Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review

The effect of interactive learning method on nursing students' learning of movement requirement: A randomized controlled study

BACKGROUND

Interactive learning is one of the active learning methods used to develop students' knowledge and skills.

OBJECTIVES

This study was conducted to determine the effect of the interactive learning method with questions prepared according to Bloom's taxonomy on nursing students' learning of the need for movement.

DESIGN

It is a randomized controlled study conducted in May 2023.

PARTICIPANTS

This study was conducted with 134 first-year nursing students taking the Fundamentals of Nursing course. The students were randomly divided into control (n = 67) and experimental (n = 67).

METHOD

The data was collected by using a form delineating descriptive characteristics, a test assessing the necessity of movement knowledge, an analysis of a specific case study, and an assessment form for gathering student opinions on interactive learning. The queries within the data collection form were tailored to align with Bloom's taxonomy. Following the theoretical instruction, each student participated in the mobility needs knowledge test and case analysis (pre-test). The instructional session for the control group involved conventional lecture-style teaching supplemented with a question-and-answer format, while the experimental group received instruction through an interactive learning approach. One week subsequent to this, all students retook the mobility needs knowledge test and case analysis (post-test). Subsequently, feedback regarding the interactive learning method was solicited from the students.

RESULTS

The knowledge test revealed a statistically significant difference, with the control group exhibiting a higher median comprehension score in the post-test compared to the experimental group (p < 0.05). Regarding the case analysis, statistical analysis demonstrated that the experimental group surpassed the control group in median scores for comprehension, synthesis, and total scores, with a significant difference (p < 0.05). Additionally, most students expressed favorable opinions toward the interactive learning approach.

CONCLUSIONS

It is recommended that studies on interactive learning be repeated in different subjects in nursing education.

CLINICALTRIALS

gov ID:NCT05868278.

Blended Learning for Enhancing Nursing Students' Confidence in Managing Psychiatric Nursing Problems

ABSTRACT

The purpose of the study was to understand the effectiveness of a blended learning model for improving nursing students' confidence in the management of psychiatric care problems. A pretest-posttest design was used with 94 third-year student participants. Students' self-confidence in managing problem behaviors improved from pretest scores. The experimental group demonstrated significant improvement ( p < .05) in areas including distinguishing between delusion and disturbance, distinguishing and controlling behavioral disturbance, practicing gentle and firm interactions, showing empathy, interview guiding, accepting the responsibility of the team, and confidently enforcing constraints. Audiovisual teaching materials provided in the intervention had significant effects.

Investigating the fundamental levels of a signature pedagogy in nursing education: A scoping review

BACKGROUND

A signature pedagogy is a unique approach that provides a blueprint for curricular decision-making, as it reflects how we teach (surface structures), why we teach (deep structures), and what we believe are vital concepts or values all learners should embody (implicit structures).

OBJECTIVE

To investigate what is known from the existing literature about a signature pedagogy to support undergraduate nursing education.

DESIGN

This scoping review adopted Arksey and O'Malley's framework to guide the analysis of data. Two electronic databases were used to explore studies on educational strategies, content, and values published in Arabic, English, Filipino, French, Portuguese, and Spanish between 1972 and 2022.

RESULTS

A total of 258 articles were included in this review. The analysis revealed that the majority of articles were at the surface (n = 189), followed by the deep (n = 123), with the least number examining the implicit level (n = 90) associated with signature pedagogy levels. Results reflect a limited focus on implicit level; the core concepts and values that all learners should understand and grasp for their future practice to construct their professional identity and engage in healthcare transformation.

CONCLUSIONS

The findings from this scoping review, should not be an isolated movement within nursing education. The first step is to engage in discourse amongst all stakeholders, educational and healthcare nurse leaders, regarding the state of the profession. As a profession we need to understand what is the preferred future of nursing and what are the necessary educational processes to ensure the profession is actualizing their mandate. A call to action to develop a unique signature pedagogy should provide synergy between education and practice to enhance learner's competencies as a future professional.

What characterizes the use of digital technology in bachelor-level practice placements in health programs?

AIM

The study aimed to investigate what characterizes the use of digital technology in bachelor-level practice placements in health programs.

