Teaching and Learning in Nursing最新文献

Background

Due to limitations in space, time, and equipment availability, nursing students often have to alternate between active participation and observation in simulation-based education (SBE) scenarios, a practice whose effect on learning outcomes is not well-documented.

Aim

This study aimed to integrate SBE into a third-year emergency nursing course, focusing on the impact of different roles (active participation vs. observation) on students' emergency care knowledge, learning effectiveness, and post-simulation satisfaction.

Methods

In this prospective, mixed-methods study, students were divided into performer (n=67) and observer (n=67) roles for simulation exercises using high-fidelity manikins and standardized patients.

Results

The findings revealed a significant improvement in emergency care knowledge between pre-test and post-test scores (p<0.001) in both the performer and observer groups. However, no significant differences were observed between the two groups post-test (p=0.550). Moreover, the learning effectiveness (p=0.847) and satisfaction (p=0.513) were not significantly different between the two groups.

Conclusions

The results demonstrated that SBE was an effective method for improving students’ emergency care knowledge, with both active participants and observers benefiting similarly.

Background

Factors associated with professional identity are of interest to university health professional programs because of its association with successful student transition, retention, and progression into the workforce.

Aim

To explore the factors associated with students’ decisions in choosing their current program of study, and how the COVID-19 pandemic impacted their learning experience and sense of belonging to health professionals in their program.

Methods

Convergent parallel mixed-methods design was used, collecting quantitative, and qualitative data through an online questionnaire. First year students enrolled in health-related baccalaureate programs across two institutions in two different countries were invited to participate in the study. Participants were asked to complete the standardised Professional Identity Scale (PIS) and questions regarding factors that influenced their enrolment in a health course and first year experiences during the COVID-19 pandemic.

Results

A total of 395 students participated in this study. Overall, students achieved high average PIS scores. Students who were working in the health sector showed higher professional identity. Similarly, those who had positive career influencers and positive university experiences also produced higher professional identity scores. Qualitative analysis produced categories related to health profession career influencers, positive university experiences, and the impact of physical distancing and COVID-19 news. For students, the experience was ‘tough’, but they were committed to staying in their programs. Disrupted Professional Identity Formation represents students’ experiences of beginning identity formation in a context of mandated physical distancing and regular representation of health professionals in the news media.

Conclusions

The perseverance demonstrated by students offers insight into how adversity supports development of resilience and grit and in this study positively influenced professional identity. Factors that were positively associated with higher professional identity can be embedded within university programs to strengthen student progression and readiness for health profession practice.

Background

Cinematic simulation is an innovative pedagogical strategy framed around introducing students to comprehensive, reliable films and highlighting the professional role of psychiatric nurses in caring for individuals with different mental health problems.

Aim

To determine the effect of cinematic simulation on leveraging nursing students’ mental mastery in the psychiatric clinical experience.

Design

A randomized controlled trial experimental research design was followed.

Methods

Students in the intervention group were exposed to standardized tutorial videos and micro-learning content about individuals with different mental health problems. They conducted a comprehensive psychiatric assessment and formulated a nursing care plan for the displayed case.

Results

Students who participated in cinematic simulation improved their overall mean score of emotion regulation (28.63±9.84 pre-intervention to 34.46±11.23 post-intervention). A significant improvement in the students' resilience capacity means score at pre and post-intervention (45.77±19.99 and 59.74±17.73, respectively) was reported. Moreover, there was a statistically significant improvement in the empathy mean score among the study group at pre- and post-intervention (29.43±12.32 and 38.94±13.63, respectively).

Conclusion

Cinematic simulation affords credible evidence in fostering undergraduates’ emotions, resilience, and empathy. Conducting further RCTs to replicate and validate the current study's findings would boost the evidence base for using cinematic simulation as a pedagogical tactic in nursing education.

Background

Recent calls to face the shortage in nursing emphasized the importance of promoting evidence-based practice education. Despite the acknowledged importance, integrating EBP into nursing education presents challenges. The evidence showed that nurses lack previous experience applying EBP. Thus, the goal of this study was to investigate the efficacy of implementing the Good Behavior Game as a pedagogical intervention to enhance evidence-based practice use skills among nursing students.

Methods

A quasi-experimental pretest and post-test research design was employed at a major public university. The study used a sample of 115 Nursing students enrolled in a nursing research course to achieve the study goal.

Findings

The results showed that the GBG group significantly improved EBP use skills, outperforming the traditional teaching approach group. Both groups showed significant improvement in their EBP use skills. The GBG group scored higher by 0.6 points out of 5 in post-test scores, indicating a notable enhancement in their abilities compared to the traditional teaching approach group.

Conclusion

The competitive and collaborative nature of the GBG teaching approach addresses the challenges associated with traditional teaching methods, offering an effective alternative for promoting EBP skills.

Background

Interprofessional experiences in healthcare education are essential in achieving high quality outcomes for patients. Facilitating these experiences in rural areas or institutions with fewer resources can be challenging. To overcome these challenges, it is essential to consider alternative formats with outside institutions.

