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Vangone I, Arrigoni C, Magon A, Conte G, Russo S, Belloni S, Stievano A, Alfes CM, Caruso R. The efficacy of high-fidelity simulation on knowledge and performance in undergraduate nursing students: An umbrella review of systematic reviews and meta-analysis. NURSE EDUCATION TODAY 2024; 139:106231. [PMID: 38701671 DOI: 10.1016/j.nedt.2024.106231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 04/18/2024] [Accepted: 04/28/2024] [Indexed: 05/05/2024]
Abstract
OBJECTIVES This umbrella review aimed to consolidate the evidence base on the impact of high-fidelity simulation on knowledge and performance among undergraduate nursing students. DESIGN Umbrella review with meta-analyses of pooled effect sizes, followed by an additional meta-analysis of primary studies from the included systematic reviews, excluding overlapping results. DATA SOURCES Systematic searches were performed up to August 2023 in PubMed, Embase, and Cochrane Library. We included reviews that compared high-fidelity simulation against other learning strategies. REVIEW METHODS The risk of bias was assessed for each included systematic review (ROBIS tool) and primary study (RoB 2 or ROBINS-I as appropriate). Random-effect meta-analyses of meta-analyses were performed to estimate the pooled effects of high-fidelity simulation on knowledge and performance. Further random-effect meta-analyses of primary studies were conducted, with overlapping studies excluded (12 %). Subgroup analyses were performed to provide a more comprehensive analysis of the findings. Trim-and-fill analyses were conducted to adjust for potential publication bias. RESULTS Six systematic reviews were included and encompassed 133 primary studies (2767 and 3231 participants concerning performance and knowledge, respectively). The adjusted pooled effects for knowledge (SMD = 0.877, 95 % CI: 0.182 to 1.572) and performance (SMD = 0.738, 95 % CI: 0.466 to 1.010) closely aligned with those obtained from meta-analyzing the primary studies for knowledge (SMD = 0.980) and performance (SMD = 0.540), both showing high statistical heterogeneity. Traditional lectures represented the more common comparison. The subgroup analysis revealed significant differences in effect sizes across geographic locations, topics, types of control, and how interventions were reported. CONCLUSIONS The results provide robust evidence supporting the integration of high-fidelity simulation into undergraduate nursing programs to enhance students' knowledge and performance. The high reported heterogeneity may be attributed to variations in study contexts or methodologies. Future research should explore the optimal use of high-fidelity simulation in different educational and cultural contexts.
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Affiliation(s)
- Ida Vangone
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, 00133 Rome, Italy
| | - Cristina Arrigoni
- Department of Public Health, Experimental and Forensic Medicine, Section of Hygiene, University of Pavia, 27100 Pavia, Italy
| | - Arianna Magon
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, 20097 San Donato Milanese, Italy
| | - Gianluca Conte
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, 20097 San Donato Milanese, Italy
| | - Sara Russo
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, 00133 Rome, Italy
| | - Silvia Belloni
- Department of Public Health, Experimental and Forensic Medicine, Section of Hygiene, University of Pavia, 27100 Pavia, Italy
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00133 Rome, Italy; Department of Clinical and Experimental Medicine, University of Messina, 98122 Messina, Italy
| | - Celeste M Alfes
- Case Western Reserve University, Frances Payne Bolton School of Nursing, Cleveland, OH 44106, United States of America
| | - Rosario Caruso
- Health Professions Research and Development Unit, IRCCS Policlinico San Donato, 20097 San Donato Milanese, Italy; Department of Biomedical Sciences for Health, University of Milan, 20133 Milan, Italy.
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Mattout SK, Shah BM, Khan MM, Mitwally NA, Al Aseri ZA, Yousef EM. Realistic simulation case scenario as a vertical integration teaching tool for medical students: A mixed methods study. J Taibah Univ Med Sci 2023; 18:1536-1544. [PMID: 37701845 PMCID: PMC10494172 DOI: 10.1016/j.jtumed.2023.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2022] [Revised: 06/24/2023] [Accepted: 08/10/2023] [Indexed: 09/14/2023] Open
Abstract
Realistic simulation-based learning has recently become an integral part of medical education and can provide several advantages if applied effectively. This study aimed to develop and validate a realistic simulation case scenario (RSCS) as a novel teaching tool for preclinical medical students. Furthermore, we aimed to evaluate student perception of this tool as a teaching strategy, as well as to acquire an in-depth understanding of student perspectives. We employed the mixed methods approach to explore how clinical reasoning develops through a validated RSCS. This study, which included 50 third-year medical students, was conducted at the College of Medicine, Dar Al Uloom University, KSA between November 2021 and February 2022. Most of the participants (94%) were satisfied with the RSCS method and 92% of the participants reported RSCS as more effective in terms of achieving learning objectives. Many advantages of RSCS have been reported, including the provision of realistic knowledge relating to critical care management, encouraging student participation in the learning process, and enhancing interpersonal and problem-solving skills. In conclusion, RSCS is an effective and dynamic teaching approach that aids in knowledge consolidation with a significant impact on the emotions and cognitive abilities of students.
