Effect of Expert Role Modeling on Skill Performance in Simulation

Effective use of role-modeling videos for end-of-life education

BACKGROUND

Role-modeling videos portray how to complete a task or behave in a situation. As posited by Social Learning Theory and the Model of Transformational Learning, role-modeling videos used in the Catalyzing Relationships at the End-of-Life Program (CAREol Program©) were developed to engage and transform student learning.

PURPOSE

The purpose of the study was to understand how role-modeling videos about difficult family relationships at the end of life enhance preparation of nursing and medical students for clinical practice.

METHODS

A descriptive qualitative analysis was used to explore the understanding of 156 nursing and medical students' knowledge of end-of-life care expressed through journal reflections after experiencing a role-modeling video.

RESULTS

Four themes emerged from the qualitative descriptive analysis: comfort, communication, time together, and forgiveness/reconciliation.

CONCLUSION

Through the lens of Social Learning Theory and the Model of Transformational Learning, students learn about the importance of comfort, communication, time together, and forgiveness in family relationships at the end of life.

Teaching Psychomotor Skills in Undergraduate Nursing Education: An Integrative Review

BACKGROUND

Psychomotor skills, a cognitive and fine motor process, are an essential component to undergraduate nursing education. Currently, no national guidelines exist to guide nursing programs on the best way to educate students to ensure competent and safe practice of psycho-motor skills in the clinical setting. This review sought to determine what methods of education, training, and practice of psychomotor skills enhanced psychomotor skill competency in undergraduate nursing students.

METHOD

An integrative review was conducted to determine teaching and practice strategies to support psychomotor skill competence.

RESULTS

Four significant categories were identified and included (1) simulation; (2) technology; (3) deliberate practice; and (4) theoretical and collaborative instruction. Overall, simulation and technology were found to be the most effective in psychomotor skill competence.

CONCLUSION

Additional research is needed to identify which teaching strategies best support nursing students' long-term knowledge acquisition and competency as they transition into professional practice. [J Nurs Educ. 2024;63(7):421-426.].

Evaluating the Effectiveness of Expert Modeling Videos on Nursing Student Competency Behaviors

BACKGROUND

Expert modeling videos (EMVs) have shown promise in improving students' performance in simulation. However, research evaluating the impact of EMVs is limited to major performance areas, lacking exploration into specific student competency behaviors.

PURPOSE

This study evaluated the effect of an EMV intervention on undergraduate nursing students' behavioral competencies as measured by the Creighton Competency Evaluation Instrument (CCEI).

METHODS

Using a quasi-experimental pragmatic evaluation design, students in a medical surgical nursing course (n = 160) viewed either an expert model demonstration video (experimental) or expert model discussion video (control). Students' behavioral competencies were measured and compared between groups using the CCEI.

RESULTS

Students who viewed an expert model demonstration video performed at a higher level of competency in 11 of the 18 CCEI behaviors.

CONCLUSION

Using EMVs in nursing simulation may improve students' ability to achieve clinical competency in nursing specific behaviors.

The influence of intensive clinical skills 'bootcamps' on nursing students' perceptions of ability to provide acute care: A mixed methods study

OBJECTIVES

To examine the influence of an intensive clinical skill bootcamp on students' perceptions to provide care in acute situations.

SETTING

Evidence indicates that the recognition and response to patient change can be a challenge in nursing practice and especially so for undergraduate students (Goldsworthy et al., 2022). Additionally, the impact of the pandemic interrupted the preparation of undergraduate nursing students across the world. It is suggested that intensive clinical skills practice can enhance clinical skills, confidence and time management (Hinton and Chirgwin, 2010). However, little is known about the value of these intensive programs on the perceived ability of nursing students to provide care in acute situations.

METHODS

An embedded mixed methods design was employed with a quasi-experimental repeated pre-post design using the Perception to Care in Acute Situations scale (Sterner et al., 2020) and qualitative focus groups. The intervention comprised 4 h of technical skills simulation and 2 h of immersive simulation. Data were analysed using descriptive and inferential statistics and inductive thematic analysis.

