1
|
Murphy G, Sweeney A. Death of a Simulated Patient: An Innovative Approach to Teaching Dosage Calculations. Nurs Educ Perspect 2024; 45:182-183. [PMID: 37125684 DOI: 10.1097/01.nep.0000000000001111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
ABSTRACT Dosage calculation errors impact patient safety. A creative teaching strategy for undergraduate nursing students in the nursing skills laboratory incorporated a simulated patient who had died. The patient received three incorrect medication dosages. The objective of the learning activity was for students to calculate the medication dosages and determine which error most likely resulted in the patient's death. Students were highly engaged in this activity. Faculty observed student learning in the cognitive and affective domains. This innovative teaching strategy encouraged students to evaluate dosage calculations in a safe learning environment.
Collapse
Affiliation(s)
- Glenn Murphy
- About the Authors Glenn Murphy, MSN, RN, CNE, is clinical learning facilitator, Center for Clinical Learning, Rutgers University School of Nursing, Blackwood, New Jersey. Amy Sweeney, EdD, RN, CNE, CHSE, is assistant professor and clinical learning coordinator, Center for Clinical Learning, Rutgers University School of Nursing. For more information, contact Glenn. Murphy at
| | | |
Collapse
|
2
|
Liaw SY, Rusli KDB, McKenna L, Tan JZ, Lau ST. Effectiveness of an online program using telesimulation for academic-clinical collaboration in preparing nurse preceptors' roles. J Clin Nurs 2023; 32:1115-1124. [PMID: 35470506 DOI: 10.1111/jocn.16339] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 04/01/2022] [Accepted: 04/05/2022] [Indexed: 11/30/2022]
Abstract
AIM To evaluate the effectiveness of an online program on nurse preceptors' knowledge and self-efficacy in their roles to support students' clinical education, and to examine their online experience. BACKGROUND Professional development of nurse preceptors is paramount to fostering work readiness of future graduate nurses on entering the workforce. The support from academic institutions in developing preceptors' roles in clinical teaching and assessment is pivotal. DESIGN This study employed a mixed-methods design. METHOD A total of 59 nurse preceptors from six healthcare institutions participated in an online preceptor program by collaborating with academic educators in facilitating student clinical learning and assessment through telesimulation following web-based instruction. Pre-test and post-tests were administered to evaluate the preceptors' knowledge and self-efficacy in their roles. Survey questionnaires and focus group discussions were conducted to evaluate their online experience. SQUIRE 2.0 guidelines were applied. RESULTS The preceptors demonstrated significant improvements (p < .001) in knowledge and levels of self-efficacy in their preceptor roles immediately and 1 month after the program. The following four themes emerged from their learning experiences: 'interactive learning approach', 'academic-practice collaboration', 'better understanding of clinical assessment tool' and 'application of teaching strategies'. The preceptors reported positively on their motivation to learn using the web-based instruction and on their telesimulation experience. CONCLUSION The study findings demonstrated effectiveness and feasibility of an online preceptor program to enhance preceptors' roles in supporting nursing students' transition to clinical practice, using a mix of web-based technologies to provide preceptors with self-directed and experiential learning approaches. RELEVANCE TO CLINICAL PRACTICE This study contributed to the development of an innovative online preceptor program that provided opportunity for academic-clinical collaboration and has broad applicability. The telesimulation created robust remote simulation experiences for preceptors, allowing them to collaborate with academic educators in facilitating students' clinical practice amid the COVID-19 pandemic.
Collapse
Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Lisa McKenna
- School of Nursing and Midwifery, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria, Australia
| | - Jian Zhi Tan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| |
Collapse
|
3
|
“Evaluation of Simulation Using Objective Structured Clinical Examination (OSCE) Among Undergraduate Nursing Students: A Systematic Review”. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2023. [DOI: 10.1016/j.ijans.2023.100553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/11/2023] Open
|
4
|
Rusli KDB, Lau ST, Tan JZ, Liaw SY. Academic-Practice Collaboration Using Virtual Telesimulation to Support Students' Clinical Practice. Nurse Educ 2023; 48:E6-E10. [PMID: 35926138 DOI: 10.1097/nne.0000000000001243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
BACKGROUND Collaboration between academic institutions and clinical practice plays an important role in supporting students' learning in clinical practice. A virtual telesimulation was incorporated to provide academic-practice collaboration between academic educators and nurse preceptors to support students' clinical education. PURPOSE The purpose was to evaluate the experiences of nursing students and academic educators on the perceived impact of virtual telesimulation in clinical education. METHODS A descriptive qualitative study using focus group discussions was conducted. RESULTS Four themes emerged: "coming together to know one another" for rapport building, "learning from different perspectives" to foster clinical learning and practice, "application of learning strategy" to stimulate case-based discussion, and "reaching out to more preceptors" to optimize its impact in clinical practice. CONCLUSIONS Academic-practice collaboration using virtual telesimulation enabled students and academic educators to build rapport with clinical preceptors and learn from other practices, which in turn enhanced students' clinical learning experiences.
