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1.
Artigo em Inglês | MEDLINE | ID: mdl-33182337

RESUMO

Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.


Assuntos
Bacharelado em Enfermagem/métodos , Mídias Sociais , Estudantes de Enfermagem , Ensino , Betacoronavirus , Infecções por Coronavirus , Estudos Transversais , Humanos , Pandemias , Pneumonia Viral , Inquéritos e Questionários
2.
Artigo em Inglês | MEDLINE | ID: mdl-33121028

RESUMO

Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students' competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group (n = 31) and the experimental group (n = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard® Noelle® S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students' learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly (p < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students' learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.


Assuntos
Educação Baseada em Competências/métodos , Metacognição , Aprendizagem Baseada em Problemas/métodos , Treinamento por Simulação/métodos , Estudantes de Enfermagem/psicologia , Pensamento , Betacoronavirus , Competência Clínica , Infecções por Coronavirus/epidemiologia , Bacharelado em Enfermagem/métodos , Avaliação Educacional , Feminino , Humanos , Pandemias , Pneumonia Viral/epidemiologia , Preceptoria , Gravidez
3.
Artigo em Inglês | MEDLINE | ID: mdl-32751660

RESUMO

The current state of alarm due to the COVID-19 pandemic has led to the urgent change in the education of nursing students from traditional to distance learning. The objective of this study was to discover the learning experiences and the expectations about the changes in education, in light of the abrupt change from face-to-face to e-learning education, of nursing students enrolled in the Bachelor's and Master's degree of two public Spanish universities during the first month of confinement due to the COVID-19 pandemic. Qualitative study was conducted during the first month of the state of alarm in Spain (from 25 March-20 April 2020). Semi-structured interviews were given to students enrolled in every academic year of the Nursing Degree, and nurses who were enrolled in the Master's programs at two public universities. A maximum variation sampling was performed, and an inductive thematic analysis was conducted. The study was reported according with COREQ checklist. Thirty-two students aged from 18 to 50 years old participated in the study. The interviews lasted from 17 to 51 min. Six major themes were defined: (1) practicing care; (2) uncertainty; (3) time; (4) teaching methodologies; (5) context of confinement and added difficulties; (6) face-to-face win. The imposition of e-learning sets limitations for older students, those who live in rural areas, with work and family responsibilities and with limited electronic resources. Online education goes beyond a continuation of the face-to-face classes. Work should be done about this for the next academic year as we face an uncertain future in the short-term control of COVID-19.


Assuntos
Betacoronavirus/isolamento & purificação , Instrução por Computador , Infecções por Coronavirus/epidemiologia , Pneumonia Viral/epidemiologia , Quarentena , Estudantes de Enfermagem/psicologia , Adolescente , Adulto , Infecções por Coronavirus/virologia , Bacharelado em Enfermagem/métodos , Humanos , Masculino , Pessoa de Meia-Idade , Pandemias , Pneumonia Viral/virologia , Pesquisa Qualitativa , Espanha/epidemiologia , Universidades , Adulto Jovem
5.
Rev Lat Am Enfermagem ; 28: e3263, 2020.
Artigo em Português, Espanhol, Inglês | MEDLINE | ID: mdl-32491118

RESUMO

OBJECTIVE: to develop and validate the first immersive virtual reality simulation addressing vacuum blood collection in adult patients - VIDA-Nursing v1.0. METHOD: methodological study to validate 14 steps of the vacuum blood collection procedure in adults, designed to develop the immersive virtual reality simulator VIDA-Nursing v1.0. It was assessed by 15 health workers and 15 nursing undergraduate students in terms of visual, interactive, movement simulation reality, teaching and user-friendly aspects. RESULTS: the workers considered 79.6% of the items to be valid, while the students considered 66.7% of the items valid; most of the demands can be implemented in the system by improving future versions. CONCLUSION: the simulator was considered a promising and innovative tool to teach vacuum blood collection in adults as it can be combined with other resources currently used to introduce this topic and technique in the education of undergraduate nursing students.


