scholarly journals The effectiveness of using human patient simulation manikins in the teaching of clinical reasoning skills to undergraduate nursing students: a systematic review.

2009 ◽  
Vol 7 (Supplement) ◽  
pp. 1-20
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Patient Simulation ◽  
Human Patient Simulation ◽  
Human Patient ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Back to Reality: The Use of the Presence Questionnaire for Measurement of Fidelity in Simulation

2017 ◽  
Vol 25 (2) ◽  
pp. 66E-73E ◽  
Author(s):  
Dana E. Brackney ◽  
Kimberly Priode
Keyword(s):  
Nursing Students ◽  
Patient Simulation ◽  
Simulation Methods ◽  
Human Patient Simulation ◽  
Human Patient ◽  
Convenience Sample ◽  
Nursing Educators ◽  
Undergraduate Nursing Students ◽  
Simulation Fidelity ◽  
Undergraduate Nursing

Background and Purpose: Simulation fidelity includes three aspects: physical, conceptual, and psychological. This study reports on strengths and limitations of the Presence Questionnaire (PQ) for measurement of fidelity in human patient simulation. Methods: This nonexperimental correlational study includes a convenience sample of 83 undergraduate nursing students who participated in an emergency simulation and completed the PQ. Analysis of variance (ANOVA) on the 7-item PQ Realism subscale between groups who did or did not experience simulation equipment malfunction measured the PQ's sensitivity to this challenge to fidelity. Results: Students (n = 23) experiencing simulation equipment malfunction scored significantly lower on the PQ Realism subscale than students (n = 58) not experiencing equipment malfunction. Conclusions: The modified PQ Realism subscale is a valid measure of physical fidelity in nursing simulation and may advance the study and development of simulation for researchers and nursing educators.

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.

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