scholarly journals Correction: Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

10.2196/14155 ◽  
2019 ◽  
Vol 21 (6) ◽  
pp. e14155 ◽  
Author(s):  
José Miguel Padilha ◽  
Paulo Puga Machado ◽  
Ana Ribeiro ◽  
José Ramos ◽  
Patrício Costa
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Education ◽  
Controlled Trial ◽  
Virtual Simulation ◽  
Randomized Controlled

scholarly journals Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

10.2196/11529 ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. e11529 ◽  
Author(s):  
José Miguel Padilha ◽  
Paulo Puga Machado ◽  
Ana Ribeiro ◽  
José Ramos ◽  
Patrício Costa
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Education ◽  
Controlled Trial ◽  
Virtual Simulation ◽  
Randomized Controlled

scholarly journals Corrigendum: Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
José Miguel Padilha ◽  
Paulo Puga Machado ◽  
Ana Ribeiro ◽  
José Ramos ◽  
Patrício Costa
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Education ◽  
Controlled Trial ◽  
Virtual Simulation ◽  
Randomized Controlled

The influence of a learning object with virtual simulation for dentistry: A randomized controlled trial

2016 ◽  
Vol 85 (1) ◽  
pp. 68-75 ◽  
Author(s):  
Rodrigo Alves Tubelo ◽  
Vicente Leitune Castelo Branco ◽  
Alessandra Dahmer ◽  
Susana Maria Werner Samuel ◽  
Fabrício Mezzomo Collares
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Virtual Simulation ◽  
Learning Object ◽  
Randomized Controlled

scholarly journals Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial

2020 ◽  
Vol 6 ◽  
pp. 237796082094055 ◽  
Author(s):  
Sara Amaniyan ◽  
Vahideh Pouyesh ◽  
Yousef Bashiri ◽  
Sherrill Snelgrove ◽  
Mojtaba Vaismoradi
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Education ◽  
Learning Styles ◽  
Learning Style ◽  
Controlled Trial ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Lecture ◽  
Randomized Controlled

Developing skills and knowledge in nursing education remains a considerable challenge. Nurse instructors need to be aware of students’ learning styles so as to meet students’ individual learning preferences and optimize knowledge and understanding. The aim of this study was to compare the effects of the conceptual map and the traditional lecture methods on students’ learning based on the VARK learning styles model. In this randomized controlled trial, 160 students from nursing, nurse anesthetics, and midwifery disciplines with four different learning styles of visual, auditory, reading/writing, and kinesthetic were selected using the convenience sampling method. Participants were randomly assigned to the intervention (conceptual map method) or control (traditional lecture method) groups. A medical-surgical nursing course was taught to the students in both groups over 6 weeks. Data collection tools consisted of the VARK questionnaire and pre- and postassessments. Data were analyzed using descriptive and inferential statistics via the SPSS software. Teaching using the conceptual map method had different effects on the students’ learning outcomes based on their learning styles. The conceptual map method had a statistically significant impact on the students’ learning in the intervention group compared with the control group in the students with a visual learning style ( p = .036). No statistically significant differences were reported between the groups in other three learning styles. Nurse instructors should assess students’ learning styles based on the VARK model before the application of a particular teaching method to improve the quality of nursing education and facilitate deeper learning.

scholarly journals Evaluating a Serious Gaming Electronic Medication Administration Record System Among Nursing Students: Protocol for a Pragmatic Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Richard Booth ◽  
Barbara Sinclair ◽  
Josephine McMurray ◽  
Gillian Strudwick ◽  
Gavan Watson ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Education ◽  
Nursing Students ◽  
Cognitive Processing ◽  
Controlled Trial ◽  
Medication Administration ◽  
Serious Gaming ◽  
Pragmatic Randomized Controlled Trial ◽  
Randomized Controlled ◽  
Electronic Medication Administration

BACKGROUND Although electronic medication administration record systems have been implemented in settings where nurses work, nursing students commonly lack robust learning opportunities to practice the skills and workflow of digitalized medication administration during their formative education. As a result, nursing students’ performance in administering medication facilitated by technology is often poor. Serious gaming has been recommended as a possible intervention to improve nursing students’ performance with electronic medication administration in nursing education. OBJECTIVE The objectives of this study are to examine whether the use of a gamified electronic medication administration simulator (1) improves nursing students’ attention to medication administration safety within simulated practice, (2) increases student self-efficacy and knowledge of the medication administration process, and (3) improves motivational and cognitive processing attributes related to student learning in a technology-enabled environment. METHODS This study comprised the development of a gamified electronic medication administration record simulator and its evaluation in 2 phases. Phase 1 consists of a prospective, pragmatic randomized controlled trial with second-year baccalaureate nursing students at a Canadian university. Phase 2 consists of qualitative focus group interviews with a cross-section of nursing student participants. RESULTS The gamified medication administration simulator has been developed, and data collection is currently under way. CONCLUSIONS If the gamified electronic medication administration simulator is found to be effective, it could be used to support other health professional simulated education and scaled more widely in nursing education programs. CLINICALTRIAL ClinicalTrials.gov NCT03219151; https://clinicaltrials.gov/show/NCT03219151 (Archived by WebCite at http://www.webcitation.org/6yjBROoDt) REGISTERED REPORT IDENTIFIER RR1-10.2196/9601

Effect of the Virtual Simulation Teaching Software of Free Position Childbirth in Midwife Continuing Education: Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Hui Min Lin ◽  
Sheng Bin Guo ◽  
Rong Fang Hu ◽  
Tao Hong Wu ◽  
Na Mei Xie
Keyword(s):  
Randomized Controlled Trial ◽  
Blended Learning ◽  
Continuing Education ◽  
Teaching Method ◽  
Controlled Trial ◽  
Virtual Simulation ◽  
Control Group ◽  
Randomized Controlled ◽  
Free Position ◽  
Experimental Group

BACKGROUND Providing the birthing woman with freedom of position has very significant advantages over traditional supine posture. Unfortunately, the rate of free position is not satisfactory worldwide. In China, as the main provider, the lack of ability of midwives greatly restricts the use of position. While the mechanism of action of position is abstract and complex, virtual simulation technology may make it easier for midwives to master. OBJECTIVE This study aimed to explore the application effects of the blended teaching method in midwives continuing education by combining online learning with conventional lecturing. METHODS A parallel randomized controlled trial was conducted. A total of 41 midwives from a childbirth room were enrolled and randomly assigned to two groups. The midwives in the experimental group (n=21) received a training program using the blended learning method, and the midwives in the control group (n=20) received a traditional teaching method. Using the Kirkpatrick Model to evaluate the training effects from four levels (Reaction, Learning, Behavior, Results). RESULTS The satisfaction of the experimental group on teaching aids, learning atmosphere, and overall satisfaction was higher than that of the control group (P＜0.05). The knowledge scores of both groups were significantly improved (P＜0.001), and the experimental group’s knowledge and skill scores were higher than the control group (P＜0.05). The scores of clarifying maternal position needs and guiding family members to cooperate with the mother significantly improved in the experimental group, which were higher than those in the control group. The rate of non-supine childbirth in the experimental group increased significantly (P=0.030). The rate of perineal incision in primiparas was lower than that in the control group (P=0.040), and it was lower than before training (P=0.035). CONCLUSIONS The blended learning can increase midwives' satisfaction with training conditions and training effects, better improve knowledge and skills, accelerate the positive change of attitude towards in free position, increase the rate of childbirth in non-supine position，and reduce the rate of perineal incision in primiparas.

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