Teaching and Learning in Nursing最新文献

Introduction

Evaluating undergraduate nursing students’ clinical performance is a complex practice that relies on outdated methods that do not align with the growing use of technology in nursing curricula. This study is an exploration of nursing students’ and clinical instructors’ experiences using a digital evaluation tool or traditional paper-based evaluation tool.

Methods

Third year nursing students and clinical instructors were given the opportunity to use a digital or paper-based evaluation tool during one semester; a survey was sent to all participants at the end of the semester.

Results

Student survey responses indicated that they preferred the digital evaluation tool as it provided for timely and specific in self-reflection and instructor feedback that was easily accessible.

Discussion

A digital evaluation tool is effective in supporting nursing students in the clinical evaluation process through encouraging reflection on specific learning behaviors, timely feedback from instructors, and an overall improvement in their clinical practice.

Background

Cadaveric education has many benefits that have been well demonstrated among medical students. Nursing students are rarely privy to the benefits of cadaveric education, despite being a rich opportunity for growth. This paper outlines the procedural steps taken to execute an innovative cadaveric education program among baccalaureate nursing students.

Method

This education modality was developed through laying groundwork with the clinical laboratory, identifying roles for participants, implementation in the cadaver laboratory and evaluating students’ response. Educational innovation was demonstrated through peer teaching, team teaching and iterative response.

Result

The students and faculty were satisfied with the educational innovation. Specifically, the students and faculty felt the experience allowed them to connect with the scientific underpinnings of the profession.

Conclusion

There were significant benefits to implementing the cadaver laboratory experience in undergraduate nursing pathophysiology. Formal evaluation of students and faculty will bolster what is known about implementing such educational modalities.

Background

Integrating healthcare simulators in nursing education allows for innovative training approaches. ChatGPT as a virtual patient is one such innovation. This study assessed ChatGPT's effectiveness in nursing simulation.

Methodology

Twelve nursing students from Morocco's Higher Institute of Health Sciences engaged with ChatGPT in a dyspnea scenario. Data collection included acceptability, accessibility, engagement ratings, and assessing students' virtual patient interaction skills.

Results

Students embraced ChatGPT (accessibility: 4.3 ± 0.5, engagement: 4.3 ± 0.5). They recognized its value in training (average: 4.2 ± 0.5). Student interaction skills positively correlated with overall performance. Notably, students' interaction skills demonstrated a positive correlation with their overall performance. Further analysis revealed significant correlations between specific skills: clarity and comprehensibility of responses (r = 0.701), relevance of responses (r = 0.444), and the ability to provide useful information (r = 0.597).

Conclusion

Incorporating communication-based simulations and patient engagement in nursing education is crucial. ChatGPT as a virtual patient holds promise in enriching clinical learning. Integrating such technology effectively prepares students for real patient interactions.

Objectives

Laughter Yoga (LY) is an innovative workout program that integrates simulated laughter with the practice of deep yogic breathing, providing a comprehensive approach to physical well-being. This study aims to examine the impact of laughter yoga on reducing stress and anxiety in nursing students.

Design

A systematic review is conducted.

Data Sources

This systematic review used online databases as follow: PubMed, Web of Science, Scopus, and Cochrane Library. A search from the beginning to July 20, 2023, was conducted.

Review Methods

Medical Subject Headings (MESH) were used for keyword selection along with other target keywords, such as “Laughter Yoga,” “Laughter Therapy,” “Stress,” “Anxiety,” “Angst,” “Hypervigilance,” “Nervousness,” “Anxiousness,” “Pupil Nurse,” and “Nursing Student.” We reviewed and included all English-language publications. The included studies were critically appraised by the Cochrane risk of bias tool. To present the results of the studies, a narrative synthesis is conducted.

Results

Nine articles with 598 participants met our criteria after reviewing full texts. As a result, nursing students who participated in laughter yoga showed significantly lower stress and anxiety levels. One study evaluated the effectiveness of online laughter yoga, which reduced stress and anxiety after the intervention, although between-group analyses were not significant. It was also found that this intervention leads to the reduction of employment stress.

Conclusion

Findings support laughter yoga as a cheap and easy way to reduce stress and anxiety in nursing students. It was suggested to design more randomized clinical trials to achieve more certainty. Also, the quality of the primary studies included limited this systematic review.

In pursuit of healthy equity and social justice integration across the curriculum, a service learning approach was explored to meet objectives and enhance student learning while offering benefits to the community. In the case of a primarily online master's level nurse practitioner single semester research course, creativity and exploration with various community partners lead to a rich and fulfilling mutually beneficial experience for both students and community. Project topics, framed in primary care and viewed through an equity lens, included community-identified issues related to policy revision or development, workflow or structural barriers, practice recommendations and program development. The resulting course succeeded in meeting stated objectives, including enhanced nurse identity as citizen and change agent. Additionally, the experience served to connect students and healthcare providers for improved services across the community.

Aim

In the study, it was aimed to determine the efficiency of active learning methods in the implementation of surgical nursing education.

Background

It is necessary to use active learning methods in order to provide an effective and efficient nursing education.

Design

The study has a quasi-experimental design.

Methods

The study sample consisted of 80 second year nursing students who started clinical application of Surgical Diseases Nursing Course in nursing undergraduate education program in the 2021-2022 academic year. The data were collected before and after education through Learning Motivation Scale, Instructional Materials Motivation Survey, and Student Satisfaction and Self-Confidence in Learning Scale. In the evaluation of the data, descriptive and comparative statistical methods were employed.

Results

Learning Motivation Scale and Student Satisfaction and Self-Confidence in Learning Scale post-test mean scores of the students who were provided education through role-play were found to be statistically significantly higher compared to those who were provided education through classical education and concept map (p=0.00). Instructional Materials Motivation Survey post-test mean score of the students who received education through role-play was determined to be statistically significantly higher than the mean scores of all other groups (p=0.00). Learning Motivation Scale (p=0.001) and Instructional Materials Motivation Survey (p=0.00) post-test mean scores significantly increased in all groups.

Conclusions

The use of methods that active learning in both theory and practice in surgical nursing education increases student learning motivation, satisfaction and self-confidence.

Background

Nursing education is responsible for supporting student well-being and preparing resilient graduates to face challenges inherent to nursing. Nurse coaching may be a method to support student well-being and resilience.

Method

A program evaluation survey of recipients of interventions by the nurse coach was distributed.

Results

Fifty (50) students from a southwestern university responded to the survey. Of the 50 respondents, 18 received one-on-one nurse coaching, and 32 attended self-care presentations. Both groups found the interventions by the nurse coach beneficial in a variety of ways.

Conclusion

The nurse coach may be a valuable student support resource in a variety of nursing programs.