scholarly journals Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews

2020 ◽  
Vol 17 (23) ◽  
pp. 8880
Author(s):  
Jaehee Jeon ◽  
Jin Hee Kim ◽  
Eun Hee Choi
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Training Program ◽  
Simulation Training ◽  
Focus Group Interviews ◽  
Emergency Situations ◽  
Essential Components ◽  
Group Interviews

Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.

scholarly journals Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Jørn Hustad ◽  
Berit Johannesen ◽  
Mariann Fossum ◽  
Olav Johannes Hovland
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Learning Outcomes ◽  
Transfer Of Learning ◽  
Clinical Skills ◽  
Focus Group Interviews ◽  
Simulation Based ◽  
Group Interviews

Abstract Background Simulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

scholarly journals Using the ‘huddle’ to enhance interprofessional teamwork among nursing students through a podcast: a qualitative and exploratory pilot study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ingunn Aase ◽  
Ingrid Tjoflåt ◽  
Kristin Hjorthaug Urstad
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Nursing Students ◽  
Focus Group ◽  
Educational Institution ◽  
Focus Group Interviews ◽  
Learning Tool ◽  
Interprofessional Teamwork ◽  
Group Interviews ◽  
Speak Up

Abstract Background Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students’ competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students’ experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital. Method This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis. Result The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one’s own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic. Conclusion Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.

scholarly journals Students' perceptions of interprofessional collaboration on the care of diabetes: A qualitative study of focus-group interviews

2020 ◽  
Author(s):  
Sanna Pauliina Kangas ◽  
Pia Jaatinen ◽  
Saara Metso ◽  
Rintala Tuula-Maria
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Perceived Competence ◽  
Focus Group Interviews ◽  
Patient Centered ◽  
Before And After ◽  
Group Interviews

Abstract Background: Interprofessional education (IPE) can promote healthcare professionals’ competence to work in interprof­­essional collaboration (IPC), whi­­­­ch is essential for the quality and safety of care. An interprofessional approach is particularly important in complex, chronic diseases like diabetes. A number of studies have been published on IPE, but only a few with a qualitative approach.Methods: The objective of this qualitative study was to evaluate changes in medical and nursing students’ perceptions of IPC, induced by a novel IPE course on diabetes care. The data from focus-group interviews of 30 students before and after the course were analyzed by using an inductive and deductive content analysis.Findings: The students´ perceptions were illustrated as Elements of interprofessional care (e.g. Elements formulating care team and Quality of professional care relationship ) and Elements of IPC (e.g. Importance of communication and Valuation of collaboration ). The post-course interviews added one subcategory ( Need of resources ) to the pre-course perceptions, and there was improvement in ten areas of self-perceived competence in performing or understanding IPC on diabetes care.Conclusions: The IPE course piloted in this study increased the students’ self-perceived competence and confidence in performing IPC on the care of diabetes, and changed their understanding of IPC towards a more patient centered and holistic perspective. More research is needed to evaluate the generalizability and sustainability of these changes.

scholarly journals A Qualitative Study on Employees’ Experiences of a Support model for Systematic Work Environment Management

2019 ◽  
Vol 16 (19) ◽  
pp. 3551 ◽  
Author(s):  
Therese Hellman ◽  
Fredrik Molin ◽  
Magnus Svartengren
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Work Environment ◽  
Work Groups ◽  
Comparative Method ◽  
Focus Group Interviews ◽  
Environment Management ◽  
Group Interviews ◽  
Over Time ◽  
Support Model

Background: The aim is to explore how an organisational work environment support model, the Stamina model, influences employees’ work situations and the development of sustainable work systems. Methods: It was a qualitative study with semi-structured, focus-group interviews, including 45 employees from six work groups. Eighteen focus group interviews were conducted over a period of two years. Data were analysed with constant comparative method. Results: The core category, shifting focus from an individual to an organisational perspective of work, illustrated how communication and increased understanding of one’s work tasks changed over time and contributed to deeper focus on the actual operation. These insights were implemented at different time points among the work groups during the two-year process. Conclusions: Our results indicate that working with the model engages employees in the work environment management, puts emphasis on reflections and discussions about the meaning and purpose of the operations and enables a shared platform for communication. These are important features that need to continue over time in order to create a sustainable work system. The Stamina model, thus seems to have the potential to promote productive and healthy work places.

scholarly journals Supplementing Clinical Practice in Nursing Homes With Simulation Training: A Qualitative Study of Nursing Students’ Experiences

2020 ◽  
Vol 6 ◽  
pp. 237796082098178
Author(s):  
Camilla Olaussen ◽  
Ingunn Aase ◽  
Lars-Petter Jelsness-Jørgensen ◽  
Christine Raaen Tvedt ◽  
Simen A. Steindal
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Homes ◽  
Simulation Training ◽  
Research Literature ◽  
Student Experiences ◽  
Learning Support ◽  
Group Interviews ◽  
Practice Period ◽  
Sense Of Mastery

