Managing student workload in clinical simulation: a mindfulness-based intervention

2019 ◽  
Vol 6 (6) ◽  
pp. 356-359
Author(s):  
Cheryl Pollard ◽  
Lisa Anne McKendrick-Calder ◽  
Christine Shumka ◽  
Mandy McDonald ◽  
Susan Carlson
Keyword(s):  
Nursing Students ◽  
High Stress ◽  
Intervention Group ◽  
Control Group ◽  
Convenience Sample ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Perceived Workload ◽  
Mental Demands ◽  
Nursing Course

BackgroundSimulation places multiple simultaneous demands on participants. It is well documented in the literature that many participants feel performance stress, anxiety or other emotions while participating in simulation activities. These feelings and other stressors or distractions may impact participant ability to engage in simulation. The use of mindfulness has been proven to enhance performance in other contexts and we wondered if including a mindful moments activity in the traditional prebrief would change the participants perceived workload demands.MethodUsing a fourth-year undergraduate nursing course with an intense simulation requirement we were able to compare a control group to an intervention group who was exposed to this mindful moment activity. All participants completed the same simulations. Postsimulation event, all participants completed the National Aeronautics and Space Administration Task Learning Index which measures mental demands, physical demands, temporal demands, effort, performance and frustration. Our convenience sample consisted of 107 nursing students (86 treatment group, 21 control group) who participated in 411 simulations for this study.ResultsThe control group experienced significantly different perceived workload demands in two domains (temporal and effort).ConclusionIt is possible to manipulate participants’ perceived workload in simulation learning experiences. More research is needed to determine optimal participant demand levels. We continue in our practices to use this technique and are currently expanding it to use in other high stress situations such as before examinations.

scholarly journals Effectiveness of simulation in teaching immunization in nursing: a randomized clinical trial

2020 ◽  
Vol 28 ◽  
Author(s):  
Raphael Raniere de Oliveira Costa ◽  
Soraya Maria de Medeiros ◽  
José Carlos Amado Martins ◽  
Verónica Rita Dias Coutinho ◽  
Marília Souto de Araújo
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Cognitive Performance ◽  
Statistical Significance ◽  
Intervention Group ◽  
Skills Training ◽  
Active Participation ◽  
Control Group ◽  
Clinical Simulation ◽  
Undergraduate Nursing

Objective: to evaluate the effectiveness of the clinical simulation on the cognitive performance of nursing students in adult immunization scenarios in the context of Primary Health Care. Method: a controlled and randomized pre-test and post-test clinical trial applied to random intervention and control groups. 34 undergraduate nursing students were selected and divided into two groups: classes with active participation of students and skills training (control); and classes with active participation of students, skills training, and clinical simulation (intervention). Results: the students in the intervention group performed better than those in the control group in the four assessments of cognitive performance, with statistical significance in the assessments of immediate (p=0.031) and late (1-20 days) (p=0.031) knowledge. Conclusion: from the simulation, students learn more in the short and medium terms. The information learned is retained for longer and the students are better prepared for the professional practice. Universal Trial Number: u1111-1195-2580

scholarly journals Teaching cardiovascular physical examination in nursing: clinical simulation

2020 ◽  
Vol 73 (6) ◽  
Author(s):  
Renata Marinho Fernandes ◽  
Ana Carolina Costa Carino ◽  
Maria Isabel da Conceição Dias Fernandes ◽  
Jéssica Dantas de Sá Tinôco ◽  
Helen Cristiny Teodoro Couto Ribeiro ◽  
...  
Keyword(s):  
Nursing Students ◽  
Physical Examination ◽  
Intervention Group ◽  
Categorical Variables ◽  
Control Group ◽  
Educational Strategy ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
And Control

ABSTRACT Objective: To evaluate, in Nursing students, the effect of clinical simulation as an educational strategy for learning about the cardiovascular physical examination. Methods: Quasi-experimental study, with the placement of 30 undergraduate nursing students, from a public university in Northeast Brazil, in two groups - intervention and control. The educational intervention consisted of a clinical simulation applied to the intervention group. The control group received only the usual class. Pre-test and post-test were applied with questions about cardiovascular physical examination for both groups. In the inferential analysis, we used chi-square or Fisher’s exact tests for categorical variables; and the Student’s t-test for independent samples. Results: The results showed that the difference in correct answers between the intervention and control groups was statistically significant, with a value of p of 0.05. Conclusion: We concluded that the applied educational strategy had a positive effect on undergraduate nursing students to learn the cardiovascular physical examination.

scholarly journals Emotional recognition for simulated clinical environment using unpleasant odors: quasi-experimental study

