Effects of an integrated problem‐based learning and simulation course for nursing students

The adaptability of high‐fidelity simulations to multiple learning strategies is an essential feature of their effective use, however, little is known about the effects of integration simulations with problem‐based learning. The purpose of this study was to identify the effects of an integrated course with problem‐based learning and simulation by evaluating college‐based stress, student perceptions on their competence and small group learning, and comparing stress and student perceptions level by grade point average. One group post‐test only design was employed with a cohort of 185 second year nursing students who were enrolled in a seven‐block integrated circulo‐respiratory course with problem‐based learning and simulation. Nursing students evaluated their stress as moderate with the academic subdomain as the highest stressor. The students reported favorable student perceptions on competence and small group learning. Nursing students view problem‐based learning with simulations‐based learning favorably irrespective of their course grade. The results of this study indicate that integration of problem‐based learning with simulation should be considered for broader application in nursing education.     

How nurse managers rate the clinical competencies of accelerated (second-degree) nursing graduates

College graduates are entering specially designed accelerated (second-degree) prelicensure nursing programs in record numbers, but research regarding program outcomes is scarce. Nurse managers attending a national nursing conference participated in research comparing the clinical competencies of 93 accelerated graduates with those of 107 traditional baccalaureate nursing degree (BSN) graduates using an adapted version of Dr. Patricia Schwirian's Six-Dimension Scale of Nursing Performance. Two-tailed t tests for independent groups were used to test for differences between the accelerated and traditional groups. The results showed that these two groups were not significantly different. The results of this study provide evidence that accelerated programs produce graduates who are comparable to their traditional BSN peers in clinical competencies.     

When does nursing burnout begin? An investigation of the fatigue experience of Australian nursing students

Aim  Investigation of chronic maladaptive fatigue evolution among a large group of Australian Bachelor of Nursing (BN) degree students.
Background  The training of Australian nurses has changed from a salaried, 'apprenticeship' structure (usually including accommodation) to a University-based (fee paying) degree. Relatively little is known about how these changes have impacted on the strain and fatigue experience of nursing students.
Method  A large group of Australian nursing students across 3 years of a BN course ( n  = 431) participated in an internet-based cross-sectional design study.
Findings  Levels of maladaptive fatigue, and poor recovery, increased across the course. By its completion, up to 20% of graduates were reporting signs of serious maladaptive fatigue/stress.
Conclusions  Contemporary nurse training places many students under significant psycho-social stress. Need to work for personal support as well as study and absence of adequate training in managing these strains appears to underpin this experience.
Implications for nursing management  Nurse Managers need to be alert to the fact that new Graduate Nurse Probationer (GNP) year (or its local equivalent) nurses may already be suffering from significant stress/fatigue. To prevent this progressing to more severe states and potential premature quitting the profession, provision of adequate mentoring and guidance in effective stress management may be essential.     

Active Learning Improves Nursing Student Clinical Performance in an Academic Institution in Macao

Objective:To assess the outcome of the application of active learning during practicum among nursing students using clinical assessment and evaluation scores as a measurement.Methods:Nursing students were instructed on the basics of active learning prior to the initiation of their clinical experience.The participants were divided into 5groups of nursing students(n =56) across three levels(years 2-4) in a public academic institute of a bachelor degree program in Macao.Final clinical evaluation was averaged and compared between groups with and without intervention.Results:These nursing students were given higher appraisals in verbal and written comments than previous students without interventian.The groups with the invention achieved higher clinical assessment and evaluation scores on average than comparable groups without the active learning intervention.One group of sophomore nursing students(year 2) did not receive as high of evaluations as the other groups,receiving an average score of above 80.Conclusions:Nursing students must engage in active learning to demonstrate that they are willing to gain knowledge of theory,nursing skills and communication skills during the clinical practicum.     