Assuntos
Coleta de Amostras Sanguíneas/métodos , Bacharelado em Enfermagem/métodos , Treinamento por Simulação/métodos , Estudantes de Enfermagem , Realidade Virtual , Adulto , Coleta de Amostras Sanguíneas/instrumentação , Coleta de Amostras Sanguíneas/normas , Feminino , Humanos , Invenções , Masculino , Pessoa de Meia-Idade , Vácuo , Adulto Jovem
7.
Medicine (Baltimore) ; 99(16): e19633, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32311933

RESUMO

How medical inter-professional (IP) education should be introduced to students is still a matter of research. We evaluated IP student attitudes before and after a busy "hands-on" clinical experience.During 3 separate trips, first/second year medical and physician assistant students and third/fourth year nursing students traveled to Central America to work together for 1 week in an underserved clinical setting. Student opinions on inter-professional education were obtained before and after Brigade-1 using the Readiness for Inter-professional Learning Scale validated questionnaire. From these results, a modified version of the survey was developed that included quantitative and qualitative responses. For brigades-2 and -3, students received this modified version of the survey pre and post brigade. Quantitative data was analyzed via paired student t test, and qualitative data was analyzed to identify emerging themes using constant comparative methodology by three separate investigators.No significant quantitative differences between IP student groups were observed in their evaluation of the importance of inter-professional education either before or after the brigades. Qualitative data noted pre-brigade expectations of positive IP, experiential and patient-centered cultural learning. Pre- and post-brigade student perspectives maintained a strong belief that high functioning IP care benefited the patient. Post-brigade perspectives revealed a shift in attitude from purely positive expectations to more practical aspects of teamwork, respect, and interpersonal relationships.Students believe that patient care benefits from IP collaboration. After a busy clinical experience requiring collaboration, students realized that functional teams require appropriate skills, roles, and respectful interpersonal relationships.


Assuntos
Atitude do Pessoal de Saúde , Relações Interprofissionais , Assistentes Médicos/psicologia , Estudantes de Medicina/psicologia , Estudantes de Enfermagem/psicologia , Educação de Graduação em Medicina/métodos , Bacharelado em Enfermagem/métodos , Feminino , Humanos , Masculino , Assistência Centrada no Paciente , Assistentes Médicos/educação , Inquéritos e Questionários , Adulto Jovem
8.
J Clin Nurs ; 29(13-14): 2508-2520, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32242999

RESUMO

AIMS AND OBJECTIVES: To explore nursing students' subjective experience of emotions during first-year clinical placements, strategies used to manage their emotions and socialisation to emotion management. BACKGROUND: Emotion regulation is a key source of stress for early career and student nurses. Clinical placement experiences can elicit strong emotions in nursing students; however, they may be unprepared for the challenge of regulating their emotions in real-world practice. How nursing students learn to manage their emotions in the clinical setting, whether they receive support for this, and how they are socialised to manage their emotions during placements are not well known. DESIGN: An exploratory qualitative study. METHODS: Semi-structured interviews (n = 19) were conducted with first-year nursing students, exploring their experiences of emotion management during clinical placement. Interview transcripts were analysed using conventional qualitative content analysis. Reporting adheres to the COREQ Checklist. RESULTS: Interactions with patients and staff often elicited negative feelings. Structured guidance for emotion management by supervising staff was scarce. Students used informal self-reflection and interpretation to guide emotion management. CONCLUSIONS: In the absence of strategic socialisation and formal support for effective emotion management, students used emotional labour strategies that can negatively impact on well-being. A focus on adequately preparing nursing students for emotion work is a necessary component of classroom and clinical learning environments. Structured debriefing during clinical placements may provide a relevant context to discuss emotions arising during clinical work and to learn emotion management strategies. RELEVANCE TO CLINICAL PRACTICE: Emotional competence, a fundamental ability for registered nurses and students, supports personal health maintenance and strengthens professional practice. Students are exposed to clinical environments and interpersonal encounters that evoke strong emotions. They need situated learning strategies and formal support to develop knowledge and strengthen capability for emotion management, as this is essential for promoting professional development and patient care.


