REVIEW OF A PILOT STUDY, INTRODUCING LAB TUTOR™ SOFTWARE TO FINAL YEAR NURSING STUDENTS (N=95) WITH THE AIM OF IMPROVING THEIR SIMULATED LEARNING EXPERIENCE

2015 ◽  
Vol 1 (1) ◽  
pp. 43.1-43
Author(s):  
Jack Simpson
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Learning Experience ◽  
Theory And Practice ◽  
Interactive Software ◽  
Real Patient ◽  
Human Patient ◽  
Patient Simulator ◽  
Learning Platform

BackgroundOnline simulation provides an alternative approach to hands-on simulation and a number of software packages are becoming available to educators. Lab Tutor™ is an online, immersive learning platform, which aims to bridge the gap between theory and practice, by using real patient case studies along with interactive exercises. We introduced Lab Tutor™ software as an integral part of our year 3 clinical skills module, alongside the use of the SimMan 3G Advanced Human Patient Simulator (AHPS), with the aim of providing students with a more immersive simulation experience.MethodologyWe introduced LabTutor™ to final year nursing students at the beginning of an 11-week clinical skills module. On completion of the module we evaluated the use of the software and whether the students considered that using the interactive software improved their knowledge of disease processes and management of patients.ResultsWe will present the evaluation results from this pilot study. However, early feedback from students indicates that the introduction of LabTutor™ improved understanding of disease processes as well as their management. We are also in the process of developing a number of patient scenarios, using existing LabTutor™ patients, for use on the SimMan 3G AHPS. We also hope to present the early outcomes of this development.

scholarly journals Pilot Study to Explore the Use of Mobile Spaced Learning as a Digital Learning Platform When Teaching Symptom Management to Undergraduate Nursing Students: Splendids Study

2021 ◽  
Author(s):  
Clare Mc Veigh ◽  
Susan Carlisle ◽  
Matt Birch ◽  
Lindsay Ace ◽  
Christine Oliver ◽  
...  
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Online Education ◽  
Symptom Management ◽  
Learning Material ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Spaced Learning ◽  
Learning Platform ◽  
The Impact

Abstract Background: The management of patients’ holistic symptom needs are often complex and challenging. The education needs of undergraduate nursing students must be optimally addressed to have a significant positive impact on patient care. Mobile spaced learning has been recognised as a form of online education which can provide a novel approach to delivering effective evidence based healthcare education to undergraduate students. The objective of this pilot study was to explore the experiences of undergraduate nursing students in a university setting, of using mobile spaced learning as a digital platform for symptom management education.Methods: This pilot study used a mixed methods approach. Online spaced learning material, which utilised both case based scenarios and multiple choice questions, was delivered to first year undergraduate nursing students over a period of 2 weeks. Participants were then invited to participate in an online survey related to the usability of mobile spaced learning. A focus group was conducted to further explore the participants’ views.Results: Findings conveyed that students viewed mobile spaced learning as an acceptable platform that enhanced both their learning and their ability to transfer knowledge into clinical practice. Conclusions: Implementation of a digital spaced learning intervention would be acceptable to undergraduate nursing students learning about holistic symptom management. Further research is needed to explore the feasibility of implementing this intervention within the undergraduate nursing curriculum, and also to explore the impact on long-term knowledge retention.

Using a Human Patient Simulator to Study the Relationship Between Communication and Nursing Students’ Team Performance

2012 ◽  
Vol 51 (11) ◽  
pp. 647-651 ◽  
Author(s):  
Randy Y. Hirokawa ◽  
Katharyn Daub ◽  
Eileen Lovell ◽  
Sarah Smith ◽  
Alice Davis ◽  
...  
Keyword(s):  
Nursing Students ◽  
Team Performance ◽  
Human Patient ◽  
Patient Simulator ◽  
Human Patient Simulator ◽  
The Relationship

scholarly journals Code Simulations and Death: Processing of Emotional Distress

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Jane D Leavy ◽  
Calvin J. Vanderhoff ◽  
Patricia K Ravert
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Patient Care ◽  
Coping Strategies ◽  
Emotional Distress ◽  
Clinical Setting ◽  
Clinical Skills ◽  
High Stress ◽  
Patient Death ◽  
Safe Environment

It is important for nursing students to be exposed to critical patient care scenarios because high stress clinical situations, such as patient codes, occur unexpectedly and infrequently in the clinical setting. In addition, it is important for nursing students to be exposed to the reality of patient death in order to help them overcome fears associated with death and to develop effective coping strategies. Students may or may not have an opportunity to deal with patient codes or patient death in the clinical setting, therefore simulation labs provide students with the opportunity to practice important clinical skills and discuss emotions in a safe environment. Although there is some research on the benefits of incorporating end-of-life patient care scenarios in simulation labs, there is no research that analyzes students’ perceptions of the benefits of participating in simulated code scenarios and their emotions following patient simulated death. A pilot study was conducted to assess students’ views on the benefits of participating in simulated code scenarios in which a patient dies and the effectiveness of the debriefing session in processing emotions related to the lab experience.

scholarly journals Effectiveness of One Minute Preceptor Teaching in Improving Clinical Skills of Nursing Undergraduate Students

2021 ◽  
Vol 10 (13) ◽  
pp. 920-924
Author(s):  
Madhuri Shambharkar ◽  
Achita Sawarkar ◽  
Jaya Khandar ◽  
Prerana Sakharwade ◽  
Sonali Kolhekar
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Sampling Technique ◽  
Theory And Practice ◽  
Control Group ◽  
P Value