概念图在本科基础护理学教学中的应用研究

目的探讨概念图在护理本科基础护理学教学中的应用方法及效果。方法采用抽签法以班为单位将2011级护理本科生分为两组,一个班为试验组(151名),一个班为对照组(157名)。试验组在常规教学基础上应用概念图法,对照组接受常规教学方法。于基础护理学课程前后应用护理专业学生自主学习能力测评量表对所有学生进行测评,用自设概念图教学方法的反馈和评价表对试验组学生进行问卷调查。结果课程结束后,试验组学生自主学习能力总分及自我管理能力、学习合作能力、信息素质维度评分均高于对照组(P<0.01);试验组学生自主学习能力高于课程前(P<0.05)。试验组学生对概念图教学方法评价的各条目得分均>4分。结论在基础护理学教学中应用概念图有助于提高护理学生的自主学习能力,并得到学生认可。     

Undergraduate student nurses’ perspectives of an integrated clinical learning model in the mental health environment

Providing nursing students with appropriate clinical practice during their undergraduate programme is critical to ensuring that graduates meet the competency requirements to gain registration as a nurse. In response to the predicted nursing workforce shortage, universities have been significantly increasing the enrolment of undergraduate nurses into Bachelor of Nursing courses. This has placed a demand on the availability of clinical placements and often universities struggle to find appropriate places. In this study, a Bachelor of Nursing course incorporated an Integrated Clinical Learning Model (ICLM) for the first time during a mental health placement. The model offered students the flexibility of attending their clinical placement over a 16‐week period instead of a traditional block of 4 weeks. The aim of this study was to evaluate the student perspective of this model and whether it prepared them for the nursing workforce. Focus groups were conducted with undergraduate nursing students following their mental health clinical placement at an acute and extended care inpatient unit. Data were analysed using thematic analysis. Main themes included preparedness for practice, maintaining a work–life balance, and perceiving they were part of a team. The ICLM deepened students’ knowledge and had a positive impact on their overall clinical learning.     

合作性学习案例对护理专业学生解决问题与决策能力的影响研究

目的探讨合作性学习案例对提高护理学专业学生解决问题能力和临床决策能力的有效性。方法以内科护理学为教学课程,共选取2009级及2010级本科学生96名,其中2009级50名学生采取传统教学法,2010级46名学生采用合作性学习案例分析教学方法。课程结束后,通过问卷调查两组学生解决问题及临床决策能力的情况并进行比较。结果 2010级学生在解决问题的信心、接近-回避风格、个人控制等解决问题维度得分均高于2009级学生(P<0.05);2010级学生在确定目标能力、决策方案能力、实施方案能力、评价反馈能力4个维度得分均高于2009级学生(P<0.05)。结论在内科护理学教学中,应用合作性学习案例教学方法可提高护理专业学生解决问题及临床决策的能力。     

TBL教学模式在《急重症护理》教学中的初步应用

[目的]探讨以团队为基础的学习(TBL)教学模式在《急重症护理》教学中的应用。[方法]在《急重症护理》教学中应用TBL教学法,4周后对2009级护理专业52名护生的匿名反思报告进行整理分析。[结果]护生认为TBL教学法提高了自己的学习积极性,能够培养自主学习能力、分析问题、解决问题能力及人际沟通能力,但也存在学习压力问题、评分体制合理性问题及教师如何引导学习等问题。[结论]TBL教学法是一种促进护生主动学习的指导性教学方法,能够提高护生的综合能力,但需要引导护生转变观念,制订恰当的评价体制,帮助护生合理安排时间,从而提高学习效果。     

Using professional specialty competencies to guide course development

This article describes how an RN-to-BSN community health nursing (CHN) course was reconceptualized from a traditional model to a competency-based model. The traditional course assigned students to CHN preceptors and required a set number of clinical contact hours. As clinical preceptor placement opportunities diminished, students and faculty became increasingly dissatisfied with the course structure and requirements. Faculty endorsed the use of professional competencies to measure course learning outcomes and selected competencies identified by the Association of Community Health Nursing Educators. These competencies were clustered into units, with learning activities and grading criteria based on the critical knowledge, values, and clinical skills needed to demonstrate mastery of specific competencies. Course faculty, rather than agency preceptors, assessed student learning outcomes and mastery of competencies. The students demonstrated mastery of competencies and liked the degree of self-directed learning that built on their professional status as RNs.     

