scholarly journals The Effect of Nursing Simulation on the Clinical Judgment of Nursing Care for Patients with Increased Intracranial Pressure (IICP)

2021 ◽  
Author(s):  
Ae Ri Jang ◽  
Jeong Eun Moon
Keyword(s):  
Nursing Students ◽  
Intracranial Pressure ◽  
Nursing Care ◽  
Clinical Judgment ◽  
Clinical Performance ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Increased Intracranial Pressure ◽  
Clinical Thinking ◽  
Experimental Group

Background: Nursing educators commonly adopt simulations to educate nursing students and evaluate their clinical thinking, clinical reasoning, and clinical judgment. We aimed to determine the effectiveness of established nursing care simulations by evaluating, through video, a select number of nursing students in scenarios that simulate nursing care for Increased Intracranial Pressure (IICP) patients. Methods: The participants were students in their senior year at a nursing college in South Korea in 2018. We adopted a mixed-method design by first conducting a nonequivalent control group pre-test/post-test research design, then analyzing the experimental group’s simulation videos. The participants consisted of 38 students in the experimental group and 39 students in the control group, and each group consisted of 9 teams. This study measured the level of anxiety (Cronbach’s α=0.780), critical thinking (Cronbach’s α=0.895), performance (Cronbach’s α=0.927), theoretical knowledge (Cronbach’s α=0.970), and analyzed clinical judgments by directly reviewing video from the experimental group. We used a mixed methods appraisal tool (MMAT) version 2018 as its research checklist. Results: Confidence (P=0.000), theoretical knowledge (P=0.000), clinical performance (P=0.017) indicated statistically significant increases in the experimental group. We subsequently identified 10 clinical judgment processes, including “Identify the patient’s condition” to “Reassess the condition after symptoms improve” by analyzing the simulation videos. Conclusion: Developing a simulation for nursing care is effective in honing students’ clinical judgment and enhancing their theoretical knowledge, confidence, and clinical performance.

scholarly journals Evaluation of nursing students’ learning using realistic scenarios with and without debriefing

2019 ◽  
Vol 27 ◽  
Author(s):  
Rita de Cassia Silva Vieira Janicas ◽  
Nádia Zanon Narchi
Keyword(s):  
Nursing Students ◽  
Performance Test ◽  
Clinical Performance ◽  
Randomized Study ◽  
Control Group ◽  
Baseline Measurement ◽  
Post Intervention ◽  
Before And After ◽  
Teaching Learning ◽  
Experimental Group

Objective: to compare the clinical performance of nursing students in learning scenarios with and without debriefing in a simulation center. Method: a longitudinal, prospective, interventional, crossover randomized study, with a quantitative approach and before-and-after type, with a population composed of 120 nursing students distributed randomly between experimental and control group. The study phases included theoretical and demonstrative practice on child immunization; first Clinical Performance Test, which served as baseline measurement; randomization; scenarios with debriefing for the experimental group and without debriefing for the control group, according to clinical performance/intervention examination; exchange of groups or crossover; third Clinical Performance Test. Results: debriefing was proven to be effective in improving the performance of the students in the clinical exams, because improvement in the performance of the experimental group both in relation to the baseline measurement examination and in comparison with the control group in the post-intervention performance examination and in the third examination, after crossover (p<0.001). Conclusion: the use of scenarios with debriefing constitutes a strategy facilitating the teaching-learning process in the undergraduate nursing course.

scholarly journals THE EFFECT OF PEER REVIEW ON EFL STUDENTS’ WRITING SKILL IN WRITING “NURSING CARE DOCUMENTATION

2017 ◽  
Vol 2 (2) ◽  
pp. 109
Author(s):  
Arina Hafadhotul Husna
Keyword(s):  
Nursing Students ◽  
Peer Review ◽  
Nursing Care ◽  
Control Group ◽  
Response Sheet ◽  
Constructive Feedback ◽  
Writing Skill ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