Collapse
Affiliation(s)
- Khairul Dzakirin Bin Rusli
- PhD Candidate & Research Assistant (Khairul), Associate Professor (Siew Tiang), Research Assistant (Jian Zhi), and Associate Professor (Sok Ying), Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | | | | | | |
Collapse
|
5
|
Vasli P, Shahsavari A, Estebsari F, AsadiParvar-Masouleh H. The predictors of nursing students' clinical competency in pre-internship objective structured clinical examination: The roles of exam anxiety and academic success. NURSE EDUCATION TODAY 2021; 107:105148. [PMID: 34600185 DOI: 10.1016/j.nedt.2021.105148] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 09/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Identifying the predictors of nursing students' clinical competency in objective structured clinical examination (OSCE) is of utmost importance. Therefore, the present study was to investigate the predictive roles of exam anxiety and academic success in nursing students' clinical competency in the pre-internship OSCE. METHODS In this descriptive-analytical study, a total number of 102 nursing students, meeting the inclusion criteria and enrolled in the sixth semester (third year) of the graduate nursing program in Iran, were firstly selected by the census method. The pre-internship OSCE was then implemented at eight stations based on a pre-designed schedule template. The required data were also collected through a demographic-academic characteristics questionnaire and the State-Trait Anxiety Inventory to determine the exam anxiety score, the nursing program grade point average (GPA) to reflect on the levels of academic success, and the OSCE score to control clinical competency. The data analysis was also performed at the significance level of 0.05. RESULTS The linear regression model, in which the exam anxiety, the nursing program GPA, and the demographic-academic characteristics variables had been imported, could explain 33.52% of the variance of the nursing students' clinical competency in the pre-internship OSCE (R2 = 0.616). Of the variables concerned, only the nursing program GPA could be a significant predictor of the nursing students' clinical competency scores in the OSCE, so that 0.8 points were added to the clinical competency scores in the OSCE as the nursing program GPA increased by one unit (p = 0.000, β = 0.717), but no significant relationship was observed between exam anxiety and clinical competency in the pre-internship OSCE among the nursing students. CONCLUSIONS The results of this study endorsed the use of the OSCE in assessing the nursing students' clinical competency and implementing learning strategies to strengthen the levels of academic success in such individuals.
Collapse
Affiliation(s)
- Parvaneh Vasli
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Arezoo Shahsavari
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Fatemeh Estebsari
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | | |
Collapse
|
6
|
Farrés-Tarafa M, Bande D, Roldán-Merino J, Hurtado-Pardos B, Biurrun-Garrido A, Molina-Raya L, Raurell-Torredà M, Casas I, Lorenzo-Seva U. Reliability and validity study of the Spanish adaptation of the "Student Satisfaction and Self-Confidence in Learning Scale" (SCLS). PLoS One 2021; 16:e0255188. [PMID: 34297773 PMCID: PMC8301674 DOI: 10.1371/journal.pone.0255188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 07/11/2021] [Indexed: 12/05/2022] Open
Abstract
The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.
