Interprofessional Simulation: Students' Perceptions

Social Work Students ◽

Healthcare Team ◽

Institute Of Medicine ◽

Convenience Sample ◽

Undergraduate Nursing ◽

Post Test ◽

Quantitative Descriptive

<p>An alarming number of errors occur in the healthcare system. The Institute of Medicine (IOM) responded to the error rate by encouraging changes in professional education and recommending interdisciplinary team training. A variety of professions, including aviation and the military, have utilized simulation in their education and training for mastering skills and also to assist with respect and appreciation of other professional roles on the healthcare team. The purpose of this study was to examine undergraduate nursing students, graduate social work students, and APRN students’ perceptions of one another as healthcare professionals using interdisciplinary simulation. The research study was a quantitative descriptive study using a pre-test, intervention, post-test design with a nonprobability, convenience sample. The participants were asked to complete the IEPS questionnaire, an eighteen-question survey with a 6-point Likert scale that measures the effect of interprofessional education experiences on students. The participants then took part in four interprofessional simulations scenarios with debriefing sessions following each scenario. The same IEPS was completed at the end of the day. 109 participants from the mentioned disciplines participated in the study. Statistically significant higher scores were found on the posttest questionnaires in 17 of the 18 questions. The study supports the use of interprofessional simulation in higher education and also provides a proven benefit related to perceptions of other disciplines.</p>

Research on the Application of Cross-Specialty Education and Situational Simulation Teaching in Operation Nursing Practice Teaching

Journal of Education and Training Studies ◽

10.11114/jets.v9i6.5274 ◽

2021 ◽

Vol 9 (6) ◽

pp. 68

Author(s):

Fangyin Liu ◽

Liuyue Wang ◽

Jingjie Zhao ◽

Liucui Chen ◽

Xialu Zhang ◽

...

Keyword(s):

Nursing Students ◽

Operating Room ◽

Research Group ◽

Professional Education ◽

Nursing Practice ◽

Skill Level ◽

Theoretical Knowledge ◽

Undergraduate Nursing ◽

Practice Teaching

Objective To examine the practical effect of inter-professional education and situational simulation teaching implemented in surgical nursing practice teaching. Methods On the whole, 100 undergraduate nursing students in the operating room of the hospital of the authors from May 2019 to August 2020 were selected. These students fell to two groups with the random number table method. The control received the regular teaching, and the research group were given the interprofessional education and context. The Simulation teaching was conducted to compare the theoretical knowledge, skill level, various abilities of the two groups of students, as well as the satisfaction of the operating room doctors to the nursing cooperation of the interns. Results The research group achieved higher theoretical knowledge and a higher skill level than the control (p < 0.05); the various abilities of the research group were higher than those of the control (p < 0.05); the operating room doctors of the research group were more satisfied with the nursing cooperation of interns, as compared with those of the control (p < 0.05). Conclusion In the surgical nursing practice teaching, the inter-professional education and the situational simulation teaching have significant effects and are worth clinical applications.

Evaluation of a delirium awareness podcast for undergraduate nursing students in Northern Ireland: a pre−/post-test study

BMC Nursing ◽

10.1186/s12912-021-00543-0 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Gary Mitchell ◽

Jessica Scott ◽

Gillian Carter ◽

Christine Brown Wilson

Keyword(s):