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Affiliation(s)
- Sara K. Mattout
- Clinical Medical Sciences Department, College of Medicine, Dar Al Uloom University, Riyadh, KSA
- Medical education department, FAIMER Faculty, Egypt
- Clinical medical sciences department, Galala University Training Center for Clinical Skills and Simulation, Suez, Egypt
| | - Beenish M. Shah
- Basic Medical Sciences Department, College of Medicine, Dar Al Uloom University, Riyadh, KSA
| | - Moizuddin M. Khan
- Basic Medical Sciences Department, College of Medicine, Dar Al Uloom University, Riyadh, KSA
- Deptartment of Physiology, MGM Medical College and Hospital, Aurangabad (MS), India
| | - Noha A. Mitwally
- Basic Medical Sciences Department, College of Medicine, Dar Al Uloom University, Riyadh, KSA
- Biochemistry Department, Faculty of Pharmacy, Cairo University, Egypt
| | - Zohair A. Al Aseri
- Departments of Emergency Medicine and Critical Care, College of Medicine, King Saud University, Riyadh, KSA
- Department of Clinical Sciences, College of Medicine, Dar Al Uloom University, Riyadh, Saudi Arabia
| | - Einas M. Yousef
- Medical Education Department, College of Medicine, Dar Al Uloom University, Riyadh, KSA
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Li LP, Rao DF, Chen XX, Qi XY, Chen XX, Wang XQ, Li J. The impact of hospital-family integrated continuation nursing based on information technology on patients unhealthy mood, family function and sexual function after cervical cancer surgery. Medicine (Baltimore) 2023; 102:e33504. [PMID: 37083787 PMCID: PMC10118314 DOI: 10.1097/md.0000000000033504] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 03/21/2023] [Indexed: 04/22/2023] Open
Abstract
The objective of this study was to explore the impact on hospital-family integrated continuation care based on information technology on the negative emotions, family function, and sexual function of patients after cervical cancer surgery. The clinical case data onto 114 postoperative cervical cancer patients who were nursing in our hospital from July 2019 to July 2021 were selected and were divided into a control group and an observation group. The control group used routine nursing care, and on this basis, the observation group used information technology as the basis for hospital-family integrated continuation care, and we observed and compared the differences in the 2 groups of patients bad mood, family function, and sexual function. The score of anxiety (P = .017), depression (P = .009), fatigue rating (P = .012), and anger (P < .001) in the observation group after care were significantly lower than those in the control group. Problem solving, role, emotional response, emotional involvement, and family function total score in the observation group after care was significantly lower than those in the control group (P < .05). Sexual desire score, sexual arousal score, vaginal lubrication score, orgasm score, sexual satisfaction score, dyspareunia score, and Female Sexual Function Inventory total scores in the observation and control groups after care were significantly higher than those before care (P < .05). The sexual function scores in the observation group after care was significantly higher than those in the control group (P < .05). The hospital-family integrated continuation care based on information technology is more effective than conventional nursing care for patients after cervical cancer surgery.
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Affiliation(s)
- Li-Ping Li
- Department of Gynaecology, Wuhan NO.1 Hospital, Wuhan, Hubei, China
| | - Dan-Feng Rao
- Department of Gynaecology, Wuhan NO.1 Hospital, Wuhan, Hubei, China
| | - Xiang-Xiang Chen
- Department of Gynaecology, Wuhan NO.1 Hospital, Wuhan, Hubei, China
| | - Xiu-Yun Qi
- Department of Rehabilitation Medicine, Wuhan NO.4 Hospital, Wuhan, Hubei, China
| | - Xiao-Xue Chen
- Department of Gynaecology, Wuhan NO.1 Hospital, Wuhan, Hubei, China
| | - Xiao-Qing Wang
- Department of Gynaecology, Wuhan NO.1 Hospital, Wuhan, Hubei, China
| | - Jing Li
- Department of Gynaecology, Taikang Tongji (Wuhan) Hospital, Wuhan, Hubei, China
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Leon CGRMPD, Mano LY, Fernandes DDS, Paula RAP, Brasil GDC, Ribeiro LM. Artificial intelligence in the analysis of emotions of nursing students undergoing clinical simulation. Rev Bras Enferm 2023; 76Suppl 4:e20210909. [PMID: 37075358 PMCID: PMC10103640 DOI: 10.1590/0034-7167-2021-0909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 09/10/2022] [Indexed: 04/21/2023] Open
Abstract
OBJECTIVE to assess nursing students' emotions undergoing maternal-child clinical simulation. METHODS an observational study, carried out between June and July 2019. The Focus Group technique was used, with 28 nursing students, randomly distributed into three groups, with qualitative (Bardin technique) and quantitative data (Artificial Intelligence) analysis, to analyze emotions through facial expressions, tone of voice and description of speeches. RESULTS we defined two categories: "It was not easy, it was very stressful"; and "Very valuable experience". In Artificial Intelligence, emotional distribution between face, voice and speech revealed a prevalence of negative valence, medium-high degree of passivity, medium power to control the situation and medium-high degree of obstruction in task accomplishment. FINAL CONSIDERATIONS this study revealed an oscillation between positive and negative emotions, and shows to the importance of recognizing them in the teaching-learning process in mother-child simulation.
