Simulation in pediatric nursing education: Are there enough evidence for future practice?

Research on simulation is still a developing field in nursing and simulation-based learning is gaining momentum with its application over the past two decades in nursing education. Simulation is utilized as a method of training, by helping the learners for competent practice and to improve patient safety, but not much evidence is available for its application in pediatric nursing education.This study aimed to (1) describe the application of simulation in teaching pediatric nursing education and (2) explore the evidence for its application in developing clinical competencies and skills in nursing students taking pediatric courses.A literature search was conducted in Google Scholar, PubMed, Medline, Science Direct & ProQuest for the relevant articles available on the internet. Descriptive, experimental, and systematic reviews concerning simulation in pediatric nursing were included.Mixed results were cited in studies about imparting the knowledge concerning the applicability of simulation in pediatric nursing courses. Available evidence shows that simulation can improve the competency of students in clinical practice and in improving patient care outcomes and communication skills. There is a paucity of studies about the applicability of simulation in pediatric nursing education. Simulation is found to be a useful strategy in providing a near-to-real experience for the students to practice high-risk, rare procedural skills in pediatric nursing education. However, further, evidence is required to replace clinical practice experience with simulation, for sustained improvement in patient care outcomes, and in critical thinking and knowledge retention in nursing students.

Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience

Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course. Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale. Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation. Conclusion: This EBM APPE rotation was successful. The structure of this rotation may be transferable to a variety of settings.

Course Model Redesign for Continuity of Instruction

The purpose of the chapter is to illustrate instructional models that were implemented by Samford University McWhorter School of Pharmacy to comply with COVID-19 social distancing restrictions. While the second half of Spring 2020 was completely online (statewide shutdown), the university remained open in a hybrid manner for the 2020-21 academic year. There are three sections in the chapter: didactic, interprofessional, and advanced pharmacy practice experiences. The didactic section discusses course delivery methods and active learning, office hours, remote testing, student feedback, and contingency planning. The interprofessional section illustrates some of the school's synchronous and asynchronous interprofessional learning activities before and during the COVID-pandemic, as well as interprofessional education assessment methods. The last section of the chapter discusses how advanced pharmacy practice experience “direct patient care” was redefined, examples of the experiences, and contingency plans that were put into place to ensure on-time graduation for the classes of 2020 and 2021 pharmacy students.

Analysing student achievement of advanced pharmacy practice experience learning outcomes

Objectives: To assess the learning outcome achievement of the required Advanced Pharmacy Practice Experiences (APPE) for the purposes of accreditation, quality improvement, and practice readiness. Methods: At the end of each APPE rotation, students were evaluated on 11 professionalism criteria and 25 skills criteria via a rubric. For the four required rotations (ambulatory patient care, community pharmacy, inpatient general medicine patient care and hospital/health system pharmacy), professionalism and skills outcomes data for the class of 2020 were analysed. Results: A total of 6,293/6,303 (99.84%) of the professionalism ratings met expectations (received a score > 2). The median professionalism rating was 3. A total of 14,286/14,325 (99.7%) of the skills ratings met expectations (received a score > 3). The median skills rating was 4. Conclusion: Calculating and analysing APPE student achievement of learning outcomes supports accreditation standards, can be used for quality improvement and measures practice readiness.

Analysis of the Effect of Job Characteristics, Compensation, Religiosity on Employee Loyalty at Tabassam Farm Mojokerto

The aims of this study to analyze the effect of job characteristics (X1), compensation (X2) and religiosity (X3) on employee loyalty (Y) Tabassam Farm Mojokerto. Job characteristics have five indicators, namely job skills, task identity, task significance, task autonomy, and task feedback. Compensation has six indicators, namely salary, incentives, bonuses, allowances, insurance, and non- financial rewards. Religiosity has five indicators, namely ideology, practice, experience, knowledge and application. Employee loyalty has four indicators, namely obedience, responsibility, dedication, and integrity. The population of this research is Tabassam Farm employees who have worked for more than two years.This research sample of 73 people. The hypothesis used in this study uses multiple linear regression analysis. The results of this study are job characteristics (X1) and religiosity (X3) have a simultaneous and partial effect on employee loyalty, while the compensation variable (X2) has a simultaneous but not partial effect on employee loyalty. The value of the coefficient of determination in this study is 64.4% which indicates that employee loyalty is influenced by job characteristics, compensation, and religiosity, while the remaining 35.6% is influenced by other variables not examined in this study.

Effect of Exchange Through Kendo on the Image of the elderly of Junior High School Kendo Club Members

This study targeted junior high school kendo club members who have practice experience with elderly kendo practitioners and examined the image of the elderly and the related factors that intergenerational exchange through kendo brings to the junior high school members. Kendo is one of the traditional Japanese martial arts. The subjects in this research were 193 players who practiced with the elderly kendo practitioners in Osaka prefecture. As a result of factor analysis to clarify the structure of the image, the "evaluation" factor and the "activity / competence" factor were extracted as in the previous research, and it was suggested that the junior high school players generally had positive image regarding the elderly practitioners. As a result of logistic regression analysis to clarify the factors related to the high/ low scores in the image of elderly kendo practitioners, “evaluation” factor showed a significant relationship between “intimacy with elderly practitioners” and “empathic interest”, and “activity / competence” factor indicated a significant relationship between “gender” and “intimacy with elderly kendo practitioners.” Although it is pointed out that the traditional style of kendo and the image of elderly kendo practitioners have a negative impact on children, it may be possible to control these factors through an appropriate guidance and approach depending on the children's stage of growth.