scholarly journals Effective Characteristics of Iranian Nursing Students in Their Relationship with Clinical Nurses

2019 ◽  
Vol 8 (3) ◽  
pp. 173-179
Author(s):  
Ebrahim Aliafsari Mamaghani ◽  
Azad Rahmani ◽  
Hadi Hassankhani ◽  
Carla Saunders ◽  
Sue Dean ◽  
...  
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Effective Characteristics ◽  
Perceived Support ◽  
Psychological State ◽  
Undergraduate Nursing Students ◽  
Clinical Nurses ◽  
Undergraduate Nursing ◽  
Self Confidence

Introduction: The purpose of this study was to explore the characteristics of undergraduate nursing students, which may determine the nature of their relationship with clinical nurses. Relationships between nursing students and clinical nurses are critical to maximize student learning outcomes and produce skilled graduates for the future health workforce. Methods: This qualitative content analysis study was conducted from January to August 2016. Twenty nine semi-structured in-depth interviews were conducted with 20 undergraduate nursing students in Tabriz nursing and midwifery faculty. Interviews were recorded and transcribed verbatim (in Persian), and analyzed using conventional content analysis to identify themes. Results: Four key themes emerged: educational factors (cognitive knowledge and practical skills, and learning motivation); communication skills; perceived support (perceived support from nurses and educators); and psychological state (fear of the relationship and self-confidence). Self-confidence is an emphasized concept in nursing students' willingness and ability to relate with clinical nurses. Conclusion: The results of the study showed that educational, communicative and psychological factors are important determinants of student communication with nurses. However, self-confidence is the most important factor in establishing such relationship. Self-confidence could be further assessed to identify nursing students who need greater support or would benefit from greater educational interventions to achieve relational skills.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

scholarly journals Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students

Healthcare ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1584
Author(s):  
Allison C. Munn ◽  
Beth Lay ◽  
Tiffany A. Phillips ◽  
Tracy P. George
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Clinical Judgement ◽  
Pediatric Nursing ◽  
Undergraduate Nursing Students ◽  
Nursing Knowledge ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
The Impact

Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students’ self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students’ confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman’s ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and critical thinking ability among undergraduate nursing students.Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. All the second-year undergraduate nursing students in two class were enrolled in this study by cluster sampling. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on academic performance and critical thinking.Results: Students in the experimental class showed a significantly higher improvement in academic performance of Medical Nursing than the control class. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p=0.037). In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p=0.022). In the control class, there was significant improvement compared with baseline in the total score (p=0.029) and two of the seven dimensions: truth-seeking (p=0.016) and systematicity (p=0.005).Conclusions: Use of the blended case-centered learning showed the promising results in promoting students’ academic performance. Both the blended and offline case-centered learning in this study were a suitable educational approach to improve the critical thinking ability of undergraduate nursing students. In the future, blended and offline case-centered learning could be implemented in other nursing subjects. Moreover, further efforts to improve teaching are warranted.

scholarly journals Simulation in cardiorespiratory arrest: assessment of satisfaction with the learning of nursing students

2021 ◽  
Vol 55 ◽  
Author(s):  
Amanda Chlalup Linn ◽  
Emiliane Nogueira de Souza ◽  
Rita Catalina Aquino Caregnato
Keyword(s):  
Nursing Students ◽  
Student Satisfaction ◽  
Cardiopulmonary Arrest ◽  
Cardiorespiratory Arrest ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Simulation Scenario ◽  
Students Satisfaction

