Exploring the experience of nursing undergraduates in using gamification teaching mode based on the flow theory in nursing research: A qualitative study

Perceptions and experiences of Generation Z nursing students during their practicum in an intensive care unit: A qualitative study

Background

Influenced by socio-cultural and world events, Chinese society has significant intergenerational differences. With rapid economic and cultural development, the unique characteristics of Generation Z nursing students in China may influence the clinical education environment. However, the research on Generation Z in China is still in its infancy.

Objectives

This study aimed to explore the experiences and perceptions of Generation Z nursing students during their practicum in an intensive care unit (ICU) in the context of China's unique cultural and historical background.

Methods

A phenomenological approach was used in this qualitative study. Semi-structured, face-to-face interviews were conducted with fifteen Generation Z nursing students doing practicum in the ICU in a third-level hospital in Shanghai, China. The data were analyzed using Colaizzi's seven-step method.

Result

Three themes emerged: intelligent medical services empowering critical care, perception of multiple challenges, and affirmation of the teaching work in the ICU.

Conclusions and implications

The clinical instructors should use a combination of online and offline pedagogy, give positive guidance through role modeling, and develop the self-learning skills of Generation Z nursing students. This might help Generation Z nursing students relieve the stress of practicum in the ICU, more quickly adapt to the clinical environment, and enter nursing positions. The result of this research provided valuable information to help clinical practicum programs in China effectively educate Generation Z nursing students. Good education ensures that health care is safe and effective, making it easier for patients to get better.

The role practice approach for exercise and enhancement of nursing research capacity: A qualitative study

BACKGROUND

Strategies to improve the teaching effectiveness of nursing research courses are a fundamental objective of contemporary nursing educators. The role practice method is the sum of ways, means, and procedures used to perform role-specific practical learning activities through the adaptation of concepts, models and subjective abilities in an authentic environment. This technique enhances teaching effectiveness by encouraging students to actively participate in practice.

OBJECTIVE

The main aim of this study was to explore the effectiveness of the role practice approach within the framework of nursing research courses and provide guidance for subsequent teaching efforts.

METHODS

The purposive sampling method was used to recruit 16 students who participated in teaching of the role practice approach and completed all tasks set within the nursing research course in the third year of the undergraduate nursing program of a comprehensive university in south China. Data obtained from semi-structured interviews were analyzed using Colaizzi's seven-step analysis method.

RESULTS

Three themes were evaluated, specifically, self-improvement, self-inadequacy and course optimization.

CONCLUSION

The role practice method is effective in teaching nursing research courses and can enhance the ability of students to conduct research activities. However, deficiencies in the implementation plan exist that need further revision.

Including audience response systems in debriefing. A mixed study during nursing simulation-based learning

BACKGROUND

The audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation.

METHODS

A Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed "ad hoc", on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale.

RESULTS

(1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was "Motivation", with a mean of 4.7 (SD = 0.480), followed by the dimension "Participation", with a mean of 4.66 (SD = 0.461), and lastly, the dimension "Attention", with a mean of 4.64 (SD = 0.418).

CONCLUSIONS

The use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation.

Effects of ARCS model-based motivational teaching strategies in community nursing: A mixed-methods intervention study

BACKGROUND

Learning motivation is important for students to master professional knowledge. Teaching strategies play a role in promoting learning motivation and cultivating nursing students' critical thinking.

OBJECTIVES

To apply the Attention, Relevance, Confidence, and Satisfaction (ARCS) model-based motivational teaching strategies in a community nursing course and evaluate the effects on learning motivation, critical thinking, and self-learning ability.

DESIGN

A mixed-methods study using a quasi-experimental design and descriptive qualitative analysis.

METHODS

Thirty-six third-year nursing students were divided into two groups. The experimental group was exposed to motivational teaching strategies based on the ARCS model in the 12-week community nursing course. The control group received traditional teaching. Students' critical thinking, self-learning ability and academic performance were quantitatively assessed, with t-tests performed to compare learning outcomes. Qualitative outcomes were evaluated through semi-structured interviews, analyzed by using thematic analysis.

RESULTS

Students in the experimental group demonstrated significantly greater critical thinking and higher test scores than those in the control group. The self-learning ability and learning motivation of the students exposed to ARCS were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies.

CONCLUSIONS

Applying the ARCS model-based motivational teaching strategies in community nursing courses is feasible and associated with improved learning motivation and outcomes among Chinese nursing undergraduates.

Gamification on Instagram: Nursing students' degree of satisfaction with and perception of learning in an educational game

BACKGROUND

Gamification has been shown to lead to greater motivation and participation among students. Currently, many teachers use social networks to share supplementary course materials and student work, but they have not incorporated gamified educational activities into social networking sites.

OBJECTIVE

To determine nursing students' satisfaction with an Instagram-based educational game and their perceptions of its effects on their learning.

DESIGN

We conducted a cross-sectional, descriptive, observational study.

PARTICIPANTS

First-year nursing students in the subject "Dietetics and Nutrition".

RESULTS

Of the total sample, 71.7 % agreed that gamification had helped them assimilate the content. Between 66 % and 70 % agreed that the experience had motivated them to keep up with the subject and learn more about the topic, that it had helped them to better understand certain concepts of the subject, that they would recommend the experience to other students, and that they enjoyed the experience of playing a game while learning. 71.7 % of them were in favour of increased use of gamification in other subjects.

CONCLUSIONS

The use of an Instagram-based educational game as a complement to in-class teaching was useful, enjoyable, and motivating for the acquisition of new knowledge.