scholarly journals The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

2019 ◽  
Vol 9 (7) ◽  
pp. 31 ◽  
Author(s):  
Debra R. Wallace ◽  
Jaya Mini Gill
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Setting ◽  
Clinical Performance ◽  
Teaching Strategy ◽  
Central Element ◽  
Essential Element ◽  
Nursing Educators ◽  
Self Confidence ◽  
Novel Approach

Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.

An Integrative Review of the Use of Social Media in Graduate Nursing Education

2020 ◽  
Vol 47 (1) ◽  
pp. 60-67
Author(s):  
JOANNA HERNANDEZ ◽  
KRISTEN MUNYAN
Keyword(s):  
Social Media ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategy ◽  
Professional Communication ◽  
Integrative Review ◽  
Small Scale ◽  
Nursing Educators ◽  
Use Of Social Media ◽  
Graduate Nursing

ABSTRACT Social media is widely used, including among health professional educators. As a teaching strategy, social media can be helpful to nursing educators, and has been found to be useful in teaching nursing students regarding “communication, professionalism, healthcare policy and ethics” (Schmitt, Sims-Giddens and Booth 2012). With many current nursing students preferring learning environments and strategies that are enriched by technology, a thorough understanding of the implications of the use of social media in the instruction of nursing education is needed. Particularly the potential benefits and risks warrant continued evaluation. In the instruction of nursing students, social media interaction with faculty can be used as a training methodology for professional communication (Arrigoni, Alvaro, Vellone, and Vanzetta 2016). Social media can provide a way for nursing faculty to promote the use of technological professional engagement, a skill competency that is often lacking among nursing students (Schmitt et al. 2012). Despite a number of reviews being readily locatable on the current best practices regarding social media use in nursing education (Ross and Meyers 2017), little is available regarding applicability to graduate nursing students. Therefore, the purpose of this work is to conduct an integrative review of the available evidence regarding the utilization of social media in teaching graduate nursing students. Only two articles were located that were specifically relevant to gradate nursing education. The located articles reported small scale initiatives and case studies. Further exploration of the available literature is needed in regard to graduate work specifically as professional communication is a key competency of many graduate nursing programs.

scholarly journals Clinical judgment in medication administration among nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 52
Author(s):  
Leona Konieczny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Clinical Judgment ◽  
Prescription Medication ◽  
Medication Administration ◽  
Nontraditional Student ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Nursing Educators

Nursing education includes the area of pharmacological therapies. Nursing educators may benefit from having students think like a nurse related to medication administration. The increased use of prescription medication and the complexities of medication administration present the need for clinical judgment. Simulation is used as an educational strategy to provide the opportunity for students to practice safe interventions which require the use of judgment to notice changes and interpret and intervene correctly. The comparison of low-fidelity and high-fidelity simulation experience in a study sample (n = 126) is examined for the effect on clinical judgment. The Lasater Clinical Judgment Rubric (LCJR) is used to score students after the simulation related to medication administration. Two of the items in the LCJR, noticing deviations (p = .35) and self analysis (p = .32), are positively affected by the level of fidelity of the simulation. A diverse, nontraditional student study sample demonstrated consistency in LCJR scoring. The outcome of increased clinical judgment may improve safety and nursing care in medication administration among nursing students.

scholarly journals Encompassing multiple moral paradigms: A challenge for nursing educators

2010 ◽  
Vol 17 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Elizabeth Shirin Caldwell ◽  
Hongyan Lu ◽  
Thomas Harding
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Values ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Chinese Students ◽  
Real Life ◽  
Chinese Student ◽  
Nursing Educators

Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

scholarly journals The Value of Peer Learning in Undergraduate Nursing Education: A Systematic Review

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Robyn Stone ◽  
Simon Cooper ◽  
Robyn Cant
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Peer Learning ◽  
Subjective Assessment ◽  
Quality Analysis ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Lecture Method ◽  
Conventional Classroom

The study examined various methods of peer learning and their effectiveness in undergraduate nursing education. Using a specifically developed search strategy, healthcare databases were systematically searched for peer-reviewed articles, with studies involving peer learning and students in undergraduate general nursing courses (in both clinical and theoretical settings) being included. The studies were published in English between 2001 and 2010. Both study selection and quality analysis were undertaken independently by two researchers using published guidelines and data was thematically analyzed to answer the research questions. Eighteen studies comprising various research methods were included. The variety of terms used for peer learning and variations between study designs and assessment measures affected the reliability of the study. The outcome measures showing improvement in either an objective effect or subjective assessment were considered a positive result with sixteen studies demonstrating positive aspects to peer learning including increased confidence, competence, and a decrease in anxiety. We conclude that peer learning is a rapidly developing aspect of nursing education which has been shown to develop students’ skills in communication, critical thinking, and self-confidence. Peer learning was shown to be as effective as the conventional classroom lecture method in teaching undergraduate nursing students.