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Affiliation(s)
| | - Leandro Yukio Mano
- Universidade Estadual do Rio de Janeiro. Rio de Janeiro, Rio de Janeiro, Brazil
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Almogren AS. Art education lecturers' intention to continue using the blackboard during and after the COVID-19 pandemic: An empirical investigation into the UTAUT and TAM model. Front Psychol 2022; 13:944335. [PMID: 36262441 PMCID: PMC9575674 DOI: 10.3389/fpsyg.2022.944335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 07/22/2022] [Indexed: 11/30/2022] Open
Abstract
The success of faculty in adopting technology in this digital era has a direct impact on the success of the students and, eventually, the educational institution. Many teachers, on the other hand, have yet to implement technological tools such as Canvas into their classes. As a result, this study looked at art universities lecturers' opinions of variables influencing actual blackboard use, as well as their desire to utilize the lesson plan in learning and teaching during the COVID-19 Pandemic. The TAM model and the unified theory of acceptance and use of technology (UTAUT) were used to analyze lecturers' satisfaction with the blackboard and their desire to continue using it, as well as the actual usage of blackboards. A survey of 159 professors using Canvas in art instruction at five Saudi Arabian public institutions yielded the research findings. In addition, structural equation modeling (SEM) was used to evaluate the study model as well as the mediating relationship between factors influencing the desire to implement the lesson in learning and teaching during the COVID-19 Pandemic. According to the study's findings, superior impact, performance expectation, effort expectations, enabling conditions, and reported enjoyment all had statistically significant effects on perceived usefulness (PU) and perceived ease of use. The current study discovered that PU and perception of use had statistically significant influence on behavior intent, actual blackboard usage, and lecturers' happiness with utilizing blackboard in learning and teaching during the COVID-19 Pandemic. Furthermore, the results demonstrate that lecturer's intention to continue utilizing chalkboard in learning and teaching during and after COVID-19 Pandemic was influenced by actual usage of blackboard and reported pleasure. The findings are useful for education based, regulators, and practitioners who seek to create and enhance effective methods to use e-learning systems during and after the COVID-19 Pandemic.
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Affiliation(s)
- Abeer S. Almogren
- Department of Art Education, College of Education, King Saud University, Riyadh, Saudi Arabia
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Hertling S, Hertling D, Matziolis G, Schleußner E, Loos F, Graul I. Digital teaching tools in sports medicine: A randomized control trial comparing the effectiveness of virtual seminar and virtual fishbowl teaching method in medical students. PLoS One 2022; 17:e0267144. [PMID: 35709198 PMCID: PMC9202876 DOI: 10.1371/journal.pone.0267144] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 04/01/2022] [Indexed: 11/19/2022] Open
Abstract
Background
Since the COVID-19 pandemic, the demand for online courses has increased enormously. Therefore, finding new methods to improve medical education is imperative.
Objective
The aim of this study was to compare the self-reports of the individual student-centered virtual teaching techniques (seminar versus fishbowl) in a group of medical students.
Methods
During the second semester of 2020, students in the clinical phase of the study (n = 144) participated in the optional subject of Sports Medicine. The students were divided into 2 groups. One group (n = 72) received the knowledge transfer in the form of a virtual seminar, the other group (n = 72) in the form of a virtual fishbowl.
Results
Virtual seminar and virtual fishbowl students gave insights into these teaching techniques. Most of the students from the virtual fishbowl group believed that the virtual fishbowl format allowed them to be more actively involved in learning. The mean quiz scores were statistically higher for students in the virtual fishbowl group than students in the virtual seminar group (p < 0. 001).
Conclusion
This study concluded that virtual seminars and virtual fishbowl formats could be served as structured learning and teaching formats. At the same time, the virtual fishbowl format can promote an active exchange of knowledge from students’ perspectives.
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Affiliation(s)
- Stefan Hertling
- Department of Gynecology and Obstetrics, University Hospital Jena, Jena, Germany
- Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany
- Fakultät für Gesundheit (Department für Humanmedizin), Lehrstuhl für Medizintheorie, Integrative und Anthroposophische Medizin, Witten/Herdecke, Germany
- Department of Obstetrics, University Hospital Jena, Jena, Germany
| | - Doreen Hertling
- Department of Gynecology, Hospital Rummelsberg, Schwarzenbruck, Germany
| | - Georg Matziolis
- Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany
| | | | - Franziska Loos
- Practice for Orthopaedics and Shoulder Surgery, Leipzig, Germany
| | - Isabel Graul
- Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Jena, Jena, Germany
- Department für Orthopädie, Unfall - Universitätsklinikum Halle, Halle, Germany
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Hu Y, Zheng B, Zhu L, Tang S, Lu Q, Song Q, Zhang N, Zhong Y. The effectiveness of emergency knowledge training of pediatric medical workers based on the knowledge, skills, simulation model: a quasi-experimental study. BMC MEDICAL EDUCATION 2022; 22:213. [PMID: 35351112 PMCID: PMC8966279 DOI: 10.1186/s12909-022-03267-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Accepted: 03/16/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Basic life support and advanced life support are essential emergency management skills for medical workers, and pediatricians' first aid skills can be improved through emergency knowledge training. METHODS A controlled pre-post-intervention quasi-experimental study design was used. The study setting was a tertiary children's hospital in China. In November 2019, a KSS model of emergency knowledge learning was developed and tested, and pediatric medical workers (N = 1448) were trained with it. The outcome measures were based on an emergency knowledge questionnaire devised by the authors that measured the effectiveness of training by comparing the pre-and post-training scores of the particpants. RESULTS Pediatric medical workers scored significantly higher in total emergency knowledge after the training course than before [75.00 (62.50, 85.00) versus 100.00 (95.00, 100.00); P = 0.00]. Basic life support and advanced life support knowledge score significantly improved after training. Teamwork scores were significantly higher after the training than before [5.00 (5.00, 10.00) versus 10.00 (10.00, 10.00); P = 0.00]. Scores were significantly higher after the training (P < 0.001), especially for case analysis questions (P = 0.00). The attitudes of the medical workers towards the training were all positive and affirmative. CONCLUSION The KSS model was shown to be effective in improving the emergency knowledge of pediatric medical workers. Future research will be to explore the effectiveness of the model with different participants and at other hospitals or other institutions such as schools, encouraging more people to participate in and evaluate the model to promote its optimization. TRIAL REGISTRATION Hunan Children's Hospital, HCHLL-2018-03.