Collapse
Affiliation(s)
- Mariona Farrés-Tarafa
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
- Secretaria Research Group GRISCA (Grupo en Recerca Enfermera en Simulación en Cataluña y Andorra), Barcelona, Spain
| | - David Bande
- Servicio Anestesiología, Reanimación y Tratamiento del dolor, Parc de Salut Mar, Barcelona, Spain
| | - Juan Roldán-Merino
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Research Group GEIMAC (Consolidated Group 2017-1681: Group of Studies of Invarianza of the Instruments of Measurement and Analysis of Change in the Social and Health Areas), Barcelona, Spain
- Coordinator Research Group GIRISAME (International Researchers Group of Mental Health Nursing Care), Barcelona, Spain
- * E-mail:
| | - Barbara Hurtado-Pardos
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRIN (Grupo consolidado de recerca Infermeria, SRG:664), Barcelona, Spain
| | - Ainoa Biurrun-Garrido
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Lorena Molina-Raya
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Marta Raurell-Torredà
- Universidad de Barcelona, Barcelona, Spain
- Presidenta Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain
- President Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
| | - Irma Casas
- Universitat Autònoma de Barcelona, Barcelona, Spain
- Preventive Medicine Service, Hospital Germans Trias i Pujol, Badalona, Spain
- Research Group Innovation in Respiratory Infections and Tuberculosis Diagnosis (Group Consolidat 2017 SGR 494)
| | - Urbano Lorenzo-Seva
- Universitat Rovira I Virgili, Tarragona, Spain
- ResearcherID: Lorenzo-Seva, U.G-4228-2011
| |
Collapse
|
7
|
Dev MDB, Rusli KDB, McKenna L, Lau ST, Liaw SY. Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views. Nurs Health Sci 2020; 22:1131-1138. [DOI: 10.1111/nhs.12782] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Revised: 09/25/2020] [Accepted: 09/29/2020] [Indexed: 11/29/2022]
Affiliation(s)
- Manisha D. B. Dev
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore Singapore Singapore
| | - Khairul D. B. Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore Singapore Singapore
| | - Lisa McKenna
- School of Nursing and Midwifery, College of Science Health and Engineering, La Trobe University Bundoora Victoria Australia
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore Singapore Singapore
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore Singapore Singapore
| |
Collapse
|
8
|
Romero-Collado A, Baltasar-Bagué A, Puigvert-Viu N, Rascón-Hernán C, Homs-Romero E. Using simulation and electronic health records to train nursing students in prevention and health promotion interventions. NURSE EDUCATION TODAY 2020; 89:104384. [PMID: 32217405 DOI: 10.1016/j.nedt.2020.104384] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Revised: 12/09/2019] [Accepted: 02/24/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Prevention and health promotion activities are key to reducing prevalence and halting the progress of many chronic diseases. Standardised patient simulation is a useful option for training nursing students in this area. OBJECTIVE To evaluate skills related to prevention and health promotion activities acquired by third-year nursing students through standardised patient simulation and electronic health records. DESIGN A descriptive, cross-sectional study. SETTINGS A nursing faculty at a public university. PARTICIPANTS The study population consisted of all third-year nursing students in the academic year 2017-2018 (N = 142). METHODS The students attended three seminars on health promotion and prevention activities in adults, involving standardised patient simulation and electronic health record use. Skill acquisition was then evaluated through clinical case simulation in a fourth seminar. RESULTS A total of 137 (96.5%) students participated in the study. The mean score for all cases evaluated was 6.76 (standard deviation 1.85) out of 10. The most frequent activities were greeting and self-introduction, checking vaccination status, assessing physical exercise and eating habits, and calculating body mass index. The least frequent activities were questions about high-risk sexual behaviour, drug use, bowel cancer screening and sun protection recommendations. When writing the nursing report, students found it hardest to plan future patient interventions. Also, 108 students made notes to set reminders of case-related activities. CONCLUSIONS Third-year nursing students acquire good skills in health promotion and prevention activities. Some activities requiring a greater degree of confidence with the patient need to be reinforced, such as investigating high-risk sexual behaviour and drug use. Reinforcement is also needed in activities that are encountered less often in clinical practice, such as sun protection recommendations and bowel cancer screening. The use of electronic health records in conjunction with simulation enhances self-study.
Collapse
Affiliation(s)
- Angel Romero-Collado
- Nursing Department, University of Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
| | | | - Nuria Puigvert-Viu
- Nursing Department, University of Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
| | | | - Erica Homs-Romero
- Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres), Catalan Health Institute (Institut Català de la Salut), C/Tramuntana 2, 17600 Figueres, Girona, Spain..