Assuntos
Preceptoria/organização & administração , Socialização , Estudantes de Enfermagem/psicologia , Adulto , Bacharelado em Enfermagem/métodos , Emoções , Feminino , Humanos , Masculino , Pesquisa Qualitativa , Adulto Jovem
9.
Curationis ; 43(1): e1-e7, 2020 Jan 28.
Artigo em Inglês | MEDLINE | ID: mdl-32129640

RESUMO

BACKGROUND: Evidence-based practice (EBP) plays a key role in improving health outcomes of a country's population; however, the teaching of EBP is often theoretical and inconsistent, resulting in negative attitudes and limited application. OBJECTIVES: The aim of this study was to determine the knowledge, attitudes and application of EBP by nursing students at a school of nursing in Rwanda. METHOD: A total of 82 third- and fourth-year nursing students completed the survey. Univariate statistical analyses were performed to explore the distribution of data. Chi-square tests were utilised to examine the relation between knowledge, attitudes and application of EBP with the year of study. RESULTS: Most students reported being knowledgeable of the steps of EBP, with a range of 84% - 92%. However, 50% reported negative attitudes and only 12% reported daily searches for evidence. The main reported barriers to the application of EBP were lack of knowledge, lack of time and lack of examples or role models. CONCLUSION: Knowledge about EBP does not necessarily positively influence student attitudes. Evidence-based practice should be integrated into the theoretical and practical component of the nursing curriculum to promote the effective application of EBP by nursing students.


Assuntos
Prática Clínica Baseada em Evidências/educação , Prática Clínica Baseada em Evidências/normas , Estudantes de Enfermagem/psicologia , Adulto , Currículo/normas , Currículo/tendências , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Prática Clínica Baseada em Evidências/estatística & dados numéricos , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Ruanda , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
10.
Curationis ; 43(1): e1-e9, 2020 Feb 19.
Artigo em Inglês | MEDLINE | ID: mdl-32129641

RESUMO

BACKGROUND: Medication errors may result in patients' harm and even death. The improvement of nursing students' competence in the administration of medication through education and training can contribute to the reduction of medication errors. OBJECTIVES: This study aimed at describing the Bachelor of Nursing students' perceptions about clinical learning opportunities and competence in the administration of oral medication. METHOD: A quantitative descriptive design was employed. An all-inclusive sample of 176 nursing students registered at a university in the Western Cape, South Africa, in 2014 was considered for the study, of whom 125 students consented to participate and completed the questionnaires. Statistical Package for the Social Sciences (SPSS) version 22 was used for data analysis and descriptive statistics were conducted. RESULTS: The findings showed that a minority of students did not have opportunities to rotate in all specific types of wards. The findings indicated that a total of 92% (115) and 86.4% (108) of the 125 respondents were placed in medical and surgical wards, respectively, where they more likely had opportunities to practise the administration of oral medication. However, 59.2% (74) did not practise administration of oral medication on a daily basis. Only 19.2% (24) of respondents perceived themselves as competent in the administration of oral medication. CONCLUSION: The findings indicated that many students perceived their education and training as not providing sufficient learning opportunities to practise the administration of oral medication, whilst the majority of respondents perceived themselves as competent in some of the aspects related to the administration of oral medication, and very few perceived themselves as competent overall in the administration of oral medication.


Assuntos
Competência Clínica/normas , Percepção , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Administração Oral , Atitude do Pessoal de Saúde , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Sistemas de Medicação/normas , Sistemas de Medicação/estatística & dados numéricos , Preceptoria/estatística & dados numéricos , Autoeficácia , África do Sul , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Adulto Jovem
11.
Curationis ; 43(1): e1-e9, 2020 Mar 02.
Artigo em Inglês | MEDLINE | ID: mdl-32129643