2020 ◽  
Vol 28 ◽  
Author(s):  
Mateus Henrique Gonçalves Meska ◽  
Leandro Yukio Mano ◽  
Janaina Pereira Silva ◽  
Gerson Alves Pereira Junior ◽  
Alessandra Mazzo
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Critical Points ◽  
Intervention Group ◽  
Control Group ◽  
Fermented Foods ◽  
Circumplex Model ◽  
Clinical Environment ◽  
Undergraduate Nursing ◽  
Quasi Experimental

Objective: to compare the effect of exposure to unpleasant odors in a simulated clinical environment on the emotions of undergraduate nursing students. Method: quasi-experimental study. A total of 24 nursing students participated the study, divided into two groups, 12 in the intervention group with exposure to unpleasant odors, and 12 in the control group without exposure to unpleasant odors. To simulate the unpleasant vomiting odor in intervention group, fermented foods were used: boiled oats, curdled milk, spoiled Parmesan cheese, raw egg, pea soup, raisins and vinegar. Participants were filmed and the facial expression analysis was performed at six critical points: student approach; report of the complaint; clinical evaluation; and patient occurrence, intervention and reevaluation based on what was proposed by the Circumplex model of emotions recognition. Results: a total of 83,215 emotions related to the six critical points were verified. At the critical point of the proposed scenario with exposure to unpleasant odors, the intervention group presented the basic emotion of sadness and the Control Group, anger. Conclusion: it is inferred that the inclusion of unpleasant odors in the simulated scenarios can broaden the emotional development of health students.

scholarly journals The Effects of Guided Imagery on Stress, State Anxiety, Test Anxiety and Core Basic Nursing Skill Performance Score of Undergraduate Nursing Students

2020 ◽  
Vol 26 (1) ◽  
pp. 16-24
Author(s):  
Eunyoung Hong ◽  
Bo Kim
Keyword(s):  
Stress State ◽  
Nursing Students ◽  
State Anxiety ◽  
Guided Imagery ◽  
Intervention Group ◽  
Control Group ◽  
Performance Score ◽  
Undergraduate Nursing ◽  
Anxiety Test ◽  
Skill Performance

Purpose: This study examined the effects of guided imagery on stress, state anxiety, test anxiety and core basic nursing skill performance score of undergraduate nursing student. Methods: An equivalent control group pretest-posttest design was utilized. A total of 45 senior nursing students were randomly assigned to either an intervention group to receive guided imagery, or a control group (experimental group=23 students, control group=22 students). The guided imagery was provided via audio files to the intervention group for eight minutes, once a day for five days. The pretest was given before the intervention to measure variables for both groups, and the posttest was performed immediately afterward and three days after the intervention. Results: Significant differences were found between the two groups in stress ((F=4.94, p=.012), state anxiety (F=5.99, p=.005), and basic core nursing skill performance scores (Z=-2.45, p=.015). Conclusion: Guided imagery for nursing students has been identified as effective for stress, state anxiety, and basic core nursing skill performance scores. Guided imagery can be used as an effective intervention before performance tests. These study results can provide useful data for nursing education.

scholarly journals The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

2020 ◽  
Vol 11 (1) ◽  
pp. 30
Author(s):  
Mary Beth R. Maguire ◽  
Anne White ◽  
Jane D. Brannan ◽  
Austin R. Brown
Keyword(s):  
Septic Shock ◽  
Nursing Students ◽  
Clinical Judgment ◽  
Repeated Measures ◽  
Control Group ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Shock Simulation ◽  
The Impact

Background: Prelicensure nursing students possess minimal knowledge and skill to implement sepsis protocols effectively. This article evaluates an educational project to assess the impact of a repeat septic shock simulation on pre-licensure nursing students' knowledge and skill competency. Methods: A quasi-experimental, repeated measures, pre-post design strategy was used to evaluate a repeat septic shock simulation. A convenience sample of one-hundred-forty-three (N = 143) senior baccalaureate nursing students enrolled in the study. The project consisted of a septic shock didactic session, septic shock simulation with a high-fidelity mannequin, debrief, repeat simulation followed by a second debrief as a component of a complex health nursing course. Ninety-seven (n = 97) participants were randomly assigned to groups of up to five students to participate in a repeat septic shock simulation. Forty-six (n = 46) participants were randomly assigned to up to five students and served as a control group. The control group participated in all study elements except the repeat simulation.Results: The percent change in nursing students’ knowledge scores from Pre-simulation to Post-simulation was statistically significant (p < .001). The initial and repeat simulation realized modest gains in competency scores between the initial and repeated simulation.Conclusions: Providing concurrent experiences using a screening tool in real-time while simultaneously providing an opportunity to practice and refine clinical judgment through a repeat simulation proved effective.

