scholarly journals Nursing Students’ Performance and Satisfaction Regarding the Classification of Pressure Injuries Using Simulation With Moulage

2021 ◽  
Vol 7 (4) ◽  
pp. 311-318
Author(s):  
Derya Uzelli Yilmaz ◽  
◽  
Esra Akin ◽  
Duygu Yildirim ◽  
Sinem Caliskan ◽  
...  

Background: Simulation-based education is a widely utilized tool for experiential learning in nursing education. The aim of this study was to determine nursing students’ performance and satisfaction in the classification of pressure injuries using simulation with moulage. Methods: It is an evaluation study with a quasi-experimental, single-group, post-test design that was conducted in the spring semester of the 2019-2020 academic year in the Nursing Department of the Faculty of Health Sciences of Izmir Katip Celebi University, Izmir, Turkey. In total, 66 final-year nursing students, voluntarily participated in the Assessment of Pressure Injury Course. A student characteristics form, a Pressure Injury Classification Form, and a Moulage Satisfaction and Evaluation Form were used as data collection tools. Data were entered into SPSS v. 21, and the results of the analysis were described using descriptive statistics. Results: It was found that 67.2% (n=45) of the students correctly assessed all the stages of pressure injury moulages on the standardized patients. Among the students, 62.1% (n=41) strongly agreed that their assessment skills of pressure injury improved after the simulation. The results related to students’ satisfaction indicated that 77.3% (n=51) of the students evaluated the moulages as realistic. The Mean±SD total score of students’ evaluation of moulage simulation sessions on standard patients was 4.56±0.59 (range=1-5). Conclusion: This moulage is a simple, easily accessible, low-cost, and effective tool for teaching pressure injury assessment to nursing students. It can be used in clinical skills training and clinical assessment in nursing education.

Author(s):  
Jacqueline Fleming ◽  
Amy Minix

COVID-19 impacted in person learning, particularly for the health sciences. Nursing students learn valuable clinical skills in simulation labs on campus. When one university campus stopped in person instruction during the 2020 spring semester, two librarians worked together to identify resources to support a nursing course that quickly switched to remote learning. These resources ranged from library licensed content to free virtual reality simulations. In order to identify materials, the librarians first defined visual literacy within nursing, as well as met with various constituents to understand curriculum goals and needs. Making connections with both the faculty and the curriculum was the impetus for examining similarities between the Association of College and Research Libraries Visual Literacy Competency Standards and the American Association of Colleges of Nursing Clinical Resources Essentials for Baccalaureate Nursing Education. Both librarians are eager to continue working on strategically and systematically incorporating visual literacy library instruction into the nursing curriculum.


2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.


2019 ◽  
Vol 4 (4) ◽  

Background: Nursing students’ satisfaction with their undergraduate program is essential and can serve as an instrument of assessment of institutional effectiveness and success. Objective: To evaluate and understanding student satisfaction with nursing program in areas of curriculum, college environment, Faculty and clinical interaction with the college of nursing at university of sulaimani. Methods: Cross sectional study was conducted for 170 students in nursing college at university of sulaimani, from period of 1st November to 25th February to identify their satisfaction with the nursing program. A non probability \ purposive sampling technique was applied to 170 the students of nursing studying in the second to fourth year. A questionnaire was constructed by the researchers to elicit the detailed information related to study objectives. Subjects were completed as interview technique. Content and Face Validity of the instrument was established and the reliability was measured by using Cronbach’s alpha = 0.96. Formula in the questionnaire list. All statistical computation is enhanced using statistical method (SPSS 21) The result of the study showed that More than half (51.76) of the study participants were barely satisfied, younger students had greater satisfaction comparing their peers. There were no significant associations between students’ satisfaction with the nursing program dimensions and participant’s age and academic level. Conclusion: Generally, the findings of the study showed that students’ satisfaction with a nursing program was neutral. The study gets the attention to the many positive as well as negative aspects of the clinical experience of the nursing students at the college, and the need to rethink clinical skills training in nursing education.


2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.


BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.