RESULTS

From 130 final year nursing student who participated in the bootcamp, 73 responses to the survey were obtained. Fifty-four responses from students before the simulation activities and 19 responses after. Significant changes in student perceptions of their abilities to provide care in acute situations were noted. Three focus groups were conducted with four themes recognised in the qualitative data including interrupted preparation; factors that influence learning; role modelling; and making connections.

CONCLUSION

The pandemic interrupted student preparation for clinical placement. Intensive clinical skills bootcamps develop student perceived confidence by providing feedback and opportunities for reflection to make connections. Opportunities for student reflection on their current competence supports developing realistic insights into perceived capabilities.

Effects of Expert Modeling Videos on the Development of Nursing Students' Clinical Competence

BACKGROUND

Nurse educators are called to develop innovative teaching strategies to build clinical competency. Expert modeling videos (EMVs) promote clinical competency by demonstrating exemplar nursing care.

METHODS

A quasiexperimental research study was conducted using a prebriefing intervention of a nursing process video for demonstration (experimental) and discussion (control) groups of nursing students. Simulation competency was measured using the Creighton Competency Evaluation Instrument (CCEI).

RESULTS

Students in the experimental group demonstrated a statistically significant improvement in simulation competency (p = .001) and performed significantly better in the CCEI domains of communication (p = .009) and patient safety (p = .002).

CONCLUSION

The use of EMVs in simulation prebriefing is an innovative teaching strategy to prepare undergraduate nursing students with the knowledge and skills required to enter the simulated environment. Through watching an exemplar demonstration of desired behaviors, students significantly improved their simulation performance and demonstrated clinically competent care of an acutely ill simulated patient. [J Nurs Educ. 2023;62(8):454-460.].

Use of Expert Modeling Videos in Undergraduate Nursing Education: A Systematic Review

BACKGROUND

Novice graduate nurses are failing to demonstrate competent patient care in today's complex health care environment. Therefore, nurse educators have begun to critically explore educational methods, through the use of technology, that may affect student learning and clinical competency. Expert modeling videos is one strategy that allows students to observe expert behavior prior to practice and build exemplary care.

METHOD

This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for conducting a systematic review. Inclusion criteria for articles were: (1) experimental and nonexperimental, (2) peer reviewed, (3) primary research, (4), published in English, and (5) written through January 2021.

RESULTS

Fifteen studies were identified that met all of the inclusion criteria.

CONCLUSION

Expert modeling videos have become an attractive educational strategy to promote learning in undergraduate nursing students. Future studies should focus on the use of these videos as a pedagogical strategy to transform learning in nursing education. [J Nurs Educ. 2023;62(2):89-96.].

Learning practical nursing skills in simulation centers - A narrative review

Background

Practical skills are complex procedures integrating communication and caring, as well as technical and manual aspects. Simulation at a simulation/skills center offers a wide range of learning activities and aims to imitate patient situations.

Objectives

To investigate the international research literature on practical skills learning in simulation/skills centers in nursing education. Research questions: 1. What are the range and type of practical skills studied? 2. What learning activities are focused on in the studies included in the review? 3. What are the learning outcomes and how are they assessed?

Design

Narrative review.

Methods

We searched electronically and included studies from Medline Ovid, CINAHL, Eric, Embase, Academic Search Premiere, and Cochrane. Unique indexing terms and search strategies were developed for each database. The criteria for inclusion were bachelor nursing students as the study population and practical nursing skills learning in simulation/skills centers. We used Rayyan QCRIt for the initial screening and the Mixed Method Appraisal Tool for quality assessment. We used a narrative approach to synthesize the diverse range of studies.

Findings

One hundred and twenty-one studies from 26 countries published between January 2013 and March 2022 were included. The amount of quantitative research was overwhelming (n = 108). A total of 50 different practical skills were represented. The studies focused on which learning modalities resulted in the best learning outcomes. Only 8.5% (n = 7) of the included studies concerned students' learning processes. Skill performance (n = 101), knowledge (n = 57), confidence (n = 34), and satisfaction (n = 32) were the main learning outcomes measured.

