scholarly journals Effects of Prebriefing on APRN Student Self-Confidence in Simulation-Based Learning

2019 ◽  
Author(s):  
Aiza Soares
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Interprofessional Education ◽  
Nursing Programs ◽  
Post Intervention ◽  
Convenience Sample ◽  
Improvement Project ◽  
Self Confidence ◽  
Simulation Based ◽  
Graduate Nursing

The contemporary American Health Care System created a demand for skilled advanced practice registered nurses (APRNs) to meet the health care needs of the U.S. population. It is imperative that graduate nursing programs adequately educate APRN students with the competencies to address these demands. Graduate nursing programs have adopted simulation-based learning to provide safe, cost-effective learning opportunities without the potential for real-world negative outcomes that can arise during hospital-based education. The purpose of this quality improvement project was to provide a tailored, APRN-focused prebriefing activity before simulation-based learning and measure its effects on self-reported student self-confidence scores. This project was conducted using a quantitative post-intervention survey design with a convenience sample of 17 APRN students. The participants were provided a prebriefing intervention by email prior to their interprofessional education (IPE). After the prebriefing intervention, the APRN students participated in four pre-established IPE simulation scenarios. The participants were then asked to complete the National League for Nursing (NLN) Satisfaction and Self-confidence in Learning Scale, a thirteen-statement survey with a 5-point Likert scale measuring self-reported, student satisfaction and self confidence related to their simulation-based learning experiences. Overall, high scores resulted on the post-intervention survey for the two subscales. This project supported the implementation of a structured prebriefing activity before IPE simulation-based learning in graduate nursing education.

Developing Nursing Leaders Through Graduate Education in Pakistan

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Michele J Upvall ◽  
Rozina Karmaliani ◽  
Farida Pirani ◽  
Raisa Gul ◽  
Farida Khalid
Keyword(s):  
Nursing Education ◽  
Tertiary Care ◽  
Nursing Programs ◽  
Full Time ◽  
Community Settings ◽  
Nursing Leaders ◽  
School Of Nursing ◽  
Urban Rural ◽  
Advanced Knowledge ◽  
Graduate Nursing

Advanced practice is the conceptual focus for the first Master’s of Science in Nursing (MScN) program in Pakistan. Initiated at the Aga Khan University School of Nursing (AKUSON) in October 2001, this full time two-year program aims to prepare nurses who are leaders in nursing practice with advanced knowledge and skills for their roles in either urban, rural, tertiary-care or community settings. The significance of the progress must be emphasized in a country where most nursing education takes place at diploma level and relatively few opportunities exist for nurses seeking a baccalaureate degree. Other countries developing graduate nursing programs may benefit from the expereince in Pakistan.

scholarly journals The concept of Watson’s carative factors in nursing and their (dis)harmony with patient satisfaction

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e2940 ◽  
Author(s):  
Majda Pajnkihar ◽  
Gregor Štiglic ◽  
Dominika Vrbnjak
Keyword(s):  
Health Care ◽  
Patient Satisfaction ◽  
Nursing Education ◽  
Nursing Assistants ◽  
Convenience Sample ◽  
Nurse Administrators ◽  
Health Care Institutions ◽  
Demographic Questionnaire ◽  
Carative Factors ◽  
Consumer Assessment

BackgroundConstant reviews of the caring behavior of nurses and patient satisfaction help to improve the quality of nursing. The aim of our research was to explore relationships between the level of nursing education, the perception of nurses and nursing assistants of Watson’s carative factors, and patient satisfaction.MethodsA questionnaire survey using a convenience sample of 1,098 members of nursing teams and a purposive sample of 1,123 patients in four health care institutions in Slovenia was conducted in August 2012. A demographic questionnaire and the Caring Nurse-Patient Interactions Scale (nurse version) were delivered to the nurses. A Hospital Consumer Assessment of Health Plans Survey was delivered to discharged patients. Data were analyzed using descriptive and inferential statistics.ResultsCarative factor sensibility was related to the level of nursing education. Patients were satisfied with the care received from nurses, nursing assistants and hospitals, although we found differences between the perceptions of nurses and nursing assistants of carative factors and patient satisfaction. By comparing only the perceptions of nurses and nursing assistants of carative factors in health care institutions, differences were found for seven out of ten carative factors.DiscussionWe did not find major significant differences between carative factors and level of nurse education, except in one carative factor. Differences in perceptions of carative factors between health care institutions are probably the result of different institutional factors. The results can be of great benefit to nurse administrators and educators, indicating the factors that must be taken into account for enhancing patient satisfaction. Emphasis on caring theories should be placed in nursing education and their application in nursing practice.