Designing hybrid web-based courses for accelerated nursing students

Due to a heightened interest in accelerated nursing programs, enrollment in schools of nursing is rapidly increasing. Nursing programs need to find more creative ways to reach and teach older, technologically savvy adult learners, who have different learning needs than traditional undergraduate nursing students. These students present new challenges to nursing faculty. Larger class sizes, prior academic accomplishments, and a shorter time frame for assimilation of the nursing role provide opportunities for creative course delivery. This article discusses how a change in course design, specifically a hybrid Web-based course, can address these challenges.     

Emotional learning within the framework of nursing education

Nursing requires a certain degree of emotional investment as well as the capacity to align one's emotions to the norms and values of the profession. The article is based on a qualitative study among nursing students in Norway. It discusses how peer learning in connection with sessions involving role-play may contribute to developing these qualities in future professionals. As researchers, we acquired access to a particular communication course for the third year nursing students at Oslo University College. The study combines two methodological approaches: observation and focus group interviews. The findings illustrate how students, by commenting on each others' experiences and performance, may be able to help each other to develop a richer repertoire in how to express themselves and to adapt their behavior to the needs of those being cared for.     

不同人群对护理硕士专业学位能力培养和课程设置认知的比较研究

目的:了解护理专家及硕士研究生主要生源对专业学位研究生能力培养、课程设置和教学方法的认知及差异。方法:采用问卷调查结合访谈法,对40位副高级及其以上职称的从事和熟悉护理工作的专家、147名具有本科学历的临床护士以及177名应届护理本科毕业生进行调查。结果:专家和生源对评估观察能力、护理操作能力、健康宣教能力的认知比较,差异有统计学意义(P<0.01);本科护士对科研能力的需求高于应届毕业生(P=0.006);生源对基础课程和专业课程的学习重视不足(P<0.001);应届毕业生对跨学科交叉课程有较高需求(维度排序第2位);专家和生源对PBL教学法、小组讨论和课堂讲授的认知存在差异(P<0.01)。结论:教育管理者应重视生源的心理需求和思想误区,满足甚至强化其正向需求,纠正、消除其思想误区。     

Mean differences and individual changes in nursing students' attitudes toward statistics: The role of math background and personality traits

Nursing students have compulsory statistics courses in their degree program, but they usually have negative attitudes toward statistics that may hinder their learning. The present study aims: (i) to investigate nurse students’ attitudes toward statistics and the relationships with mathematical background and personality traits; (ii) to stress individual changes in attitude that occur during the course; and (iii) to explore if mathematical background and personality traits influence these changes. We adopted a one-group pre-post survey study. Fifty nursing students were enrolled in an introductory statistics course at the Sapienza University of Rome in Italy during the 2018–2019 academic year. Participants were surveyed at the beginning and end of the course administering a multidimensional measure of attitude toward statistics. Multiple regression analyses were run to establish the relative impact of mathematical background and Big Five personality factors on attitude components, as well as the changes in these attitude components. Results confirmed the predictive role of mathematic competence on some attitude dimensions and showed that also personality traits influenced attitudes toward statistics. However, the observed changes in attitudes during the course were minimally influenced by these factors. Findings suggest that course pedagogy can enhance students’ attitudes regardless their mathematical background and personality.     

高职高专涉外护理专业药理学课程改革

目的探讨涉外护理专业药理学教学改革的方法与效果。方法采取便利取样法,选择2008级专科涉外护理专业的一个班为试验组(n=40),另一个班为对照组(n=40)。试验组采用多种教学方法和《护理药物学》教材,对照组采用传统教学方法和原有的《药理学》教材。比较两组理论考试成绩,并采用自制问卷对试验组学生和临床授课教师进行调查。结果试验组理论考试成绩显著高于对照组(P0.01)。试验组95%的学生认为《护理药物学》内容充实、重点突出,教学形式多样;100%临床教师认为试验组学生提高了学习能力,知识较全面。结论突出护理专业特色的教学改革,有利于提高学生主动学习的积极性和学习效果。     

