scholarly journals Enablers of the successful implementation of simulation exercises: a qualitative study among nurse teachers in undergraduate nursing education

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kristine Haddeland ◽  
Åshild Slettebø ◽  
Mariann Fossum
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Method ◽  
Successful Implementation ◽  
Undergraduate Nursing Education ◽  
University Campuses ◽  
Link Type ◽  
Undergraduate Nursing ◽  
Student Centred Learning ◽  
Simulation Exercises

Abstract Background Simulation exercises are increasingly being used as a teaching method in the field of undergraduate nursing education. Thus, the present study sought to identify, describe and discuss enablers of the successful implementation of simulation exercises in undergraduate nursing education. Methods This study had a qualitative descriptive design and involved individual interviews conducted between November and December 2018 with six nurse teachers from three different university campuses in Norway. The transcribed interviews were analysed by means of a qualitative thematic analysis. Results The majority of the interviewees wanted to offer more simulation exercises as part of their respective undergraduate nursing education programmes. Moreover, creating a safe environment, facilitating student-centred learning and promoting reflection were all identified by the interviewees as enablers of the successful implementation of simulation exercises. Conclusions The findings of this study indicate that nurse teachers consider simulation to be a valuable teaching method for improving students’ learning outcomes. In addition, the findings could guide the future implementation of simulation exercises in undergraduate nursing education. Trial registration ClinicalTrials.gov ID: NCT 04063319. Protocol ID: 52110 Nursing Students’ Recognition of and Response to Deteriorating Patients.

scholarly journals Infection prevention and control curriculum in undergraduate nursing program: Internship nursing students’ perspectives

2019 ◽  
Vol 9 (10) ◽  
pp. 59 ◽  
Author(s):  
Thoraya Abdelaziz ◽  
Rawhia Dogham ◽  
Nermine Elcockany
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Prevention And Control ◽  
Infection Prevention ◽  
Nursing Program ◽  
Infection Prevention And Control ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
And Control

Undergraduate nursing education plays a vital role in acquiring the necessary competency for patient safety. Infection prevention and control is a very critical topic for providing patient safety so, undergraduate and graduate nursing students should be competent in infection prevention and control. The aim of this study was to measure the undergraduate nursing program effectiveness in improving knowledge and practice of infection prevention and control of internship nursing students and to identify their learning needs. A descriptive research design was used. Students were selected using convenience sampling which included 400 internship nurses. Data was collected using a self-reported questionnaire. The results of the current study displayed that more than half (59.5%) of the intern nurses had poor knowledge and also 43.2% of them had poor practice.  In addition, it was found that more than half of them reported that infection control program is neither irrelevant nor meaningful, and 48.5% of the students suggested that participation in infection prevention and control training is most important for the improvement of nursing program. This study concluded that infection prevention and control topics in undergraduate nursing education may be insufficient and need to be updated, as well as the need for reviewing the intended learning outcomes of nursing program to ensure the addition and implementation of infection control guidelines in all undergraduate in the last academic year of nursing program as well as internship. The students also are in need for continued training and education regarding guidelines of infection prevention and control practice.

Curiosity and Caring Levels in Undergraduate Nursing Education: A Relational Investigation Toward Understanding Empathetic Curiosity

2020 ◽  
Vol 24 (3) ◽  
pp. 202-212
Author(s):  
Sandra G. Nadelson ◽  
Louis S. Nadelson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Nursing Student ◽  
Research Study ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Exceptional Patient ◽  
Programs Of Study ◽  
Insight Into

Emotional caring and curiosity are associated with exceptional patient care. Combined, the characteristics form empathetic curiosity. Little is known about nursing students' curiosity. Our quantitative research study provides insight into connections between caring and curiosity of nursing students both early and late in their programs of study. Students early their program perceived more caring from others toward them than the students late in the program. The students did not differ in their curiosity or caring levels for others. Our findings indicate a positive relationship between caring and curiosity. Nursing student curiosity may be reflective of their preparation as professionals.

scholarly journals The Value of Peer Learning in Undergraduate Nursing Education: A Systematic Review

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Robyn Stone ◽  
Simon Cooper ◽  
Robyn Cant
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Peer Learning ◽  
Subjective Assessment ◽  
Quality Analysis ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Lecture Method ◽  
Conventional Classroom

The study examined various methods of peer learning and their effectiveness in undergraduate nursing education. Using a specifically developed search strategy, healthcare databases were systematically searched for peer-reviewed articles, with studies involving peer learning and students in undergraduate general nursing courses (in both clinical and theoretical settings) being included. The studies were published in English between 2001 and 2010. Both study selection and quality analysis were undertaken independently by two researchers using published guidelines and data was thematically analyzed to answer the research questions. Eighteen studies comprising various research methods were included. The variety of terms used for peer learning and variations between study designs and assessment measures affected the reliability of the study. The outcome measures showing improvement in either an objective effect or subjective assessment were considered a positive result with sixteen studies demonstrating positive aspects to peer learning including increased confidence, competence, and a decrease in anxiety. We conclude that peer learning is a rapidly developing aspect of nursing education which has been shown to develop students’ skills in communication, critical thinking, and self-confidence. Peer learning was shown to be as effective as the conventional classroom lecture method in teaching undergraduate nursing students.