scholarly journals Nursing Students' Experiences of Educational Discrimination: A Qualitative Study

2021 ◽  
Author(s):  
Zahra Hadian Jazi ◽  
Mohammd Kazzem Gheybi ◽  
Zahra Zare ◽  
Hooman Shahsavari
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Nursing Faculty ◽  
Medical Science ◽  
Inappropriate Behavior ◽  
Nursing Educators ◽  
Self Confidence ◽  
Content Analysis Method ◽  
Discriminatory Behavior ◽  
Professional Independence

Abstract Background: Although the need for justice and the elimination of injustice (or discrimination) is now a universally accepted principle, discrimination is still an unpleasant experience for many nursing students. This study aimed to explain the experiences of nursing students of educational discrimination and find out the main factors that cause this feeling.Methods: This is a qualitative study conducted in the nursing faculty of Shahr-e-Kord and the Iran university of medical science (IUMS) in Iran. Twelve nursing students were selected by purposeful sampling method and were interviewed. All interviews were analyzed according to the content analysis method.Results: Three main themes and ten subcategories appeared. Extracted themes include: "inappropriate behavior of nursing professors (or instructors) " with 3 subcategories (1- discriminatory behavior by nursing professors (or instructors), 2- lack of sufficient self-confidence in nursing professors and transferring it to the student, and 3- the educator role in motivating or eliminating motivation); "Strict rules" with 3 subcategories (1- inequality in implementation of rights and rules among students of different disciplines, 2- differences in compliance with laws and regulations, and 3- nurses are being strictly monitored), and " Lack of nursing professional independence " with 4 subcategories (1- lack of authority, 2- lack of supportive organizations for nurses, 3- lack of proper social status of nursing in society, and 4- the high authority and power of physicians over other disciplines).Conclusions: In our study, it was shown that nursing students feel the most discrimination in front of medical students. Feelings of discrimination reduce self-confidence in nursing students. Therefore, nursing educators and professors must think of a solution, or at least they themselves should not cause this feeling in them by inappropriate behavior and discriminatory speech and words.

scholarly journals Factors affecting the performance of caring behaviors in Taiwanese nursing students: a qualitative study.

2015 ◽  
Vol 6 (2) ◽  
pp. 862-868
Author(s):  
Yi-Wen Lee
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Teaching Strategy ◽  
Junior College ◽  
Study Data ◽  
Nursing Program ◽  
Caring Behaviors ◽  
Factors Affecting ◽  
Learning By Imitation

Care is an important nursing concept. Nursing education should focus on cultivating students’ performance of caring behaviors to maintain the patient care that is a hallmark of this profession and guard the health of patients. Nursing teachers must understand the factors related to the performance of caring behaviors in students. This knowledge can serve as a reference for the development and teaching strategy of a nursing program. This qualitative study aimed at understanding the factors affecting the performance of caring behaviors by nursing students.This qualitative study was conducted at a science and technology university inNorthern Taiwan. Convenience sampling was used to collect 40 reflective journals from 20 nursing students at the five-year junior college as the study data. Content analysis was used to analyze the data.This study found two themes related to caring behaviors in nursing students: perception of nursing students and inter-subjectivity with patients.The beliefs and perceptions of students are closely linked to their performance of caring behaviors. Greater awareness in nursing students will improve their performance of caring behaviors (e.g., the concept of nursing care, ability to care, empowerment, learning by imitation and inter-subjectivity with patients). Results of this study could serve as a reference for program design and clinical practicum instruction for nursing education, to improve caring behaviors in students.

scholarly journals Approaches of Cooperative Learning across Ministry of Health Nursing Education Institutions in Bamenda-Cameroon: Perceptions of Students and Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 13-19
Author(s):  
Loh Stanley Yuh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Teaching Strategy ◽  
Numerical Data ◽  
Peer Instruction ◽  
Sampled Data ◽  
Teachers Perceptions ◽  
Perceptions Of Students ◽  
Health Nursing