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Affiliation(s)
- Yaojia Hu
- Nursing Department, Hunan Children's Hospital, Changsha, China
| | - Bingya Zheng
- The School of Pediatrics, Hengyang Medical School, University of South China Hunan Children's Hospital, Changsha, China
| | - Lihui Zhu
- Nursing Department, Hunan Children's Hospital, Changsha, China
| | - Shuo Tang
- Medical Department Emergency Office, Hunan Children's Hospital, Changsha, China
| | - Qi Lu
- Medical Department Emergency Office, Hunan Children's Hospital, Changsha, China
| | - Qingqing Song
- Department of Cardiology, Hunan Children's Hospital, Changsha, China
| | - Na Zhang
- School of Nursing, Hunan University of Chinese Medicine, Changsha, China
| | - Yan Zhong
- Child Health Care Center, Hunan Children's Hospital, Changsha, China.
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Huang TC, Wang YJ, Lai HM. What Drives Internet Entrepreneurial Intention to Use Technology Products? An Investigation of Technology Product Imagination Disposition, Social Support, and Motivation. Front Psychol 2022; 13:829256. [PMID: 35369240 PMCID: PMC8965873 DOI: 10.3389/fpsyg.2022.829256] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2021] [Accepted: 02/09/2022] [Indexed: 11/13/2022] Open
Abstract
Technological products such as computer, communication, and consumer electronic products, apps, smart wearables, and streaming services have become inseparable from people's lives. In technological fields of practice, imagination, creativity, innovation, and entrepreneurship may influence one another. A vivid imagination can generate creativity and trigger the entrepreneurial intention to "bring new things to the market." This study aims to understand the formation of internet entrepreneurial intention to use technology products. Drawing on social cognitive theory, this study explores and empirically tests how technology product imagination disposition and social support impact internet entrepreneurial intention to use technology products. Drawing from self-determination theory, this study proposes and examines the mediating role of intrinsic (challenge and enjoyment) and extrinsic motivation (compensation and outward motivation) in the relationship between technology product imagination disposition and internet entrepreneurial intention, as well as the relationship between social support and internet entrepreneurial intention. We conducted a survey of 568 adults in Taiwan and used partial least squares to test our hypotheses. The results show the following: (1) Technology product imagination disposition is positively associated with challenge, enjoyment, compensation, and outward motivation. (2) Social support is positively associated with challenge, enjoyment, compensation, and outward motivation. (3) Challenge, enjoyment, and outward motivation are positively associated with internet entrepreneurial intention to use technology products. (4) Technology product imagination disposition intensifies internet entrepreneurial intention to use technology products by strengthening challenge, enjoyment, and outward motivation. Social support intensifies internet entrepreneurial intention by increasing challenge, enjoyment, and outward motivation. The partial mediation model represents a significant improvement in the total effect over the direct effect. We discuss the implications of these results for research and internet entrepreneurship practices.
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Affiliation(s)
- Tien-Chi Huang
- Department of Information Management, National Taichung University of Science and Technology, Taichung, Taiwan
| | - Yi-Jin Wang
- Department of Information Management, National Taichung University of Science and Technology, Taichung, Taiwan
| | - Hui-Min Lai
- Department of Business Administration, National Taichung University of Science and Technology, Taichung, Taiwan
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Zhang W, Jia X, Yao X, Zhang X, Liang Y, Zhang Y, Zhang X, Su P, Zhang X, Du S, Yin Z. Exploring the perceptions and barriers of nurses working in remote areas on tele-educational delivery of pharmacy knowledge in Henan, China: a qualitative study. BMJ Open 2022; 12:e051365. [PMID: 35135766 PMCID: PMC8830228 DOI: 10.1136/bmjopen-2021-051365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE There are insufficient educational resources and opportunities available to nurses at county-level medical institutions in China to receive pharmacy knowledge education. Video conference pharmacy education (VCPE) has become a solution. However, a few studies have explored the perceptions of nurses participating in VCPE. The study was aimed to explore the perceptions of nurses participating in VCPE at county-level medical institutions in remote areas in China. The barriers and suggestions to improve the VCPE were also assessed. SETTING The study was conducted in two county-level hospitals in Henan, China. DESIGN AND PARTICIPANTS This qualitative study comprises two focus group discussions. Twenty-three nurses from two county-level hospitals in Henan province participated in the interview in May 2019. RESULTS The average age of our participants was 34.83±6.24 years old (from 26 to 55 years old). By deeply analysing the data, the following four domains were extracted: Four themes were extracted on VCPE from this qualitative study: (1) the pharmacy knowledge gains from VCPE, (2) the shortcomings VCPE, (3) the advantages of the VCPE and (4) the expectations and suggestions for the VCPE. CONCLUSION The results of this study indicate VCPE is a valuable tool to provide education to nurses working at remote area county-level institutions. The results contribute to improvements in future VCPE deliveries.