| |
Collapse
|
9
|
Raurell-Torredà M, Llauradó-Serra M, Lamoglia-Puig M, Rifà-Ros R, Díaz-Agea JL, García-Mayor S, Romero-Collado A. Standardized language systems for the design of high-fidelity simulation scenarios: A Delphi study. NURSE EDUCATION TODAY 2020; 86:104319. [PMID: 31926382 DOI: 10.1016/j.nedt.2019.104319] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Revised: 10/10/2019] [Accepted: 12/18/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE This study aimed to identify which of the standardised Nursing Interventions Classification (NIC) activities should be used in the design of clinical cases with high fidelity simulation for educational preparation of undergraduate nursing students in non-technical skills. DESIGN AND METHODS A three-round Delphi study was carried out: the first round with taxonomy experts, the second round with academic and clinical lecturers with limited experience in the simulation-based learning methodology, and the third round with academic and clinical lecturers having at least two years of simulation experience. The NIC interventions were grouped into two levels of competence in accordance with the undergraduate nursing degree curriculum (1st- and 2nd-year students, the "novice" level; 3rd- and 4th-year students, the "advanced" level). The NIC allows the description of nurse student competencies in multiple clinical scenarios and throughout various contexts: theory, clinical practice and simulation. FINDINGS The experts identified 163 interventions in 8 areas as relevant and feasible, selecting 42 for the "novice" students, in Nursing Fundamentals (13) and Adult Nursing Care 1 (29), and 97 for the "advanced" students: Maternity Care and Child Health Nursing (18), Mental Health (13), Nursing Care of Older People (12), Community Health Nursing (20) and Adult Nursing Care 2 (34). In addition, 24 interventions were identified as cross-cutting, with training to be provided across all four years of the degree. CONCLUSION A total of 163 interventions of the NIC list were selected by experts as being both relevant and feasible to nursing undergraduate education. This creates the favourable framework to design high-fidelity scenarios for the training of non-technical skills according to the competences required and in line with the health care reality. Therefore, enabling an optimal combination of theoretical education by academic lecturers with practical training by clinical lecturers and staff nurses.
Collapse
Affiliation(s)
| | - M Llauradó-Serra
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Spain.
| | - M Lamoglia-Puig
- Blanquerna School of Health Sciences, Ramon Llull University, Spain.
| | - R Rifà-Ros
- Blanquerna School of Health Sciences, Ramon Llull University, Spain.
| | - J L Díaz-Agea
- Faculty of Nursing, Catholic University of Murcia, Spain.
| | - S García-Mayor
- Department of Nursing, Faculty of Health Sciences, University of Málaga, Spain
| | | |
Collapse
|
10
|
Solà-Pola M, Morin-Fraile V, Fabrellas-Padrés N, Raurell-Torreda M, Guanter-Peris L, Guix-Comellas E, Pulpón-Segura AM. The usefulness and acceptance of the OSCE in nursing schools. Nurse Educ Pract 2020; 43:102736. [PMID: 32058920 DOI: 10.1016/j.nepr.2020.102736] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Revised: 09/04/2019] [Accepted: 01/30/2020] [Indexed: 11/20/2022]
Abstract
This qualitative study explores the usefulness and acceptance attributed by students and faculty members to an Objective Structured Clinical Evaluation (OSCE) administered to nursing undergraduates in Catalonia (Spain) for 10 years. Seventy undergraduate nursing students and twelve faculty members participated in the study. The data collection techniques included an open-ended questionnaire, a student focus group, and individualized faculty interviews. The students experienced the OSCE positively as a learning event that offered an opportunity for feedback that could help them master the required competencies. The OSCE increased students' responsibility by presenting them with a set of challenges that they had to tackle individually. Moreover, it reaffirmed their confidence in situations that closely resembled professional practice. Faculty members valued the ability of the OSCE to integrate and assess competencies, its objectivity, and the indirect information it provided on the effectiveness of the curriculum. The educational impact attributed to the OSCE and its acceptance among faculty and students suggest that it would be useful to re-implement it in the Bachelor's of Nursing in Catalan universities. Our findings may be of use to other nursing programs considering how to assess competency-based education, especially in the context of the European Higher Education Area.
Collapse
Affiliation(s)
- Montserrat Solà-Pola
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Victòria Morin-Fraile
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Núria Fabrellas-Padrés
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Marta Raurell-Torreda
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Lourdes Guanter-Peris
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; Catalan Institute of Oncology (ICO), Hospital Duran i Reynals. Avinguda de la Gran Via de l'Hospitalet,199-203, 08908, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Eva Guix-Comellas
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Anna M Pulpón-Segura
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| |
Collapse
|
11
|
Silva JLG, Oliveira Kumakura ARDS, Zanchetta FC, Dias Coutinho VR, Lima MHM. Clinical Simulation for Teaching of Wound Evaluation and Treatment. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2019.09.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|