Cooperative learning is an effective teaching strategy that maximizes student’s learning. A descriptive study involving 219 nursing students and 27 teachers used a self-administered questionnaire to determine the approaches of cooperative learning and perceptions of nursing students and teachers in Bamenda. The study set to assess the use of cooperative learning in Bamenda-Cameroon, identify the techniques implemented, highlight its achievements, challenges and describe students’ and teachers’ perceptions. The table of random numbers was used to obtain a probability sample of students while teachers were conveniently sampled. Data were collected using a modified Cooperative Learning Implementation Questionnaire and analysed using SPSS version 20.0 at an alpha level of 0.05. Descriptive statistics was used to summarise numerical data, Correlation analysis through the Pearson Product Moment correlation test was used to test the relationship between cooperative learning and students’ achievement, while t-test was used to compare the perceptions of students and teachers on cooperative learning. The margin of error was set at P ≤ 0.05. Eventually, cooperative learning was noted to be occasionally used in Bamenda, with learning together, think-pair-share, group investigation and peer instruction identified as the methods often used.. The achievements of cooperative learning were affirmed with almost no disadvantage as the use of cooperative learning was observed to always improve students’ achievement. Both groups of respondents indicated their love for cooperative learning and willingness to implement it but did not really agree on how it was implemented. Within the perspectives of this study, it was observed that cooperative learning existed as an informal technique of education in Bamenda.

Cultivating Cultural Competence Through Academic Community Engagement and Clinical Reflection

2020 ◽  
pp. 104365962097169
Author(s):  
Linda James ◽  
Lilibeth Al-Kofahy
Keyword(s):  
Native American ◽  
Nursing Education ◽  
Nursing Students ◽  
Community Engagement ◽  
Cultural Sensitivity ◽  
Teaching Strategy ◽  
Academic Community ◽  
Self Awareness ◽  
Culturally Sensitive Care ◽  
Reflective Journals

Introduction Nursing curriculum must include unique ways to enhance students’ cultural sensitivity to ensure the provision of culturally competent care to our diverse populations. Academic community engagement (ACE) is a pedagogy used to teach course concepts through service. Methodology This was a qualitative study analyzing nursing students’ written reflective journals following their service at a Native American powwow using Lincoln and Guba’s model. The purpose was to examine if the ACE experience influenced their development of cultural sensitivity. Results Reflective journals of 34 first-semester nursing students, enrolled in a nursing specific culture course, were analyzed. Three themes were identified: (a) engagement, (b) cultural sensitivity, and (c) humility and altruism. Discussion The development of self-awareness and the revelation by students of the importance of culturally sensitive care was a key finding supporting the use of ACE as a reliable teaching strategy in nursing education.

scholarly journals Impact of Standardized Patients on First Semester Nursing Students Self-Confidence, Satisfaction, and Communication in a Simulated Clinical Case

2020 ◽  
Vol 6 ◽  
pp. 237796082093015
Author(s):  
Kelly V. Johnson ◽  
Allison L. Scott ◽  
Lisa Franks
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Nursing Student ◽  
Clinical Case ◽  
Standardized Patients ◽  
The United States ◽  
High Fidelity ◽  
First Semester ◽  
Self Confidence

Background Utilizing standardized patients (SPs) as a strategy to potentially improve beginning level nursing students’ confidence, satisfaction, and communication after simulated clinical cases is an innovative approach in nursing education. Aim The aim of this study was to examine to what extent an SP affected first semester nursing students’ self-confidence, satisfaction, and communication using a simulated clinical case. Methods First semester undergraduate students in a bachelors of nursing program at a large university in the South-Central region of the United States ( N =  100), were randomly assigned to one of the two groups. Each group was assigned the same case using either an SP or high-fidelity manikin. Students completed postsurveys immediately following completion of the simulation. Student’s self-confidence, satisfaction, and communication were measured using the National League for Nursing Student Satisfaction and Self-Confidence in Learning for Nursing Education Research and an SP/Faculty Communication Checklist. Results An independent sample t test comparing the two student groups on each of the outcome variables was conducted for each of the research questions. Students who completed the simulation with an SP, reported greater satisfaction, and improved communication. Student reflective comments were significantly more positive in the SP group. There was no statistical difference between the two groups in self-confidence. Conclusion Further research is needed to determine whether the use of SPs versus high-fidelity manikins in simulated cases results in increased self-confidence in beginning level nursing students. Student satisfaction and communication are key components for nursing student success. The impact of SPs and the effect on student outcomes could have long-term benefits for undergraduate nursing programs.

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

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