scholarly journals Feedback on video skill: A concept analysis

INYI Journal ◽  
2020 ◽  
pp. 5-14
Author(s):  
Iris Epstein ◽  
Mavoy S. Bertram ◽  
Elisheva Lightstone ◽  
Thi Thanh Tuyen Pham ◽  
Lilia Quach ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Relations ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Concept Analysis ◽  
Positive Influence ◽  
Ethical Implications ◽  
Video And Audio

Increasing rates of mental health concerns are seen among youth in post-secondary institutions, particularly those enrolled in clinical-based health programs such as nursing. Nursing students are required to demonstrate skill competence for successful completion of nursing programs. Recent studies show that when students and faculty are engaged in video and audio recording of their own skills or co-creating video skills, many positive outcomes emerge, including a positive influence on their mental health. However, these videos skills are often overlooked by faculty. We explore the concept of "feedback on video skills" and its pedagogical and ethical implications for health and allied health practitioners within the context of flexible learning environments. Walker and Avant's (2011) concept analysis methodology was used. We identified the quantitative attributes and characteristics of "feedback on video skills" and presented sample cases to illustrate the concept further and guide the design and application of an online feedback video toolbox resource. Feedback is an important dimension of video skill teaching and learning. While faculty (expert) feedback on clinical skills is paramount in nursing education, other forms of feedback can be as valuable. This concept analysis method highlighted quantitative elements of feedback but left gaps in our understanding of the social relations and ethical considerations involved in using videorecorded feedback as a pedagogical tool. We suggest to further consider the use of video-recorded feedback through the lens of socio-technical affordances.

Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Simon Adam
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
The Social ◽  
Baccalaureate Nursing Program ◽  
Health Nursing

AbstractUndergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined. Findings suggest the presence of an institutional and discursive dominance of mental health nursing education by biomedical psychiatry. Implications for nursing education and recommendations to better balance mental health nursing education are outlined.

A Phenomenological Study to Explore the Challenges in Mental Health Nursing OSCE pattern of examination among B. Sc. Nursing III year students in Dhanvantri College of Nursing at Namakkal

2021 ◽  
pp. 325-327
Author(s):  
Sampoornam. W
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Phenomenological Study ◽  
Clinical Skills ◽  
Objective Evaluation ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
Health Nursing ◽  
Qualitative Phenomenological

Context: During recent years, Objective structured clinical examination (OSCE) has been used in nursing education and other health care professions. It is considered as the “Gold Standard” for assessing the clinical skills. Objective evaluation of clinical competencies is a key component of undergraduate nursing education programs. Methods: We conducted a qualitative phenomenological study to explore the challenges in OSCE and also to identify the themes based on challenges in OSCE. All interviews were recorded and transcribed for the III year B.Sc Nursing students who had faced challenges in mental health nursing OSCE pattern of examination with the help of vignettes. Colaizzi seven steps analysis framework was used to identify major themes in the collected data. Results: We identified 2 challenges and themes in mental health nursing OSCE pattern of examination Viz the anxiety related to OSCE and the time confinement in manned stations.

Use of videos to support teaching and learning of clinical skills in nursing education: A review

2016 ◽  
Vol 42 ◽  
pp. 53-56 ◽  
Author(s):  
Helen Forbes ◽  
Florin I. Oprescu ◽  
Terri Downer ◽  
Nicole M. Phillips ◽  
Lauren McTier ◽  
...  
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Clinical Skills

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

Responsibility among bachelor degree nursing students: A concept analysis

2018 ◽  
Vol 26 (5) ◽  
pp. 1398-1409 ◽  
Author(s):  
Saeed Ghasemi ◽  
Fazlollah Ahmadi ◽  
Anoshirvan Kazemnejad
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Core Competencies ◽  
Quality Care ◽  
Concept Analysis ◽  
Operational Definition ◽  
Evolutionary Approach ◽  
Task Orientation ◽  
Bachelor Degree ◽  
Complex Concept

Background: Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. Objective: To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. Methods: A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers’ evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Findings: Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. Discussion: This concept had been changed over time since 1990–2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion: The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification and evaluation of responsible behaviours among bachelor degree nursing students, develop strategies for enhancing the responsibility and improve the safety and quality of nursing care in the community and healthcare system.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

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.

scholarly journals O ensino de enfermagem em saúde mental na percepção de estudantes

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Aline Mesquita Lemos ◽  
Helder De Pádua Lima ◽  
Lourdes Suelen Pontes Costa ◽  
Maria Raquel Rodrigues Carvalho ◽  
Emília Cristina Carvalho Rocha Caminha
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Process ◽  
Psychosocial Care ◽  
Public Institution ◽  
Mental Health Training ◽  
Health Training ◽  
Salud Mental ◽  
Teaching Learning