scholarly journals Nursing at Universidad del Valle in Cali: 65 years at the vanguard; contributions, achievements, and perspectives

1969 ◽  
Vol 42 (2 supl 1) ◽  
pp. 120-33
Author(s):  
Gladys Eugenia Canaval ◽  
Edelmira Castillo ◽  
Asceneth Osorio
Keyword(s):  
Nursing Education ◽  
Graduate Programs ◽  
Nursing Programs ◽  
Academic Programs ◽  
Faculty Members ◽  
Nursing School ◽  
Front Line ◽  
The Future ◽  
Graduate Nursing ◽  
Research Analysis

Introduction: The purpose of this paper is to depict how the Nursing School throughout its 65-year history, celebrated at the same time as Universidad del Valle does, has been at the forefront in Colombia’s southwest and Latin America, contributing to the continuous enhancement of nursing education with its undergraduate and graduate programs, as well as research and extension projects. Objective: To describe the creation and development of the nursing programs and projects in response to the contextual needs and their orientation toward innovating in nursing education.Materials and methods: Historical research, analysis of documents found in the office of the director of the Nursing School, the directors of undergraduate and graduate nursing programs, publications, personnel archives of faculty members, interviews of retired faculty, and the authors´ recollections.Results: Four periods are depicted along the 65-year history, showing the development, achievements, and contributions of the academic programs and main extension projects; some challenges for the future also are included.Conclusions: Nursing-UniValle has been in the front line during its 65 years of history; now it has to meet the challenges of the future.

scholarly journals Surgical Skills for the APRN Student: A Low-Fidelity Simulation Experience

2014 ◽  
Author(s):  
Jason Heath
Keyword(s):  
Nursing Education ◽  
Nursing Student ◽  
Skill Training ◽  
Surgical Skills ◽  
Psychomotor Skills ◽  
Post Intervention ◽  
Surgical Specialty ◽  
Wound Closure Techniques ◽  
Skills Lab ◽  
Graduate Nursing

<p>There are many contemporary areas of practice available to the ACNP to date that encompass a surgical component of practice. Surgical specialty settings require a practitioner to be competent in a specialized base of knowledge as well as possess a fundamental set of psychomotor skills to practice competently. Unlike the training of the PA, ACNP programs do not typically address surgical theory or skills. The purpose of the program was to increase graduate nursing student confidence in basic surgical skills. The review of the literature examined the differences between the educational preparation of the PA and the NP, expansion of the NP role in surgery, as well as the use of simulation in graduate nursing education. The program incorporated a surgical skills lab concluding with a low-fidelity simulation experience. Skills addressed included the surgical hand scrub, donning surgical attire, and simple wound closure techniques. The sample comprised of 13 subjects representing 65% of the population meeting the inclusion criteria. The program was evaluated using a researcher designed and validated non-experimental Likert type survey measuring subject confidence both pre and post intervention. Responses to the nine Likert scale questions demonstrated a statistical increase from the pre-intervention to the post-intervention survey. Two participants reported utilized the new attained knowledge and skills during their final semester surgical clinical practicum. Incorporating surgical theory and skill training into graduate nursing education is vital if the ACNP would like to remain competitive with the PA in the surgical specialty job market.</p>

scholarly journals Simulation-Based Learning: No Longer a Novelty in Undergraduate Education

