = 0.114) with the population norm (M = 87; SD = 25). The research sample of nursing students scored statistically significantly higher in the meta construct of memory (t = 7.84; sig. = 0.000) and significantly lower in the meta construct of reasoning (t = -3.876, sig. = 0.000). The most significant deficits were present in figural and numerical intelligence. In view of the results achieved, we recommend introducing interventions in the area of training future nurses, which should be aimed at compensating for deficits in figural and numerical intelligence.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Psychosocial Risks and Management for Children and Adolescents With 22q11.2 Deletion Syndrome

2019 ◽  
Vol 4 (4) ◽  
pp. 633-640 ◽  
Author(s):  
Canice E. Crerand ◽  
Ari N. Rabkin
Keyword(s):  
Cognitive Abilities ◽  
Psychotic Disorders ◽  
Developmental Stages ◽  
Early Adulthood ◽  
22Q11.2 Deletion Syndrome ◽  
Deletion Syndrome ◽  
22Q11.2 Deletion ◽  
Psychosocial Risks ◽  
Empirically Supported ◽  
Specific Education

Purpose This article reviews the psychosocial risks associated with 22q11.2 deletion syndrome, a relatively common genetic condition associated with a range of physical and psychiatric problems. Risks associated with developmental stages from infancy through adolescence and early adulthood are described, including developmental, learning, and intellectual disabilities as well as psychiatric disorders including anxiety, mood, and psychotic disorders. Other risks related to coping with health problems and related treatments are also detailed for both affected individuals and their families. Conclusion The article ends with strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, routine assessment of cognitive abilities, regular mental health screening, and referrals for empirically supported psychiatric and psychological treatments.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

Clinical Decision-Making for Stroke and Aphasia in the Older Adult

2009 ◽  
Vol 14 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Jacqueline Hinckley
Keyword(s):  
Executive Function ◽  
Cerebrovascular Disease ◽  
Cognitive Abilities ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Cognitive Profile ◽  
Focal Lesion ◽  
Cognitive Profiles ◽  
Supportive Communication ◽  
Spaced Retrieval

Abstract A patient with aphasia that is uncomplicated by other cognitive abilities will usually show a primary impairment of language. The frequency of additional cognitive impairments associated with cerebrovascular disease, multiple (silent or diagnosed) infarcts, or dementia increases with age and can complicate a single focal lesion that produces aphasia. The typical cognitive profiles of vascular dementia or dementia due to cerebrovascular disease may differ from the cognitive profile of patients with Alzheimer's dementia. In order to complete effective treatment selection, clinicians must know the cognitive profile of the patient and choose treatments accordingly. When attention, memory, and executive function are relatively preserved, strategy-based and conversation-based interventions provide the best choices to target personally relevant communication abilities. Examples of treatments in this category include PACE and Response Elaboration Training. When patients with aphasia have co-occurring episodic memory or executive function impairments, treatments that rely less on these abilities should be selected. Examples of treatments that fit these selection criteria include spaced retrieval and errorless learning. Finally, training caregivers in the use of supportive communication strategies is helpful to patients with aphasia, with or without additional cognitive complications.

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