2018 ◽  
Vol 10 (5) ◽  
pp. 33 ◽  
Author(s):  
Emad Adel Shdaifat ◽  
Aysar Jamama ◽  
Mohammed Al-Amer

INTRODUCTION: Nursing students suffer from high levels of stress related to academic assignments in addition to clinical skills training. As a psychosocial phenomenon, stress affects students’ academic achievement and wellbeing. Coping mechanisms help students deal with the challenges arising from stress.AIMS: To illustrate the level of stress and common stressors among nursing students; to describe the difference in stress level related to demographic data; and to identify coping mechanisms used by nursing students.METHODS: A descriptive cross-sectional study was carried out to determine the type of stress and coping strategies among nursing students. The level of stress was evaluated through Perceived Stress Scale (PSS) and type of coping strategies were assessed by use of Coping Behaviours Inventory (CBI).RESULTS: Students perceived moderate level of stress, most commonly attributed to assignments and workload, teachers and nursing staff, peers and daily life, and taking care of patients. The most frequently used coping mechanism was problem solving. The study found that age, GPA, education level and residence are good predictors of the use of transference as a coping behaviour.CONCLUSION: A moderate level of stress among students illustrates the need for stress management programs and the provision of suitable support.


2017 ◽  
Vol 7 (7) ◽  
pp. 66 ◽  
Author(s):  
Cecilie Haraldseid ◽  
Karina Aase

Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool.Methods: An observational study with an exploratory design was implemented using video recordings as the data material.Results: The results indicated a high level of variability in nursing students’ performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills.Conclusions: The results of the study indicated variability in groups of nursing students’ ability to employ a technological tool during a selected procedure—namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling. 


2019 ◽  
Vol 10 (3) ◽  
pp. 19
Author(s):  
Danielle Charrier ◽  
Staci Taylor ◽  
Eileen Creel

Nursing graduates need to be “real world ready”, and able to meet the demands of the healthcare workforce. Research indicates that baccalaureate graduates have adequate theoretical base, but often lack competence in the clinical setting. Preceptorship programs are an effective way of developing clinical competence in the nursing student. The purpose of this study was to compare a traditional senior clinical course to a preceptorship model on students, faculty, and nurses’ perceptions of student preparedness for the nursing role. A formal preceptorship program with the support of a clinical nurse faculty member was developed to enhance the success of clinical nursing education. A quasi-experimental design with nonequivalent groups was used to determine the feasibility and effectiveness of a preceptorship model for senior nursing students comparing the students’, the faculty, and the nurses’ perceptions of the students’ preparedness for clinical practice after a traditional clinical and a preceptor clinical experience. The sample consisted of the fall 2017 senior semester cohort and the spring 2018 senior semester cohort, senior faculty who taught in those semesters, and nurses at the participating facilities. Overall, findings did not show a statistically significant difference between the traditional cohorts and the precepted cohorts; however, there is evidence of clinical significance. After implementation of the preceptorship model, there was an increase in the percent of nurses (100%), faculty (100%), and students (95%) who felt that the senior nursing students were ready for the professional role of a registered nurse.


Author(s):  
Sally J Wellard ◽  
Rhonda Woolf ◽  
Lynne Gleeson

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.


Author(s):  
Amaluddin Ahmad ◽  
Soe Soe Aye ◽  
Roy RilleraMarzo

Introduction: An exit evaluation study by the final year graduating students was done Just prior to the completion of the third batch of the MBBS program at Asia Metropolitan University (AMU).Objective: (1) To determine whether the MBBS program had enabled the students to (a)attain the eight Program Learning outcomes (PLO); (b)to achieve the eight major competency areas expected upon completion of the program; and (2) To look into the strengths and weaknesses of the program from the graduating final year students’ perspectives.Methods: A descriptive study was done among 18 medical students who were doing senior clerkship posting. A self-administered questionnaire including one open ended question was used for the study. Informed consent was obtained from the participants, assuring them on confidentiality. Data gathered were analysed using SPSS version 23.Results: Most of the students (77%) feel that the program had enabled them to attain each one of the eight Program Learning Outcomes(PLO); between 60-78% achieved competencies in each one of the eight major areas expected at the end of course. The strengths included experienced lecturers, smooth implementation of the program, well designed curriculum while weakness was deficiency in clinical skills, training facilities, number of lecturers, case mix and adequacy of clinical exposure. The weaknesses include readiness to be a self-directed learner.Conclusion: Majority of the students attained each of the eight (PLO) competencies. The strengths were identified and discussed. The study has paved the way for a more detailed indepth study with more samples among the future graduating batches.International Journal of Human and Health Sciences Supplementary Issue: 2021 Page: S12


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