A Literature Review of Research on Action Learning-based Nursing Education in South Korea

2018 ◽  
Vol 24 (1) ◽  
pp. 73 ◽  
Author(s):  
Yun-Hee Kim ◽  
Hyo-Youn Kim
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
South Korea ◽  
Action Learning

scholarly journals The Development of a Deprescribing Competency Framework in Geriatric Nursing Education

2021 ◽  
pp. 019394592110238
Author(s):  
Winnie Sun ◽  
Magda Grabkowski ◽  
Ping Zou ◽  
Bahar Ashtarieh
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Process Model ◽  
Review Process ◽  
Medication Management ◽  
Competency Framework ◽  
Geriatric Nursing ◽  
Facilitators And Barriers ◽  
And Training ◽  
Medication Optimization

The purpose of this article is to report the literature review findings of our larger deprescribing initiative, with the goal of developing a competency framework about deprescribing to be incorporated into the future geriatric nursing education curriculum. A literature review was conducted to examine the facilitators and barriers faced by nurses with regard to the process of deprescribing for older adults, and the development of deprescribing competency in nursing education. We adopted the seven steps of the Comprehensive Literature Review Process Model, which is sub-divided into the following three phases (a) Exploration; (b) Interpretation; and (c) Communication. A total of 24 peer-reviewed documents revealed three major facilitating factors: (a) Effective education and training in deprescribing; (b) Need for continuing education and professional development in medication optimization; and (c) Benefits of multi-disciplinary involvement in medication management.

scholarly journals Strategies for teaching evidence-based practice in nursing education: a thematic literature review

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
May-Elin T. Horntvedt ◽  
Anita Nordsteien ◽  
Torbjørg Fermann ◽  
Elisabeth Severinsson
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Evidence Based Practice ◽  
Evidence Based

scholarly journals Introduction to the Online Nursing Education Best Practices Guide

2020 ◽  
Vol 6 ◽  
pp. 237796082093729
Author(s):  
Renae S. Authement ◽  
Sharon L. Dormire
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Best Practices ◽  
Student Perceptions ◽  
Online Teaching ◽  
Best Practice ◽  
Well Being ◽  
Instructor Presence ◽  
Online Nursing Education ◽  
Online Instructor

Introduction As online nursing education programs continue to increase to meet the demands of the growing market, nursing faculty are challenged to develop and deliver courses based on best practice principles. The Online Nursing Education Best Practices Guide (ONE Guide) builds on and extends the nationally recognized Quality Matters® program and serves as a roadmap guiding course development and delivery. The fundamental principle for success in online teaching is instructor presence; the teacher as a facilitator of learning is illustrated throughout the guide. An Online Instructor Checklist facilitates systematic implementation of best practice principles. Methods This article is based on a focused literature review and concept analysis resulting in a comprehensive guide for delivery of effective, quality nursing education through best practices in the online learning environment. A broad search of databases focused on articles during 2014 to 2019 was completed. The literature review included articles that examined over 1200 student perceptions of instructor presence in the online setting. Conclusion Nurses carry a direct responsibility for the health and well-being of patients. Nursing quality education proves fundamental to the profession’s long-term outcomes. The ONE Guide and Online Instructor Checklist apply comprehensive, evidence-based teaching strategies to give a roadmap for success in the online teaching environment.

The educational benefits of drama in nursing education: A critical literature review

2020 ◽  
pp. 104669
Author(s):  
Diana Jefferies ◽  
Paul Glew ◽  
Zynab Karhani ◽  
Stephen McNally ◽  
Lucie M. Ramjan
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Educational Benefits ◽  
Critical Literature

scholarly journals Literature review of audiovisual practices in Nursing education

2019 ◽  
Vol 72 (1) ◽  
pp. 190-199
Author(s):  
Américo de Araujo Pastor Junior ◽  
Claudia Mara de Melo Tavares
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Empirical Research ◽  
Clinical Skills ◽  
Research Subject ◽  
Theoretical Support ◽  
Online Library ◽  
Effectiveness Studies

ABSTRACT Objective: to carry out a literature review to characterize the production in the Nursing area about the use of movies and videos in Nursing education, related to underlying communication assumptions and contents taught. Method: integrative bibliographic review carried out in the PUBMED databases, CAPES journal portal, and SCIELO online library, with studies from 2007 to 2016. Results: 36 articles were included, in which audiovisual resources are part of the research subject. There are predominance of validation and effectiveness studies, in which audiovisual resources are used mostly as a reproduction of reality, mainly to develop clinical skills, with the purpose of illustrating procedures or bringing students closer to real contexts of action. Final considerations: the results point to a weak theoretical support of most of the studies. It is suggested that more empirical research be conducted to offer more consistent contributions to Nursing teaching.

scholarly journals Use of Action Research in Nursing Education

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Susan D. Moch ◽  
R. Todd Vandenbark ◽  
Shelley-Rae Pehler ◽  
Angela Stombaugh
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Action Research ◽  
Literature Review ◽  
Research Methodology ◽  
Research Process ◽  
Education Literature ◽  
Definition Of

Purpose.The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education.Methods.The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review.Results.This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research.Conclusions.Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

The Clinical Instructor Role in Nursing Education: A Structured Literature Review

2012 ◽  
Vol 51 (12) ◽  
pp. 692-696 ◽  
Author(s):  
Sherry Dahlke ◽  
Jennifer Baumbusch ◽  
Frances Affleck ◽  
Jae-Young Kwon
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Clinical Instructor ◽  
Instructor Role ◽  
Structured Literature Review

scholarly journals An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review

2016 ◽  
Vol 13 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Lisa J. Hayden ◽  
Sarah Y. Jeong ◽  
Carol A. Norton
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Literature Review ◽  
Learning Style ◽  
Mode Of Delivery ◽  
Nursing Programs ◽  
Future Research ◽  
Extrinsic Factors ◽  
Intrinsic Factors

AbstractThe population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby’s Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

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