BACKGROUND Nurse educator has to do clinical teaching when students are posted either in clinical or community field. Clinical teaching is a method of teaching to an individual or group of students who came in contact with patients when they are posted in clinical or in community field. Clinical education enhances appropriate link between theory and practice and at the same time provides opportunity to have a practice on how to solve complex problems of health care, provide safe care and enhance critical thinking. The objectives of the study were to inform nursing undergraduate students regarding one-minute preceptor (OMP) model, assess perception level of experimental group of students regarding OMP and evaluate the improvement in clinical skills of nursing undergraduate students through one-minute preceptor teaching. METHODS Experimental research design was used. Probability sampling technique was used for the selection of nursing undergraduate students and random sampling method for formation of 2 groups of the students. Total 60 students participated. Likert scale was used to assess perception level and response of students. RESULTS In the present study, 70 % students had very good level of perception and (30 %) had excellent level of perception regarding OMP. Response regarding community posting mean score and standard deviation of both groups was 46.50 ± 2.46 and 35.60 ± 3.60 respectively. Comparison was done between the experimental and control group and P-value was P = 0.00. CONCLUSIONS OMP module is effective to improve clinical skill to manage minor ailments, to make decision and critical thinking at community setting. It can be implemented to the final year undergraduate nursing students and post graduate nursing students. KEY WORDS Effectiveness, One-Minute Preceptor, Clinical Skill

scholarly journals Nursing Student Experiences in Clinical Education with Peer Learning Strategies

2019 ◽  
Vol 14 (1) ◽  
pp. 23
Author(s):  
Nuhla Nuhbah Hamzah ◽  
Suci Tuty Putri ◽  
Sri Sumartini
Keyword(s):  
Nursing Education ◽  
Data Analysis ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Peer Learning ◽  
Clinical Learning

<p>Clinical learning greatly determines the quality of graduates in nursing education. In the clinical learning process students tend to be reluctant and afraid to ask questions and express opinions to lecturers and advisors, but students will be more courageous to ask and express opinions about the courses to other students. Peer learning is a learning strategy where students who have high absorption to become tutors for their friends who have not understood the material for a particular purpose and this method can be an alternative in clinical learning. The study aims to explore students experience on clinical nursing education with peer learning method. The research method which is utilized to develop the study was the qualitative method with phenomenology approach.  The 8 participants in the research students collage base goal of research have been administered. The data analysis of taking interview from participant use Thematic Content Analysis. The data analysis reported that The Learning Experience, Self-Esteem, Leadership and Development of clinical skills.  Peer learning can make students' knowledge grow, more independent, more initiative, more courageous, able to train leadership and improve clinical skills. To sum up, the development of strategy peer learning are able to enhance the skills of nursing students.</p>

Students’ Perception on taught Theories and Clinical Practice in Nursing Education Training

2020 ◽  
Vol 1 ◽  
pp. 1-21
Author(s):  
Julien Feti Kisiata ◽  
Hatice Şen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Practice Gap ◽  
Rich Data ◽  
Theory Practice Gap

Theory and practice are two important components of nursing education. When knowledge acquired in theory translates into practice, effective learning takes place in nursing education. However, research shows that there is a gap between theory and practice. This study was conducted to find out if there is a connection between theories taught in the classroom and the practice of nursing. Qualitative phenomenological design and one-on-one semi-structured interviews were used to collect the data in this study. Four main themes were identified in the study: "Nursing education, theory-practice gap in nursing education if any, reasons for the theory-practice gap in nursing education and suggestions for bridging the theory-practice gap in nursing education ". Twelve out of sixteen students, or seventy-five percent, explained that there was no balance between theory and practice in nursing education. This imbalance explains the notion of a gap between theory and practice in nursing education. Students showed the complexity of the theoretical teaching environment compared to the clinical learning environment. Indeed, these environments have an impact on the learning experience of nursing students. To bridge this gap, many students suggested balancing theory and practice, supporting them more with clinical teaching, and the desirability of solving the language barrier issue between students, theory teachers and others clinical professors. As a result of this study on the gap between theory and practice in nursing education, the qualitative design used in this paper provided new and rich data on the quality of education, the reasons and the solution regarding the Gaps in theory and practice in nursing education at the University of the Near East in North Cyprus. The results of this study would contribute to the revision of the nursing education program of this university. This is the first study in the Republic of Northern Cyprus to examine the gap between theory and practice.

scholarly journals High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

2018 ◽  
Vol 50 (3) ◽  
pp. 145-154 ◽  
Author(s):  
Sandra P. Small ◽  
Peggy A. Colbourne ◽  
Cynthia L. Murray
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Cardiopulmonary Arrest ◽  
Learning Experience ◽  
Pediatric Emergency ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Real Patient ◽  
Eye Opening

Background Little attention has been given to in-depth examination of what high-fidelity simulation is like for nursing students within the context of a pediatric emergency, such as a cardiopulmonary arrest. It is possible that such high-fidelity simulation could provoke in nursing students intense psychological reactions. Purpose The purpose of this study was to learn about baccalaureate nursing students’ lived experience of high-fidelity simulation of pediatric cardiopulmonary arrest. Method Phenomenological methods were used. Twenty-four interviews were conducted with 12 students and were analyzed for themes. Results The essence of the experience is that it was eye-opening. The students found the simulation to be a surprisingly realistic nursing experience as reflected in their perceiving the manikin as a real patient, thinking that they were saving their patient’s life, feeling like a real nurse, and feeling relief after mounting stress. It was a surprisingly valuable learning experience in that the students had an increased awareness of the art and science of nursing and increased understanding of the importance of teamwork and were feeling more prepared for clinical practice and wanting more simulation experiences. Conclusion Educators should capitalize on the benefits of high-fidelity simulation as a pedagogy, while endeavoring to provide psychologically safe learning.

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