BACKGROUND

Practice placement for health students in higher education is complex and suffers from a lack of personnel and scant resources. However, the requirements and expectations of the students in managing an evidence-based practice are increasing. This decade, digital transformation in society and higher education can potentially improve students learning in higher education and practice placement due to increased availability for closer communication and collaboration.

DESIGN

A systematic review of reviews was conducted based on Joanna Briggs Institute Framework.

METHODS

Bibliographical databases were searched for studies published between 2010-2022. Out of 4891 screened articles, 15 met eligibility criteria and were included in this review.

RESULTS

The analysis revealed three main topics that elucidate what characterises the use of digital technology in placements: Leveraging digital solutions for enhanced practical learning; Empowering student learning and confidence in practice placement; and The value of interactive collaboration.

CONCLUSIONS

The findings show that digital technology used in a structured pedagogical framework may support and enhance students learning in practice placement. However, further work needs to be done to keep up with the rapid development of digital technology in practice placement in health work environments.

Educational programs for implementing ultrasound guided peripheral intravenous catheter insertion in emergency departments: A systematic integrative literature review

BACKGROUND

Ultrasound-guided peripheral intravenous catheter insertion has been identified as an effective method to improve the success rate of cannulation, thereby improving patient experience. However, learning this new skill is complex, and involves training clinicians from a variety of backgrounds. The aim of this study was to appraise and compare literature on educational methods in the emergency setting used to support ultrasound guided peripheral intravenous catheter insertion by different clinicians, and how effective these current methods are.

REVIEW METHODS

A systematic integrative review was undertaken using Whittemore and Knafl's five stage approach. The Mixed Methods Appraisal Tool was used to assess the quality of the studies.

RESULTS

Forty-five studies met the inclusion criteria, with five themes identified. These were: the variety of educational methods and approaches; the effectiveness of the different educational methods; barriers and facilitators of education; clinician competency assessments and pathways; clinician confidence assessment and pathways.

CONCLUSIONS

This review demonstrates that a variety of educational methods are being used in successfully training emergency department clinicians in using ultrasound guidance for peripheral intravenous catheter insertion. Furthermore, this training has resulted in safer and more effective vascular access. However, it is evident that there is a lack of consistency of formalised education programs available. A standardised formal education program and increased availability of ultrasound machines in the emergency department will ensure consistent practices are maintained, retained, therefore leading to safer practice as well as more satisfied patients.

Effectiveness and learning experience from undergraduate nursing students in surgical nursing skills course: a quasi- experimental study about blended learning

BACKGROUND

Blended learning is increasingly being adopted, and yet a gap remains in the related literature pertaining to its skill performance, learning engagement and inner experience in undergraduate surgical nursing skills course.

OBJECTIVES

To investigate the changes in skills performance and learning engagement in the application of blended learning, and what it actually brings to nursing students.

DESIGN

The study uses a historical control, two-armed, mixed and quasi-experimental design.

METHODS

The blended learning version of the course was offered to the 2019 class of 334 nursing undergraduates. Quantitative and qualitative data were collected after the course to obtain a comprehensive understanding of the course effects compared with the 304 nursing undergraduates of grade 2017 who adapted traditional learning. Quantitative data were analyzed by descriptive and inferential statistics using IBM SPSS 26.0, and qualitative data were encoded using Nvivo11.0.

RESULTS

There were significant differences in skill performance and learning engagement between the class of 2017 and 2019 (p < 0.001). Combined with further analysis of the interview data, 3 first-level nodes and 8 secondary nodes were determined. Students' opinions, comments and suggestions on the application of blended learning are refreshing.

CONCLUSION

Moving forward with blended learning: opportunities and challenges go hand in hand. Researchers need to continually modify their research designs to respond to variable educational environments.

The effect of audio-visual video with korotkoff sounds on anxiety levels and blood pressure measurement skills of nursing students: A randomized controlled study

AIM

This study was aimed to determine the effect of the audio-visual video created with korotkoff sounds on the anxiety levels and blood pressure measurement skills of nursing students.