RESUMO

BACKGROUND: Shortage of nurses in South African hospitals has affected the nurse-patient ratio, thus prompting nurses to be focussed on completing nursing-related duties with less or no caring for the patient. Caring involves having a therapeutic relationship with the patients, and it can be challenging and demanding for final-year student nurses who are still novices in the nursing profession. OBJECTIVES: To explore and describe the experiences of caring for patients amongst final-year student nurses in order to develop and provide recommendations to facilitate caring. METHOD: A qualitative, descriptive and contextual design was used. Data collection was done through eight in-depth individual interviews. Giorgi's five-step method of data analysis was used, along with an independent coder. Measures to ensure trustworthiness and ethical principles were applied throughout the research. RESULTS: Four themes with 12 subthemes emerged from the data: therapeutic relationship with patients as an integral part of caring, teamwork - team spirit makes caring easy, continuous caring that promotes quality and safe nursing, as well as satisfaction amongst staff and patients, and various barriers that contributed to lack of caring in the unit. CONCLUSION: The majority of student nurses had positive experiences of caring, which included therapeutic relationships between nurses and the patients, teamwork and team spirit that fostered safe and quality nursing care, rendered effortlessly. Barriers to caring were also highlighted as negative experiences.


Assuntos
Empatia , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Humanos , Relações Enfermeiro-Paciente , Preceptoria/estatística & dados numéricos , Pesquisa Qualitativa , África do Sul , Estudantes de Enfermagem/estatística & dados numéricos
12.
Br J Nurs ; 29(6): 364-372, 2020 Mar 26.
Artigo em Inglês | MEDLINE | ID: mdl-32207646

RESUMO

BACKGROUND: Students can find interacting within a healthcare team challenging. It is important for students to understand their role and respect those of other healthcare team members. Interprofessional education (IPE) is a strategy for exploring the roles of self and others within the team. AIM: The purpose of this study was to evaluate nursing students' perceptions of roles and responsibilities following an IPE experience. METHODS: Students in an undergraduate baccalaureate degree nursing programme participated in a two-day IPE event with students in the physician's assistant's (PA) programme, pharmacy programme, and physical therapy (PT) programme. FINDINGS: Self-perception and the perception of others were two main themes that emerged. The results suggested that roles and responsibilities are often misunderstood. CONCLUSION: Educators must be committed to educating our future healthcare workforce on role expectations and responsibilities within an individual's own profession and that of others. This education should start in the foundation stages of each discipline's educational curricula.


Assuntos
Relações Interprofissionais , Equipe de Assistência ao Paciente/organização & administração , Papel Profissional/psicologia , Estudantes de Ciências da Saúde/psicologia , Estudantes de Enfermagem/psicologia , Currículo , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/organização & administração , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem
13.
Artigo em Inglês | MEDLINE | ID: mdl-32121514

RESUMO

Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students´ learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.


Assuntos
Instrução por Computador/métodos , Bacharelado em Enfermagem/métodos , Aprendizagem , Estudantes de Enfermagem/psicologia , Adulto , Avaliação Educacional , Feminino , Humanos , Modelos Lineares , Masculino , Modelos Educacionais , Adulto Jovem
14.
Nurse Educ Today ; 88: 104330, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32193071

RESUMO

BACKGROUND: As populations age worldwide, nursing educational institutions need to train nurses not only to provide health care services specific to the elderly, but also to have a positive attitude as they work. The present study aimed to investigate the efficacy of a Senior Simulation Suit Programme (SSSP). The SSSP, which focused on mimicking the physiological experiences of an 80 year-old person, was hypothesized to increase the wearer's positive attitude towards older adult care. METHODS: A single-blinded, randomized controlled trial was used to evaluate the efficacies of SSSP. One hundred and thirty-nine (139) nursing students were randomly assigned to either SSSP group (n = 69) or to a control group (n = 70) with "placebo clothing", i.e. clothing that mimicked old age but did not actually impair faculties. Two instruments-Kogan Attitudes Towards Old People Scale (KAOP) and a 1-item scale on Willingness To Care for Older People Scale (WCOP)-were used for data collection at baseline and at completion of SSSP. A Chinese version of Palmore's Facts Aging Quiz (C-FAQ) was used to assess nursing students' knowledge about adult care, and a questionnaire was developed to collect demographic information at baseline. RESULTS: No significant difference between the two groups was found. A significant increase of positive attitudes and of willingness to serve older adults was found in both the control group and the group wearing SSSP. CONCLUSION: Both the SSSP and control intervention could improve the attitudes of nursing students towards older adult care. This study suggests that wearing whatever the nursing students associate with being old, will improve their attitude towards older adult care.