Nursing Students ◽

Northern Ireland ◽

Nursing Student ◽

Premature Death ◽

Convenience Sample ◽

Undergraduate Nursing ◽

Item Questionnaire ◽

Post Test ◽

The Impact

Abstract Background Delirium is a common disorder affecting several people in primary, secondary, and tertiary settings. The condition is frequently under-diagnosed leading to long-lasting physical and cognitive impairment or premature death. Despite this, there has been limited research on the impact of innovative approaches to delirium education amongst undergraduate nursing students. The aim of this study was to evaluate the effect of a delirium awareness podcast on undergraduate nursing student knowledge and confidence related to the condition in Northern Ireland. Methods The intervention was a 60-min delirium awareness podcast, available throughout May 2020, to a convenience sample of year one undergraduate nursing students (n = 320) completing a BSc Honours Nursing degree programme in a Northern Ireland University. The podcast focused on how nursing students could effectively recognise, manage, and prevent delirium. Participants had a period of 4 weeks to listen to the podcast and complete the pre and post questionnaires. The questionnaires were comprised of a 35-item true-false Delirium Knowledge Questionnaire (DKQ), a 3-item questionnaire about professional confidence and a 7-item questionnaire evaluating the use of podcasting as an approach to promote knowledge and confidence about delirium. Data were analysed using paired t-tests and descriptive statistics. Results Students improved across all three core areas in the post-test questionnaire, demonstrating improvements in knowledge about symptoms of delirium (7.78% increase), causes and risk factors of delirium (13.34% increase) and management of delirium (12.81% increase). In relation to perceived confidence, students reported a 46.50% increase in confidence related to recognition of delirium, a 48.32% increase in relation to delirium management and a 50.71% increase their ability to communicate about delirium. Both questionnaires were statistically significant (P < 0.001). The final questionnaire illustrated that nursing students positively evaluated the use of podcast for promoting their knowledge and confidence about delirium and 96.32% of nursing students believed that the podcast met their learning needs about delirium. Conclusions A 60-min podcast on delirium improved first year student nurse knowledge about delirium. Nursing students also expressed that this approach to delirium education was effective in their learning about the condition.

Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041409 ◽

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 ◽

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.

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽

10.3390/healthcare10010037 ◽

2021 ◽

Vol 10 (1) ◽

pp. 37

Author(s):

Diana Jiménez-Rodríguez ◽

Mercedes Pérez-Heredia ◽

María del Mar Molero Jurado ◽

María del Carmen Pérez-Fuentes ◽

Oscar Arrogante

Keyword(s):

Nursing Students ◽

Self Efficacy ◽

Virtual Simulation ◽

Emotional Understanding ◽

Undergraduate Nursing ◽

Validated Questionnaire ◽

Simulation Based ◽

Post Test ◽

Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

Students’ views on the block evaluation process: A descriptive analysis

Curationis ◽

10.4102/curationis.v39i1.1516 ◽

2016 ◽

Vol 39 (1) ◽

Cited By ~ 2

Author(s):

Ntefeleng E. Pakkies ◽

Ntombifikile G. Mtshali

Keyword(s):

Nursing Students ◽

Teaching And Learning ◽

Student Evaluation ◽

Descriptive Analysis ◽

Evaluation Process ◽

Evaluation Tool ◽

Undergraduate Nursing ◽

Nursing College ◽

Quantitative Descriptive

Background: Higher education institutions have executed policies and practices intended to determine and promote good teaching. Students’ evaluation of the teaching and learning process is seen as one measure of evaluating quality and effectiveness of instruction and courses. Policies and procedures guiding this process are discernible in universities, but it isoften not the case for nursing colleges.Objective: To analyse and describe the views of nursing students on block evaluation, and how feedback obtained from this process was managed.Method: A quantitative descriptive study was conducted amongst nursing students (n = 177) in their second to fourth year of training from one nursing college in KwaZulu-Natal. A questionnaire was administered by the researcher and data were analysed using the Statistical Package of Social Sciences Version 19.0.Results: The response rate was 145 (81.9%). The participants perceived the aim of block evaluation as improving the quality of teaching and enhancing their experiences as students.They questioned the significance of their input as stakeholders given that they had never been consulted about the development or review of the evaluation tool, or the administration process; and they often did not receive feedback from the evaluation they participated in.Conclusion: The college management should develop a clear organisational structure with supporting policies and operational guidelines for administering the evaluation process. The administration, implementation procedures, reporting of results and follow-up mechanisms should be made transparent and communicated to all concerned. Reports and actions related to these evaluations should provide feedback into relevant courses or programmes.Keywords: Student evaluation of teaching; perceptions; undergraduate nursing students; evaluation process

Virtual learning object for the simulated evaluation of acute pain in nursing students

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692011000200002 ◽

2011 ◽

Vol 19 (2) ◽

pp. 229-237 ◽

Cited By ~ 8

Author(s):