BACKGROUND

Blood pressure measurement is the basis of nursing care and clinical decision. For this reason, it is stated that nursing students should specialize in this skill.

DESIGN

This research was conducted as a randomized controlled experimental study.

METHOD

This research was conducted with 130 (intervention group: 67, control group: 63) nursing students in the nursing department of a university in March 2022. Before the skill practice, the students in the intervention group listened to the korotkoff sounds using an audio-visual video containing the korotkoff sounds and then the practice was made. Data of the study were collected using the short version of the State-Trait Anxiety Inventory, the student introduction form and the blood pressure measurement evaluation form.

RESULTS

The mean age of the students was 19.41 (SD 1.75) in the intervention group and 19.20 (SD 1.04) in the control group. The State-Trait Anxiety Inventory mean scores of both groups were similar before the skill practice. At the end of the skill practice, the state anxiety score of the intervention group 0.56 (SD 1.03) was lower than the control group 1.30 (SD 1.81) and the difference was statistically significant (p < 0.05). When the blood pressure measurements of the students in both groups were compared, the rate of hearing korotkoff sounds and measuring blood pressure correctly was higher in the students in the intervention group and the difference was statistically significant (p < 0.05).

CONCLUSION

The korotkoff sounds presented with audio-visual video increased the skill levels of the students and reduced the anxiety level. In this direction; it is recommended to use audio-visual video containing korotkoff sounds for students to gain blood pressure measurement skills.

The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: A state-of-the-art literature review

BACKGROUND

An integral part of both undergraduate and postgraduate nursing and midwifery programmes, is the teaching and assessment of clinical psychomotor skills. In order to provide safe care, there is an expectation that technical nursing procedures are performed competently and effectively. Due to limited opportunities to practice clinical skills there is a challenge to advance and implement innovative teaching approaches. Technological advances provide us with alternative options, outside of the traditional teaching approaches, to teach these skills.

OBJECTIVE

The aim of this state-of-the-art review was to examine and provide an overview of the current use of educational technologies in nursing and midwifery education in teaching clinical psychomotor skills.

METHODS

A-state-of -the-art literature review was carried out, as this type of evidence synthesis design reveals the current knowledge on a topic and identifies gaps for future research. We used a focused search strategy with the expertise of a research librarian. Data extraction included research designs and educational theories guiding the included studies along with the type of technologies studied. A descriptive summary of each study's findings in relation to the educational outcomes was performed.

FINDINGS

Sixty studies were sourced which met this reviews' eligibility criteria. Technologies in which most research was carried out included; simulation, video and virtual reality. The most common research design noted included randomized or quasi-experimental studies. The vast majority of studies (n = 47) did not elaborate whether educational theories guided them, while of the remaining thirteen studies, eleven theoretical frameworks were reported.

CONCLUSION

Technology use in nursing and midwifery educational research surrounding psychomotor skills education is present. The educational outcomes reported by the majority of studies on the use of educational technology in teaching and/or assessing clinical psychomotor skills are encouraging. Additionally, the majority of studies noted that students evaluated the technology positively and were satisfied with its use in their education. Future research may include evaluating the technologies in both undergraduate and postgraduate populations. Finally, opportunities exist to expand the evaluation of student learning or assessment of these skills using technologies from the educational environment to the clinical environment.

REGISTRATION

Not registered.

A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era

OBJECTIVES

During the COVID-19 pandemic, educators shifted from traditional lectures to videoconferencing. This systematic review explored the use of videoconferencing as a teaching tool in response to the pandemic as well as issues related to digital equity and inclusion.

CONTENT

The review was conducted using the Joanna Briggs Institute for Systematic Reviews methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement.

SUMMARY

A total of nine studies met eligibility criteria. The participants in the included studies were medical students from various parts of the world. Technical difficulties and lack of human interactions were identified as barriers to learning through videoconferencing.

OUTLOOK

To achieve full success, pedagogical videoconferencing must prioritize digital equity and a universal design for learning. Although useful for maintaining education during the pandemic, in the future, videoconferencing will present challenges related to the digital divide as well as opportunities as a teaching tool for nurse educators globally.