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Affiliation(s)
- Wan Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xuedong Jia
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiali Yao
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiang Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Yan Liang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Yingjie Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiao Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Pei Su
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Xiaojian Zhang
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Shuzhang Du
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
| | - Zhao Yin
- Department of Pharmacy, Zhengzhou University First Affiliated Hospital, Zhengzhou, Henan, China
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Link KA, Tinius R, Cynthia Logsdon M. A Web-Based Educational Intervention to Increase Perinatal Nurse and Pre-Licensure Student Knowledge and Self-Efficacy in Providing Postpartum Depression Care. J Perinat Educ 2022; 31:29-37. [PMID: 35165502 PMCID: PMC8827346 DOI: 10.1891/j-pe-d-21-00008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
Abstract
Perinatal nurses and pre-licensure nursing students may lack knowledge of postpartum depression and appropriate interventions. Nurses and students may also have decreased self-efficacy in assessing for postpartum depression and providing education on this potential complication to new mothers. This project examined the use of a web-based educational module to increase perinatal nurses' and pre-licensure nursing students' knowledge of postpartum depression and postpartum depression interventions. Participants' self-efficacy in assessing for postpartum depression and providing education was measured before and after viewing the module. Results of this study indicate a web-based module can be effective for increasing perinatal nurses' and pre-licensure nursing students' knowledge of postpartum depression interventions and self-efficacy in providing this vital care to new mothers.
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Arancibia A, Paredes P, Salibe S, Alfaro M. Psychometric properties of the Spanish version of a questionnaire to evaluate clinical simulation in Health Sciences degrees. ENFERMERIA CLINICA (ENGLISH EDITION) 2022; 32:12-20. [PMID: 35148875 DOI: 10.1016/j.enfcle.2020.08.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2019] [Accepted: 08/08/2020] [Indexed: 06/14/2023]
Abstract
OBJECTIVE To determine the psychometric properties of the Spanish version of the Jeffries questionnaire to assess perception, satisfaction and learning results in Clinical Simulation (QJSC) for students of Health Science degrees. METHOD For the transcultural adaptation to the Spanish language of the QJSC questionnaire, the inverse method was applied with a back translation. Internal consistency analysis was performed to assess reliability, analysed with Cronbach's alpha, a value between 0.90 and 0.95 was considered acceptable. To establish the content validity, a factor analysis was performed, only items with factor saturations greater than 0.60 were considered for interpretation. Statistical analyses were performed with the SPSS 19 programme. The administration of the questionnaire was carried out in 10-12 clinical simulation training sessions according to the subject programme with 10-12 students per session, for high-fidelity clinical simulation between 2017 and 2018, in a sample of 443 undergraduate students of the Health Sciences degrees corresponding to Nursing, Nutrition and Dietetics, Medical Technology and Kinesiology in the Clinical Simulation Centres (CSC) of the Coquimbo region, La Serena, Chile RESULTS: The internal consistency level for QJSC was Cronbach's Alpha = 0.963. The data fulfilled the Kaiser-Meyer-Olkin criteria for adequate sample MSA (measure of sampling adequacy) of 0.981 with an acceptable minimum of 0.500. The data also met the requirements of the Bartlett sphericity test (χ2 = 53971, df = 561, p < .0001). The questionnaire showed a factorial structure of two factors which were named Active-Participatory Learning and Perception of Autonomy in learning. CONCLUSIONS It was concluded that the evidence on the validity and reliability of the scores for the Spanish version of the QJSC indicates that it is an adequate tool to evaluate the perception, satisfaction and learning outcomes of students in this teaching and learning methodology.
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Affiliation(s)
- Alejandra Arancibia
- Centro de Simulación Clínica, Facultad de Ciencias de la Salud, Universidad Central de Chile, Región de Coquimbo, La Serena, Chile; Facultad de Ciencias de la Salud, Universidad Central de Chile, Región de Coquimbo, La Serena, Chile.