This study concerns on the effect of peer review on EFL students’ writing skill in writing nursing care documentation. The aims of this study are to investigate the possible effectiveness of the peer review technique to increase the quality of nursing students’ writing skill and to see whether this method motivates student to write. The method of the study is quantitative method. The participants were 78 nursing students in the fourth semester of CendekiaUtama Health College. They were randomly categorized into two experimental and control groups. In the experimental group were providing with an additional peer review instruction offered by O’Muirheartaigh (1990) including the provision of constructive feedback to their peers and evaluating and correcting the peer’s performances. They were paired for peer review, conferencing and exchanging their Nursing care documentation with those of their peers. The reviewers had to correct, evaluate and respond those Nursing care documentation. While, in the control group were traditionally handled by teacher who assigned them homework and correct their Nursing care documentation by themselves.The experiment was run over two month. The data were collected using questionnaire, pre – test and post – test for language proficiency and writing skill, peer response sheet, writing criteria and guidelines sheet. The result of the study indicated that p-score is 0,000 <0,05, So that Ho is Rejected and Ha is Accepted  which means there is difference of Pre Test with Post Test score.  It is known that statistic t - arithmetic is -6.202 which means the score of pre - test is smaller than post - test with point score 6.202. It indicated that the writing of the students in the experimental group improved more than those in control group. Also, those engaged in peer review method were motivated to write more and enjoy writing. It was concluded that peer review provides learners with an authentic audience, increase the students’ motivation for writing and enables them to receive different views on their writing. Keywords: Peer Review, EFL Students, Writing Improvement, Nursing care documentation

scholarly journals The Application of Layered Progressive Teaching Method in Nursing Teaching of Health Management Centre

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Xin Liu ◽  
Xiaoying Qu
Keyword(s):  
Nursing Students ◽  
Clinical Effect ◽  
Teaching Method ◽  
Health Management ◽  
Clinical Development ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Operation ◽  
The Difference ◽  
Experimental Group

Objective: To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre. Methods: 100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019, in which students of the control group were treated with routine teaching, while those of the experimental group were treated with layered progressive teaching. Then, the teaching effect of the two groups was compared and analysed. Results: The assessment results of nursing students in the two groups were compared, in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were (94.34 ± 2.33) and (90.45 ± 2.20) respectively. By contrast, the score of students in the control group was lower and the difference between the two groups was not significant (P<0.50). The teaching effect of students in the experimental group is more significant. Conclusion: During the process of nursing teaching in the Health Management Centre, the progressive teaching method showed a significant clinical effect and could effectively enhance students’ scores. Therefore, it is positively significant for clinical development.

Objective Structured Clinical Examination (OSCE) on Antenatal Assessment among Nursing students

2021 ◽  
pp. 401-404
Author(s):  
Vijayalakshmi. S ◽  
Deiva K ◽  
Kathyayani B.V
Keyword(s):  
Nursing Students ◽  
Clinical Evaluation ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Simple Random Sampling ◽  
Control Group ◽  
Post Test ◽  
Acceptable Method ◽  
Nursing Clinical ◽  
Experimental Group

Background: The assessment of knowledge and skills plays an important part in student nurse’s progression because they need to demonstrate competency and confidence in the performance of clinical skills. OSCE has been recognized as the most reliable method for evaluation of clinical skills among Nursing students. The study aims to assess the effectiveness of OSCE on antenatal assessment among nursing students. Methods: An experimental approach with post-test only design was used to select 60 IV Year BSc Nursing students. They were selected by using a simple random sampling method. 30 were in the experimental group received planned teaching program on antenatal assessment and evaluated by OSCE, 30 were in the control group received traditional method of teaching on antenatal assessment and evaluated by traditional clinical evaluation (TCE). An observational checklist and the opinionnaire on the usefulness of OSCE were used to collect the data. Results: Average marks scored by the students who are evaluated by OSCE (21.96±1.44) were higher as compared to traditional clinical evaluation scoring (14.93±2.75) which was statistically significant (p< 0.001) Most of the students gave positive feedback on OSCE. Conclusion: Learning in the nursing clinical area gives present reality to nursing students to build up the information, abilities, dispositions, and skills. OSCE is an important, reasonable, helpful and acceptable method for assessing student’s clinical performance due to different positive particulars. The study concluded that OSCE was an effective method to evaluate the clinical skills of nursing students on antenatal examination.

scholarly journals Effects of Simulation-Based Education before Clinical Experience on Knowledge, Clinical Practice Anxiety, and Clinical Performance Ability in Nursing Students

2019 ◽  
Vol 25 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Eun Jeong Ko ◽  
Eun Jung Kim
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Performance ◽  
Control Group ◽  
Nursing Educators ◽  
Nursing Knowledge ◽  
Simulation Based ◽  
Traditional Lectures ◽  
Performance Ability ◽  
Experimental Group

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.

scholarly journals Stress of nursing students in clinical simulation: a randomized clinical trial

2018 ◽  
Vol 71 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Radamés Boostel ◽  
Jorge Vinícius Cestari Felix ◽  
Carina Bortolato-Major ◽  
Edivane Pedrolo ◽  
Stela Adami Vayego ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Randomized Clinical Trial ◽  
Interpersonal Relationships ◽  
Control Group ◽  
High Fidelity ◽  
Clinical Simulation ◽  
Skill Laboratory ◽  
Before And After ◽  
Experimental Group

