Enculturation of Caring Behaviors in Clinical Simulation: An Integrative Review

2021 ◽  
Vol 25 (3) ◽  
pp. 217-225
Author(s):  
Jerick Batin Tabudlo
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Role Modeling ◽  
Integrative Review ◽  
Verbal Instruction ◽  
Primary Research ◽  
Educational Approach ◽  
Caring Behaviors ◽  
Clinical Simulation ◽  
The Web

There exists the evidence that clinical simulation can cultivate caring behaviors among nursing students. Despite this, there is an inadequate educational approach used in cultivating caring behaviors. This paper presents the enculturation practices use in cultivating caring in clinical simulation. An integrative review was conducted using primary research articles published between 2010 and 2020 from electronic databases and the web. In the context of simulation, enculturation is defined as an outcome of learning where the nursing student is immersed in a structured environment. Vehicles for cultivating caring behaviors are delivered intentionally or unintentionally through role modeling, didactics, verbal instruction, interactions, and socialization.

scholarly journals Nursing Student Perceptions and Attitudes Toward Patients With Cancer After Education and Mentoring: Integrative Review

JMIR Cancer ◽  
10.2196/27854 ◽  
2021 ◽  
Vol 7 (3) ◽  
pp. e27854
Author(s):  
Margot Lisa Hedenstrom ◽  
Sweta Sneha ◽  
Anusha Nalla ◽  
Barbara Wilson
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Cancer Care ◽  
Role Models ◽  
Student Attitudes ◽  
Nursing Student ◽  
Integrative Review ◽  
Patients With Cancer ◽  
Positive Attitudes ◽  
The Impact

Background Knowledge about nursing student attitudes toward patients with cancer after an educational intervention and mentoring support is limited. This review examined the literature on this topic. Objective This integrative review aims to explore the literature on the experiences of students who participate in an oncology elective or educational course on cancer and their attitudes toward cancer. Methods A comprehensive search was conducted using PubMed, CINAHL, and MEDLINE databases. Each study was systematically assessed. An evidence table was completed to identify the key aspects of each study that was reviewed. Results There is insufficient information on the impact of nursing student education on the attitudes and skills of nursing students caring for patients with cancer. An integrative review was completed on the impact of education and mentoring for nursing students on cancer care, which yielded 10 studies that were reviewed. These studies indicate that educational intervention and mentoring improve the confidence and ability of nursing students to care for patients with cancer. Conclusions Student nurses need to be armed with knowledge, skills, and positive attitudes while caring for patients with cancer. Nursing students perform best when they have accurate information, positive role models, and mentoring by experienced oncology professionals, to support proficiency in caring for patients with cancer. The lack of knowledge of nursing students in the areas of cancer care, treatment, and patient support requires additional education and research to promote expertise and positive attitudes toward cancer and treating patients with cancer. This will support nursing students’ ability to care for patients with cancer as well as develop future educational interventions to shape nursing student attitude and knowledge. This integrative review also identifies the positive impact on the attitudes of other health care professionals who have received training or education on cancer.

The Lived Experience of Clinical Simulation of Novice Nursing Students

2010 ◽  
Vol 14 (2) ◽  
pp. 8-14 ◽  
Author(s):  
Mary Ann Cordeau,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Simulation ◽  
Hermeneutic Phenomenological ◽  
Novice Nursing Students ◽  
Teaching Learning

To effectively use clinical simulation for nursing education, the phenomenon must be understood from the perspective of the nursing student so learner centered teaching/learning strategies can be implemented to achieve desired outcomes. This study examined the lived experience of graded clinical simulation for novice nursing students. Using van Manen’s (1990) method for hermeneutic phenomenological investigation, the written descriptions of 19 novice nursing students were examined. Five thematic clusters; perceived anxiety, seeking and imagining, performing-in-the-moment, critiquing-the-performance, and preparing-for-nursing-practice emerged from the student descriptions of their lived experience of graded clinical simulation. Through understanding students’ perceptions and meanings of clinical simulation when designing, implementing, evaluating individual clinical simulations, this teaching/learning strategy will better meet student needs and learning outcomes.

