scholarly journals Adaptation of an Extended Reality Smart Glass for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility (Preprint)

2020 ◽  
Author(s):  
Sun Kyung Kim ◽  
Youngho Lee ◽  
Hyoseok Yoon ◽  
Jongmyung Choi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Skill Training ◽  
Undergraduate Nursing Students ◽  
Effective Learning ◽  
Undergraduate Nursing ◽  
Smart Glasses ◽  
Nursing Skills ◽  
Before And After ◽  
Self Reporting Questionnaire

BACKGROUND Skill training in nursing education has been highly dependent on self-training because of Korea’s high faculty–student ratio. Students tend to have a passive attitude in self-practice, and it is hard to expect effective learning outcomes with traditional checklist-dependent self-practice. Smart glasses have a high potential to assist nursing students with timely information, and a hands-free device does not interrupt performance. OBJECTIVE This study aimed to develop a smart glass-based nursing skill training program and evaluate its usability and feasibility for the implementation of self-practice. METHODS We conducted a usability and feasibility study with 30 undergraduate nursing students during a 2-hour open-lab for self-practice of core nursing skills, wearing smart glasses for visualized guidance. The usability test was conducted using a 16-item self-reporting questionnaire and 7 open-ended questions. Learning satisfaction was assessed using a 7-item questionnaire. The number of practice sessions was recorded, and perceived competency in core nursing skills was measured before and after the intervention. At the final evaluation, performance accuracy and time consumed for completion were recorded. RESULTS Smart glass-assisted self-practice of nursing skills was perceived as helpful, convenient, and interesting. Participants reported improved recollection of sequences of skills, and perceived competency was significantly improved. Several issues were raised by participants regarding smart glasses, including small screen size, touch sensors, fogged lenses with masks, heaviness, and heat after a period of time. CONCLUSIONS Smart glasses have the potential to assist self-practice, providing timely information at students’ own pace. Having both hands free, participants reported the convenience of learning as they could practice and view the information simultaneously. Further revision correcting reported issues would improve the applicability of smart glasses in other areas of nursing education.

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.

scholarly journals Virtual learning object for the simulated evaluation of acute pain in nursing students

2011 ◽  
Vol 19 (2) ◽  
pp. 229-237 ◽  
Author(s):  
Ana Graziela Alvarez ◽  
Grace Teresinha Marcon Dal Sasso
Keyword(s):  
Nursing Students ◽  
Acute Pain ◽  
Qualitative Evaluation ◽  
Virtual Learning ◽  
Learning Object ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study aimed to evaluate the results of the application of a virtual learning object for the simulated evaluation of acute pain in the learning of undergraduate nursing students and to verify the opinions of the students regarding the quality of the technology. This was a quasi-experimental, non-randomized, before and after study performed with 14 students in the seventh phase of the undergraduate nursing course of the Federal University of Santa Catarina. The pre (8.84) and post-test (9.31) means revealed significant differences in learning after the intervention (p=0.03). In the qualitative evaluation the flexibility of access, access independent of time/place, freedom to decide the best learning route and the similarity with reality were highlighted. It constitutes a promising educational tool, an interactive experience, similar to reality, dynamic and constructive learning. The application of the technology has brought positive results for learning about pain evaluation, contributing to fill the gap in the teaching of the thematic.

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.

The Future of Nursing Education: Multidisciplinary Community-Engaged Research for Undergraduate Nursing Students

2020 ◽  
Vol 59 (6) ◽  
pp. 341-344
Author(s):  
Jessica A. Devido ◽  
Cathleen J. Appelt ◽  
Andrew T. Simpson ◽  
Monica T. Gola ◽  
Nicole Szalla
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Community Engaged Research ◽  
Undergraduate Nursing ◽  
The Future ◽  
Future Of Nursing

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

Dedicated Education Units: A Unique Evaluation

2019 ◽  
Vol 12 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Stacy Fusner ◽  
Bernadette Mazurek Melnyk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Experiences ◽  
Practice Change ◽  
Staff Nurse ◽  
Clinical Experiences ◽  
Educational Training ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Medical Institutions

BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.

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