scholarly journals Are nursing students’ clinical skills competency and self-confidence levels improved via video iPods? A randomized controlled pilot study

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Margaret Mary Hansen
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Confidence Levels ◽  
Randomized Controlled ◽  
Self Confidence

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and critical thinking ability among undergraduate nursing students.Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. All the second-year undergraduate nursing students in two class were enrolled in this study by cluster sampling. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on academic performance and critical thinking.Results: Students in the experimental class showed a significantly higher improvement in academic performance of Medical Nursing than the control class. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p=0.037). In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p=0.022). In the control class, there was significant improvement compared with baseline in the total score (p=0.029) and two of the seven dimensions: truth-seeking (p=0.016) and systematicity (p=0.005).Conclusions: Use of the blended case-centered learning showed the promising results in promoting students’ academic performance. Both the blended and offline case-centered learning in this study were a suitable educational approach to improve the critical thinking ability of undergraduate nursing students. In the future, blended and offline case-centered learning could be implemented in other nursing subjects. Moreover, further efforts to improve teaching are warranted.

scholarly journals Code Simulations and Death: Processing of Emotional Distress

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Jane D Leavy ◽  
Calvin J. Vanderhoff ◽  
Patricia K Ravert
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Patient Care ◽  
Coping Strategies ◽  
Emotional Distress ◽  
Clinical Setting ◽  
Clinical Skills ◽  
High Stress ◽  
Patient Death ◽  
Safe Environment

It is important for nursing students to be exposed to critical patient care scenarios because high stress clinical situations, such as patient codes, occur unexpectedly and infrequently in the clinical setting. In addition, it is important for nursing students to be exposed to the reality of patient death in order to help them overcome fears associated with death and to develop effective coping strategies. Students may or may not have an opportunity to deal with patient codes or patient death in the clinical setting, therefore simulation labs provide students with the opportunity to practice important clinical skills and discuss emotions in a safe environment. Although there is some research on the benefits of incorporating end-of-life patient care scenarios in simulation labs, there is no research that analyzes students’ perceptions of the benefits of participating in simulated code scenarios and their emotions following patient simulated death. A pilot study was conducted to assess students’ views on the benefits of participating in simulated code scenarios in which a patient dies and the effectiveness of the debriefing session in processing emotions related to the lab experience.

scholarly journals Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

2020 ◽  
Author(s):  
Zhenzhen Yu ◽  
Ling Shen ◽  
Jiayuan Zhuang ◽  
Yimin Chen ◽  
Meijing Chen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Critical Thinking Ability ◽  
Randomized Controlled ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Thinking Ability ◽  
Cluster Randomized

Abstract Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and the development of critical thinking among undergraduate nursing students. Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. There were two classes for second-year undergraduate nursing students enrolled in the study. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on critical thinking. Results: The median score in the Medical Nursing course was slightly higher in the experimental class than in the control class after 1 academic year, although was no significant difference in statistics. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater. In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p<0.05). In the control class, there was significant improvement compared with baseline in the total score (p<0.05) and two of the seven dimensions: truth-seeking (p<0.05) and systematicity (p<0.05). Conclusions: Our study confirms the effectiveness of blended and offline learning (both based on case-centered learning) for academic performance and components of critical thinking among undergraduate nursing students. Blended and offline case-centered learning could be applied to other nursing subjects in future studies. Moreover, further efforts to improve teaching are warranted.Keywords: education, nursing, teaching methods, critical thinking

scholarly journals Strategies to improve clinical confidence in nursing students' c: A Narrative review

2021 ◽  
Author(s):  
Sh Ahrari ◽  
F Heshmati-Nabavi ◽  
N Toghian-Chaharsoughi
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Final Analysis ◽  
Clinical Work ◽  
Educational Interventions ◽  
The Self ◽  
Educational Method ◽  
Self Confidence ◽  
Simulation Based ◽  
Review Study

Introduction: Universities are responsible for nurturing nurses who have clinical skills and confidence. Self-confidence is one of the main components of clinical work and, nursing students have more efficient self-confidence. This review study aimed to find strategies for self-confidence improvement in nursing students. Methods: To conduct this review study initially, using the keywords self-confidence, professional self-confidence and the self-confidence of nursing students in Persian and English, separately and in combination, between 2008 and 2018, a total of 1536 articles were obtained from Medline, CINAHL, ProQuest, Ovid and Science Direct databases. The full text of the articles was reviewed for inclusion and exclusion criteria and finally, 16 articles were selected for the final analysis. Result: The findings indicated the efficacy of the short-term educational program on self-confidence skills of baccalaureate nursing students. Studies have shown that students demonstrate greater abilities in terms of knowledge, critical thinking, clinical understanding, or satisfaction upon simulation-based learning. Conclusion: Simulation-based nursing educational interventions have strong and special educational effects in the field of psychology, especially in promoting the self-confidence of nursing students. Therefore, due to its positive effect on students' self-confidence, this method is proposed as a superior educational method in nursing students.

REVIEW OF A PILOT STUDY, INTRODUCING LAB TUTOR™ SOFTWARE TO FINAL YEAR NURSING STUDENTS (N=95) WITH THE AIM OF IMPROVING THEIR SIMULATED LEARNING EXPERIENCE

2015 ◽  
Vol 1 (1) ◽  
pp. 43.1-43
Author(s):  
Jack Simpson
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Learning Experience ◽  
Theory And Practice ◽  
Interactive Software ◽  
Real Patient ◽  
Human Patient ◽  
Patient Simulator ◽  
Learning Platform

BackgroundOnline simulation provides an alternative approach to hands-on simulation and a number of software packages are becoming available to educators. Lab Tutor™ is an online, immersive learning platform, which aims to bridge the gap between theory and practice, by using real patient case studies along with interactive exercises. We introduced Lab Tutor™ software as an integral part of our year 3 clinical skills module, alongside the use of the SimMan 3G Advanced Human Patient Simulator (AHPS), with the aim of providing students with a more immersive simulation experience.MethodologyWe introduced LabTutor™ to final year nursing students at the beginning of an 11-week clinical skills module. On completion of the module we evaluated the use of the software and whether the students considered that using the interactive software improved their knowledge of disease processes and management of patients.ResultsWe will present the evaluation results from this pilot study. However, early feedback from students indicates that the introduction of LabTutor™ improved understanding of disease processes as well as their management. We are also in the process of developing a number of patient scenarios, using existing LabTutor™ patients, for use on the SimMan 3G AHPS. We also hope to present the early outcomes of this development.

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