Discussion

The quality assessment indicated that 10 of the studies achieved 100% on the mixed method appraisal tool criteria. In many of the studies with quasi-experimental and randomized controlled trial designs, the intervention group received some form of educational treatment while the control group received no treatment. The choice of no treatment for the control group in pedagogical research seems to disregard the inherent purpose and effect of teaching and learning.

Conclusion

Heterogeneity in the use of learning modalities and measuring instruments precludes the possibility of building on other research. Technical skills were the preferred choice of skill, while skills that involved a fair measure of communication and collaboration were only sparingly studied. Students' learning processes were barely touched on in the included studies. More focus should be placed on this area in further research, since the choice of learning modalities may affect the students' learning processes in significant ways.

From Relational Uncertainty to Interpersonal Sensitivity: A Substantive Grounded Theory for Nursing Education

AIM

The aim of our study was to understand how nursing students develop interpersonal competencies during a faculty-supervised practicum.

BACKGROUND

Researchers have studied the interpersonal competencies of nursing students in a fragmented way.

METHOD

A constructivist grounded theory approach was used for the study.

RESULTS

Four categories emerged from the data: Coping With Practicum-Related Challenges and Insecurities, Learning to Identify the Interpersonal Dimension of Nursing Care, Pedagogical Influence: Promoting (De)constructive Processes for Learning and Care, and Transforming the Self as a Nurse Through Interpersonal Relationships. A core category, From Relational Uncertainty to Interpersonal Sensitivity: A Transition of the Nursing Self Within Reflective Environments of Practice, also emerged.

CONCLUSION

The interpersonal competencies of nursing students develop in reflective environments within practicums because of interactions with patients and under the influence and modeling of the educator. Acknowledging the importance of interactions with the educator and patients within practicums can contribute to promoting more thoughtful follow-up processes from educators.

Online training module for micro suturing incorporating motor imagery and mental practice: a design and development research study

INTRODUCTION

There have been reduced opportunities for surgical skill acquisition due to the COVID-19 pandemic and the regulated training hours. Despite these challenges, self-regulated learning allows trainees to learn continuously, and one form of this is through mental practice and motor imagery. The study aimed to design and develop an online basic micro suturing training module for skill acquisition for self-regulated learning using a low-fidelity rubber glove model.

METHODS

This study utilized a design and developmental research framework and Mayer's multimedia theory guidelines. The primary author created an online instructional module on micro suturing based on the ADDIE instructional design model. This module was then evaluated in a pilot study comparing the new training model to traditional methods of learning using an experimental design.

RESULTS

This study describes the use of Design and Development Research to create a new model for surgical skill training and a tool for producing instructional materials and learning products for online learning. The product was evaluated using an experimental design and showed a significant effect on the quality of motor skill outcome and the richness of motor imagery using the resource developed in the research.

CONCLUSION

This study describes the methodological approach of a design and developmental framework to create an online training module for micro suturing which has significant utility in hand surgery.

The impact of self-efficacy based prebriefing on nursing student clinical competency and self-efficacy in simulation: An experimental study

BACKGROUND

Prebriefing is the first phase of simulation; however, the literature does not adequately identify prebriefing standards and implementation strategies, providing little direction for simulation facilitators to conduct prebriefing in a manner that promotes student self-efficacy and clinical competency.

OBJECTIVES

The aim of this study was to examine the effects of the Self-Efficacy Prebriefing Model (SEPM) on nursing student self-efficacy and clinical competency.

DESIGN

An experimental design with group randomization was used to compare self-efficacy and clinical competency in nursing students who received prebriefing per the SEPM compared to a control group.

SETTING

The study was conducted in one public Midwestern university in the United States.

PARTICIPANTS

66 senior Bachelor of Science in Nursing students enrolled in a clinical course completed the study.