ABSTRACT Objective: To evaluate the satisfaction and self-confidence of undergraduate nursing students’ learning in a scenario of realistic clinical simulation with the theme of advanced cardiopulmonary arrest maneuvers. Method: Exploratory-descriptive study, with a quantitative approach. In order to evaluate the simulation activity developed undergraduate nursing students responded to the Student Satisfaction and Self-Confidence with Learning Scale. Results: 19 students participated in the study. Students’ satisfaction and self-confidence with learning were identified, with an average of 4.17 ± 0.59 in the developed scenario. In the subscale of satisfaction with current learning and in the subscale of self-confidence with learning, 86.3% and 76.6% of students scored the items in a maximum way (4-5), respectively. Conclusion: Nursing students demonstrate satisfaction and self-confidence with learning from a realistic clinical simulation scenario on the theme of advanced cardiorespiratory arrest maneuvers.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and the development of critical thinking among undergraduate nursing students. Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. There were two classes for second-year undergraduate nursing students enrolled in the study. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on critical thinking. Results: The median score in the Medical Nursing course was slightly higher in the experimental class than in the control class after 1 academic year, although was no significant difference in statistics. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater. In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p<0.05). In the control class, there was significant improvement compared with baseline in the total score (p<0.05) and two of the seven dimensions: truth-seeking (p<0.05) and systematicity (p<0.05). Conclusions: Our study confirms the effectiveness of blended and offline learning (both based on case-centered learning) for academic performance and components of critical thinking among undergraduate nursing students. Blended and offline case-centered learning could be applied to other nursing subjects in future studies. Moreover, further efforts to improve teaching are warranted.Keywords: education, nursing, teaching methods, critical thinking

scholarly journals Clinical simulation in teaching Pediatric Nursing: students’ perception

2020 ◽  
Vol 73 (2) ◽  
Author(s):  
Mayara Gombrade Teles ◽  
Ana Márcia Chiaradia Mendes-Castillo ◽  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Nursing Students ◽  
Simulation Methods ◽  
Structured Interviews ◽  
Pediatric Nursing ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Simulation Practice

ABSTRACT Objectives: to comprehend the perception of undergraduate nursing students about learning to care for the child and family through clinical simulation. Methods: this is a qualitative research conducted with ten nursing students through semi-structured interviews. Data were analyzed through content analysis. Results: data were organized into two categories: “learning a new way to learn,” in which students describe their experiences during the simulation, and “learning a new way to care,” in which they reflect on learning through simulation. Final considerations: we believe that clinical simulation practice in teaching should be encouraged because of the benefits it can offer to the students, faculty, patients and their families. However, we recommend further studies to validate scenarios of child and family healthcare.

Participation of clinical nurses in the practical education of undergraduate nursing students

2018 ◽  
Vol 28 (3) ◽  
pp. 171-178
Author(s):  
Águeda Cervera-Gasch ◽  
Víctor M. Gonzalez-Chorda ◽  
Desirée Mena-Tudela ◽  
Pablo Salas-Medina ◽  
Ana Folch-Ayora ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Clinical Nurses ◽  
Undergraduate Nursing ◽  
Practical Education

scholarly journals Providing Experience for Undergraduate Nursing Students to Care for Older Adults: A Qualitative Study

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Pariseault ◽  
Christina Whitehouse ◽  
Melissa O’Connor
Keyword(s):  
Older Adults ◽  
Nursing Students ◽  
Clinical Experience ◽  
Qualitative Content Analysis ◽  
Undergraduate Curriculum ◽  
Psychosocial Needs ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Age Related ◽  
Age Related Changes

Abstract Care of the older adult can be complex and frequently influenced by ageism. Nursing students do not have the frequent opportunity to provide care for older adults. The purpose of this pilot study was to expose sophomore nursing students to older adults earlier and more often in the undergraduate curriculum by providing a unique clinical experience at St. Thomas of Villanova Monastery, a residential facility for retired Augustinian priests. This study examines the experience of students’ participation in this clinical experience. Qualitative content analysis of 12 student logs was conducted. Themes that emerged included: age-related changes, environmental considerations, psychosocial needs and changes, and consideration of gerontology as a career choice and existing bias. Students gained a valuable understanding of the unique age-related changes that older adults are experiencing. Early experiences are vital in the curriculum and provide enhanced engagement in gerontology.

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