The efficacy of integrating spirituality into undergraduate nursing curricula

2014 ◽  
Vol 21 (8) ◽  
pp. 929-945 ◽  
Author(s):  
Meryem Yilmaz ◽  
Hesna Gurler
Keyword(s):  
Nursing Students ◽  
Spiritual Care ◽  
Rating Scale ◽  
Intervention Group ◽  
Integrated System ◽  
Central Anatolia ◽  
Control Group ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
The Impact

Background: Attention to patients’ spirituality, as a moral obligation of care, is now widely accepted in nursing practice. However, until recently, many nursing programs have paid little attention to spirituality. Objective: The objective of this study was to identify the impact of two different curricula, used to teach undergraduate nursing students, on increasing nursing student awareness of spirituality in the care of patients. Research design: A quasi-experimental post-intervention two-group design was conducted in 2009–2010 and 2010–2011 academic years. Participants and research context: The study included a total of 130 volunteer senior-year students. The students were assigned as “the intervention group/integrated system” that were informed about spirituality or as “the control group/traditional system” that received no information on spirituality. Data were collected via a personal information form and the Spirituality and Spiritual Care Rating Scale was used to assess responses. The study was conducted at the Department of Nursing of the Faculty of Health Sciences, Cumhuriyet University, in Central Anatolia/Turkey. Ethical considerations: Permission to conduct the study at the nursing school was obtained from the schools’ management teams. The rights of the participants were protected in this study by obtaining informed consent. Findings: The results revealed that the intervention group had a higher mean score on the Spirituality and Spiritual Care Rating Scale than did the control group. The students in the intervention group defined the terms of spirituality and spiritual care more accurately than did the control group students. Discussion: Nurses are professionally and ethically responsible for providing spiritual care. Nurses’ competence in meeting the spiritual needs of their patients should be improved by undergraduate education on spiritual care. Nursing scholars reported a significant difference in the knowledge and attitudes toward spirituality of nursing students as a result of the integration of spirituality into the undergraduate nursing curriculum. Conclusion: Spirituality should be more widely included in nursing education.

scholarly journals The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency

2018 ◽  
Vol 24 (1) ◽  
pp. 100-109
Author(s):  
Kyung Sook Choi ◽  
Woo Sook Lee ◽  
Yeon Suk Park ◽  
Myunghee Jun ◽  
So Young Lee ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Control Group ◽  
Teaching Model ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Experimental Group

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

scholarly journals The Effectiveness of an Evidence-Based Practice (EBP) Educational Program on Undergraduate Nursing Students’ EBP Knowledge and Skills: A Cluster Randomized Control Trial

2021 ◽  
Vol 18 (1) ◽  
pp. 293
Author(s):  
Daniela Cardoso ◽  
Filipa Couto ◽  
Ana Filipa Cardoso ◽  
Elzbieta Bobrowicz-Campos ◽  
Luísa Santos ◽  
...  
Keyword(s):  
Nursing Students ◽  
Educational Program ◽  
Intervention Group ◽  
Control Group ◽  
Evidence Based ◽  
Post Intervention ◽  
Undergraduate Nursing Students ◽  
Knowledge And Skills ◽  
Undergraduate Nursing ◽  
Cluster Randomized

Evidence-based practice (EBP) prevents unsafe/inefficient practices and improves healthcare quality, but its implementation is challenging due to research and practice gaps. A focused educational program can assist future nurses to minimize these gaps. This study aims to assess the effectiveness of an EBP educational program on undergraduate nursing students’ EBP knowledge and skills. A cluster randomized controlled trial was undertaken. Six optional courses in the Bachelor of Nursing final year were randomly assigned to the experimental (EBP educational program) or control group. Nursing students’ EBP knowledge and skills were measured at baseline and post-intervention. A qualitative analysis of 18 students’ final written work was also performed. Results show a statistically significant interaction between the intervention and time on EBP knowledge and skills (p = 0.002). From pre- to post-intervention, students’ knowledge and skills on EBP improved in both groups (intervention group: p < 0.001; control group: p < 0.001). At the post-intervention, there was a statistically significant difference in EBP knowledge and skills between intervention and control groups (p = 0.011). Students in the intervention group presented monographs with clearer review questions, inclusion/exclusion criteria, and methodology compared to students in the control group. The EBP educational program showed a potential to promote the EBP knowledge and skills of future nurses.

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

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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