Assuntos
Envelhecimento , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Estudantes de Enfermagem/psicologia , Adulto , Idoso de 80 Anos ou mais , Estudos Transversais , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Hong Kong , Humanos , Masculino , Método Simples-Cego , Adulto Jovem
15.
Rev Lat Am Enfermagem ; 28: e3229, 2020.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-32022149

RESUMO

OBJECTIVE: to describe the development of an English and Brazilian Portuguese Holistic Debriefing Tool focused on nursing educator to promote a reflective learning. METHOD: a methodology study, with three phases: integrative literature review; tool development and review of a panel of nursing experts. The literature review tracked a systematic process. For the tool development were used literature review results, Lederman's Debriefing Process and Zabala's learning framework as theoretical referential to promote a reflective learning in High-Fidelity Simulation. The panel of nursing experts analysed the quality of the tool. RESULTS: literature review evidenced gaps about educator pedagogical preparation and indicated no holistic debriefing tool exists which captures formative and summative aspects of debriefing guidance to assist the educator to debrief. Debriefing tool was purposed with two pages: first page were recommended how conduct debriefing and second page is a questions guidance. The tool evaluation was undertaken for a total of three modifications for congruence and concept reader clarity. CONCLUSION: it was proposed a holistic debriefing tool focused on nursing educator. This study provides an overall picture of the process to promote a reflexive learning in High-Fidelity Simulation and to contribute to formal nursing educator training to apply best pedagogical practice.


Assuntos
Competência Clínica , Bacharelado em Enfermagem/métodos , Aprendizagem , Treinamento por Simulação , Humanos , Modelos Educacionais
16.
J Nurs Educ ; 59(2): 65-67, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003844

RESUMO

The purpose of this article is to describe the Nominal Group Technique and its application as a consensus-generating approach in nursing research. The approach incorporates face-to-face meetings to explore opinions, generate ideas, and determine priorities. The nominal group technique process, which is based on a study designed to develop a nursing student clinical placement (clinical practicum) evaluation tool, is described. Advantages of the approach include creative face-to-face discussions with minimal resource demands. The nominal group technique is beneficial and can be used to achieve consensus in nursing research, but a lack of anonymity may preclude the process in some investigations. [J Nurs Educ. 2020;59(2):65-67.].


Assuntos
Consenso , Bacharelado em Enfermagem/métodos , Enfermagem Baseada em Evidências/métodos , Humanos , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem/estatística & dados numéricos
17.
J Nurs Educ ; 59(2): 88-92, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003848

RESUMO

BACKGROUND: Simulation can extend ethics education in undergraduate nursing programs beyond the cognitive domain. However, the degree to which nursing students recognize and respond to microethical dilemmas in simulation is unknown. METHOD: Using a mixed-methods convergent parallel design, 68 third- and fourth-year undergraduate nursing students completed a sensitivity questionnaire. Twelve students also participated in an interview. Data were compared to create meaning. RESULTS: Many students reported having a high level of ethical sensitivity toward microethical dilemmas during simulation. However, some students expressed uncertainty in their ability to identify microethical dilemmas during nurse-patient interactions. Students also reported limited confidence in being able to transfer their ethical knowledge to the practice setting. CONCLUSION: Nurse educators must be moral agents during simulated learning experiences by helping students learn what microethical dilemmas are and strategies to manage them. [J Nurs Educ. 2020;59(2):88-92.].


