Using the ‘huddle’ to enhance interprofessional teamwork among nursing students through a podcast: a qualitative and exploratory pilot study

Abstract Background Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students’ competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students’ experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital. Method This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis. Result The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one’s own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic. Conclusion Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.

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Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17238880 ◽

2020 ◽

Vol 17 (23) ◽

pp. 8880

Author(s):

Jaehee Jeon ◽

Jin Hee Kim ◽

Eun Hee Choi

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Focus Group ◽

Qualitative Study ◽

Training Program ◽

Simulation Training ◽

Focus Group Interviews ◽

Emergency Situations ◽

Essential Components ◽

Group Interviews

Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.

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Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

BMC Nursing ◽

10.1186/s12912-019-0376-5 ◽

2019 ◽

Vol 18 (1) ◽

Cited By ~ 7

Author(s):

Jørn Hustad ◽

Berit Johannesen ◽

Mariann Fossum ◽

Olav Johannes Hovland

Keyword(s):

Nursing Education ◽

Clinical Practice ◽

Nursing Students ◽

Focus Group ◽

Learning Outcomes ◽

Transfer Of Learning ◽

Clinical Skills ◽

Focus Group Interviews ◽

Simulation Based ◽

Group Interviews

Abstract Background Simulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

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Undergraduate Nursing Students’ Perceptions of Civility and Incivility in the Teaching-Learning Environment: Qualitative Assessment Using Focus Group Interviews in Japan

Journal of Japan Academy of Nursing Science ◽

10.5630/jans.39.165 ◽

2019 ◽

Vol 39 (0) ◽

pp. 165-173

Author(s):

Yoshihide Kinjo ◽

Akino Miyasato ◽

Keiichiro Saiki ◽

Hiroaki Nishikawa ◽

Mariko Oshiro ◽

...

Keyword(s):

Nursing Students ◽

Focus Group ◽

Learning Environment ◽

Qualitative Assessment ◽

Focus Group Interviews ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Group Interviews ◽

Teaching Learning

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Interaction Between Significant Adult and Toddler in Russia and Vietnam

Psychological Science and Education ◽

10.17759/pse.2019240605 ◽

2019 ◽

Vol 24 (6) ◽

pp. 47-62

Author(s):

I.N. Galasyuk ◽

T.V. Shinina ◽

A.A. Shvedovskaya ◽

I.G. Morozova ◽

E.V. Efremova ◽

...

Keyword(s):

Early Childhood ◽

Comparative Analysis ◽

Pilot Study ◽

Focus Group ◽

Focus Group Interviews ◽

Cultural Contexts ◽

Neurocognitive Development ◽

Child Interaction ◽

Group Interviews

The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child’s neurocognitive development within socio-cultural contexts of Russia and Vietnam.The article presents the results of a pilot study that included focus group interviews with kindergarten specialists from Russia and Vietnam.The pilot study sample consisted of 74 participants (72 women, 2 men), aged 32 to 54 years (M = 43.04; SD = 6.61).Of these, Russian participants (10 cities) — 42 people (40 women and 2 men) aged 32 to 50 (M = 40.19; SD = 6.28) and Vietnamese participants (1 city) — 32 people (32 women) aged 38 to 54 years (M = 46.67; SD = 5.12).The interviews followed the questionnaire developed by the authors.It consisted of 21 open-ended questions grouped in 3 blocks: Block 1.What characteristics and skills should be developed during early childhood? Where and how should these be developed? Block 2.How are children under 3 years of age developed? Block 3.Who is involved in the development of a child under 3 years of age? A comparative analysis of the responses of the Russian and Vietnamese kindergarten specialists revealed no significant differences between the groups, which suggests similarities in educational and developmental strategies of young children in a kindergarten environment.

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Business Simulation Laboratory: An Experiential Learning Tool for Business Colleges and Universities in Davao City

UIC Research Journal ◽

10.17158/546 ◽

2016 ◽

Vol 20 (1) ◽

Author(s):

Mary Jane B. Amoguis

Keyword(s):

Focus Group ◽

Experiential Learning ◽

Business Schools ◽

Colleges And Universities ◽

Business Simulation ◽

Focus Group Interviews ◽

Learning Tool ◽

Business Colleges ◽

Simulation Laboratory ◽

Group Interviews

Academic institutions are becoming conscious of the importance of entrepreneurship course and subjects. Business Simulation Laboratory, business incubator and business simulator are the tools commonly integrated in the business courses in most schools, colleges, universities and even corporations in developing and the sharpening entrepreneurial and management skills of the stakeholders. The study made use of key informant and focus group interviews to determine the acceptability of business simulation laboratory as an experiential learning tool for business colleges and universities in Davao City. The respondents were selected deans of the business colleges and universities, employees, managers and entrepreneurs. The respondents affirmed that business simulation laboratory is an essential aid for training, teaching and learning; thus its use and establishment may be institutionalized to ensure sustainability. They perceived that business simulation laboratory served as a good surrogate for real-world experience as seen by the business schools and the industry to achieve higher educational values. Business schools may consider that the laboratory is a best resource of eventually materializing a “student consulting team” who will assist new and small businesses and who will work with owners of small firms in analyzing as well as devising solutions to their business problems. Keywords: Business Simulation Laboratory, experiential learning tool, business schools, focus group interviews, Davao City, Philippines

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User Experiences with a Virtual Alcohol Prevention Simulation for Danish Adolescents

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17196945 ◽

2020 ◽

Vol 17 (19) ◽

pp. 6945

Author(s):

Julie Dalgaard Guldager ◽

Satayesh Lavasani Kjær ◽

Patricia Lyk ◽

Timo Dietrich ◽

Sharyn Rundle-Thiele ◽

...

