scholarly journals Evaluation of a delirium awareness podcast for undergraduate nursing students in Northern Ireland: a pre−/post-test study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Gary Mitchell ◽  
Jessica Scott ◽  
Gillian Carter ◽  
Christine Brown Wilson
Keyword(s):  
Nursing Students ◽  
Northern Ireland ◽  
Nursing Student ◽  
Premature Death ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Item Questionnaire ◽  
Post Test ◽  
The Impact

Abstract Background Delirium is a common disorder affecting several people in primary, secondary, and tertiary settings. The condition is frequently under-diagnosed leading to long-lasting physical and cognitive impairment or premature death. Despite this, there has been limited research on the impact of innovative approaches to delirium education amongst undergraduate nursing students. The aim of this study was to evaluate the effect of a delirium awareness podcast on undergraduate nursing student knowledge and confidence related to the condition in Northern Ireland. Methods The intervention was a 60-min delirium awareness podcast, available throughout May 2020, to a convenience sample of year one undergraduate nursing students (n = 320) completing a BSc Honours Nursing degree programme in a Northern Ireland University. The podcast focused on how nursing students could effectively recognise, manage, and prevent delirium. Participants had a period of 4 weeks to listen to the podcast and complete the pre and post questionnaires. The questionnaires were comprised of a 35-item true-false Delirium Knowledge Questionnaire (DKQ), a 3-item questionnaire about professional confidence and a 7-item questionnaire evaluating the use of podcasting as an approach to promote knowledge and confidence about delirium. Data were analysed using paired t-tests and descriptive statistics. Results Students improved across all three core areas in the post-test questionnaire, demonstrating improvements in knowledge about symptoms of delirium (7.78% increase), causes and risk factors of delirium (13.34% increase) and management of delirium (12.81% increase). In relation to perceived confidence, students reported a 46.50% increase in confidence related to recognition of delirium, a 48.32% increase in relation to delirium management and a 50.71% increase their ability to communicate about delirium. Both questionnaires were statistically significant (P < 0.001). The final questionnaire illustrated that nursing students positively evaluated the use of podcast for promoting their knowledge and confidence about delirium and 96.32% of nursing students believed that the podcast met their learning needs about delirium. Conclusions A 60-min podcast on delirium improved first year student nurse knowledge about delirium. Nursing students also expressed that this approach to delirium education was effective in their learning about the condition.

scholarly journals Evaluation of a ‘serious game’ on nursing student knowledge and uptake of influenza vaccination

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0245389
Author(s):  
Gary Mitchell ◽  
Laurence Leonard ◽  
Gillian Carter ◽  
Olinda Santin ◽  
Christine Brown Wilson
Keyword(s):  
Nursing Students ◽  
Influenza Vaccination ◽  
Nursing Student ◽  
Serious Game ◽  
Student Knowledge ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Knowledge Questionnaire ◽  
Item Questionnaire ◽  
Item Knowledge

Background Influenza is a serious global healthcare issue that is associated with between 290,000 to 650,000 deaths annually. The aim of this study is to evaluate the effect of a ‘serious game’ about influenza, on nursing student attitude, knowledge and uptake of the influenza vaccination. Methods 1306 undergraduate nursing students were invited, via email, to play an online game about influenza between September 2018 and March 2019. 430 nursing students accessed the game and completed an 8-item questionnaire measuring their attitudes to influenza between September 2018 and March 2019. In April 2019, 356 nursing students from this sample completed a follow-up 2-item questionnaire about their uptake of the influenza vaccination. A larger separate 40-item knowledge questionnaire was completed by a year one cohort of 124 nursing students in August 2018 prior to receiving access to the game and then after access to the game had ended, in April 2019. This sample was selected to determine the extent to which the game improved knowledge about influenza amongst a homogenous group. Results In the year preceding this study, 36.7% of the sample received an influenza vaccination. This increased to 47.8% after accessing to the game. Nursing students reported perceived improvements in their knowledge, intention to get the vaccination and intention to recommend the vaccination to their patients after playing the game. Nursing students who completed the 40-item pre- and post-knowledge questionnaire scored an average of 68.6% before receiving access to the game and 85.2% after. Using Paired T-Tests statistical analysis, it was determined that this 16.6% increase was highly statistically significant (P < 0.001). Conclusions The research highlights that the influenza game can improve knowledge and intention to become vaccinated. This study suggests that improvement in influenza knowledge is likely to encourage more nursing students to receive the influenza vaccination.

