RESUMO
Internationally, the use of simulation-learning environments in nursing education has escalated over the last number of years. Simulations have been recognized as providing clinical opportunities for student nurses to gain experience in a safe and controlled learning environment. A module specifically preparing fourth year children's and general nursing students for internship was developed. Preparation work for these simulation sessions included a video for the students to watch which demonstrated evidence-based care using sample simulations. This research aims to evaluate two simulation scenarios, using low-fidelity and high-fidelity mannequins for children's nursing students as part of a nursing module preparing them for internship practice placement. This mixed-methods evaluation survey of students was conducted in one School of Nursing in a Higher Education Institute in Ireland in the academic year 2021-2022. A simulated learning package was created using a partnership approach with members from the Higher Education Institute and the clinical learning site and piloted with 39 students. This was evaluated using an anonymous, online questionnaire with 17 student responses. An ethical exemption was granted for this evaluation. All students reported the use of the simulations, including the pre-simulation video as beneficial to enhance their learning and to prepare them for internship. The use of low-fidelity and high-fidelity mannequins enhanced their learning process. Students recommended implementing further simulations throughout their programme to enhance their learning experiences. The findings of this evaluation can provide guidance to aid future development of interactive simulations in preparing students for practice placements. Both low fidelity and high fidelity have their places in simulation and education, depending on the scenario and associated learning outcomes. Collaboration between academia and clinical practice is crucial, to bridge the theory-practice gap and demonstrate a positive relationship between staff in both settings.
RESUMO
OBJECTIVES: The aim of this systematic review (SR) is to establish if video is a beneficial teaching method when teaching psychomotor skills in nursing. DESIGN: Systematic review. DATA SOURCES: A database search of CINAHL, MEDLINE, EMBASE and Cochrane was performed with search terms 'video', 'nurse' 'RCT' and 'practical skills' resulting in seventy-four research articles. REVIEW METHOD: All research articles yielded from the searches from the specified databases were scanned while considering the research question, and the inclusion and exclusion criteria. Data were assessed by two independent reviewers on the title and abstract content initially, papers then considered at this point had the full text studied. Data extraction and table were compiled with headings of interest considering the research question. A narrative piece was written on the extraction table. Quality appraisal was performed by using RevMan software Version 5.3 to assess the internal validity of all eight studies. RESULTS: This systematic review supports the use of video as a teaching method when achieving psychomotor skills. Nine different practical clinical skills have been taught throughout the papers and six out of the eight research papers concluded that video is a beneficial teaching method. CONCLUSION: Video can be communicated via many modes, including mobile devices, making it very accessible to the user while facilitating guidance at their fingertips while providing current evidence-based care to the patient. This review suggests that making video accessible to the learner, is a positive addition when teaching and learning psychomotor skills.