scholarly journals Training Nursing Skills: A Quantitative Study of Nursing Students’ Experiences before and after Clinical Practice

2018 ◽  
Vol 2018 ◽  
pp. 1-9
Author(s):  
Elisabeth Solvik ◽  
Solveig Struksnes
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Learning Strategies ◽  
Clinical Laboratory ◽  
Training Session ◽  
Real Life ◽  
Skills Training ◽  
First Year Students ◽  
Before And After ◽  
Design And Methods

Introduction. Requirements for Patient Safety suggest that students encounter patients well prepared. In clinical laboratory practice (CLP), the students simulate patient situations as a preparation for internship. Various CLP models have been tried out to meet the students’ prerequisites and learning strategies.Objectives. The purpose of this study was to try out two different learning sessions related to the bed bath procedure.Design and Methods. The study has a descriptive, quantitative design with elements from clinically controlled trials.Sample. The population of 160 first-year students was randomly divided into two classes.Questionnaires. Two questionnaires were answered with six-month intervals: Form 1 immediately after the first training session and Form 2 a short time after clinical practice.Findings. A majority of the nursing students reported that the exercises in the clinical lab were a good way to prepare for the practice, although most of them did not perceive that the procedure conducted at the university resembled how it is conducted in clinical practice. Age or level of discomfort related to organization of the skills training did not have impact on the students’ confidence in mastering bed bath in clinical practice. Students without previous experience were less confident to master the procedure in clinical practice, but the results evened out during the internship.Conclusions. The results from this study could indicate that the students’ age to a larger extent should be considered in the universities’ facilitation of nursing students’ clinical preparations, to improve the transition to “real life” as smoothly and meaningfully as possible to nursing students.

scholarly journals A Virtual Counseling Application Using Artificial Intelligence for Communication Skills Training in Nursing Education: Development Study (Preprint)

2019 ◽  
Author(s):  
Shefaly Shorey ◽  
Emily Ang ◽  
John Yap ◽  
Esperanza Debby Ng ◽  
Siew Tiang Lau ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Communication Skills ◽  
Family Members ◽  
Real Life ◽  
Skills Training ◽  
Communication Skills Training ◽  
Open Communication ◽  
The Creation ◽  
Virtual Counseling

BACKGROUND The ability of nursing undergraduates to communicate effectively with health care providers, patients, and their family members is crucial to their nursing professions as these can affect patient outcomes. However, the traditional use of didactic lectures for communication skills training is ineffective, and the use of standardized patients is not time- or cost-effective. Given the abilities of virtual patients (VPs) to simulate interactive and authentic clinical scenarios in secured environments with unlimited training attempts, a virtual counseling application is an ideal platform for nursing students to hone their communication skills before their clinical postings. OBJECTIVE The aim of this study was to develop and test the use of VPs to better prepare nursing undergraduates for communicating with real-life patients, their family members, and other health care professionals during their clinical postings. METHODS The stages of the creation of VPs included preparation, design, and development, followed by a testing phase before the official implementation. An initial voice chatbot was trained using a natural language processing engine, Google Cloud’s Dialogflow, and was later visualized into a three-dimensional (3D) avatar form using Unity 3D. RESULTS The VPs included four case scenarios that were congruent with the nursing undergraduates’ semesters’ learning objectives: (1) assessing the pain experienced by a pregnant woman, (2) taking the history of a depressed patient, (3) escalating a bleeding episode of a postoperative patient to a physician, and (4) showing empathy to a stressed-out fellow final-year nursing student. Challenges arose in terms of content development, technological limitations, and expectations management, which can be resolved by contingency planning, open communication, constant program updates, refinement, and training. CONCLUSIONS The creation of VPs to assist in nursing students’ communication skills training may provide authentic learning environments that enhance students’ perceived self-efficacy and confidence in effective communication skills. However, given the infancy stage of this project, further refinement and constant enhancements are needed to train the VPs to simulate real-life conversations before the official implementation.

Development and Evaluation of an Objective Tympanic Membrane Visualization Assessment Technique

2020 ◽  
Vol 129 (8) ◽  
pp. 767-771 ◽  
Author(s):  
Amir A. Hakimi ◽  
Simon P. Lalehzarian ◽  
Aaron S. Lalehzarian ◽  
Ariel M. Azhdam ◽  
Benjamin D. Boodaie ◽  
...  
Keyword(s):  
Medical Students ◽  
Tympanic Membrane ◽  
Low Cost ◽  
Training Session ◽  
Standardized Patients ◽  
First Year ◽  
First Year Students ◽  
Before And After ◽  
Cohort Groups ◽  
Tympanic Membranes

Objectives: To introduce an inexpensive method for objectively evaluating otoscopic visualization of the tympanic membrane wherein learners match what they visualize in standardized patients to tympanic membrane photographs. Methods: Two standardized patients had photographs taken of their tympanic membranes using a commercially-available digital otoscope. First- and third-year medical students were asked to perform an otoscopic examination on each patient using a conventional handheld otoscope and to match what they saw with the correct tympanic membrane image among distractor photographs belonging to other patients. The ability of students to match the standardized patients’ tympanic membrane to the correct photographs was assessed before and after a didactic training session. These measurements were compared between the two cohort groups for construct validity. Results: Fifty-one first-year medical students (with no previous otoscopy experience) and 44 third-year medical students (with otoscopy experience from completing pediatric and family medicine clinical clerkships) were recruited to voluntarily participate in this study. At baseline, a larger percentage of third-year students correctly matched both tympanic membranes compared to first-year students (27% vs 8%, P < .01). After otoscopy training, correct matching of both tympanic membranes significantly improved among both first-year students (8-31%, P < .01) and third-year students (27-54%, P < .01). Conclusion: The use of tympanic membrane photographs from standardized patients provides a novel technique for objectively assessing proficiency in otoscopic visualization of the middle ear. The concept is low cost, uses live patients, and can be easily implemented in pre-clinical instruction and beyond.

