scholarly journals Simulation in pediatric nursing education: Are there enough evidence for future practice?

2022 ◽  
Vol 4 (4) ◽  
pp. 121-126
Author(s):  
Bindu John ◽  
Usha Marath
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Patient Care ◽  
Improve Patient Safety ◽  
Knowledge Retention ◽  
Pediatric Nursing ◽  
Practice Experience ◽  
Care Outcomes ◽  
Nursing Courses

Research on simulation is still a developing field in nursing and simulation-based learning is gaining momentum with its application over the past two decades in nursing education. Simulation is utilized as a method of training, by helping the learners for competent practice and to improve patient safety, but not much evidence is available for its application in pediatric nursing education.This study aimed to (1) describe the application of simulation in teaching pediatric nursing education and (2) explore the evidence for its application in developing clinical competencies and skills in nursing students taking pediatric courses.A literature search was conducted in Google Scholar, PubMed, Medline, Science Direct & ProQuest for the relevant articles available on the internet. Descriptive, experimental, and systematic reviews concerning simulation in pediatric nursing were included.Mixed results were cited in studies about imparting the knowledge concerning the applicability of simulation in pediatric nursing courses. Available evidence shows that simulation can improve the competency of students in clinical practice and in improving patient care outcomes and communication skills. There is a paucity of studies about the applicability of simulation in pediatric nursing education. Simulation is found to be a useful strategy in providing a near-to-real experience for the students to practice high-risk, rare procedural skills in pediatric nursing education. However, further, evidence is required to replace clinical practice experience with simulation, for sustained improvement in patient care outcomes, and in critical thinking and knowledge retention in nursing students.

scholarly journals Experiences of Perception of Nursing Students' Rights in Clinical Practice

2019 ◽  
Vol 25 (4) ◽  
pp. 471-483
Author(s):  
Sunghee Park ◽  
Hyeyoung Cho
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
University Hospitals ◽  
Focus Group Interviews ◽  
Practice Experience ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Group Interviews ◽  
Practice Methods

Purpose: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice. Methods: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method. Results: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were 'deep disappointment as an alienated person in a clinical field', 'clinical practice experience that cannot be given up despite difficulties', 'need for a practice environment that takes care of nursing students', and 'hope for support, advocacy and respect'. Conclusion: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.

Integral Metatheory in the Time of COVID: Implications for Medical and Nursing Teaching and Practice

2021 ◽  
pp. HumanCaring-D-20-00027
Author(s):  
Stephen J. Darcy
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Patient Care ◽  
Medical Practice ◽  
Potential Application ◽  
Illness Experience ◽  
Comprehensive View ◽  
Practice Of Medicine ◽  
Basic Concepts ◽  
Interpretive Framework

Ken Wilber's integral metatheory is an interpretive framework that can that be applied to the clinical practice of medicine and medical and nursing education. It offers a comprehensive view of the patient illness experience superior to current models of patient care and may provide a valuable guide for nursing and medical practice and teaching. This article seeks to explain some of the basic concepts of integral metatheory and show their potential application to practice and teaching using the current COVID-19 pandemic as an illustrative model.

scholarly journals A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method

2018 ◽  
Vol 5 (3) ◽  
pp. 175-183 ◽  
Author(s):  
Qiao-Qian Luo ◽  
Marcia A Petrini
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Patient Care ◽  
Clinical Reasoning ◽  
Teaching Method ◽  
Essential Feature ◽  
Care Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Reasoning Ability

AbstractObjectiveClinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.MethodsThe authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.ResultsThe application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.Conclusionshigh-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

Integrating YouTube into the Nursing Curriculum

2011 ◽  
Vol 16 (3) ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Nurse Educators ◽  
Nursing Curriculum ◽  
Nursing Courses ◽  
User Friendly ◽  
Nursing Professionals ◽  
Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

scholarly journals Exploring the Use of Clinical Laboratories in Undergraduate Nursing Programs in Regional Australia

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Student Development ◽  
Clinical Laboratory ◽  
Clinical Skills ◽  
Undergraduate Nursing ◽  
Clinical Laboratories ◽  
Laboratory Learning ◽  
Regional Australia

Preparation for clinical practice is arguably a vital component of undergraduate nursing education with clinical laboratories widely adopted as a strategy to support student development of clinical skills. However, there is little empirical evidence about the role laboratories play in students' learning or how they assist in linking theory to practice. This study aimed to explore the current clinical laboratory practices in Schools of Nursing in regional Victoria, Australia through site visits, interviews and review of curricula. Findings revealed that approaches to laboratory learning are based on traditions rather than evidence, and have evolved in response to fiscal and environmental challenges. The predominance of teacher talk in the laboratory, has lead to acute care over other areas of practice. This study indicates a need for rigorous investigation of pedagogies that can support nursing students in preparation for clinical practice. It remains unclear if laboratory learning experiences assist students in the translation of theoretical knowledge to practice.

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