scholarly journals Effects of Writing Reflective Journal on Meta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning

2016 ◽  
Vol 23 (4) ◽  
pp. 430-439 ◽  
Author(s):  
Mi Young Jho
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Blended Learning ◽  
Reflective Journal ◽  
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 THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

2021 ◽  
Vol 10 (5) ◽  
pp. 3316-3323
Author(s):  
Seok-Young Han
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Group Work ◽  
Self Efficacy ◽  
Action Learning ◽  
Control Group ◽  
Team Efficacy ◽  
Nursing Skills ◽  
Clinical Program ◽  
Experimental Group

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

scholarly journals Application of High Fidelity Simulation for Acquisitions of Nursing Skills

2015 ◽  
Vol 3 (1) ◽  
pp. 78-95
Author(s):  
Kimberly H. Kim ◽  
Andrew Lee ◽  
Sam Avila ◽  
Ann Ouyang ◽  
Anna Walker
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Skill ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Nursing Skills ◽  
Problem Solve

High fidelity simulation is known to improve problem solving and critical thinking skills as well as professional role acquisitions in nursing students. This descriptive study examined the perceptions of 186 culturally diverse baccalaureate nursing students enrolled in fundamentals of nursing and senior preceptorship courses about their experience in high fidelity simulation activities. Perceptions were examined in relation to the acquisition factors of nursing skills using the Simulation Evaluation Questionnaire and open-ended questions in two simulation labs at the end of each simulation session during academic years 2008-2011. The results indicated that the majority of students agreed or strongly agreed that the simulation experiences helped them prepare for clinical practice. Ninety five percent of the students reported that they were able to reflect on their own simulation experience; and 82% agreed or strongly agreed that they were able to problem solve and critically think while they participated in simulation activities. With the clearly defined scenario objectives, there were better ratings of problem solving and critical thinking of students during the simulation activity (r = 0.61, p < 0.002). Those who had the chance to problem solve and critically think were able to communicate more openly about simulation experiences during debriefing (r = 0.704, p = 000). The most important nursing techniques that they learned from simulation experiences included skills on how to assess patients’ baseline data,communicate with patients/families using interpersonal communications, mediate a person’s frustration efficiently while sticking to the goals, and deal with social aspects of care. Students reported that they least liked about simulations as they felt they were pressed and put on the spot and having to act in front of the class. Suggestions included sufficient scenario activity time and hands-on experiences for the future. Findings suggest that the students valued the high fidelity simulation as an effective medium for improving their clinical skill acquisitions.

scholarly journals Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hee Young Kang ◽  
Hae Ran Kim
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Public Healthcare ◽  
The Public ◽  
Learning Satisfaction ◽  
Team Based Learning ◽  
Knowledge Problem

Abstract Background A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. Methods The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. Conclusions This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

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