scholarly journals Conception of undergraduate nursing students on the practice of health education on first aid

Rev Rene ◽  
2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Marília Rosa de Oliveira ◽  
Ana Rita Arrigo Leonel ◽  
Julliana Helena Montezeli ◽  
Andréia Bendine Gastaldi ◽  
Eleine Aparecida Penha Martins ◽  
...  
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
National Curriculum ◽  
First Aid ◽  
Academic Learning ◽  
Teacher Competence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Curriculum Guidelines ◽  
Integrated Project

Objective: to present the conception of undergraduate nursing students participating in an integrated project on healtheducation on first aid. Methods: qualitative research conducted at the Universidade Estadual de Londrina with five seniornursing students, participating in the project “Nursing in clinical and surgical urgent and emergency care.” We applied semistructuredinterviews with content analysis. Results: the following categories emerged: Health education as a facilitatorfor academic learning; Health education on first aid as a facilitator in the construction of teacher competence in futurenurses; Feelings experienced by students when performing health education on first aid. Conclusion: participating in healtheducation enables the consolidation of the teacher competence of nurses advocated by the National Curriculum Guidelines.

scholarly journals Undergraduate nursing students' participation in pre-hospital first aid practice with ambulances in China: A qualitative study

2020 ◽  
Vol 90 ◽  
pp. 104459
Author(s):  
Lihong Zeng ◽  
Sisi Fan ◽  
Jiandang Zhou ◽  
Qifeng Yi ◽  
Guoli Yang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
First Aid ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals EFFECTIVENESS OF A TEACHING MODEL IN A FIRST AID COURSE: A RANDOMIZED CLINICAL TRIAL

2020 ◽  
Vol 29 ◽  
Author(s):  
Fábio da Costa Carbogim ◽  
Franciane Silva Luiz ◽  
Larissa Bertacchini de Oliveira ◽  
Patrícia Rodrigues Braz ◽  
Kelli Borges dos Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Based Learning ◽  
First Aid ◽  
Control Group ◽  
Teaching Model ◽  
Undergraduate Nursing Students ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Experimental Group

ABSTRACT Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.

scholarly journals The Effect Of The Flipped Classroom On Nursing Students’ Learning And Motivation Outcomes In Health Education

2021 ◽  
Vol 12 (6) ◽  
pp. 1213-1223
Author(s):  
Mouna Hannaoui, Et. al.
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Flipped Classroom ◽  
Control Group ◽  
Traditional Teaching ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Innovative Strategies ◽  
Undergraduate Nursing ◽  
Experimental Group

As contemporary society evolves, the technological revolution increasingly requires higher education institutions to adopt innovative strategies instead of traditional teaching. Improving the training of health professions in innovative teaching strategies would help prepare future nurses for professionalization. Therefore, the flipped classroom is one of the active educational approaches that has been shown to be effective on nursing students’ outcomes and motivation. Our study, spread over two years from 2018 to 2020, is a quantitative experimental pilot study, which aims to examine the effect of the flipped classroom on nursing students’ learning and motivation outcomes in health education of undergraduate nursing students of the ‘Higher Institute of Nursing Professions and Health Techniques’ (ISPITS). We used two tests, knowledge test and motivation test. The control group consisted of 15 students against 17 students from the experimental group. The experiment lasted three months. Our results showed a statistically highly significant (p<0.0001) increase (p<0.0001) in the grades and motivation levels of students in the experimental group. We point out that our experience coincided with the COVIC-19 pandemic which forced distance learning. According to our results, The flipped classroom could be an effective way to enhance the learning of nursing students and improve their motivation for knowledge to teach health sciencess

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.

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