scholarly journals Sources of Stress among Saudi Arabian Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 18 (22) ◽  
pp. 11958
Author(s):  
Wafaa Aljohani ◽  
Maram Banakhar ◽  
Loujain Sharif ◽  
Fatimah Alsaggaf ◽  
Ohood Felemban ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Nursing Students ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Cultural Learning ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Health Related

Introduction: Nursing students experience higher levels of stress than those in other health-related disciplines; however, there are limited data exploring stress among these students in a Saudi context. Aim: This study examines sources of stress among nursing students at an academic institution in Jeddah, Saudi Arabia, using a descriptive quantitative cross-sectional research design. Methods: Data were collected from a convenience sample of 500 undergraduate nursing students, with a response rate of 71.8%, using an adapted Stress in Nursing Students (SINS) questionnaire. Results: Nursing student sources of stress fell into three categories: academic concerns, clinical practice, and social factors. Discussion: The results demonstrate commonality between other countries’ sources of stress for nursing students but highlight cultural factors unique to Saudi Arabia. This study shows opportunities for cross-cultural learning and areas needing cultural tailoring to reduce stress among nursing students.

scholarly journals Undergraduate student-faculty collaborative research: A pilot study exploring care of a family member with dementia

2020 ◽  
Vol 11 (3) ◽  
pp. 17
Author(s):  
Theresa A. Kesseler ◽  
Lynette Rayman
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Focus Groups ◽  
Family Member ◽  
Undergraduate Student ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Collaborative Team ◽  
The Impact

Objective: Caregivers for a family member with dementia experience subtle but long-term role changes that can be attenuated with successful coping strategies. The aim of this paper is to describe an effective research initiative managed by an undergraduate student-faculty collaborative team to assess the physical, emotional, and financial effects of caregiving and identify the impact of using an adult day service.Methods: Using the collaborative model, undergraduate nursing students led a mixed method, pilot study. Eight students, mentored by two faculty, held weekly meetings to manage the research design. After reviewing literature evidence, students developed the methodology and carried out the research. The convenience sample included 10 caregivers, each having a family member with dementia, who attended an adult day center in a rural/suburban city in the Midwest. The Kingston Caregiver Stress Scale (KCSS), a 10-item assessment of caregiver stress using a 5-point Likert scale, measured quantitative data. Two focus groups were conducted to collect qualitative data.Results: Participants included 6 males/4 females ranging in age from 46-72 (M = 65, SD = 10.58). Participants provided care an average of 4.2 years (SD = 6.0) and reported moderate levels of caregiving stress on the KCSS (M = 30.5, SD = 9.7). Four themes emerged from focus groups: (a) common emotional responses, (b) benefits of adult day services, (c) overwhelming impact on daily life, and (d) caregiver social isolation.Conclusions: Respite services promoted resilience through opportunities to manage self-care, to perform daily tasks, and to decrease emotional burden. Undergraduate nursing students effectively planned and implemented the research. As future practitioners, they may be more inclined to participate in best practice because of their experience on a student-faculty collaborative team.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

EVALUATING THE IMPACT OF AN ARTS-BASED MULTIMEDIA KNOWLEDGE TRANSLATION ASSIGNMENT ON UNDERGRADUATE NURSING STUDENTS

2021 ◽  
pp. 105030
Author(s):  
Kendra L. Rieger ◽  
Kim M. Mitchell ◽  
Josie Bolianatz ◽  
Rasheda Rabbani ◽  
Nicole Harder ◽  
...  
Keyword(s):  
Nursing Students ◽  
Knowledge Translation ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Impact

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

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