Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

Background and objective: Concept mapping is a powerful instructional tool in the clinical settings that improves competency of undergraduate nursing students in interprets situations, problem solving, decision making and critical thinking in different circumstances. Also enable them to provide optimal comprehensive care for clients. This study was conducted to evaluate the effect of concept mapping on problem solving skills, competence in the clinical settings and knowledge among undergraduate nursing students.Methods: Design and Setting: A quasi-experimental design was used and data were collected from Medical & Surgical Nursing Department and Community Health Nursing Department labs in the Faculty of Nursing, Tanta University. Sample: Random sample of 60 undergraduate nursing students which are selected by using simple random method who are divided into; thirty students from second year and thirty students from fourth year. Tools: Four tools were used for data collection: Tool (I): Structure questionnaire sheet to assess students’ knowledge regarding concept mapping, Tool (II): Case study rubric for assessing concept map, Tool (III): Problem solving skills assessment sheet and Tool (IV): Perception of students about using of concept map.Results: As a result of this research, there were significant improvements among students knowledge about concept map, simulation case study rubric and problem solving skills, in addition to more than three quarter from students had positive perceptions regarding application of concept mapping in the clinical settings.Conclusions and recommendation: Based on the findings of the study, there were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting. Therefore, it is necessary to improve wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties.

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An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Curationis ◽

10.4102/curationis.v25i4.795 ◽

2002 ◽

Vol 25 (4) ◽

Cited By ~ 1

Author(s):

P. Brysiewicz ◽

R. Cassimjee ◽

P. Mclnerney

Keyword(s):

Nursing Students ◽

Group Work ◽

Real Life ◽

Clinical Settings ◽

Group Discussions ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Learner Centered ◽

Life Problems ◽

Small Group Discussions

Problem-based Learning is a learner-centered approach to education which encourages student participation and group work in the learning process. This method of selfdirected learning is facilitated by the use of small-group discussions. This being the case, it is important for groups to function effectively in order for this learning to occur. These small groups are guided by a facilitator and utilize real-life problems from the clinical settings.

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It’s Complicated: Improving Undergraduate Nursing Students’ Understanding Family and Care of LGBTQ Older Adults

Journal of Family Nursing ◽

10.1177/1074840719864099 ◽

2019 ◽

Vol 25 (4) ◽

pp. 506-532 ◽

Cited By ~ 2

Author(s):

Nadine Henriquez ◽

Kathryn Hyndman ◽

Kathryn Chachula

Keyword(s):

Older Adults ◽

Health Care ◽

Nursing Students ◽

Health Care Providers ◽

Social Issues ◽

Care Providers ◽

Undergraduate Nursing Students ◽

Case Study Methodology ◽

Undergraduate Nursing

Research has identified the need for improved cultural competence of health care providers regarding the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community’s needs. This article articulates the teaching approach and methodology of an unfolding LGBTQ family case study for undergraduate nursing students. This method provided a forum for exploration of personal biases and gender-affirming techniques, and addressed the challenges of aging for a transgender woman and family within the context of societal stigma and discrimination. Students gained knowledge concerning shifts in family structures and understanding of the nurses’ role encouraging inclusiveness and equitable access in health care settings, advocating for vulnerable populations, and addressing specific health concerns for transgender older adults. Student responses demonstrated increased knowledge of family diversity, and critical thought regarding the intersectionality of discrimination and aging. The findings revealed the case study methodology facilitated student understanding of the unique health and social issues for LGBTQ older adults within a family context.

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Critical thinking dispositions in undergraduate nursing students: A case study approach

Nurse Education Today ◽

10.1016/j.nedt.2018.06.014 ◽

2018 ◽

Vol 68 ◽

pp. 203-207 ◽

Cited By ~ 6

Author(s):

Tom Noone ◽

Aidan Seery

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Case Study Approach ◽

Undergraduate Nursing Students ◽

Thinking Dispositions ◽

Study Approach ◽

Undergraduate Nursing ◽

Critical Thinking Dispositions

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Using Case-Study Simulation to Improve Critical Thinking and Content Mastery in Undergraduate Nursing Students

Clinical Simulation in Nursing ◽

10.1016/j.ecns.2010.03.038 ◽

2010 ◽

Vol 6 (3) ◽

pp. e116

Author(s):

Valerie Herbert ◽

Cynthia Peterson ◽

Ann Ellis

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Undergraduate Nursing Students ◽

Content Mastery ◽

Undergraduate Nursing

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Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students

Healthcare ◽

10.3390/healthcare9111584 ◽

2021 ◽

Vol 9 (11) ◽

pp. 1584

Author(s):

Allison C. Munn ◽

Beth Lay ◽

Tiffany A. Phillips ◽

Tracy P. George

Keyword(s):

Decision Making ◽

Nursing Students ◽

Clinical Judgement ◽

Pediatric Nursing ◽

Undergraduate Nursing Students ◽

Nursing Knowledge ◽

Undergraduate Nursing ◽

Self Confidence ◽

The Impact

Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students’ self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students’ confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman’s ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.

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TO BE THE SHADOW - AWARENESS OF UNDERGRADUATE NURSING STUDENTS: A CASE STUDY

Texto & Contexto - Enfermagem ◽

10.1590/0104-0707201500003900013 ◽

2015 ◽

Vol 24 (4) ◽

pp. 1079-1086 ◽

Cited By ~ 1

Author(s):

Roberta Waterkemper ◽

Marta Lenise do Prado ◽

José Luis Moya Medina ◽

Kenya Schmidt Reibnitz

Keyword(s):

Nursing Students ◽

Critical Pedagogy ◽

Thematic Analysis ◽

Participant Observation ◽

Undergraduate Nursing Students ◽

Teacher Understanding ◽

Philosophical Education ◽

Undergraduate Nursing ◽

The World

This was qualitative research in the form of an educational case study. Aimed at understanding the self-consciousness (nursing students) about being a student in a course working with critical pedagogy. It was supported by Freire's liberating theoretical and philosophical education. The study included 14 nursing students. The data were collected through non-participant observation and an open interview script. Data were analyzed using thematic analysis. Three units of thematic analysis were developed: a being without knowledge, a being who absorbs knowledge, and being evaluated by grades. The student is perceived as a being without knowledge, which is absorbed by him through the transmission of content in the classroom by the teacher. Understanding self-consciousness and the world that presents the student is a way to enable the development of his self-consciousness in the world.

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The Effect of an Empathy Education Program on Nursing Students' Empathy Ability, Interpersonal Ability, and Caring

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2019.25.3.344 ◽

2019 ◽

Vol 25 (3) ◽

pp. 344-356 ◽

Cited By ~ 1

Author(s):

Jin Ok Jeong ◽

Sue Kim

Keyword(s):

Nursing Students ◽

Interpersonal Relationships ◽

Education Program ◽

Cognitive Empathy ◽

Control Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Equivalent Control ◽

Nursing Department ◽

Experimental Group

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

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Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

Frontiers of Nursing ◽

10.2478/fon-2019-0021 ◽

2019 ◽

Vol 6 (2) ◽

pp. 143-150

Author(s):

Ru-Zhen Luo ◽

Xiao-Hong Zhang ◽

Chun-Mei Zhang ◽

Yan-Hui Liu

Keyword(s):

Nursing Students ◽

Problem Solving ◽

Social Problem Solving ◽

Self Directed Learning ◽

Learning Readiness ◽

Undergraduate Nursing Students ◽

Proper Actions ◽

Undergraduate Nursing ◽

Learning Attitude ◽

Directed Learning

Abstract Objective To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

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