Innovative Teaching Method in Emergency Response Education of Undergraduate Nursing Students

Abstract— Digital virtual simulators are considered one of the most innovative teaching methods currently available for overcoming training difficulties in clinical nursing practice. This study aimed to measure the perceived usefulness of digital simulators in the acquisition of professional nursing skills among undergraduate nursing students. A group of 50 students participated in an online training module on a digital simulator over six sessions. They then responded to a survey about the training. The results indicated that 80% of the participants found learning with a digital simulator to be an enriching experience and 82% of the students felt that it could be beneficial to adopt this mode of teaching in other areas of nursing education. It is hoped that these findings will encourage teachers to adopt this approach to nursing education as a solution to the various constraints related to student placements. It may be especially useful in situations where there is a lack of supervisors or a large number of students.

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Comparison of Rain Classroom Teaching and Traditional Teaching Methods in Teaching Undergraduate Nursing Students of Stomatology

10.21203/rs.3.rs-115592/v1 ◽

2020 ◽

Author(s):

YuJing Wang ◽

JingBo Liu ◽

LuLu Yuan ◽

YuQin Gao ◽

Chen Li

Keyword(s):

Nursing Students ◽

Teaching Method ◽

Teaching Quality ◽

Learning Ability ◽

Controlled Study ◽

Classroom Teaching ◽

Traditional Teaching ◽

Final Examination ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing

Abstract Background: Rain classroom teaching (RCT) is now used as a teaching method to increase interaction between teachers and students. The aim of this paper is to investigate the influence of rain classroom teaching and traditional teaching on self-directed learning ability(SDLA) of nursing undergraduates.Methods: This was a randomized controlled study. The research enrolled two classes of junior nursing undergraduates, they were randomly divided into two groups. The content and time of Stomatology courses were the same. The control group (n=32) adopted traditional teaching method and the experimental group (n=31) used RCT method. SDLA, satisfaction and teaching quality were evaluated by questionnaire. A final examination was used to estimate the quality of learning.Results: The complete data displayed that rain classroom group had more excellent results than the traditional group. The rain classroom group had higher SDLA, satisfaction, teaching measure, teaching effectiveness and final examination scores. Conclusion: Rain classroom teaching method is more effective than traditional teaching method in promoting SDLA and teaching quality for undergraduate nursing students in stomatology.

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An Exploration of Motivation for Disaster Engagement and Its Related Factors among Undergraduate Nursing Students in Taiwan

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17103542 ◽

2020 ◽

Vol 17 (10) ◽

pp. 3542

Author(s):

Shwu-Ru Liou ◽

Hsiu-Chen Liu ◽

Chun-Chih Lin ◽

Hsiu-Min Tsai ◽

Ching-Yu Cheng

Keyword(s):

Nursing Students ◽

Learning Strategies ◽

Core Competencies ◽

Pearson Correlation ◽

Related Factors ◽

Cross Sectional ◽

Innovative Teaching ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Nursing Competence

The purpose of the study was to explore the levels of and relationships between disaster nursing competence, anticipatory disaster stress, and the motivation for disaster engagement among undergraduate nursing students in Taiwan. A cross-sectional research design was applied. Using convenience sampling, 90 nursing students participated with an 86.54% response rate. The Disaster Core Competencies Questionnaire, Anticipatory Disaster Stress Questionnaire, and Motivation for Disaster Engagement Questionnaire were used to collect data. The Pearson correlation and ANOVA were used to analyze the data. Results showed that students’ level of disaster nursing competence was low, anticipatory disaster stress was not high, and motivation for disaster engagement was high. Motivation for disaster engagement was positively correlated with anticipatory disaster stress. Students who were more willing to participate in disaster management had a higher level of anticipatory disaster stress and motivation for disaster engagement. It is suggested that healthcare institutions and schools should work together to design disaster education plans using innovative teaching/learning strategies to increase students’ willingness and motivation for disaster engagement.