Innovation

Doctor of nursing practice (DNP) faculty at a midwestern university collaborated with departments on campus and across the state to create virtual interprofessional experiences. Students from the DNP program met via Zoom® to participate in virtual simulations with students from other disciplines. Each activity began with a get-to-know-you session before reviewing a patient scenario. The students worked through the simulation in small segments to highlight key considerations of each discipline at various stages of the scenario.

Implications

As healthcare becomes more complex, so do the challenges facing educational programs with limited resources. Innovative, low-cost methods to ensure high quality educational experiences are vital. The methods used in this activity can be used across disciplines and in various settings.

Conclusions

A structured virtual event for healthcare disciplines is an effective means of conducting interprofessional collaboration in the educational setting.

Background: Health-care complexity increases concerns regarding a theory-practice gap for new graduates. The concept-based curriculum (CBC) is a model that minimizes content saturation and prepares students for safe patient care through clinical reasoning.

Innovation: After the Ontario government announced colleges could offer stand-alone bachelor's degrees in nursing, Lambton College leadership determined that the college would be one of the first colleges to develop an Honors Bachelor of Science in Nursing degree program. To alleviate content overload, Lambton faculty developed a CBC that organizes information into broader principles to assist students learn more effectively.

Implications: A CBC can help students improve their learning and structure their thoughts which leads to graduating with the necessary critical judgment skills and ability to respond to any nursing situations they are presented with. By sharing the experience of a college that developed a CBC, other colleges can complete the same process.

Conclusion: The development of a new nursing bachelor program takes time and effort. The process requires a motivated group and a leader with expertise.

Objectives

During the COVID-19 pandemic, emergency pedagogical strategies, particularly distance learning, were crucial for ensuring continuous education. This study explores various simulation-based pedagogical interventions implemented for undergraduate nursing students during the pandemic.

Review methods and Design

This scoping review was conducted using the Joanna Briggs Institute (JBI) method. The research procedure was assessed using the PRISMA-ScR checklist.

Data sources

Ten databases were consulted, resulting in the inclusion of 37 relevant studies. A categorization of interventions followed by a thematic content analysis enabled the extraction of authors' conclusions regarding the implementation of their interventions.

Results

The research team identified five categories of simulation-based teaching: virtual simulation (n=16), telesimulation (n=12), simulation-based learning on campus (n=5), mixed online simulation (n=2), and guided home simulation (n=2). The adaptation of simulation-based education modes has helped foster student engagement, interaction, clinical practice, and self-confidence. The realism of the interventions, their high degree of interactivity, their adherence to best practice recommendations, and the teachers' awareness of the risk of a "digital divide" all contribute to these findings.

Conclusions

Teaching under constraints during the pandemic has fostered educators’ creativity and adaptability. These skills should be promoted to maintain pedagogical continuity with resilient pedagogical interventions.

Objective

This study investigated the impacts of first impressions on nursing education from the perspective of the educator and the student.

Method

A qualitative descriptive approach design was adopted. The study included faculty members and nursing students who were in their second, third, or fourth years. Semi-structured interviews and focus groups were performed for data collection.

Findings

Nineteen individual interviews were conducted with fifteen nursing students and four faculty members, and three focus groups were performed with nursing students. The data analysis revealed the following themes: (1) the effects of first impression, both positive and negative; (2) the consequences of these impressions, including their effects on student grades and stereotyping; and (3) exaggerators to first impression, wherein the same instructor teaches different classes.

Conclusion

There is a need to raise the faculty's awareness about the influence of stereotyping and the impressions that they develop about their students and how it affects them.

Background

Errors in healthcare remain one of the leading causes of death in the United States each year. Nurses are an integral part of the healthcare team and spend the most direct-care time with patients, placing them at the forefront of error mitigation. This study aims to evaluate the beginning nursing students' awareness of safety issues at the bedside.

Method

Thirty-four students independently completed a “Room of Errors” simulation in week two of the first semester of a four-year baccalaureate nursing program. A repeat simulation was completed in week 13 with only 25 students participating, and a paired t-test was used to compare the results of those who completed both experiences.

Result

Although the average number of errors identified increased from 9.68 to 14.64 out of 42 (p=<0.001), the mean number of errors found per student remained low.

Discussion

While statistical significance is present, the number of errors not identified remains high. Continued research on best practices for implementing safety standards into nursing programs is necessary.

Background

Due to the escalating severity of the impact of climate change on human and ecological health and its implications for nursing practice, it is imperative that planetary health is embedded into the undergraduate nursing curriculum.

Purpose

This rapid review was undertaken to identify the barriers and enablers to implementing planetary health into the undergraduate Bachelor of Nursing curriculum.

Methods

Databases (PubMed, Education Source, CINAHL, and Scopus) were searched for relevant studies between 2013 and 2023. Seven papers were eligible for review.

Findings

The studies demonstrated that adequate knowledge, skill development, social support, a supportive organization, and access to adequate resources were required to embed changes into the curriculum.

Conclusion

This study has identified enablers that can be leveraged to successfully integrate planetary health into the undergraduate nursing curriculum, preparing nurses who are working in a practice environment impacted by climate change.