Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study

Opening My Eyes Building Nursing Student Awareness of Spirituality and Catholic Social Justice Principles

ABSTRACT

How can nursing academia impart concepts of spirituality, social justice, and personal and professional growth to nursing students? The authors of this qualitative study explored the narratives of 21 nursing students' reflective journals written while students were participating in a global clinical mission. A guided reflective journal grounded in Catholic social teachings and St. Francis' social justice principles was used daily during the mission to capture participants' thoughts and feelings. Data analysis revealed that students discovered principles of spirituality and social justice and expressed a deeper appreciation for being present for others, providing healthcare to all equally, and promoting the common good. Guided questions enhanced the experiential learning experience, fostering personal and professional growth.

Realistic simulation in nursing education: Testing two scenario-based models

AIM

To evaluate students' self-perceived pedagogical outcomes when using a digital scenario-based tool compared to traditional scenarios printed on paper.

DESIGN

This study used a within-subjects experiment.

METHOD

A digital platform for scenario development was developed, focusing on patients' regaining independence and returning home after an acute event. Students participated in two simulation activities, differing only in the type of scenario used and completed a questionnaire to evaluate their learning experience.

RESULTS

Students considered that the new scenario template provided a clearer understanding of the situation under analysis, allowing them to recognize the focuses of attention to be prioritized when formulating the intervention plan. No Patient or Public Contribution: A digital platform for a standardized process of scenario writing to help realistic simulation in nursing education is a novelty in this study and will likely contribute to substantial learning gains.

Nursing students' transfer of learning from simulated clinical experiences into clinical practice: A scoping review

AIMS

This review aims to map available evidence regarding undergraduate nursing students' transfer of learning from simulation-based experiences into clinical practice.

DESIGN

Scoping review.

DATA SOURCES

We searched MEDLINE, CINAHL, and Google Scholar and conducted manual searches for eligible studies published between January 2016-December 2021.

REVIEW METHODS

We approached our review using Arksey and O'Malley's scoping review framework and collaboratively worked through the screening, selection, and collating processes. We resolved conflicts in search outcomes and data abstraction through discussion to reach a consensus. We reported our methods and results following the PRISMA-ScR reporting guideline. We used narrative review to outline and discuss results.

RESULTS

Thirty-two studies, spanning 9 reviews, 14 qualitative studies, 5 quantitative studies, and 4 mixed methods studies conducted in Aotearoa New Zealand, Australia, Canada, Israel, Norway, Spain, Turkey, the United Kingdom, and the United States, were included. Results are presented under three subheadings: conceptualization, measurement, and sustainability of learning transfer from simulation into clinical practice.

CONCLUSIONS

Although studies generally supported the value of simulation in bridging theory and practice and in developing students' knowledge and skills, there was a predominance of short-term and self-reported measures. Few studies explored distant outcomes of simulation. Further longitudinal research is needed to explore the longer-term processes by which learning transfer and integration occur, as well as the resulting impact on students' and nurses' clinical practice as well as clients' and population health outcomes. This review will be of interest to nursing educators, researchers, and clinicians who wish to support nursing students' learning.

Evidence of learning on the insertion and care of peripheral venous catheters in nursing students: A mixed study

OBJECTIVES

1) To assess nursing students' evidence-based knowledge on the use of PVCs, and 2) to examine the perception of learning and teaching strategies aimed at this skill.

BACKGROUND

Insertion and care of Peripheral Venous Catheters (PVCs) are essential skills in undergraduate nursing education. Appropriate knowledge of this skill is crucial to improve clinical practice and patient safety. Therefore, training becomes an enabler for safe practice.

DESIGN

A multi-centre convergent parallel mixed-methods.

SETTING AND PARTICIPANTS

A total of 675 second-, third- and fourth-year nursing students from 3 nursing schools took part in the study.

METHODS

Quantitative data collection used a validated 15-question survey on knowledge of PVC management, and a descriptive and inferential analysis was carried out. Qualitative data were collected via a questionnaire consisting of 4 open-ended questions assessing knowledge, teaching methodologies and scenarios, and points for improvement.

RESULTS

Most participants were female (74.04%), with a mean age of 22.45 (SD = 4.65), who had no experience in the health field (61.8%). They obtained a mean knowledge score of 7.27 (SD = 2.64) out of 15. The students who obtained higher scores had a mean professional experience of 7.96, SD = 2.66 (p 0.000) and were in their final year, with a mean of 8.59, SD = 2.56, (p 0.000). On the other hand, the students assessed their knowledge as basic but improving year by year. They also identified a need to apply more active and experiential methodologies that would allow for reflection.

CONCLUSION

Level of educational level and experience is associated with increased knowledge. In order to improve knowledge, changes must be made in the training process to incorporate methodologies such as simulation and online training. There is a need to develop programmes that favour the alignment of theory with clinical practice.

Reflection as a learning strategy for the training of nurses in clinical practice setting: a scoping review

OBJECTIVE

The objective of this review is to identify and map the tools and approaches used for reflection as a learning strategy for nurses and nursing students in clinical settings.

BACKGROUND

Several types of reflection interventions exist to develop nurses' reflective competencies in clinical practice. This scoping review mapped the available literature on the use of reflection in the education of nurses and nursing students in clinical settings. Three questions guided the review: i) What tools and approaches for reflection have been reported? ii) What levels of reflection have been identified (low/descriptive, middle/application, or high/evaluative)? iii) What outcomes of reflection have been reported?

INCLUSION CRITERIA

Studies investigated nursing students or nurses working in clinical settings involved in patient care, and described reflective interventions and definitions of reflection, descriptions of the contents reflected on, measurement instruments, and outcomes of interventions.

METHODS

MEDLINE (PubMed), Emcare (Ovid), MEDLINE (Ovid), ERIC (ProQuest), CINAHL (Ovid), and Web of Science databases were searched for full-text studies published in English, Danish, Swedish, or Norwegian. Studies from any country and published from 2007 to September 2020 were eligible for inclusion. The review followed the JBI methodology for scoping reviews and was based on an a priori protocol. Two independent reviewers assessed studies against the inclusion criteria and extracted data. Inclusion for review was determined according to the pre-determined eligibility criteria and consensus between researchers. Data were extracted using a standardized data extraction table and results were summarized narratively with accompanying tables.

RESULTS

Seventeen articles were included; nine quantitative studies and eight qualitative studies. Findings are presented separately due to varying study designs and outcomes. Most studies used physical tools and reflective dialogues in clinical settings. Some tools included specific questions for participants to reflect on, while others included open questions or no questions. Reflective approaches included lectures, workshops, or reflection with supervisors or peers in clinical settings. None of the 17 studies included the same combination of tools and approaches. Measurement of reflection was varied across articles, and there was a lack of standardization in how reflection outcomes were classified.

CONCLUSIONS

Interventions, tools, approaches, and the measurement of nurses' reflection in clinical settings are highly varied, and none of the included studies had the same combination of elements. The studies indicate that reflection skills are achieved potentially according to the tools and approaches used, and the foci for reflection. There is little agreement among the research community on how best to assess the measurement and quality of reflection. It is recommended that future studies are explicit on the classification of low-, middle-, and high-level reflection according to standardized criteria.