Introduction Limited access to nurse supervisors, insufficient learning support and staff with high workloads are well documented in the research literature as barriers to nursing students´ learning in clinical practice in nursing homes. Due to these barriers nursing students may benefit from additional learning support from nurse educators during their clinical practice period. Objective The study aimed to explore nursing students’ experiences of supplementary simulation training as a tool to support learning during clinical practice in nursing homes. Methods A descriptive qualitative design was used. Twenty-seven first-year nursing students from a university college in Norway were interviewed after attending a seven-week practice period in nursing homes with supplementary simulation training. Three semi-structured focus group interviews were audio recorded, transcribed, and analysed using systematic text condensation. Findings Three categories of student experiences were identified: enhancing the reasoning behind care, transferring knowledge and experiences between the learning environments and enhancing the sense of mastery. Conclusion The supplementary simulation training seemed to complement clinical practice by consolidating the students’ learning during the clinical practice period, enhance the students’ motivation and sense of mastery, and consequently their efforts to seek out new challenges, explore and learn both in the clinical and the simulated environment.

How accessible are grocery shops for people with dementia? A qualitative study using photo documentation and focus group interviews

Dementia ◽  
2018 ◽  
Vol 19 (6) ◽  
pp. 1872-1888 ◽  
Author(s):  
Anna Brorsson ◽  
Annika Öhman ◽  
Stefan Lundberg ◽  
Malcolm P Cutchin ◽  
Louise Nygård
Keyword(s):  
Grounded Theory ◽  
Focus Group ◽  
Qualitative Study ◽  
Grocery Shopping ◽  
Theory Approach ◽  
Focus Group Interviews ◽  
People With Dementia ◽  
Photo Documentation ◽  
Group Interviews ◽  
Grounded Theory Approach

Background People with dementia who live in ordinary housing need to perform activities outside the home such as visiting friends, talking walks and doing grocery shopping. This article identifies and examines characteristics that may influence accessibility in the space of a grocery shop as perceived by people with dementia. Methods This is a qualitative study with a grounded theory approach. The data collection was done with two different methods. It started with photo documentation and continued with focus group interviews in combination with photo elicitation. Data from both photo documentation and focus groups were analysed according to a grounded theory approach. Results The categories “illogical arrangement”, “overload of products, information and people”, “visual illusions” and “intrusive auditory stimuli” showed characteristics in the grocery shop that influenced how accessible and usable the informants experienced a shop to be. Furthermore, personal capacities in relation to the specific characteristics of the grocery shop space had an influence on how accessible and usable the informants experienced the grocery shop to be. Capacities to find, stay focused and concentrated, meet stress, remember, interpret and discriminate sensory impressions through hearing and sight came to the fore as important. Conclusions Characteristics of both the shop and the person need to be taken into account when supporting people with dementia in grocery shopping.

scholarly journals Different forms of informal coercion in psychiatry – a qualitative study

2019 ◽  
Author(s):  
Veikko Pelto-Piri ◽  
Lars Kjellin ◽  
Ulrika Hylén ◽  
Emanuele Valenti ◽  
Stefan Priebe
Keyword(s):  
Mental Health ◽  
Content Analysis ◽  
Focus Group ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Qualitative Content Analysis ◽  
Focus Group Interviews ◽  
Informal Coercion ◽  
Group Interviews

Abstract Objectives The objective of the study was to investigate how mental health professionals describe and reflect upon different forms of informal coercion. Results In a deductive qualitative content analysis of focus group interviews, several examples of persuasion, interpersonal leverage, inducements, and threats were found. Persuasion was sometimes described as being more like a negotiation. Some participants worried about that the use of interpersonal leverage and inducements risked to pass into blackmail in some situations. In a following inductive analysis, three more categories of informal coercion was found: cheating, using a disciplinary style and referring to rules and routines. Participants also described situations of coercion from other stakeholders: relatives and other authorities than psychiatry. The results indicate that informal coercion includes forms that are not obviously arranged in a hierarchy, and that its use is complex with a variety of pathways between different forms before treatment is accepted by the patient or compulsion is imposed.

scholarly journals Training for a Profession: Transition from Course to Workplace

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Henriette Duch
Keyword(s):  
Teacher Training ◽  
Focus Group ◽  
Training Program ◽  
Transition Process ◽  
Classroom Teaching ◽  
Vocational Teachers ◽  
Learning Trajectories ◽  
Focus Group Interviews ◽  
Vocational Colleges ◽  
Group Interviews

A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace. Before 2010, the transition process was regulated by a ministerial order, but now the market has created variation in the training. The case presented here is four vocational colleges where teachers attend a teacher training course. The study is based on the documentary analyses, focus group interviews and observations. Using Evetts’ concept of professionalism, the analyses show different logics at vocational colleges. Managers implement the course at vocational colleges by choosing different strategies for organizational professionalism. However, the teachers construct other learning trajectories by moving between classroom teaching and teamwork, which in the article is perceived as part of occupational professionalism. These coinciding logics might influence the transition from course to workplace.

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