Objetivo: Compreender a experiência de estudantes de Enfermagem no processo de ensino-aprendizagem em saúde mental. Métodos: Estudo qualitativo, realizado com oito estudantes de enfermagem de uma instituição pública. As narrativas foram coletadas através de grupo focal, gravadas e transcritas na íntegra. A análise pautou-se na técnica de análise categorial temática. Resultados: Emergiram duas categorias analíticas: Formação em saúde mental na Graduação em Enfermagem e Experiências dos estudantes no processo de ensino-aprendizagem. Conclusão: A experiência discente apontou: a necessidade de potencializar a formação em saúde mental com a criação de disciplinas que abordassem esta área de conhecimento; desenvolvimento de estratégias de integração do conteúdo deste campo específico com o de outras disciplinas; uso de metodologias ativas e inovadoras; maiores oportunidades de atuação na Rede de Atenção Psicossocial; e desenvolvimento de práticas de cuidado em enfermagem que favoreçam a superação da estigmatização da pessoa em sofrimento psíquico.Descritores: Enfermagem, Saúde mental, Estudantes de enfermagem, Educação em enfermagem, Enfermagem psiquiátrica.MENTAL HEALTH NURSING TEACHING BASED ON STUDENTS’ PERCEPTIONObjective: Analyzing nursing students’ experience in the teaching-learning process in mental health. Methods: Study qualitative conducted with eight nursing students from a public institution. Participants’ narratives were recorded in a focus group and fully transcribed. Data analysis was based on the theme/category-based content analysis technique. Results: Two analytical categories emerged, namely: Mental Health Training in Undergraduate Nursing and Students experiences in teaching-learning process. Conclusion: Students’ experience pointed towards the need of improving mental health training by creating a discipline focused on addressing this knowledge field; developing strategies focused on integrating the content of this specific field with that of other disciplines; using active and innovative methodologies; enabling greater opportunities for students to act in the Psychosocial Care Network; and developing nursing care practices to help individuals in psychological distress to overcome stigmatization.Descriptors: Nursing, Mental health, Students nursing, Education nursing, Psychiatric nursing. LA ENSEÑANZA DE ENFERMERÍA EN SALUD MENTAL EN LA PERCEPCIÓN DE LOS ESTUDIANTESObjetivo: Entender la experiencia de los estudiantes de enfermería en el proceso de enseñanza-aprendizaje en salud mental. Métodos: Un estudio cualitativo, realizado con ocho estudiantes de enfermería de una institución pública. Las narrativas fueron recopiladas a través de grupo focal, grabadas y totalmente transcritas. El análisis se basó en la técnica de análisis por categoría y tema. Resultados: Surgieron dos categorías analíticas: Formación en Salud Mental en enfermería del pregrado y Experiencias de los estudiantes en la participación en el proceso de enseñanza-aprendizaje. Conclusión: La experiencia de los estudiantes señaló la necesidad de potenciar la formación en salud mental con la creación de disciplina que aborde esta área del conocimiento; el desarrollo de estrategias de integración del contenido de este campo específico con el de otras disciplinas; el uso de metodologías activas e innovadoras; mayores oportunidades de acción en la Red de Atención Psicosocial; y el desarrollo de prácticas de cuidado en enfermería que favorezcan la superación de la estigmatización de la persona con sufrimientos psicológicos.Descriptores: Enfermería, Salud mental, Estudiantes de enfermeira, Educación em enfermeira, Enfermería psiquiátrica.

scholarly journals The Effectiveness of Prezi Web-Based Teaching Media to Improve Nursing Students’ Comprehension

2020 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Arief Yanto ◽  
Warsono Warsono
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Control Group ◽  
Control Group Design ◽  
Web Based ◽  
Group Design ◽  
Video And Audio ◽  
To Receive ◽  
Sampling Approach

The process of nursing education requires a teaching media which straightforward to be comprehend. Inappropriate determining the teaching media leads nursing students face difficulties to receive an adequate course’s guidance from the educators. Prezi is a web-based presentation program which comprehensively integrates text, picture, animation, video and audio into one presentation file. This study is aimed to determine the effectiveness of Prezi web-based teaching media on improving nursing students’ comprehension. A quantitative-experimental method with pretest-posttest control group design was applied. A total of 176 nursing students were recruited by using non probability sampling approach. The study indicated Prezi web-based teaching media showed significant result on improving students’ knowledge. The determination of Prezi web-based program is suggested to improve students’ comprehension in nursing education.

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