Assuntos
Competência Cultural/educação , Bacharelado em Enfermagem/métodos , Ética em Enfermagem/educação , Simulação de Paciente , Estudantes de Enfermagem/psicologia , Competência Clínica , Humanos , Princípios Morais , Papel do Profissional de Enfermagem/psicologia , Pesquisa Qualitativa
18.
J Nurs Educ ; 59(2): 97-100, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003850

RESUMO

BACKGROUND: Health care is increasingly shifting from inpatient to home settings. The limited availability of home health clinical experiences creates challenges for educators seeking to prepare students for providing nursing care in the home environment. The purpose of this project was to evaluate the implementation of a simulation to increase nursing students' experience in home health care. METHOD: A home health simulation was implemented with second-semester students. Effectiveness of the simulation in meeting student learning needs was measured using the Simulation Effectiveness Tool-Modified and student performance was evaluated using the Quint leveled clinical competency tool. RESULTS: The home health simulation was an effective teaching strategy to introduce second-semester students to the care of a patient in the home environment. CONCLUSION: Nurse educators can use simulation to equip students with clinical judgment skills to meet the needs of an increasing home health care population. [J Nurs Educ. 2020;59(2):97-100.].


Assuntos
Competência Clínica , Bacharelado em Enfermagem/métodos , Enfermagem Domiciliar/educação , Simulação de Paciente , Aprendizagem Baseada em Problemas/métodos , Serviços de Assistência Domiciliar/organização & administração , Visitadores Domiciliares/educação , Humanos , Estudantes de Enfermagem/estatística & dados numéricos
19.
J Nurs Educ ; 59(2): 107-110, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003852

RESUMO

BACKGROUND: Inpatient pediatric clinical placements for undergraduate nursing students can present a challenge, given the limited number of pediatric hospitals and growing demand for clinical placements. Pediatric clinical learning experiences are also impacted by increasing restrictions in patient care and variations in disease patterns. Subsequently, unfolding simulation scenarios were developed as a critical component of undergraduate pediatric rotations. METHOD: The literature was searched to determine the top admitting diagnoses for pediatric admissions. Unfolding pediatric simulations were developed and implemented to replace clinical hours and standardize pediatric clinical experiences for common diseases. RESULTS: Five unfolding simulations were developed over a 2-year period. By the end of that period, 36.5% of traditional clinical hours had been replaced. Student clinical readiness indicators demonstrated increases in critical thinking and preparedness. CONCLUSION: Unfolding pediatric clinical simulations are a useful alternative to traditional clinical placement, and they can provide consistent exposure to common pediatric conditions. [J Nurs Educ. 2020;59(2):107-110.].


Assuntos
Competência Clínica , Bacharelado em Enfermagem/métodos , Simulação de Paciente , Enfermagem Pediátrica/educação , Estudantes de Enfermagem/estatística & dados numéricos , Criança , Humanos , Pesquisa em Educação de Enfermagem , Treinamento por Simulação , Pensamento
20.
J Nurs Educ ; 59(2): 111-115, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003853

RESUMO

BACKGROUND: Generation Z college students often prefer individualized, immersive learning experiences. Faculty designed an educational escape room to engage nursing students and improve knowledge in cardiovascular critical care. METHOD: This study evaluated the educational innovation's impact on changes in knowledge and perceptions of the educational innovation with a pre- and postknowledge assessment and a validated perception survey. Students discussed their experiences and reflections in a focus group. RESULTS: Pre- and postknowledge assessment scores showed statistically significant improvements in knowledge (p < .05). Student perceptions were statistically significantly higher than the mean value for the evaluation scale (p < .001). Analysis of focus group transcriptions revealed four themes: Logistics of the Learning Activity, Cognitive Learning, Team Learning, and Professional Practice Skills. CONCLUSION: The cardiovascular escape room increased student knowledge and was positively received by students. The educational innovation encouraged student engagement in learning, content application, peer communication, and nursing practice skills. [J Nurs Educ. 2020;59(2):111-115.].


Assuntos
Doenças Cardiovasculares/enfermagem , Bacharelado em Enfermagem/métodos , Relação entre Gerações , Aprendizagem Baseada em Problemas/métodos , Estudantes de Enfermagem/psicologia , Competência Clínica , Humanos , Masculino , Grupo Associado
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