| | - Pamela Paredes
- Centro de Simulación Clínica, Facultad de Ciencias de la Salud, Universidad de las Américas, Santiago, Chile
| | - Soraya Salibe
- Centro de Simulación Clínica, Facultad de Salud, Universidad Santo Tomás, Concepción, Chile
| | - Marco Alfaro
- Instituto de Investigación Multidisciplinario en Ciencia y Tecnología, Universidad de La Serena, La Serena, Chile
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Anderson OS, Weirauch K, Roper R, Phillips J, McCabe C, Chuisano SA, Sadovnikova A. The Efficacy of Hybrid Telesimulation with Standardized Patients in Teaching Medical Students Clinical Lactation Skills: A Pilot Study. Breastfeed Med 2021; 16:332-337. [PMID: 33493401 DOI: 10.1089/bfm.2020.0253] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Introduction: Medical students lack competencies in clinical lactation. We determined the effect of hybrid telesimulation with a standardized patient (SP) on medical students' clinical performance in lactation support. We assessed students' engagement and satisfaction with the experience. Materials and Methods: Undergraduate medical students (n = 13) completed (1) preparatory case scenarios with multiple-choice questions and (2) three telesimulations with SPs wearing a high-fidelity breast model. Students had the option to complete the Encounter Documentation. SPs used the Formative Assessment Rubric (FAR) to evaluate students' interpersonal skills and clinical lactation experts used the Summative Assessment Rubric to evaluate documentation skills. Investigators collected satisfaction data from a focus group and written evaluation. Dunn's multiple comparison and Freidman tests were used to measure differences in FAR scores between cases and telesimulations. Qualitative data were analyzed using thematic analysis. Results: Most students (70%) attempted case questions multiple times and scores improved (p < 0.0001) between attempts. FAR scores suggest students were prepared for telesimulations (5.5/6-pt Likert) and interpersonal skills were appropriate (5.4/6), with no differences by case (p = 0.11). FAR scores increased between telesimulation 1-2 (+24.5/114, p = 0.002) and 2-3 (+17.5/114, p = 0.014). Students were satisfied with the experience and would recommend it to classmates (both 4.6/6). Thematic analysis revealed feedback regarding interpersonal skills was helpful. Conclusions: Medical students must develop skills to support breastfeeding in virtual settings. Telesimulation can be incorporated into existing curricula to support clinical lactation competencies.
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Affiliation(s)
- Olivia S Anderson
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Katrina Weirauch
- Department of Family Medicine, Michigan State University, East Lansing, Michigan, USA
| | - Rosemary Roper
- Department of Family Medicine, Michigan State University, East Lansing, Michigan, USA
| | - Julie Phillips
- Department of Family Medicine, Michigan State University, East Lansing, Michigan, USA
| | - Carolyn McCabe
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor, Michigan, USA
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Zhu Y, Geng C, Pei X, Chen X. Baccalaureate nursing students' experiences with high-fidelity simulation: protocol for a qualitative systematic review. BMJ Open 2020; 10:e040171. [PMID: 33293391 PMCID: PMC7725085 DOI: 10.1136/bmjopen-2020-040171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 09/14/2020] [Accepted: 10/26/2020] [Indexed: 11/07/2022] Open
Abstract
INTRODUCTION High-fidelity simulation (HFS) can bridge the gap between theoretical knowledge and nursing practice and improve safety and quality of patient care in baccalaureate nursing education. Although inconsistent assessment instruments or lack of high-quality research designs affect the strength of the evidence and limit the generalisability of the results, quantitative studies generally demonstrate the effectiveness of HFS in baccalaureate nursing education. Synthesis of the existing evidence of baccalaureate nursing students' experiences with HFS is crucial for the improvement and revision of simulation design and teaching. METHODS AND ANALYSIS A comprehensive search for qualitative studies on baccalaureate nursing students' experiences with HFS will be conducted in the following databases: PubMed, Embase, CINAHL, ProQuest, Web of Science, PsycINFO, the Cochrane library, China Biology Medicine disc, China National Knowledge Infrastructure and VIP Database for Chinese Technical Periodicals. This review considered studies reported in English or Chinese, and studies that were conducted between January 2000 and December 2019 in view of the launch of International Nursing Association for Clinical Simulation and Learning. The literature search will be conducted by two independent reviewers, and any disagreement will be adjudicated by discussion or with a third reviewer. The two independent reviewers will use the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research to assess the methodological validity, following which the JBI standardised data extraction tools will be used to extract relevant data. The JBI meta-aggregation method will be subsequently used to synthesise the data, eventually forming themes, categories and synthesised findings. The final synthesised findings will establish confidence levels based on the JBI ConQual approach. ETHICS AND DISSEMINATION This review does not require formal ethical review since it is based on available published literature. Findings will be disseminated through publication in a peer-reviewed journal, and, if possible, presented in scientific conferences.
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Affiliation(s)
- Yuxuan Zhu
- School of Health Sciences, Wuhan University, Wuhan, Hubei, China
| | - Cong Geng
- School of Health Sciences, Wuhan University, Wuhan, Hubei, China
| | - Xianbo Pei
- School of Health Sciences, Wuhan University, Wuhan, Hubei, China
| | - Xiaoli Chen
- School of Health Sciences, Wuhan University, Wuhan, Hubei, China
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Arancibia A, Paredes P, Salibe S, Alfaro M. Psychometric properties of the Spanish version of a questionnaire to evaluate clinical simulation in Health Sciences degrees. ENFERMERIA CLINICA 2020; 32:S1130-8621(20)30494-0. [PMID: 33172796 DOI: 10.1016/j.enfcli.2020.08.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2019] [Revised: 06/06/2020] [Accepted: 08/08/2020] [Indexed: 11/28/2022]
Abstract
OBJECTIVE To determine the psychometric properties of the Spanish version of the Jeffries questionnaire to assess perception, satisfaction and learning results in Clinical Simulation (QJSC) for students of Health Science degrees. METHOD For the transcultural adaptation to the Spanish language of the QJSC questionnaire, the inverse method was applied with a back translation. Internal consistency analysis was performed to assess reliability, analysed with Cronbach's alpha, a value between 0.90 and 0.95 was considered acceptable. To establish the content validity, a factor analysis was performed, only items with factor saturations greater than 0.60 were considered for interpretation. Statistical analyses were performed with the SPSS 19 programme. The administration of the questionnaire was carried out in 10 to 12 clinical simulation training sessions according to the subject programme with 10 to 12 students per session, for high-fidelity clinical simulation between 2017 and 2018, in a sample of 443 undergraduate students of the Health Sciences degrees corresponding to Nursing, Nutrition and Dietetics, Medical Technology and Kinesiology in the Clinical Simulation Centres of the Coquimbo region, La Serena, Chile. RESULTS The internal consistency level for QJSC was Cronbach's Alpha = 0.963. The data fulfilled the Kaiser-Meyer-Olkin criteria for adequate sample MSA (measure of sampling adequacy) of 0.981 with an acceptable minimum of 0.500. The data also met the requirements of the Bartlett sphericity test (χ2 = 53971, df = 561, p <.0001). The questionnaire showed a factorial structure of two factors which were named Active-Participatory Learning and Perception of Autonomy in learning. CONCLUSIONS It was concluded that the evidence on the validity and reliability of the scores for the Spanish version of the QJSC indicates that it is an adequate tool to evaluate the perception, satisfaction and learning outcomes of students in this teaching and learning methodology.