Ana Graziela Alvarez ◽

Grace Teresinha Marcon Dal Sasso

Keyword(s):

Nursing Students ◽

Acute Pain ◽

Qualitative Evaluation ◽

Virtual Learning ◽

Learning Object ◽

Undergraduate Nursing ◽

Before And After ◽

Post Test ◽

Quasi Experimental

This study aimed to evaluate the results of the application of a virtual learning object for the simulated evaluation of acute pain in the learning of undergraduate nursing students and to verify the opinions of the students regarding the quality of the technology. This was a quasi-experimental, non-randomized, before and after study performed with 14 students in the seventh phase of the undergraduate nursing course of the Federal University of Santa Catarina. The pre (8.84) and post-test (9.31) means revealed significant differences in learning after the intervention (p=0.03). In the qualitative evaluation the flexibility of access, access independent of time/place, freedom to decide the best learning route and the similarity with reality were highlighted. It constitutes a promising educational tool, an interactive experience, similar to reality, dynamic and constructive learning. The application of the technology has brought positive results for learning about pain evaluation, contributing to fill the gap in the teaching of the thematic.

Nursing students' perceptions of knowledge: an international perspective

Slovenian Nursing Review ◽

10.14528/snr.2015.49.1.47 ◽

2015 ◽

Vol 49 (1) ◽

Cited By ~ 1

Author(s):

Majda Pahor ◽

Barbara Domajnko ◽

Elisabeth Lindahl

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Qualitative Content Analysis ◽

Bologna Process ◽

International Perspective ◽

Main Theme ◽

Undergraduate Nursing ◽

The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000685 ◽

2021 ◽

pp. bmjstel-2020-000685

Author(s):

John T Paige ◽

Deborah D Garbee ◽

Qingzhao Yu ◽

John Zahmjahn ◽

Raquel Baroni de Carvalho ◽

...

Keyword(s):

Nursing Students ◽

Linear Regression ◽

Linear Regression Analysis ◽

Univariate Analysis ◽

Team Training ◽

Adaptive Communication ◽

Undergraduate Nursing ◽

Simulation Based

BackgroundThe evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants.MethodsForty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores.ResultsStatistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis.ConclusionsQuality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

Evaluation of Drug Dose Calculation Ability of Nursing Students: An Interventional Study

10.21203/rs.3.rs-52253/v1 ◽

2020 ◽

Author(s):

Deependra Prasad Sarraf ◽

Basant Kumar Karn ◽

Erina Shrestha

Keyword(s):

Nursing Students ◽

Dose Calculation ◽

Drug Dose ◽

P Value ◽

Interventional Study ◽

Undergraduate Nursing ◽

Mastery Level ◽

Post Test ◽

Calculation Ability

Abstract Background: Incorrect drug dose calculations by nursing students can cause drug errors and harm patients. Their ability to calculate the correct dosage of drugs consistently need to be evaluated regularly. The objective of the study was to evaluate the drug dose calculation ability of nursing students.Methods: A pre-post interventional study was conducted among 99 undergraduate nursing students studying in 2nd, 3rd and 4th year. Pre-test was conducted using a 20-item self-administered questionnaire on drug dose calculation test followed by a 30 minute lecture on the methods of drug dose calculation. Post-test was conducted using the same questionnaire after a washout period of six weeks. Mean score, standard deviation, frequency and percentage were calculated. Student t test, one way ANOVA and McNemar Test were used for statistical analysis using SPSS version 11.5 at P-value of 0.05.Results: Pre-test and post-test mean score were 10.59 ± 3.00 and 15.36 ± 2.46 respectively. There was 45.04% increase in mean score in the post-test after the intervention and it was statistically significant (P-value < 0.05). None of students scored more than 90% of mastery level in the pretest and 42 students (42.4%) scored more than 90% of mastery level in the post-test. The mean score was highest for third year students in both pre-test and post-test; however, it was statistically not significant (P-value > 0.05).Conclusions: Drug dose calculation ability of the students was poor in the pre-test and it significantly improved after the intervention. The study findings highlight the need for regular continuing mathematical and drug dose calculation practice among the students.