An international exploration of blended learning use in pre-registration nursing and midwifery education

AIM

To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy.

BACKGROUND

The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere.

DESIGN

Cross-sectional, sequential, mixed methods study PARTICIPANTS/SETTINGS: Nursing/nurse education leaders from across International Council of Nurses regions METHODS: Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants' knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes.

RESULTS

Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation.

CONCLUSIONS

Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact.

TWEETABLE ABSTRACT

Blended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach.

Exploring healthcare workers' perspectives of video feedback for training in the use of powered air purifying respirators (PAPR) at the onset of the COVID-19 pandemic

BACKGROUND

With the advent of COVID-19, many healthcare workers (HWs) in Australia requested access to powered air purifying respirators (PAPR) for improved respiratory protection, comfort and visibility. The urgency of the response at our hospital required rapid deployment of innovative training to ensure the safe use of PAPRs, in particular, a video-feedback training option to prepare HWs for PAPR competency.

AIM

To explore the feasibility, acceptability, and utility of video-feedback in PAPR training and competency assessment.

METHODS

Semi-structured interviews were conducted with 12 HWs, including clinicians from Intensive Care, Anaesthetics and Respiratory Medicine, at a large teaching hospital in Australia.

FINDINGS

Participants believed that the use of video-feedback in PAPR training was feasible, acceptable and useful. They described a variety of benefits to learning and retention, from a variety of ways in which they engaged with the personal video-feedback. Participants also described the impact of reviewing personalised practice footage, compared to generic footage of an ideal performance.

CONCLUSION

By conceptualising video-feedback using a pedagogical approach, this study contributes to knowledge around optimising methods for training HWs in PPE use, particularly when introducing a new and complex PPE device during an infectious disease outbreak.

The use of mobile technology to support work integrated learning in undergraduate nursing programs: An integrative review

OBJECTIVES

Investigate the use of mobile technology to support Work Integrated Learning in undergraduate nursing programs.

DESIGN

Integrative review with narrative synthesis.

DATA SOURCES

Electronic databases searched in February 2021 included CINAHL, ERIC, MEDLINE and APA PsychInfo.

REVIEW METHODS

The methodological framework described by Whittemore and Knafl (2005) guided this integrative review. A total of five (5) studies published between 2017 and 2020 were analysed and synthesised.

RESULTS

Data was categorised into two themes: 1) Accessibility of Learning Resources, and 2) Effective and Timely Communication. Convenient and easy access to Learning Resources at the point of care improved students' confidence and competence to perform clinical skills, thereby reducing student's anxiety and increasing satisfaction rates. The accessibility to educational and skills-based resources also promoted patient safety at the point of care. Effective and Timely Communication improved engagement and collaboration between students, clinical facilitators and academics, enabling a more supportive environment that improved student autonomy and motivation for self-directed learning. The Effective and Timely Communication of student progression and assessment strategies was found to improve student engagement and motivation to be independent learners.

CONCLUSION

This review contributes important knowledge because internationally there is a need to increase knowledge and understanding of how to best support Work Integrated Learning experiences of student nurses. Mobile technology has been recognised as an innovative tool in education, further research investigating its use to support Work Integrated Learning in undergraduate nursing programs is required.

The value of a redesigned clinical course during COVID-19 pandemic: an explorative convergent mixed-methods study

Background

The COVID-19 lockdown in March 2020 had a significant consequence for nursing students worldwide including limited access to learning situations in clinical rotation. Therefore, this study aims to explore how an innovative redesign of a clinical course in a time of pandemic supported nursing students in learning the fundamentals of care in their first year. The redesign involved the transformation of a traditional hands-on clinical course into a technology-enhanced learning environment.

Design

This was an explorative convergent mixed-methods study using both quantitative and qualitative methods.

Methods

Twenty-four first-year nursing students responded to an online questionnaire with open-ended questions. Two nursing students and one faculty member participated in individual online interviews, and three faculty members participated in an online focus group interview. All the data were collected in June 2020. The quantitative data were analyzed using descriptive statistics and the qualitative data using content analysis. The GRAMMS guideline was applied.

