scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

Teaching Critical Thinking Skills to Undergraduate Nursing Students

1997 ◽  
Vol 22 (3) ◽  
pp. 37-39 ◽  
Author(s):  
Janice E. Beeken ◽  
Marcia L. Dale ◽  
Michael F. Enos ◽  
Susan Yarbrough
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals The Impact of High Fidelity Patient Simulation on the Level of Knowledge and Critical Thinking Skills in Code Blue Management Among Undergraduate Nursing Students in Malaysia

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110071
Author(s):  
Fong Ka Ling ◽  
Khatijah Lim Binti Abdullah ◽  
Gan Seng Chiew ◽  
Mahmoud Danaee ◽  
Caryn Mei Hsien Chan
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Patient Simulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Fidelity ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Code Blue

The efficacy of high fidelity patient simulation (HFPS) over low fidelity patient manikins (LFPM) in improving learning outcomes among undergraduate nursing students in Malaysia remains unknown. The aim of this study is to compare learning outcomes (knowledge and critical thinking skills) using an adult code blue drill simulated program using HFPS versus LFPM among undergraduate nursing students in Malaysia. In an experimental study, final-year undergraduate nursing students ( N = 407) from three centers in Malaysia were trained in code blue management and assigned to either control (LFPM) or intervention (HFPS) group. Pre- and post-test assessment was conducted using 30-single best answer questions and the California Critical Thinking Disposition Inventory. A repeated-measures analysis of covariance (ANCOVA) showed significant differences in knowledge levels (intervention, η2= 0.146; control, η2= 0.130) and critical thinking skills (intervention, η2= 0.119; control, η2= 0.066). Simulation-based education using HFPS is advantageous over LFPM in increasing knowledge and critical thinking skills in code blue management among nursing students.

scholarly journals Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

2021 ◽  
Vol 7 ◽  
pp. 237796082110592
Author(s):  
Vidya Seshan ◽  
Gerald Amandu Matua ◽  
Divya Raghavan ◽  
Judie Arulappan ◽  
Iman Al Hashmi ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Analysis ◽  
Undergraduate Nursing Students ◽  
Case Study Analysis ◽  
Undergraduate Nursing

Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

Sign in / Sign up

Export Citation Format

Share Document