scholarly journals Nursing students' learning from involvement in research projects: an integrative literature review

2022 ◽  
Vol 75 (1) ◽  
Author(s):  
David de Sousa Loura ◽  
Rafael Alves Bernardes ◽  
Cristina Lavareda Baixinho ◽  
Helga Rafael Henriques ◽  
Isa Brito Félix ◽  
...  
Keyword(s):  
Nursing Students ◽  
Literature Review ◽  
Learning Outcomes ◽  
Cochrane Central Register ◽  
Research Projects ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Cochrane Database ◽  
Central Register ◽  
Participation In Research

ABSTRACT Objective: To identify the learning outcomes and skills obtained of undergraduate nursing students involved in research projects. Methods: This was an integrative literature review, based on a research protocol in the CINAHL Complete databases; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; Cochrane Methodology Register; MedicLatina; MEDLINE, Scopus and JBI, including primary and secondary studies, published between 2015 and 2020. Results: A total of five heterogeneous articles were included, which were categorized using Kirkpatrick's (adapted) model. Seventeen learning outcomes acquired through participation in research projects were identified, from the learning of new knowledge and skills to the development of new attitudes and behaviors. Final considerations: The involvement of nursing students in research projects is important to their professional development. Future investment in research on this topic can help cement the potential of this type of student involvement.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

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.

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