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 Competências de enfermagem na simulação da parada cardiorrespiratória: scoping review

2021 ◽  
Vol 11 (33) ◽  
pp. 149-156
Author(s):  
José Hiago Feitosa de Matos ◽  
Emiliana Bezerra Gomes ◽  
Gabriela De Sousa Lima ◽  
Maria Do Socorro Vieira Lopes ◽  
Grayce Alencar Albuquerque ◽  
...  
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Cognitive Skills ◽  
Web Of Science ◽  
Cardiopulmonary Arrest ◽  
Scientific Evidence ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Self Confidence

Mapear as evidências científicas sobre as competências desenvolvidas em estudantes de graduação em enfermagem com o uso de simulação clínica no ensino da assistência à parada cardiorrespiratória. Scoping review seguindo as recomendações do The Joanna Briggs Institute, nas bases de dados MEDLINE, CINAHL, SCOPUS, Web of Science, LILACS e EMBASE. Foram selecionados 13 estudos publicados entre 2015 e 2020, com baixos nível de evidência. As evidências apontaram a simulação clínica como uma estratégia eficaz no desenvolvimento de competências relacionadas a parada cardiorrespiratória, dentre elas: realização da reanimação cardiopulmonar de alta qualidade, desenvolvimento da autoconfiança e do pensamento crítico do discente, melhora o trabalho em equipe e comunicação efetiva. As evidências mapeadas demonstraram consenso quanto a eficácia da simulação clínica no desenvolvimento de competências motoras, atitudinais e cognitivas voltadas ao ensino da parada cardiorrespiratória na graduação em enfermagem.Descritores: Bacharelado em Enfermagem, Treinamento por Simulação, Parada Cardíaca, Educação Baseada em Competências. Nursing skills in the simulation of cardiospiratory stop: scoping reviewAbstract: To map the scientific evidence on the skills developed in undergraduate nursing students using clinical simulation in teaching cardiac arrest assistance. Scoping review following the recommendations of The Joanna Briggs Institute, in the MEDLINE, CINAHL, SCOPUS, Web of Science, LILACS and EMBASE databases. 13 studies published between 2015 and 2020 were selected, with low levels of evidence. The evidence pointed to clinical simulation as an effective strategy in the development of skills related to cardiopulmonary arrest, including: high-quality cardiopulmonary resuscitation, development of students, self-confidence and critical thinking, improves teamwork and effective communication. The mapped evidence demonstrated a consensus regarding the effectiveness of clinical simulation on the development of motor, attitudinal and cognitive skills aimed at teaching cardiorespiratory arrest in undergraduate nursing.Descriptors: Education, Nursing, Baccalaureate, Simulation Training, Heart Arrest, Competency-Based Education. Habilidades de enfermería en simulación de parada cardiospiratoria: revisión de alcanceResumen: Mapear la evidencia científica sobre las habilidades desarrolladas en estudiantes de licenciatura en enfermería utilizando la simulación clínica en la enseñanza de la asistencia al paro cardíaco. Revisión de alcance siguiendo las recomendaciones del Instituto Joanna Briggs, en las bases de datos MEDLINE, CINAHL, SCOPUS, Web of Science, LILACS y EMBASE. Se seleccionaron 13 estudios publicados entre 2015 y 2020, con bajos niveles de evidencia. La evidencia apuntó a la simulación clínica como una estrategia efectiva en el desarrollo de habilidades relacionadas con la parada cardiopulmonar, incluyendo: reanimación cardiopulmonar de alta calidad, desarrollo de la autoconfianza y pensamiento crítico de los estudiantes, mejora el trabajo en equipo y la comunicación efectiva. La evidencia mapeada demostró un consenso sobre la efectividad de la simulación clínica en el desarrollo de habilidades motoras, actitudinales y cognitivas orientadas a la enseñanza de la parada cardiorrespiratoria en la carrera de enfermería.Descriptores: Bachillerato en Enfermería, Entrenamiento Simulado, Paro Cardíaco, Educación Basada en Competencias.

scholarly journals Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country

2021 ◽  
Vol 7 ◽  
pp. 237796082110113
Author(s):  
Esra Al Khasawneh ◽  
Judie Arulappan ◽  
Jansi Rani Natarajan ◽  
Savithri Raman ◽  
Chandrani Isac
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Educational Practices ◽  
Simulation Framework ◽  
Simulation Design ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Nursing Education Simulation Framework

Introduction Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students. Objective A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students. Methods 370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used. Results Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design. Conclusion Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.

scholarly journals Undergraduate Nursing Students’ Satisfaction with blended e-learning following the Covid-19 pandemic

2020 ◽  
Author(s):  
Nahla Tayyib ◽  
Fatmah Alsolami ◽  
Grace Lindsay ◽  
Mohammed Alshhmemri ◽  
Hayam Asfour ◽  
...  
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Undergraduate Nursing Students ◽  
Male And Female ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
Timely Feedback ◽  
E Learning ◽  
Students Satisfaction

Abstract Background: Blended learning has recently been introduced as an addition to the existing teaching programme of nursing students at X University. The aim of this study is to assess student satisfaction with this change.Methods: A 35 item questionnaire was circulated to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire was subdivided into the five domains of Interaction, Instruction, Instructor, Course Management and Technology.Results: Mean satisfaction scores for male and female nursing undergraduates was significantly greater than 3 (neutral score) in all domains of enquiry indicating good satisfaction with blended learning (p<0.001). Domain scores were also significantly greater than those of a comparator study in four of the five domains (p<0.030) and similar in the domain of Technology (p=0.677). Male and female levels of satisfaction were similar in 80% of the survey questions, but female satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth year students showed highest levels of satisfaction across all five domains. Overall questionnaire reliability exceeded 90% and matched that of a comparable study elsewhere.Conclusion: Undergraduate nursing students reported high levels of satisfaction and demonstrated nascent technological skill, resilience and fortitude when presented with the immediate implementation of an unfamiliar e-learning blended curriculum environment.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

2021 ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Cross Sectional Study ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Critical Patients

Abstract BackgroundFormative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies.Methods218 undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software.ResultsMost nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance.ConclusionThe best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

scholarly journals Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 280 ◽  
Author(s):  
Diana Jiménez-Rodríguez ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Total Sample ◽  
Healthcare Services ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Technical Issues ◽  
The University

Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.

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