ABSTRACT Objective: To evaluate and compare the perception of stressors by nursing students before and after a high-fidelity clinical simulation or conventional laboratory practice class. Method: This is a randomized clinical trial conducted with 52 nursing students. Both groups had theoretical classes about cardiothoracic physical examination, followed by practice class in skill laboratory. In addition, the experimental group took part in a high-fidelity simulation scenario. Stressors were evaluated before and after class, with the application of KEZKAK questionnaire. Results: The experimental group was significantly more worried about six factors related to lack of competence and to interpersonal relationships (p < 0.05), while the control group was significantly more worried about being in contact with suffering (p = 0.0315). Conclusion: The simulation affects students’ perception of stressors and promotes their self-evaluation and critical thinking regarding the responsibility that comes with their learning.

scholarly journals Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students --- Taking the “Nursing Psychology” Course as an Example

2018 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Zhiping Liu ◽  
Menglin Yue
Keyword(s):  
Nursing Students ◽  
Statistical Significance ◽  
Junior Colleges ◽  
Control Group ◽  
Teaching Model ◽  
Teaching Mode ◽  
Learning Attitudes ◽  
Before And After ◽  
Psychology Course ◽  
Experimental Group

 Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of “Nursing Psychology”, the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students’ learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students’ learning attitudes.

scholarly journals Development and Effects of a Mechanical Ventilation Education Program with Blended Learning for Nursing Students

2021 ◽  
Vol 28 (3) ◽  
pp. 361-371
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Jihyun Kim ◽  
Hyun Sook Kim
Keyword(s):  
Mechanical Ventilation ◽  
Nursing Students ◽  
Blended Learning ◽  
Education Program ◽  
Control Group ◽  
Implementation Phase ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Nursing Skills ◽  
Experimental Group

Purpose: This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students.Methods: Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program.Results: The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group.Conclusion: The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.

scholarly journals Development and Effects of a Nursing Education Program Using Virtual Reality for Enhancing Clinical Decision-Making Ability in Respiratory Disease Nursing Care

2021 ◽  
Vol 28 (4) ◽  
pp. 458-469
Author(s):  
Eun Ju Lee ◽  
Min Jung Ryu
Keyword(s):  
Decision Making ◽  
Virtual Reality ◽  
Nursing Education ◽  
Respiratory Disease ◽  
Nursing Care ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Control Group ◽  
Simulation Education ◽  
Experimental Group

Purpose: This study was conducted to develop and examine the effects of a nursing education program using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care by assessing students’ confidence in performance, clinical decision-making ability, practice flow, class evaluations, and simulation design evaluations.Methods: This study was developed based on the Jeffries simulation model and 5E learning cycle model, blending a virtual reality simulation and high-fidelity simulation. The participants were 41 third-year nursing students with no virtual reality and simulation education experience. The experimental group (n=21) received the virtual reality program, while the control group (n=20) received traditional simulation education. Data were collected from March 8 to May 28, 2021 and analyzed using SPSS version 27 for Windows.Results: Statistically significant differences were found between the experimental group and the control group post-intervention in confidence in performance (F=4.88, p=.33) and clinical decision-making ability (F=18.68, p＜.001). The experimental group showed significant increases in practice flow (t=2.34, p=.024) and class evaluations (t=2.99, p=.005) compared to the control group.Conclusion: Nursing education programs using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care can be an effective educational strategy in the clinical context.

scholarly journals Clinical judgment in medication administration among nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 52
Author(s):  
Leona Konieczny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Clinical Judgment ◽  
Prescription Medication ◽  
Medication Administration ◽  
Nontraditional Student ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Nursing Educators

Nursing education includes the area of pharmacological therapies. Nursing educators may benefit from having students think like a nurse related to medication administration. The increased use of prescription medication and the complexities of medication administration present the need for clinical judgment. Simulation is used as an educational strategy to provide the opportunity for students to practice safe interventions which require the use of judgment to notice changes and interpret and intervene correctly. The comparison of low-fidelity and high-fidelity simulation experience in a study sample (n = 126) is examined for the effect on clinical judgment. The Lasater Clinical Judgment Rubric (LCJR) is used to score students after the simulation related to medication administration. Two of the items in the LCJR, noticing deviations (p = .35) and self analysis (p = .32), are positively affected by the level of fidelity of the simulation. A diverse, nontraditional student study sample demonstrated consistency in LCJR scoring. The outcome of increased clinical judgment may improve safety and nursing care in medication administration among nursing students.

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