Clinical related critical incidents in undergraduate nursing students: A scoping review

Nursing Forum ◽  
2022 ◽  
Author(s):  
Giuliana Harvey ◽  
Catherine Carter‐Snell ◽  
Danielle Aalen
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Critical Incidents ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

A scoping review of safety management during clinical placements of undergraduate nursing students

2019 ◽  
Vol 67 (6) ◽  
pp. 765-775 ◽  
Author(s):  
Marina García-Gámez ◽  
Jose Miguel Morales-Asencio ◽  
Silvia García-Mayor ◽  
Shakira Kaknani-Uttumchandani ◽  
Celia Marti-Garcia ◽  
...  
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Safety Management ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing

scholarly journals Simulation design for improvement of undergraduate nursing students’ experience of evidence-based practice: A scoping-review protocol

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260238
Author(s):  
Chi Eun Song ◽  
Aeri Jang
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Scoping Review ◽  
Evidence Based Practice ◽  
Data Extraction ◽  
Evidence Based ◽  
Simulation Design ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Simulation may be an effective educational strategy for undergraduate nursing students to experience evidence-based practice. The aim of this scoping review is to explore such simulations to discover the design characteristics that best achieve this goal. In this review, we will consider studies in which the focus was on evidence-based practice-related simulation programs for undergraduate students in academic, clinical, or virtual settings. We will also focus on the active learning strategies applied in such simulation programs. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Studies will be searched in Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Sources of unpublished studies/gray literature will not be included in this scoping review. Data extraction will be undertaken by using a data-extraction tool developed by the reviewers, based on the National League for Nursing Jeffries Simulation Theory. Via a narrative summary and tabulated results, we will describe how the simulation programs were designed or implemented in an undergraduate curriculum.

scholarly journals The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review

2019 ◽  
Vol 10 (1) ◽  
pp. 85
Author(s):  
Amy Yarbrough
Keyword(s):  
Learning Disabilities ◽  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Nursing Faculty ◽  
Classroom Setting ◽  
Academic Accommodations ◽  
Students With Learning Disabilities ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background and objective: A scoping review was conducted to determine what is currently known about the procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities. The number of nursing students with disabilities is growing, and nursing students with identified learning disabilities require academic accommodations to facilitate their success. Effective understanding of the academic accommodation procedure by faculty is necessary to promote student success and inclusive learning environments within nursing education.Methods: The framework from Arksey and O’Malley was used to identify gaps in the literature related to the procedure in the classroom setting by which nursing faculty construct academic accommodations for students with learning disabilities.Results: The themes of faculty attitude, previously used accommodations, and lack of understanding of the procedure of accommodation implementation were derived from the literature.Conclusions: Current research fails to adequately answer the research question related to the procedure by which nursing faculty in the classroom setting construct academic accommodations for students with learning disabilities. Further research into the procedure by which faculty make academic accommodations in the nursing education classroom is needed.

scholarly journals Competências de enfermagem na simulação da parada cardiorrespiratória: scoping review

2021 ◽  
Vol 11 (33) ◽  
pp. 149-156
Author(s):  
José Hiago Feitosa de Matos ◽  
Emiliana Bezerra Gomes ◽  
Gabriela De Sousa Lima ◽  
Maria Do Socorro Vieira Lopes ◽  
Grayce Alencar Albuquerque ◽  
...  
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Cognitive Skills ◽  
Web Of Science ◽  
Cardiopulmonary Arrest ◽  
Scientific Evidence ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Self Confidence

Mapear as evidências científicas sobre as competências desenvolvidas em estudantes de graduação em enfermagem com o uso de simulação clínica no ensino da assistência à parada cardiorrespiratória. Scoping review seguindo as recomendações do The Joanna Briggs Institute, nas bases de dados MEDLINE, CINAHL, SCOPUS, Web of Science, LILACS e EMBASE. Foram selecionados 13 estudos publicados entre 2015 e 2020, com baixos nível de evidência. As evidências apontaram a simulação clínica como uma estratégia eficaz no desenvolvimento de competências relacionadas a parada cardiorrespiratória, dentre elas: realização da reanimação cardiopulmonar de alta qualidade, desenvolvimento da autoconfiança e do pensamento crítico do discente, melhora o trabalho em equipe e comunicação efetiva. As evidências mapeadas demonstraram consenso quanto a eficácia da simulação clínica no desenvolvimento de competências motoras, atitudinais e cognitivas voltadas ao ensino da parada cardiorrespiratória na graduação em enfermagem.Descritores: Bacharelado em Enfermagem, Treinamento por Simulação, Parada Cardíaca, Educação Baseada em Competências. Nursing skills in the simulation of cardiospiratory stop: scoping reviewAbstract: To map the scientific evidence on the skills developed in undergraduate nursing students using clinical simulation in teaching cardiac arrest assistance. Scoping review following the recommendations of The Joanna Briggs Institute, in the MEDLINE, CINAHL, SCOPUS, Web of Science, LILACS and EMBASE databases. 13 studies published between 2015 and 2020 were selected, with low levels of evidence. The evidence pointed to clinical simulation as an effective strategy in the development of skills related to cardiopulmonary arrest, including: high-quality cardiopulmonary resuscitation, development of students, self-confidence and critical thinking, improves teamwork and effective communication. The mapped evidence demonstrated a consensus regarding the effectiveness of clinical simulation on the development of motor, attitudinal and cognitive skills aimed at teaching cardiorespiratory arrest in undergraduate nursing.Descriptors: Education, Nursing, Baccalaureate, Simulation Training, Heart Arrest, Competency-Based Education. Habilidades de enfermería en simulación de parada cardiospiratoria: revisión de alcanceResumen: Mapear la evidencia científica sobre las habilidades desarrolladas en estudiantes de licenciatura en enfermería utilizando la simulación clínica en la enseñanza de la asistencia al paro cardíaco. Revisión de alcance siguiendo las recomendaciones del Instituto Joanna Briggs, en las bases de datos MEDLINE, CINAHL, SCOPUS, Web of Science, LILACS y EMBASE. Se seleccionaron 13 estudios publicados entre 2015 y 2020, con bajos niveles de evidencia. La evidencia apuntó a la simulación clínica como una estrategia efectiva en el desarrollo de habilidades relacionadas con la parada cardiopulmonar, incluyendo: reanimación cardiopulmonar de alta calidad, desarrollo de la autoconfianza y pensamiento crítico de los estudiantes, mejora el trabajo en equipo y la comunicación efectiva. La evidencia mapeada demostró un consenso sobre la efectividad de la simulación clínica en el desarrollo de habilidades motoras, actitudinales y cognitivas orientadas a la enseñanza de la parada cardiorrespiratoria en la carrera de enfermería.Descriptores: Bachillerato en Enfermería, Entrenamiento Simulado, Paro Cardíaco, Educación Basada en Competencias.

scholarly journals Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

2020 ◽  
Vol 17 (17) ◽  
pp. 6351
Author(s):  
Athina E. Patelarou ◽  
Enkeleint A. Mechili ◽  
María Ruzafa-Martinez ◽  
Jakub Dolezel ◽  
Joanna Gotlib ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scoping Review ◽  
Evidence Based Practice ◽  
Educational Interventions ◽  
Healthcare Personnel ◽  
Evidence Based ◽  
Level Of Evidence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.

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