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Short-Term Impact of Traditional Versus Innovative Teaching Strategies on Mental Health Knowledge among Undergraduate Nursing Students in India – A Pilot Study

Asian Journal of Nursing Education and Research ◽

10.5958/2349-2996.2015.00002.6 ◽

2015 ◽

Vol 5 (1) ◽

pp. 8

Author(s):

D Mythili ◽

Sailaxmi Gandhi ◽

A. Thirumoorthy ◽

K. Muralidharan

Keyword(s):

Mental Health ◽

Pilot Study ◽

Nursing Students ◽

Teaching Strategies ◽

Health Knowledge ◽

Short Term ◽

Innovative Teaching ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Mental Health Knowledge

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El desarrollo del liderazgo a través de un congreso organizado por estudiantes. Estudio pre-post intervención

10.4995/inred2021.2021.13780 ◽

2021 ◽

Author(s):

María Ángeles De Juan Pardo ◽

Pilar Fuster-Linares ◽

Alberto Gallart Fernández-Puebla ◽

Encarna Rodriguez ◽

Laia Wennberg ◽

...

Keyword(s):

Older Adults ◽

Nursing Students ◽

Old Age ◽

Teaching Method ◽

Interdisciplinary Care ◽

Innovative Teaching ◽

Level Of Satisfaction ◽

Oral Communications ◽

High Level ◽

Innovative Teaching Method

A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication.

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Innovative Teaching for Undergraduate Nursing Students Through Mastery Modeling

Nursing Education Perspectives ◽

10.1097/01.nep.0000000000000234 ◽

2018 ◽

Vol 39 (3) ◽

pp. 184-186

Author(s):

Kathleen A. Gordon ◽

Kelly E. Carmany ◽

Janet R. Baker ◽

Laura M. Goliat

Keyword(s):

Nursing Students ◽

Innovative Teaching ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing

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Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study (Preprint)

10.2196/preprints.15386 ◽

2019 ◽

Author(s):

Xiaoxian Yang ◽

Ri-Hua Xie ◽

Si Chen ◽

Wei Yu ◽

Yan Liao ◽

...

Keyword(s):

Nursing Students ◽

Teaching Method ◽

Instant Messaging ◽

Video Feedback ◽

Control Group ◽

Feedback Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Nursing Skills ◽

General Self Efficacy

BACKGROUND Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse. OBJECTIVE This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills. METHODS We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method. RESULTS A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method. CONCLUSIONS Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students’ academic performance and professional skills.

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The Effect Of The Flipped Classroom On Nursing Students’ Learning And Motivation Outcomes In Health Education

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i6.2439 ◽

2021 ◽

Vol 12 (6) ◽

pp. 1213-1223

Author(s):

Mouna Hannaoui, Et. al.

Keyword(s):

Nursing Students ◽

Health Education ◽

Flipped Classroom ◽

Control Group ◽

Traditional Teaching ◽

Innovative Teaching ◽

Undergraduate Nursing Students ◽

Innovative Strategies ◽

Undergraduate Nursing ◽

Experimental Group

As contemporary society evolves, the technological revolution increasingly requires higher education institutions to adopt innovative strategies instead of traditional teaching. Improving the training of health professions in innovative teaching strategies would help prepare future nurses for professionalization. Therefore, the flipped classroom is one of the active educational approaches that has been shown to be effective on nursing students’ outcomes and motivation. Our study, spread over two years from 2018 to 2020, is a quantitative experimental pilot study, which aims to examine the effect of the flipped classroom on nursing students’ learning and motivation outcomes in health education of undergraduate nursing students of the ‘Higher Institute of Nursing Professions and Health Techniques’ (ISPITS). We used two tests, knowledge test and motivation test. The control group consisted of 15 students against 17 students from the experimental group. The experiment lasted three months. Our results showed a statistically highly significant (p<0.0001) increase (p<0.0001) in the grades and motivation levels of students in the experimental group. We point out that our experience coincided with the COVIC-19 pandemic which forced distance learning. According to our results, The flipped classroom could be an effective way to enhance the learning of nursing students and improve their motivation for knowledge to teach health sciencess

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