scholarly journals Design and Implementation Of Blended Learning Approach For Simulation Education Among Undergraduate Nursing Students

2021 ◽  
Vol 12 (6) ◽  
pp. 737-742
Author(s):  
Miran Eom Et.al
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Control Group ◽  
Undergraduate Nursing Students ◽  
Physical Assessment ◽  
Undergraduate Nursing Education ◽  
Educational Methods ◽  
Learning Satisfaction ◽  
Undergraduate Nursing ◽  
Simulation Group

The importance of undergraduate nursing education has never been higher due to the aging population and complexity of patients. The blended simulation combined two and more educational methods and is an effective strategy in nursing education. This study was to evaluate the effectiveness of blended simulation using standardized patients and patients simulation. Using a convenience sampling, a quasi-experimental study was conducted.  Forty undergraduate nursing students enrolled and were allocated into the experimental group (n=20) or the control group (n=20). CPX (clinical performance examination) was used to evaluate physical assessment skills. Self-reporting questionnaires were used for communication skill and learning satisfaction. χ2-test/Fisher’s exact test and Mann-Whitney U test were conducted for statistical analysis. After completing the educational program, there were statistically significant higher levels of physical assessment and communication skills in the blended simulation group (p<.001) compared with the control group. Regarding learning satisfaction, there were also statistically significant differences with higher level of satisfaction among students in blended simulation group (p=.002). This blended simulation has high potential to successfully achieve learning outcomes in undergraduate nursing education. Providing students diverse educational methods ensures an optimal learning experience.

scholarly journals Assess the feasibility of flipped classroom pedagogy in undergraduate nursing education in Sri Lanka: A mixed-methods study

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259003
Author(s):  
Punithalingam Youhasan ◽  
Yan Chen ◽  
Mataroria Lyndon ◽  
Marcus A. Henning
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
Flipped Classroom ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Classroom Implementation ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Inductive Thematic Analysis

Background The nursing education system has evolved with an increased emphasis on student-centred education, such as implementing flipped classroom pedagogy. Given the promising positive educational outcomes, the trend of using flipped classroom pedagogy has become increasingly popular in undergraduate nursing education. However, little is known about how these flipped classroom methods impact on nursing educational practices in limited-resource settings situated in South Asia. Objective To assess the feasibility of implementing flipped classroom pedagogy in undergraduate nursing education from the nursing students’ perspective. Methods This mixed-methods study employed a quantitative survey and six focus group discussions conducted in three state universities in Sri Lanka. The Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire was used to collect quantitative data. The semi-structured focus group discussions were conducted by using 18 reflective and open-ended questions. Descriptive statistics and multivariate analysis of variance methods were employed when analysing quantitative data. An inductive thematic analysis approach was used to summarize the focus group discussions. Results The questionnaire survey revealed that nursing students reported high levels of personal, technical, and pedagogical readiness across all three universities, while environmental readiness was perceived as low. The inductive thematic analysis identified three themes, namely: enablers, challenges, and benefits. Specifically, nursing students valued the student-centred approach. They were ready to utilize their own devices to overcome limited technological provision; however, a short training session about how to engage in the flipped classroom was desirable. Also, their exposure to basic educational technology was perceived as adequate and they were aware of the positive outcomes of flipped classroom pedagogy. Conclusion Nursing students were ready to enrol in a flipped classroom programme. The provision of technological resources in the education environment was identified as a great challenge for flipped classroom implementation. Overall, the findings indicate there are promising feasibilities for the flipped classroom implementation.

scholarly journals Integrating critical disability perspectives in nursing education

2019 ◽  
Vol 9 (9) ◽  
pp. 63
Author(s):  
Charles K. Anyinam ◽  
Sue Coffey ◽  
Celina Da Silva
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Practice ◽  
Nursing Programs ◽  
Disabled People ◽  
Nursing Educators ◽  
Undergraduate Nursing Education ◽  
Effective Strategies ◽  
Insufficient Attention ◽  
Undergraduate Nursing

Undergraduate nursing education has a duty to make certain that the focus of both nursing practice with disabled people and nursing education are enabling, rather than disabling. However, depictions of disability in nursing education have been identified as inadequate and at times problematic, with insufficient attention paid to disability in curricula. In this paper, we provide an overview of representations of disability in nursing and examine the gaps and inadequacies in nursing education. We also support the argument that nursing educators must utilize critical perspectives on disability to challenge discrimination and address the gaps that currently exist. Finally, we focus on how nursing programs and educators can take action to support all nursing students to develop the knowledge, attitudes, and behaviours to meet the needs of disabled people in a more comprehensive and meaningful way. Practical and effective strategies are shared.

Sign in / Sign up

Export Citation Format

Share Document