Keyword(s):

Pilot Study ◽

Focus Group ◽

Real Life ◽

Initial Study ◽

Alcohol Prevention ◽

Focus Group Interviews ◽

School Students ◽

User Experiences ◽

Promising Tool ◽

Group Interviews

This pilot study explores 31 Danish adolescent user experiences for the newly developed virtual party simulation app—Virtual Reality (VR) FestLab. The main objective of this study was to investigate usability for VR FestLab, which aims to improve alcohol resistance skills for Danish adolescents. A secondary objective was to understand gameplay experiences. The study is a mixed method study that draws on questionnaire data (n = 31) and focus group interviews (n = 10) of boarding school students participating in the pilot study. Descriptive statistics were used to examine quantitative data, and qualitative data were analyzed thematically. Quantitative findings indicated that gameplay experiences of the VR simulation were positive, and all User Experience Questionnaire (UEQ) items were answered positively. The focus group interviews showed that adolescents found the simulation to be realistic. Feedback indicated that the group pressure experienced in the simulation was regarded to be less than in real life. Adolescents had varying approaches to playing the VR simulation, they thought the quality of the simulation was good, and only a few users experienced technical difficulties. These initial study findings indicate that VR FestLab is a promising tool for the prevention of alcohol use among adolescents.

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Leadership and intra-personal development: relevance to Chinese nursing students

International Journal on Disability and Human Development ◽

10.1515/ijdhd-2014-0338 ◽

2014 ◽

Vol 13 (4) ◽

Author(s):

Zenobia C.Y. Chan

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Focus Group ◽

Clinical Setting ◽

Personal Development ◽

Cultural Influence ◽

Nursing Leadership ◽

Nursing Programs ◽

Focus Group Interviews ◽

Group Interviews

AbstractIt is well known that intra-personal attributes and leadership styles are crucial elements of nursing education and practice. However, little has been done in these aspects, particularly in terms of students’ perspectives regarding various cultural influences on intra-personal development and nursing leadership. Six focus group interviews were conducted in Hong Kong to explore the meanings of intra-personal development and nursing leadership in nursing education and the clinical setting, and to analyze Chinese culture relevant to intra-personal and leadership development. The results revealed three themes (intra-personal development, nursing leadership, and cultural influence) extracted from the focus group interviews. Regarding intra-personal development, the findings from participants’ experiences suggested that they agreed with the importance of self-awareness, self-reflection, emotional competence, resilience, morality, and self-identity in nursing students. In addition, social competence, communication, team building and self-leadership, as well as crisis, conflict, and stress management, are crucial to nursing leadership. Some participants were also concerned with the cultural influence on gender barriers and hierarchism in the clinical setting. As intra-personal characteristics, leadership competence, and cultural values are crucial and fundamental in education, nursing programs should enhance these aspects for the holistic development of nursing students. Further studies across regions and time, interviews with nursing educators, and cross-cultural collaboration for nursing leadership and intra-personal development in nursing programs are recommended.

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Experiences of Perception of Nursing Students' Rights in Clinical Practice

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2019.25.4.471 ◽

2019 ◽

Vol 25 (4) ◽

pp. 471-483

Author(s):

Sunghee Park ◽

Hyeyoung Cho

Keyword(s):

Nursing Education ◽

Clinical Practice ◽

Nursing Students ◽

University Hospitals ◽

Focus Group Interviews ◽

Practice Experience ◽

Purposeful Sampling ◽

Content Analysis Method ◽

Group Interviews ◽

Practice Methods

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

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Sykepleierstudenters erfaring med relevansen av vitenskapsteori i praksisstudiene

Nordisk tidsskrift for helseforskning ◽

10.7557/14.2562 ◽

2013 ◽

Vol 9 (1) ◽

pp. 35 ◽

Cited By ~ 1

Author(s):

Karen Louise Pedersen ◽

Kari Anne Einarsen

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Nursing Profession ◽

Font Size ◽

Focus Group Interviews ◽

Critical Perspective ◽

Theory Of Science ◽

Life World ◽

Group Interviews ◽

Gaining Insight

AbstractNursing students’ experiences of the relevance of the theory of science in clinical practiceThis article presents nursing students’ experiences of the relevance of the theory of science in clinical practice. These experiences come to light in focus group interviews with third-year students. The results show that students may perceive the theory of science as vague and meaningless, while at the same time it gives them a perspective on the nursing profession and provides an opportunity to view their own practice from a critical perspective. However, the theory of science becomes more comprehensible through metaphor, more meaningful through narratives, and more concrete via nursing theories. When the students describe their experiences of the relevance of the theory of science, these descriptions are often related to their own life-world and their view of humanity.The students would nevertheless like an opportunity to discuss the theory of science related to situations in clinical practice. They also accept that they are required to be theoretically prepared. The article concludes that the goal of such discussions, where the students share experiences related to the theory of science, is the process of gaining insight, not coming up with the “right” answers.

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Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools

BMC Nursing ◽

10.1186/s12912-021-00542-1 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Ulrica Langegård ◽

Kiana Kiani ◽

Susanne J. Nielsen ◽

Per-Arne Svensson

Keyword(s):

Distance Education ◽

Distance Learning ◽

Social Interaction ◽

Nursing Students ◽

Focus Group ◽

Qualitative Content Analysis ◽

Three Dimensions ◽

Digital Tools ◽

Focus Group Interviews ◽

Group Interviews

Abstract Background The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students’ experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools. Methods The nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n = 9) were analysed using qualitative content analysis to explore students’ experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data. Results The analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students’ own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools. Conclusions The main finding was that the pedagogical transition to distance education reduced the possibility for students’ social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.

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