Pre-Course Simulation as a Predictor of Satisfaction with an Emergency Nursing Clinical Course

2014 ◽  
Vol 11 (1) ◽  
pp. 83-90 ◽  
Author(s):  
Young Sook Roh ◽  
Eun Ju Lim
Keyword(s):  
Nursing Students ◽  
Clinical Course ◽  
Course Satisfaction ◽  
Clinical Placement ◽  
Emergency Nursing ◽  
Learning Modalities ◽  
Simulation Education ◽  
Skill Performance ◽  
E Learning ◽  
Nursing Clinical

AbstractRecent research suggests that simulation education can effectively improve nursing students’ practical competence and can enhance educational outcomes. But very few studies have identified the relationships between pre-course simulation and course satisfaction. The purpose of this study was to determine whether pre-course simulations and other advanced learning modalities (i.e. pre-course e-learning, observation, and clinical placement skill performance) predicted students’ satisfaction with an emergency nursing clinical course. Second-year Korean nursing students (N = 284) participated in an integrated clinical course consisting of self-directed pre-course e-learning, a 2-hour pre-course simulation, and an 80-hour emergency room clinical placement with observation. Multiple regression analyses found that pre-course simulation, clinical placement skill performance, observation during the clinical placement, and pre-course e-learning accounted for 47.2% of the variance in course satisfaction. Notably, pre-course simulation made the largest contribution to course satisfaction, accounting for 29.1% of the variance. Pre-course simulation, skill performance, observation, and pre-course e-learning all significantly influenced learner satisfaction. Findings suggest that integrating simulation into the clinical curriculum may enhance clinical course satisfaction.

Simulation education with problem-based learning: Effect on nursing students' communication apprehension

2018 ◽  
Vol 46 (1) ◽  
pp. 151-160 ◽  
Author(s):  
Young-Hee Kim ◽  
Kyung-Hye Hwang ◽  
Ok-Hee Cho
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
South Korea ◽  
Self Efficacy ◽  
Learning Effect ◽  
Communication Apprehension ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Simulation Education ◽  
Nursing Clinical

We investigated the effect of simulation education with problem-based learning (SIM-PBL) on nursing students' communication apprehension, assertiveness, and nursing clinical self-efficacy. Participants were 82 senior nursing students at a university in South Korea. Through the pre–post SIM-PBL comparison, we found that communication apprehension in group discussion decreased and nursing clinical self-efficacy increased, but no difference was found in assertiveness. Based on these findings, we recommend the development and application of SIM-PBL for various situations in the curriculum for nursing students prior to clinical practice.

Screencasts and Learning Styles

2019 ◽  
pp. 152-164
Author(s):  
Rui Alberto Jesus
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Inferential Statistics ◽  
Computer Screen ◽  
Face To Face ◽  
Learning Modalities ◽  
Sensory Modalities ◽  
E Learning ◽  
Audio Video ◽  
Text Images

Learning styles appear to explain something that is obvious: people learn in different ways. In this chapter, the emphasis is on the different sensory modalities by which students prefer to perceive stimuli from the outside. Professors can use several didactic materials to deliver instruction to their students (particularly in e-learning). One of these is screencasts, which are digital recordings of computer screen output, including audio voiceover. If well-planned and recorded, screencasts can include text, images, diagrams, audio, video, and simulations, thus aiming to reach several learning modalities. This chapter explores the relation between screencasts and sensory preferences (measured by the VARK questionnaire) in a sample of nursing students. The data was analyzed with descriptive and inferential statistics methods. The majority of these students were multimodal (61.4%), as opposed to unimodal (38.6%), and screencasts were found to be more appealing to the former, and face-to-face classes were more appealing to the latter.

scholarly journals Evaluating nursing students clinic stress, and coping with stress during the clinic first day of the Woman Health and Diseases Nursing clinical course

2015 ◽  
Vol 12 (1) ◽  
pp. 1169 ◽  
Author(s):  
Dilek Coşkuner Potur ◽  
Nevin Çitak Bilgin ◽  
Nuran Kömürcü
Keyword(s):  
Nursing Students ◽  
Gender Discrimination ◽  
Clinical Course ◽  
Male Students ◽  
Male And Female ◽  
Health And Disease ◽  
Coping Scale ◽  
And Coping ◽  
Nursing Clinical ◽  
Nursing Course

<p class="Standard"><strong>Purpose: </strong>This study aimed to explore the clinical stress levels, stress sources and coping strategies of Turkish male and female nursing students attending the Woman’s Health and Disease Nursing clinical course on the first day.</p><p class="Standard"><strong>Method and material:</strong> This cross-sectional study was conducted in March 2010 at a public university located in Istanbul. The study group included 98 nursing students. Data were collected from the nursing students in the study group using a self-report questionnaire, clinical stress questionnaire and Carver Coping scale. The data were analyses using percentages, chi-square analysis, the Mann-Whitney U test and Cronbach's alpha coefficients<strong> </strong></p><p class="Standard"><strong>Results: </strong>Approximately half of the male students (47.6%) reported that they experienced stress since the patient group consisted of females and the majority of male students (76.2%) stated that they were subject to gender discrimination at the clinic and there was a significant difference between the male and female students. The male and female nursing students’ stress levels and Carver Coping scale total score of  on the first day of the Woman’s Health and Disease nursing clinical course was similar (p&gt;0.05). </p><p><strong>Conclusions: </strong> Male students experience stress because the patient group consisted of women, the majority of male students reported that they were subject to gender discrimination and gender discrimination was a source of stress for them. Female and male nursing<strong> </strong>students experienced stress in the first day of the clinical course of the Woman's Health and Diseases Nursing course, and that the stressors and coping strategies were similar across genders. In the clinical training for the Woman's Health and Diseases Nursing course lectures should be aware of possible stressors and, if necessary, should help students in positive coping.</p>

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.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

Changes in nursing students' expectations of nursing clinical faculties' competences: A longitudinal, mixed methods study

2017 ◽  
Vol 59 ◽  
pp. 38-44 ◽  
Author(s):  
Robert Lovrić ◽  
Nada Prlić ◽  
Dragana Milutinović ◽  
Igor Marjanac ◽  
Boštjan Žvanut
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Mixed Methods Study ◽  
Nursing Clinical
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