scholarly journals The clinical seminar as a learning methodology: an evaluation of nursing students' views

2012 ◽  
Vol 25 (3) ◽  
pp. 441-447 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Castro-Sánchez Adelaida María ◽  
Francisca Rosa Jiménez-López ◽  
Gabriel Aguilera-Manrique ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Teaching Method ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Clinical Practicum ◽  
Practice Gap ◽  
Theory Practice Gap

OBJECTIVE: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. METHODS: This was a qualitative study based on the hermeneutic phenomenology of Gadamer. Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. RESULTS: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. CONCLUSIONS: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap.

scholarly journals Exploring the Use of Clinical Laboratories in Undergraduate Nursing Programs in Regional Australia

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Student Development ◽  
Clinical Laboratory ◽  
Clinical Skills ◽  
Undergraduate Nursing ◽  
Clinical Laboratories ◽  
Laboratory Learning ◽  
Regional Australia

Preparation for clinical practice is arguably a vital component of undergraduate nursing education with clinical laboratories widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about the role laboratories play in students' learning or how they assist in linking theory to practice. This study aimed to explore the current clinical laboratory practices in Schools of Nursing in regional Victoria, Australia through site visits, interviews and review of curricula. Findings revealed that approaches to laboratory learning are based on traditions rather than evidence, and have evolved in response to fiscal and environmental challenges. The predominance of teacher talk in the laboratory, has lead to acute care over other areas of practice. This study indicates a need for rigorous investigation of pedagogies that can support nursing students in preparation for clinical practice. It remains unclear if laboratory learning experiences assist students in the translation of theoretical knowledge to practice.

scholarly journals Psychological Well-being of First-year Psychology Students Amid the COVID-19 Pandemic

2022 ◽  
Author(s):  
Getrude C. AH Gang ◽  
Keyword(s):  
Real Life ◽  
Well Being ◽  
Psychology Students ◽  
First Year ◽  
Online Classes ◽  
First Year Students ◽  
First Semester ◽  
University Life ◽  
Before And After ◽  
Social Media Platforms

University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.

843 Improving Practical Skills Training with In-Situ Trauma Simulation

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Fisher ◽  
A Nambiar ◽  
R Subramanian
Keyword(s):  
Training Session ◽  
Skills Training ◽  
Confidence Score ◽  
Average Score ◽  
Trauma Patients ◽  
Practical Skills ◽  
In Situ Simulation ◽  
Before And After ◽  
Average Confidence

Abstract Introduction Safe and effective management of trauma patients requires numerous practical skills. Our in-situ trauma simulation identified key areas requiring increased training and exposure. This enabled improvement to education, patient safety and efficiency when managing these emergencies. Method We carried out a simulated trauma call according to ATLS principles, recording the time and person completing each task. Key areas for improvement were identified; most notably the application of Femoral Traction Splints (FTS). 0/7 doctors present were not able to do this. Subsequently, a formal training day was delivered, with 38 attendees across specialties, assessing confidence before and after the session. Results Prior to the training session, 52.6% of attendees did not have formal teaching using FTS and 65.8% had never used one. Confidence with FTS application was measured on a scale of 1 (not confident) to 5 (very confident), with an average score of 2.6/5. After training, the average confidence score was 4.7/5 (p &lt; 0.01). 100% of participants found the session very useful. Conclusions In-situ simulation allows identification of key areas for improvement in training of practical skills. Essential tailored teaching can then be delivered to increase exposure and confidence for these necessary practical skills.

scholarly journals DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL

2020 ◽  
pp. 77-85
Author(s):  
Kanokrat Kunasaraphan
Keyword(s):  
Learning Strategies ◽  
Difference Score ◽  
Average Score ◽  
Teaching Tool ◽  
First Year Students ◽  
Test Taking ◽  
Remedial Teaching ◽  
Before And After ◽  
Group 5 ◽  
The One

The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and after applying Kahoot! as a remedial teaching tool by calculating TOEIC scores and percentage. The findings show that all average scores in the semester 1/2018 were higher than the score in semester 3/2017 which the score in listening section was more than the one in the reading section. Similarly, in each group, the average score in semester 1/2018 was higher than the score in semester 3/2017 while the score in listening section was more than the one in reading section. Generally, students’ TOEIC scores before applying Kahoot! were higher than after applying Kahoot!. The percentage of difference score before and after employing Kahoot! in the reading section was more than in the listening section. The group that obtained the highest percentage of difference score was group 6, followed by groups 5, 2, 4, 3 and 1, respectively. In part of the listening section, the group that obtained the highest percentage of difference score was group 4, followed by groups 6, 2, 5, 3 and 1, respectively. In part of the reading section, the group that obtained the highest percentage of difference score was group 5, followed by groups 6, 3, 2, 4 and 1, respectively. From Kahoot! score results, the researcher found that the average score, including the percentage of correct answers on Kahoot! tends to get higher. Therefore, lecturers should promote and develop students’ TOEIC test-taking skills in part of its listening and reading sections by means of integrating Kahoot! or other active learning strategies in the everyday classroom.

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