Evidence-Based Nursing Education: Effective Use of Instructional Design and Simulated Learning Environments to Enhance Knowledge Transfer in Undergraduate Nursing Students

2013 ◽  
Vol 29 (4) ◽  
pp. 203-209 ◽  
Author(s):  
Bridget K. Robinson ◽  
Valorie Dearmon
Keyword(s):  
Instructional Design ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Environments ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Simulated Learning ◽  
Undergraduate Nursing ◽  
Effective Use ◽  
Evidence Based Nursing

scholarly journals Effectiveness of Teaching Evidence-Based Nursing to Undergraduate Nursing Students in Iran: A Systematic Review

2018 ◽  
Vol 7 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Reza Ghaffari ◽  
Somayeh SHapoori ◽  
Maryam Baradaran Binazir ◽  
Fariba Heidari ◽  
Mojgan Behshid
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Evidence Based Nursing

scholarly journals Validation of the Evidence-Based Practice Competence Questionnaire for Nursing Students: A Cross-Sectional Study in Greece

2021 ◽  
Vol 11 (4) ◽  
pp. 765-774
Author(s):  
Athina Patelarou ◽  
Stefania Schetaki ◽  
Konstantinos Giakoumidakis ◽  
Paschalina Lialiou ◽  
Evridiki Patelarou
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Reliability And Validity ◽  
Evidence Based ◽  
Greek Version ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

(1) Background: evidence-based nursing has been widely adopted by healthcare facilitators, and it is predicated on the connection between research evidence and clinical practice. The knowledge and implementation of evidence-based practice (EBP) depend on a variety of long-established barriers and attitudes. The purpose of this study was to translate and validate the Greek version of the evidence-based practice competence questionnaire (EBP-COQ) and test it on a sample of Greek undergraduate nursing students. (2) Methods: a cross-sectional analysis was conducted on data obtained between November 2018 and January 2019. A convenience sample of 320 Greek undergraduate nursing students participated in a survey to examine the psychometric properties of the tool. The reliability and validity of the tool was examined. Cronbach’s coefficient alpha was used to determine the scale’s internal consistency reliability. (3) Results: the EBP-COQ was translated and validated. The estimated Cronbach’s alpha was higher than 0.70 for all scales. Of the participants, 22.5% were men and 77.5% were women, while 31% of them were in their final year of nursing education. A total of 61% of the students stated that they had not participated in an EBP seminar in the past. High Spearman’s correlation coefficients were found for “Knowledge in EBP” with “Personal attitude towards EBP” (rs = 0.329, p < 0.001). (4) Conclusions: the Greek version of the EBP-COQ is a valid instrument that can be used in the Greek population. It provides information about attitude, knowledge and skills in the EBP approach.

Developing Caring Behaviors in Undergraduate Nursing Students Through Simulation

2018 ◽  
Vol 22 (2) ◽  
pp. 26-33 ◽  
Author(s):  
Sabita Persaud ◽  
Marleen Thornton
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Evaluation Tool ◽  
Undergraduate Nursing Students ◽  
Caring Behaviors ◽  
Simulated Learning ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Simulated Environment

Caring behaviors are a critical aspect of nursing practice. In order to effectively integrate these behaviors, nurses must be offered the opportunity to explore and perfect their caring practice in nursing education programs. Simulation offers a unique opportunity for nurse educators to integrate caring into nursing curricula. This project explored students’ perceived ability to demonstrate caring in the simulated environment using the Simulated Clinical Experience Caring Evaluation Tool. Results indicate that students were capable of demonstrating and reflecting on their own caring behaviors in a simulated learning environment. Written reflections support these findings.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

Instruments for measuring undergraduate nursing students’ knowledge, attitudes and skills in evidence-based practice

2017 ◽  
Vol 15 (8) ◽  
pp. 1979-1986 ◽  
Author(s):  
Daniela Cardoso ◽  
Eduardo Santos ◽  
Maria L. Cardoso ◽  
Catarina R. Oliveira ◽  
Manuel A. Rodrigues ◽  
...  
Keyword(s):  
Nursing Students ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

scholarly journals Nursing students' perceptions of knowledge: an international perspective

2015 ◽  
Vol 49 (1) ◽  
Author(s):  
Majda Pahor ◽  
Barbara Domajnko ◽  
Elisabeth Lindahl
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Bologna Process ◽  
International Perspective ◽  
Main Theme ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

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