2018 ◽  
Vol 23 (2) ◽  
Author(s):  
Michelle Aebersold
Keyword(s):  
Nursing Education ◽  
Nursing Programs ◽  
Clinical Experiences ◽  
Educational Strategies ◽  
Safe Environment ◽  
Reasoning Abilities ◽  
Simulation Evaluation ◽  
Simulation Based ◽  
Learning Options ◽  
Education Nursing

Simulation, once the domain of those faculty who enjoyed the technical aspects of using computerized mannequins, has now moved to center stage in nursing education. Nursing programs realize that they can no longer afford to consider simulation as merely an 'add-on.’ Simulation today includes role play, standardized patients, virtual simulation, and computerized mannequins. It is now imperative to integrate simulation throughout the entire curriculum. Today, simulation allows students to learn skills; develop clinical reasoning abilities; and to become competent in caring for patients/families in a safe environment. The variety of simulation-based learning options can offer a way to replace traditional, and often hard to find, clinical experiences. In this article, the author describes the background, theoretical basis, and current uses of simulation; reports on simulation effectiveness in nursing; shares educational strategies to enhance effectiveness; and considers simulation methods and feedback and debriefing strategies. The conclusion addresses simulation evaluation, and the future of simulation in nursing education.

Advancing the Synergy of Benedictine Values and Caring in Online Graduate Nursing Education

2018 ◽  
Vol 22 (2) ◽  
pp. 20-25
Author(s):  
Deborah Jezuit ◽  
Margaret Carter Richey ◽  
Alison Ridge ◽  
Elizabeth Ritt
Keyword(s):  
Nursing Education ◽  
Role Models ◽  
Nursing Programs ◽  
Nursing Program ◽  
Online Learning Environment ◽  
Nursing Leaders ◽  
Faith Based ◽  
Professional Nursing Practice ◽  
Academic Settings ◽  
Graduate Nursing

Watson’s Caring Theory and Caritas combined with Catholic Benedictine values expressed as Hallmarks are integral to the mission of the nursing program. It can be anticipated that faculty who live out the values and express caring serve as role models for the students in the online learning environment. Specific activities make explicit to students that caring is at the core of professional nursing practice and their role as nursing leaders. These processes can be incorporated in nursing programs at all levels and modes of delivery across secular, faith-based, or other academic settings.

scholarly journals Use of simulation-based learning in Japanese undergraduate nursing education: National survey results

2022 ◽  
Vol 7 (1) ◽  
pp. 44-54
Author(s):  
Mitsumi Masuda ◽  
Machiko Saeki Yagi ◽  
Fumino Sugiyama
Keyword(s):  
Nursing Education ◽  
National Survey ◽  
Clinical Education ◽  
Best Practice ◽  
The United States ◽  
Nursing Programs ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Efficient Learning

Introduction: Simulation-based learning (SBL) is a practical and efficient learning method that involves the replacement of a portion of clinical education with quality simulation experiences. It has been utilised in various countries, such as the United States, Canada, and South Korea. However, based on current regulations in Japan, clinical education cannot be replaced with simulation experience. For future curriculum integration, it is necessary to clarify the current use of SBL and tackle systematic educational strategies of SBL. Therefore, this national survey aimed to clarify the prevalence and practices of SBL in undergraduate nursing education programs in Japan. Methods: This article presents the results of our national survey in Japan. It presents the questionnaire based on the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice and demonstrates the use of simulation-based learning in Japanese undergraduate nursing programs. Results: Overall, the schools using simulation-based education (SBE) comprised 346 schools (82.4%) of the sample. Those equipped with high-fidelity simulators were 146 schools (27.6%); the rest owned medium-fidelity simulators. Almost all undergraduate nursing education systems were equipped with simulators, however, the frequency of use was low. SBL was incorporated into the curriculum at many undergraduate nursing education institutions, and awareness of the INACSL Standard of Best Practice: SimulationSM was extremely low. Conclusion: This study shows that SBL is not properly utilised in undergraduate nursing programs, even though many schools are equipped with simulators. Thus, further study on barriers to simulator use is needed.

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