THE ANALYSIS OF NURSING STUDENT SOFT SKILLS DEVELOPMENT BETWEEN LECTURE AND PROBLEM BASED LEARNING APPROACHES 2011

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Hilman Syarif
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Soft Skills ◽  
Comparative Method ◽  
P Value ◽  
Learning Approaches ◽  
Soft Skill ◽  
Student Centered Learning ◽  
Hard Skills ◽  
Significant Difference

Introduction: Student Centered Learning (SCL) is an effective method to develop student's soft skills and hard skills which are very important to support their successful carrier later. This research was conducted to identify the differences of developed soft skills between students who learn with PBL method and lecturing method. Methods: Descriptive comparative method was used in this study. The samples consisted of 15 students who learned with PBL method and 15 students who learned with lecturing method. The sample for this research was selected by random sampling method. Results: The result showed that the average of student's soft skills score in PBL method was 122.63, while student's soft skills score in lecturing method was 116.27. Discussion & Conclusion: There was significant difference of student's soft skills in PBL method and lecturing method (p value = 0.038; α = 0.05). This study recommends nursing program management, faculty of medicine at the University of Syiah Kuala keeps PBL method running and develops other methods which facilitate hard skills and soft skills are development. Keywords: nursing students, soft skill, PBL

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.

Nursing students' satisfaction with the curriculum: An integrative review

2021 ◽  
Vol 37 (3) ◽  
pp. 648-661
Author(s):  
Silvia Rossini ◽  
Giampiera Bulfone ◽  
Ercole Vellone ◽  
Rosaria Alvaro
Keyword(s):  
Nursing Students ◽  
Integrative Review ◽  
Students Satisfaction

scholarly journals Effects of a Web-Based Educational Program Regarding Physical Restraint Reduction in Long-Term Care Settings on Nursing Students: A Cluster Randomized Controlled Trial

2021 ◽  
Vol 18 (13) ◽  
pp. 6698
Author(s):  
Eun-Hi Kong ◽  
Myoungsuk Kim ◽  
Seonho Kim
Keyword(s):  
Nursing Students ◽  
Educational Program ◽  
Physical Restraint ◽  
Nursing Schools ◽  
Control Group ◽  
Term Care ◽  
Web Based ◽  
Restraint Reduction ◽  
Cluster Randomized ◽  
The Web

Physical restraint is still frequently used in many countries. However, a lack of education hinders physical restraint reduction in long-term care facilities. No study has yet to examine the effects of physical restraint reduction education on nursing students. This study aimed to evaluate the effects of a web-based educational program of physical restraint reduction on nursing students’ knowledge and perceptions. A cluster randomized controlled and single-blind design was used. This study was conducted at four nursing schools in South Korea. A total of 169 undergraduate nursing students completed this study. Using random allocation, two nursing schools (85 students) were allocated as the experimental group and the other two schools (84 students) as the control group. The experimental group received the web-based educational program, and the control group did not receive the educational program. Data were collected immediately before and after the web-based educational program. The experimental group’s knowledge and perceptions significantly improved between pre-test and post-test. The analysis of covariance showed statistically significant differences between groups in knowledge (p < 0.001) and perceptions (p < 0.001) over time, revealing positive effects of the web-based educational program. The web-based educational program regarding physical restraint reduction positively affected nursing students’ knowledge and perceptions. Future studies are required to examine the educational program’s longitudinal effects with more rigorous measurements and research methods.

scholarly journals Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 998
Author(s):  
Lucija Gosak ◽  
Nino Fijačko ◽  
Carolina Chabrera ◽  
Esther Cabrera ◽  
Gregor Štiglic
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Student Perception ◽  
Psychometric Testing ◽  
Educational Environment ◽  
Educational Process ◽  
Survey Questionnaire ◽  
Self Perception ◽  
The Mean ◽  
High Degree

At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.

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 Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

2021 ◽  
Vol 18 (2) ◽  
pp. 804
Author(s):  
Ana Rosa Alconero-Camarero ◽  
Carmen María Sarabia-Cobo ◽  
María José Catalán-Piris ◽  
Silvia González-Gómez ◽  
José Rafael González-López
Keyword(s):  
Nursing Students ◽  
Lower Cost ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Satisfaction Scale ◽  
Clinical Simulation ◽  
Level Of Knowledge ◽  
Spanish Universities ◽  
Students Satisfaction ◽  
Better Than

Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

Sign in / Sign up

Export Citation Format

Share Document