Results

The students achieved the learning outcomes regarding fundamental care, basic physical assessment skills, and clinical reasoning with the help of academic assignments, multimedia learning resources, and virtual patients. Further, six central aspects of the facilitator role in the virtual simulation were identified. The aspect that was considered most valuable involved uncovering the “red thread” between different areas of knowledge in the first year of nursing education; this supported the students to better understand how to think and talk like a nurse.

Conclusion

This study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students’ preparedness for clinical hours. Virtual patients’ scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regards to facilitating learning in a technology-enhanced learning environment. Study findings suggest promising pedagogical strategies that should be further developed post-pandemic, in response to the call for a renewal of nursing education using more technologically supported learning designs.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-022-00872-8.

Improving learning in the management of gender violence. Educational impact of a training program with reflective analysis of dramatized video problems in postgraduate nurses

BACKGROUND

Most gender-based violence victims who sought help in Spain did so through health services. Training on gender-based violence with active learning methodologies promotes the management of knowledge, reflection, and adaptation to change. Nurses, along with an educator, can construct knowledge with the same strategies they will use professionally.

PURPOSE

To evaluate the knowledge, skills, and attitudes associated of postgraduate nurses on gender-based violence before and after a reflection-based training program with dramatized problem-videos. The secondary objectives were to evaluate the knowledge in the activation of protocols, skills, and attitudes in the management of women who are victims of gender-based violence, the consolidation of learning, and the applicability to the workplace.

METHODS

Pre-post quasi-experimental study without a control group. A specifically validated and designed instrument was utilized to evaluate the dimensions of knowledge, skills, and attitudes when facing gender-based violence, before and after the training sessions, along with additional questions to assess if the participants possessed better tools to address gender-based violence.

RESULTS

The difference between the pre and post-tests was statistically significant for the dimensions knowledge, skills, and attitude (p < 0.05), with a smaller effect size in the dimensions skills and attitude. Also, high scores were observed in the consolidation of learning and applicability to the workplace.

CONCLUSION

Reflection-based training with dramatized problem-videos improved the acquisition of tools necessary for the detection and management of gender-based violence of nurses.

Use of Computer-Based Scenarios for Clinical Teaching: Impact on Nursing Students' Decision-Making Skills

Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes.

AIM

This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students' decision-making skills.

SAMPLE

There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups.

METHODS

The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student's feedback about the computer-based case scenarios was also investigated.

RESULTS

The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.

Blended learning program for the development of skills in the aspiration of artificial airways

Objective:

to develop and validate a blended learning program, of the inverted classroom type, on the aspiration of artificial airways.

Method:

applied and methodological research that involved technological production for teaching a Nursing Intervention, based on Vygotsky’s theoretical frameworks and on the Nursing Process. For elaboration and validation, a classic instructional design model was followed. The general and pedagogical requirements were validated, as well as those for videos and interface. For the analysis, the Content Validity Index and the First-order agreement coefficient were used.

Results:

34 experts participated, 27 of whom were nurses and seven were professionals in Information Technology. In the nurses’ opinion, the general and pedagogical requirements obtained a Content Validity Index of 0.99 and 0.98 was obtained for the videos and for the interface. The interface for the IT professionals was 0.94. All requirements showed almost perfect agreement.

Conclusion:

the teaching program was elaborated and validated by experts and constitutes an innovative proposal to train nurses. The mediation of teaching by means of duly validated technologies can favor learning and reaching positive results in the development of skills in the practice of aspiration of artificial airways.

A scoping review of alternative methods of delivering ethics education in nursing

AIM

We conducted a scoping review of nursing ethics education to examine educational formats that go beyond traditional lectures.

DESIGN

This study was a scoping review.

METHODS

We used seven databases and relevant search terms, including nursing ethics, morals, values, nursing students and nursing ethics education.

RESULTS

Of 5,190 papers, 14 quasi-experimental studies met the inclusion criteria. All papers examined practices and self-study added to traditional lecture styles (i.e. the control group). Five practices emerged as follows: combined web (i.e. Internet) and lecture, web-based self-study, simulation, group learning and analysing ethical issues. The purpose, method and evaluation method differed based on the country in which the study was conducted. These educational interventions yielded significant differences in knowledge and in nursing students' critical thinking and ethical sensitivity postintervention. Multi-faceted ethics education will lay the foundation for effective practical training and practice.