METHODS

Clinical competency and self-efficacy were examined between an experimental group that received prebriefing per the SEPM and a control group that received standard prebriefing. The relationship between self-efficacy and clinical competency was examined. Clinical competency and self-efficacy were evaluated using the Creighton Competency Evaluation Instrument and Revised Clinical and Simulation General Self-Efficacy Scale.

RESULTS

The experimental group had statistically significantly higher self-efficacy (p = .001) and clinical competency (p < .001) as compared to the control group. There was no significant relationship noted between self-efficacy and clinical competency (p = .207).

CONCLUSION

The SEPM promoted nursing student self-efficacy and clinical competency in simulation. Prebriefing has an essential role in the simulation process and in promoting student outcomes.

Infection Concept Integration and Teaching Strategies in US Baccalaureate Nursing Programs in an Era of Concept-Based Curriculum

BACKGROUND

Health care-associated infections remain a major patient safety problem. Antibiotic resistance and the resurgence of infectious diseases pose an escalating threat to public health. It is essential for nursing students to develop an understanding of the infection concept and the ability to apply their knowledge and skills in all settings.

PURPOSE

The purpose was to describe the integration of the infection concept and associated teaching strategies in US baccalaureate nursing programs.

METHODS

A comprehensive literature review was conducted using multiple online databases.

RESULTS

There is some evidence of infection concept integration within single courses but limited evidence of integration across courses. We were unable to ascertain the degree of infection concept integration throughout a curriculum. Faculty used a blend of creative, innovative strategies to foster active teaching and learning.

CONCLUSION

The concept of infection and the related teaching strategies used to help students organize infection-related knowledge, skills, and attitudes to form logical connections needs greater attention.

Innovative Methodologies to Teach Patient Safety in Undergraduate Nursing: Scoping Review

Objective: This work sought to identify the innovative methodologies used to teach patient safety in undergraduate Nursing. Materials and method: this is a scoping review conducted according to the recommendations by the Joanna Briggs Institute Reviewers’ Manual, through the databases: Medline/PubMed, Cumulative Index of Nursing and Allied Health, Scopus, Web of Science, Education Resources Information Center, Latin American and Caribbean Literature on Health Sciences, Catálogo de Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, The National Library of Australia’s Academic Archive Online, Digital Access to Research Theses Europe E-Theses Portal, Electronic Theses Online Service, Repositório Científico de Acesso Aberto de Portugal, National ETD Portal, and Theses Canada. Results: the study included 19 studies, most of descriptive type (n = 8; 42.1 %) and quasi-experimental (n = 7; 36.8 %) with quantative approach (n = 11; 57.9 %), conducted in the United States (n = 4; 21.1 %), in 2013 (n = 4; 21.1 %) and 2017 (n = 4; 21.1 %). The innovative methodologies used to teach patient safety in undergraduate Nursing that were highlighted included the scenario of the care practice simulated in the laboratory (n = 14; 73.7 %) and educational videos (n = 7; 36.8 %). Conclusions: it was identified that innovative methodologies used to teach patient safety in undergraduate Nursing were simulation, videos, staging/role playing, and films, all applied in the classroom teaching modality.

A Randomized Trial of Multiple-Patient Simulation Preparation to Improve Novice Nurses' Competence and Self-Efficacy

AIM

The purpose of the study was to determine best practices for multiple-patient simulation (MPS) preparation and frequency to improve behavioral performance in nursing students.

BACKGROUND

MPS provides a safe environment for novice nurses to practice priority setting, delegation, and multitasking, but evidence for best practices is needed.

METHOD

A multisite, blinded, randomized trial was conducted to evaluate the effect of three simulation preparation methods (expert modeling, voice-over PowerPoint, and reading assignments) on students' competence and self-efficacy for providing care to multiple patients in the simulation lab. Participants (n = 73) were enrolled in capstone clinical courses at two schools of nursing.

RESULTS

Though there was no difference in raw change in competence score among the study groups, there was a statistically significant difference in pretest and posttest scores. The change in self-efficacy did not correlate with the change in competence.

CONCLUSION

These findings will help educators understand how novice nurses benefit from repeated MPS activities.