scholarly journals A Study on Learning Experiences and Self-Confidence of Core Nursing Skills in Nursing Practicum among Final Year Nursing Students

2014 ◽  
Vol 21 (2) ◽  
pp. 162-173 ◽  
Author(s):  
Aekyung Han ◽  
Dong Sook Cho ◽  
Jongsoon Won
Keyword(s):  
Nursing Students ◽  
Learning Experiences ◽  
Self Confidence ◽  
Nursing Skills

scholarly journals Development and Effects of a Mechanical Ventilation Education Program with Blended Learning for Nursing Students

2021 ◽  
Vol 28 (3) ◽  
pp. 361-371
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Jihyun Kim ◽  
Hyun Sook Kim
Keyword(s):  
Mechanical Ventilation ◽  
Nursing Students ◽  
Blended Learning ◽  
Education Program ◽  
Control Group ◽  
Implementation Phase ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Nursing Skills ◽  
Experimental Group

Purpose: This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students.Methods: Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program.Results: The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group.Conclusion: The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.

scholarly journals What Factors Facilitate Good Learning Experiences in Clinical Studies in Nursing: Bachelor Students’ Perceptions

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Bjørg Dale ◽  
Arne Leland ◽  
Jan Gunnar Dale
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Studies ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Main Theme ◽  
Opportunities To Learn ◽  
Self Confidence ◽  
Good Learning

Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students’ opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students’ in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: “being in a vulnerable and exposed position characterized by conflicting needs.” Four categories were found: “aspects related to the clinical setting”, “aspects related to the nurse supervisor,” “aspects related to the student,” and “aspects related to the student-supervisor relationship”. The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.

scholarly journals Construction and practice of a comprehensive nursing skills course with simulation in an RN-BSN program in China: a quasi-experimental study

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Yuanyuan Zhu ◽  
Aihong Wang ◽  
Yamei Bai ◽  
Min Xu ◽  
Haiyan Yin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Work Experience ◽  
Teaching Strategy ◽  
Educational Practice ◽  
High Rate ◽  
Learning Ability ◽  
Scenario Simulation ◽  
Self Confidence ◽  
Nursing Skills ◽  
Quasi Experimental

Abstract Background Simulation has been widely used in the teaching of pre-licensed nursing students and has shown positive results. However, there is limited evidence regarding the application of a comprehensive nursing course with simulation for Associated Degree in Nursing (ADN)-prepared nurses with different work experience times. Therefore, this study aimed to evaluate the satisfaction, self-confidence, and perceptions of scenario simulation among Chinese nurses in a comprehensive nursing skills course in an RN-BSN program. Methods A single-group post-test approach was used in the current study. Participants that completed a comprehensive nursing skills course with simulation in an RN-BSN program were enrolled. Results The mean satisfaction, self-confidence, educational practice, and simulation designs scores were rated highly. Self-confidence (p = 0.002), active learning (p = 0.020), collaboration (p = 0.030), support (p = 0.008), and problem-solving (p = 0.007) were significantly higher among students with more work experience compared to those with less experience. Then, four themes were analyzed: enthusiasm for learning, ability to experience different feelings during role-play, hybrid teaching format, and simulation fidelity. Conclusions Results demonstrated that a comprehensive nursing skills course with simulation might improve Chinese ADN-prepared nurses’ satisfaction and self-confidence in learning. Nurses with work experience gave a high rate to the scenario simulation, demonstrating that simulation can be widely applicable for students with different characteristics. Finally, the teaching strategy in the present study can be applied to more RN-BSN programs.

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