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Affiliation(s)
- Alejandra Arancibia
- Centro de Simulación Clínica, Facultad de Ciencias de la Salud, Universidad Central de Chile, Región de Coquimbo, La Serena, Chile; Facultad de Ciencias de la Salud, Universidad Central de Chile, Región de Coquimbo, La Serena, Chile.
| | - Pamela Paredes
- Centro de Simulación Clínica, Facultad de Ciencias de la Salud, Universidad de las Américas, Santiago, Chile
| | - Soraya Salibe
- Centro de Simulación Clínica, Facultad de Salud, Universidad Santo Tomás, Concepción, Chile
| | - Marco Alfaro
- Instituto de Investigación Multidisciplinario en Ciencia y Tecnología, Universidad de La Serena, La Serena, Chile
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Liu L, Li M, Zheng Q, Jiang H. The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 2020; 57:46958020964421. [PMID: 33111605 PMCID: PMC7786417 DOI: 10.1177/0046958020964421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Nursing skill education plays a very important part for the nursing education. It's necessary to analyze the role of the case-based teaching (CBT) in nursing skill education, to provide insights into the nursing education. The sophomore nursing students who received nursing skill teaching from September 2019 to January 2020 were selected. The students either underwent traditional teaching (control group) or CBT (CBT group) intervention. The objective structure clinical examination (OSCE), autonomous learning ability, questionnaire for effects evaluation of CBT, and student's satisfaction level on CBT were analyzed. A total of 146 participants were included. There were no significant differences in the gender, age and the final exam score as freshman between 2 groups (all P > .05). The OSCE scores and autonomous learning ability in CBT group were significantly higher than that of control group (all P < .05). The most students favored the use of CBT, and most students were satisfied with CBT. CBT is beneficial to improve the nursing skill and comprehensive ability of students, and it's conducive to increase the interest of students, which merits application in nursing education.
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Affiliation(s)
- Lanfang Liu
- Jiangxi Health Vocational College, Nanchang, China
| | - Mengqian Li
- The First Affiliated Hospital of Nanchang University, Jiangxi, China
| | | | - Hua Jiang
- Jinggangshan University, Ji'an, Jiangxi, China
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Diño MJS, Ong IL. Research, Technology, Education & Scholarship in the Fourth Industrial Revolution [4IR] : Influences in Nursing and the Health Sciences. THE JOURNAL OF MEDICAL INVESTIGATION 2019; 66:3-7. [PMID: 31064948 DOI: 10.2152/jmi.66.3] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
The Fourth Industrial Revolution (4IR) generated considerable interests among scholars, informaticists and educational leaders around the globe. This industry shift brings with it exciting opportunities and inevitable challengesto various industries and professional practices including the health sciences. The purpose of the article is to illuminate the influences of the Fourth Industrial Revolution on the research,education and technology on Nursing and the Health Sciences. This article is organized as follows : the historical developments in the evolution of nursing images, industries and technologies in healthcare praxis, juxtaposing of current and impending trends and their impact on education, research and scholarship, and education in the healthcare sector. This article concludes with shared insights on several creative and proactive solutions in preparing for, creating new technologies, and mitigating the effects of the upcoming revolution. J. Med. Invest. 66 : 3-7, February, 2019.