The Effects of Video Instruction on Neuroscience Intensive Care Unit Nursing Skills in Case Presentations and Neurological Examinations

ABSTRACT

BACKGROUND: The emergence of neuroscience intensive care units (NSICUs) for the past decades has led to growing interest in targeted training for NSICU nurses. We sought to evaluate the use of video instruction on NSICU nurses' skills in case presentations and neurological examinations, which has timely advantages as an asynchronous and distanced learning modality. METHODS: We enrolled NSICU and surgical intensive care unit nurses who took shifts in the NSICU at our institution. Participants were observed by a neurocritical care attending physician presenting the clinical details of an admitted patient and conducting a neurological examination, with both parties completing a 10-item evaluation on NSICU nursing presentation and examination skills. Participants randomized to an intervention group were given access to an instructional video on NSICU nursing skills. A median of 21 days later, participants were observed by a physician blinded to study randomization, with both parties recompleting the evaluation. Differences between day 1 and day 21 scores were analyzed using paired sample t tests. RESULTS: Fifteen NSICU and 55 surgical intensive care unit nurses were enrolled. Surgical intensive care unit nurses in both the intervention and control groups had statistically significant improvement between day 1 and day 21 physician-rated scores, with a greater increase in the intervention group; self-rated scores did not change. For NSICU nurses, there were no differences in physician-rated or self-rated scores for either group. CONCLUSIONS: Surgical intensive care unit nurses who underwent direct observation and self-evaluation had improvement in physician-rated NSICU nursing skills, likely as these activities allowed for reflective observation in Kolb's experiential learning cycle. Greater improvement in participants who viewed an instructional video highlights its value as a teaching modality for nurses.

Integrating technology in skills lab: Using smartphones for urinary catheter validation

Nurse educators are challenged to promote student success in all learning environments. Historically, students had increased anxiety associated with poor outcomes for indwelling urinary catheter skill validation. Faculty were looking for alternative ways to reduce stress, improve learning, and achieve successful student skill validations. The purpose of this process change project was to implement and evaluate an innovative teaching strategy of a psychomotor skill. Specifically, the integration of smartphone technology, self-evaluation, and peer feedback on indwelling urinary catheter skill validation was implemented and student perceptions of this strategy were evaluated. Throughout two, four-hour skills lab sessions, 81 students in the second semester of a baccalaureate program in nursing participated in peer pairs where they used smartphones to video and refine their indwelling urinary catheter skills through self-reflection and peer feedback. Students reported the utilization of technology and peer feedback positively enhanced learning and "decreased anxiety". However, students agreed integrating technology into a psychomotor skill validation was not without challenges. However, the benefits outweighed the challenges providing implications for nursing education to use smartphones to evaluate a psychomotor skill as a strategy to integrate technology, self-reflection, and peer feedback into a clinical skills lab environment.

Cocreating Programmable Diagnostic Simulation: Devices to Enhance Reality in Vital Sign Measurement

BACKGROUND

Providing authentic educational experiences in clinical teaching laboratories or health care simulation environments is fundamental to producing optimum learning. However, some simulated diagnostic devices are price prohibitive or yet to be developed. This article explores a collaborative effort between health academics and engineering interns to develop cost-effective, authentic devices that overcome limitations of those currently available.

METHOD

Simulated patient tympanic thermometer and pulse oximetry devices were developed for use in clinical teaching laboratories and health care simulation environments.

RESULTS

The tympanic thermometers and pulse oximetry probes provide programmable temperature, pulse, and oxygen saturation for use with any commercially available manikins or standardized patients.

CONCLUSION

Authentic simulated diagnostic devices can enhance reality and foster immersion in clinical simulation scenarios. Sharing cost-effective innovations designed to address the simulation-specific limitations of commercially available diagnostic devices provides health care educators with solutions that can enhance the authenticity of clinical teaching experiences for participants. [J Nurs Educ. 2021;60(4):235-239.].