护理学基础理论课混合式“金课”的建设

目的探讨护理学基础理论课程混合式“金课”教学模式及实施效果。方法便利抽取2017级护理本科生(211名)为试验组,在护理学基础理论教学中采用混合式“金课”教学模式,依据“金课”标准从教学前期设计、创设教学情境、开展混合教学活动、课程考核评价进行教学改革,其中混合式教学包括课前自学、课堂互动和课后巩固;2016级护理本科生(238名)为对照组,进行课堂理论教学。课程结束后评价试验组学生线上学习完成情况及比较两组课程成绩、学生自主学习能力及教学满意度。结果试验组的课程平台点击率超过10万次,学生学习任务的完成率超过95%,试验组的期末考试成绩、自主学习能力总分和各维度得分、教学满意度均高于对照组(P<0.001),89.10%学生对课程教学满意。结论混合式“金课”教学在护理学基础理论教学中取得了较好成效。教师应以“金课”为标准进行课程改革,对课前、课中、课后进行全方位课程建设,打造有高阶性、创新性、挑战度的“金课”。     

Success in NCLEX-RN: identifying predictors and optimal timing for intervention

This ex post facto study was designed to identify predictors of success in the NCLEX-RN and determine the optimal point in time for identifying students at risk. The convenience sample consisted of 407 graduates of an integrated, upper division, baccalaureate nursing program, 1984-1987. Prematriculation (total lower division GPA, science GPA, type of lower division College, age, and sex), junior year (three Nursing theory course grades) and pre graduation variables (three senior year nursing theory course grades and Mosby ASSESSTEST) were analyzed for predictive value. Nursing theory courses at the junior and senior year and the Mosby ASSESSTEST strongly correlated (p less than .0001) with NCLEX performance. Discriminant analysis enabled successful classification of 62% of the sample at prematriculation, 81% at the end of the junior year, and 86% at the end of the senior year. The study indicates that students at high risk can be identified at the end of the junior year so that enrichment and support programs can be introduced at that time.     

Clinical decision-making in senior nursing students in Iran

Clinical decision-making is the basis for professional nursing practice. This can be taught and learned through appropriate teaching and clinical experiences. Unfortunately, it has been observed that many graduates are unable to demonstrate suitable clinical decision-making skills. Research and study on the process of decision-making and factors influencing it assists educators to find the appropriate educational and clinical strategies to teach nursing students. To explore the experience of nursing students and their view points regarding the factors influencing their development of clinical decision-making skills. An exploratory qualitative approach utilizing grounded theory methods was used; focus group interviews were undertaken with 32 fourth year nursing students and data were analysed using constant comparative analysis. Four main themes emerged from the data: clinical instructor incompetency, low self-efficacy, unconducive clinical learning climate and experiencing stress. The data indicated that students could not make clinical decisions independently. The findings of this study support the need to reform aspects of the curriculum in Iran in order to increase theory-practice integration and prepare a conductive clinical learning climate that enhances learning clinical decision-making with less stress.     

两年制护理学硕士培养模式的评价及思考

目的了解毕业生对2年制护理学硕士培养过程的评价,并分析和总结该培养模式的特点,为完善该培养模式提供依据。方法采用方便抽样法,用自行设计的调查表对73名2年制护理学硕士毕业生进行调查。结果接受调查的73名硕士中,68名(93.15%)认为2年学制能达到护理学硕士的培养目标。90%以上的硕士对于培养方案的所有方面表示满意。100%的硕士对于导师负责与指导小组集体培养相结合的指导模式表示满意,且认为在具体指导过程中,指导小组各成员的工作侧重点不同。80%以上的硕士认为该硕士教育模式有助于提高多项专业能力。结论我校2年制护理学硕士培养方案的设计及实施成效总体满意。在今后的护理学硕士教育中,将根据学生特点制订个性化的培养方案,以满足学生的个体化学习需求。     

Clinical performance of university nursing graduates.

This study investigated the clinical performance of new nurse graduates during their first year of nursing and the relationship between this clinical performance and the length of clinical experience in their pre-service nursing education program. The study was carried out over the period of one calendar year beginning in early 1990. From an initial sample of 402 graduates, a representative sub-sample of 115 was chosen for closer study. The sub-sample was comprised of a high and low group of graduates, with the low group having received fewer hours of clinical experience during their pre-service program. On various occasions during the research the sample and sub-sample were surveyed using a modified version of the Scale of Nursing Performance (SNP). The Nursing Unit Managers (NUMs) of the sub-sample were also regularly asked to assess the nursing performance of these graduates. The findings question whether unreserved support can be given to the argument that more hours of clinical experience for student nurses will always result in more clinically competent registered nurses.