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Affiliation(s)
- Michael Joseph S Diño
- Director, Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines
| | - Irvin L Ong
- Research Specialist,Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines
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Cantrell MA, Franklin A, Leighton K, Carlson A. The Evidence in Simulation-Based Learning Experiences in Nursing Education and Practice: An Umbrella Review. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.08.004] [Citation(s) in RCA: 62] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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MacKinnon K, Marcellus L, Rivers J, Gordon C, Ryan M, Butcher D. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence. JBI DATABASE OF SYSTEMATIC REVIEWS AND IMPLEMENTATION REPORTS 2017; 15:2666-2706. [PMID: 29135750 DOI: 10.11124/jbisrir-2016-003147] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
BACKGROUND Although maternal-child care is a pillar of primary health care, there is a global shortage of maternal-child health care providers. Nurse educators experience difficulties providing undergraduate students with maternal-child learning experiences for a number of reasons. Simulation has the potential to complement learning in clinical and classroom settings. Although systematic reviews of simulation are available, no systematic reviews of qualitative evidence related to maternal-child simulation-based learning (SBL) for undergraduate nursing students and/or educators have been located. OBJECTIVES The aim of this systematic review was to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate nursing students and nursing educators in educational settings to inform curriculum decision-making. The review questions are: INCLUSION CRITERIA TYPES OF PARTICIPANTS: Pre-registration or pre-licensure or undergraduate nursing or health professional students and educators. PHENOMENA OF INTEREST Experiences of simulation in an educational setting with a focus relevant to maternal child nursing. TYPES OF STUDIES Qualitative research and educational evaluation using qualitative methods. CONTEXT North America, Europe, Australia and New Zealand. SEARCH STRATEGY A three-step search strategy identified published studies in the English language from 2000 until April 2016. METHODOLOGICAL QUALITY Identified studies that met the inclusion criteria were retrieved and critically appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) by at least two independent reviewers. Overall the methodological quality of the included studies was low. DATA EXTRACTION Qualitative findings were extracted by two independent reviewers using JBI-QARI data extraction tools. DATA SYNTHESIS Findings were aggregated and categorized on the basis of similarity in meaning. Categories were subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings. RESULTS Twenty-two articles from 19 studies were included in the review. A total of 112 findings were extracted from the included articles. Findings were grouped into 15 categories created on the basis of similarity of meaning. Meta-synthesis of these categories generated three synthesized findings.Synthesized finding 1 Students experienced simulated learning experiences (SLE) as preparation that enhanced their confidence in practice. When simulation was being used for evaluation purposes many students experienced anxiety about the SLE.Synthesized finding 2 Pedagogical practices thought to be appropriate and meaningful included: realistic, relevant and engaging scenarios, a safe non-threatening learning environment, supportive guidance throughout the process, and integration with curriculum.Synthesized finding 3 Barriers and enablers to incorporating SLEs into maternal child education were identified including adequate resources, technological support and faculty development. Students and educators recognized that some things, such as relationship building, could not be simulated. CONCLUSIONS Students felt that simulation prepared them for practice through building their self-confidence related to frequently and infrequently seen maternal-child scenarios. Specific pedagogical elements support the meaningfulness of the simulation for student learning. The presence or absence of resources impacts the capacity of educators to integrate simulation activities throughout curricula.
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Affiliation(s)
- Karen MacKinnon
- 1School of Nursing, University of Victoria, Victoria, Canada 2The University of Victoria (UVic), Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): a Joanna Briggs Institute Affiliated Group 3Brock Loyalist Collaborative Nursing Program, Loyalist College, Belleville, Canada 4McPherson Library, University of Victoria, Victoria, Canada
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Cobbett S, Snelgrove-Clarke E. Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial. NURSE EDUCATION TODAY 2016; 45:179-84. [PMID: 27537670 DOI: 10.1016/j.nedt.2016.08.004] [Citation(s) in RCA: 58] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2016] [Revised: 07/12/2016] [Accepted: 08/03/2016] [Indexed: 05/29/2023]
Abstract
BACKGROUND Clinical simulations can provide students with realistic clinical learning environments to increase their knowledge, self-confidence, and decrease their anxiety prior to entering clinical practice settings. OBJECTIVE To compare the effectiveness of two maternal newborn clinical simulation scenarios; virtual clinical simulation and face-to-face high fidelity manikin simulation. DESIGN Randomized pretest-posttest design. SETTING A public research university in Canada. PARTICIPANTS Fifty-six third year Bachelor of Science in Nursing students. METHODS Participants were randomized to either face-to-face or virtual clinical simulation and then to dyads for completion of two clinical simulations. Measures included: (1) Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) (White, 2011), (2) knowledge pretest and post-test related to preeclampsia and group B strep, and (3) Simulation Completion Questionnaire. Before and after each simulation students completed a knowledge test and the NASC-CDM and the Simulation Completion Questionnaire at study completion. RESULTS There were no statistically significant differences in student knowledge and self-confidence between face-to-face and virtual clinical simulations. Anxiety scores were higher for students in the virtual clinical simulation than for those in the face-to-face simulation. Students' self-reported preference was face-to-face citing the similarities to practicing in a 'real' situation and the immediate debrief. Students not liking the virtual clinical simulation most often cited technological issues as their rationale. CONCLUSIONS Given the equivalency of knowledge and self-confidence when undergraduate nursing students participate in either maternal newborn clinical scenarios of face-to-face or virtual clinical simulation identified in this trial, it is important to take into the consideration costs and benefits/risks of simulation implementation.
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Affiliation(s)
| | - Erna Snelgrove-Clarke
- 5869 University Ave., PO Box 15000, School of Nursing, Dalhousie University, Halifax, NS B3H 4R2, Canada.
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Challenges and Creative Strategies in Undergraduate Nursing Education in Maternal-Child Health. J Perinat Neonatal Nurs 2016; 30:179-83. [PMID: 27465444 DOI: 10.1097/jpn.0000000000000188] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Maternal-child health (MCH) is an integral part of most nursing undergraduate curricula. However, there are variations in implementation related to classroom and clinical experiences. The purpose of this article is to describe recent trends in MCH education, explore potential challenges, and highlight creative solutions for MCH nursing education. Perinatal nursing requires a solid skill base and sound knowledge base in many subjects, including health promotion and behavior change theory. Educators need to provide students with a firm educational foundation to meet both workforce demands and the needs of childbearing women, infants, and families.
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