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Scott J, McMillian-Bohler J, Felsman I, Koch A. Learner Response to an Activity Introducing Adverse Childhood Experiences as a Social Determinant of Health. J Nurs Educ 2022; 61:650-653. [PMID: 36040805 PMCID: PMC9712056 DOI: 10.3928/01484834-20220705-11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Threading content on the social determinants of health into the nursing curricula is a best practice recommended by certifying bodies; however, introducing content on social determinants of health can overwhelm learners, who may have difficulty relating the information to their nursing practice. METHOD A learning strategy was developed that used film and an experiential activity to introduce content on adverse childhood experiences, a social determinant of health, and resilience into nursing course-work. A total of 130 first-semester nursing students viewed a film in class and participated in a focused debriefing and subsequent clinical exercise. RESULTS The majority of participants (97%) believed the film appropriately introduced the content. Learners reported the debriefing was helpful in relieving distress, and 95% found the content relevant to their future nursing practice. CONCLUSION Early introduction of key concepts related to adverse childhood experiences may assist prelicensure nursing students in developing a trauma-informed professional practice. [J Nurs Educ. 2022;61(11):650-653.].
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Chest tubes: importance of connecting the dots for students using simulation and theory. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.03.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Wright S, Forray JM, Lund Dean K. From advocacy to accountability in experiential learning practices. MANAGEMENT LEARNING 2018. [DOI: 10.1177/1350507618814645] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Johnston S, Coyer F, Nash R. Simulation debriefing based on principles of transfer of learning: A pilot study. Nurse Educ Pract 2017; 26:102-108. [DOI: 10.1016/j.nepr.2017.08.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2016] [Revised: 05/06/2017] [Accepted: 08/02/2017] [Indexed: 10/19/2022]
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Shah V, Dileep A, Dickens C, Groo V, Welland B, Field J, Baumann M, Flores JD, Shroff A, Zhao Z, Yao Y, Wilkie DJ, Boyd AD. Patient-Centered Tablet Application for Improving Medication Adherence after a Drug-Eluting Stent. Front Public Health 2016; 4:272. [PMID: 28018897 PMCID: PMC5149519 DOI: 10.3389/fpubh.2016.00272] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Accepted: 11/28/2016] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND/AIMS This study's objective was to evaluate a patient-centered educational electronic tablet application, "My Interventional Drug-Eluting Stent Educational App" (MyIDEA) to see if there was an increase in patient knowledge about dual antiplatelet therapy (DAPT) and medication possession ratio (MPR) compared to treatment as usual. METHODS In a pilot project, 24 elderly (≥50 years old) research participants were recruited after a drug-eluting stent. Eleven were randomized to the control arm and 13 to the interventional arm. All the participants completed psychological and knowledge questionnaires. Adherence was assessed through MPR, which was calculated at 3 months for all participants who were scheduled for second and third follow-up visits. RESULTS Relative to control, the interventional group had a 10% average increase in MPR. As compared to the interventional group, more patients in the control group had poor adherence (<80% MPR). The psychological data revealed a single imbalance in anxiety between the control and interventional groups. On average, interventional participants spent 21 min using MyIDEA. DISCUSSION Consumer health informatics has enabled us to engage patients with their health data using novel methods. Consumer health technology needs to focus more on patient knowledge and engagement to improve long-term health. MyIDEA takes a unique approach in targeting DAPT from the onset. CONCLUSION MyIDEA leverages patient-centered information with clinical care and the electronic health record highlighting the patients' role as a team member in their own health care. The patients think critically about adverse events and how to solve issues before leaving the hospital.
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Affiliation(s)
- Vicki Shah
- Department of Biomedical and Health Information Sciences, College of Applied Health Sciences, University of Illinois at Chicago , Chicago, IL , USA
| | - Anandu Dileep
- Department of Biomedical and Health Information Sciences, College of Applied Health Sciences, University of Illinois at Chicago , Chicago, IL , USA
| | - Carolyn Dickens
- Department of Biobehavioral Health Science, College of Nursing, University of Illinois at Chicago, Chicago, IL, USA; Division of Cardiology, Department of Internal Medicine, College of Medicine, University of Illinois at Chicago, Chicago, IL, USA
| | - Vicki Groo
- Division of Cardiology, Department of Internal Medicine, College of Medicine, University of Illinois at Chicago, Chicago, IL, USA; Department of Pharmacy Practice, College of Pharmacy, University of Illinois at Chicago, Chicago, IL, USA
| | - Betty Welland
- University of Illinois at Chicago , Chicago, IL , USA
| | - Jerry Field
- University of Illinois at Chicago , Chicago, IL , USA
| | | | - Jose D Flores
- University of Illinois at Chicago , Chicago, IL , USA
| | - Adhir Shroff
- Division of Cardiology, Department of Internal Medicine, College of Medicine, University of Illinois at Chicago , Chicago, IL , USA
| | - Zhongsheng Zhao
- Department of Biobehavioral Health Science, College of Nursing, University of Illinois at Chicago , Chicago, IL , USA
| | - Yingwei Yao
- Department of Biobehavioral Nursing Science, University of Florida , Gainesville, FL , USA
| | - Diana J Wilkie
- Department of Biobehavioral Nursing Science, University of Florida , Gainesville, FL , USA
| | - Andrew D Boyd
- Department of Biomedical and Health Information Sciences, College of Applied Health Sciences, University of Illinois at Chicago , Chicago, IL , USA
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Lestander Ö, Lehto N, Engström Å. Nursing students' perceptions of learning after high fidelity simulation: Effects of a Three-step Post-simulation Reflection Model. NURSE EDUCATION TODAY 2016; 40:219-24. [PMID: 27125176 DOI: 10.1016/j.nedt.2016.03.011] [Citation(s) in RCA: 42] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Revised: 03/06/2016] [Accepted: 03/12/2016] [Indexed: 05/28/2023]
Abstract
BACKGROUND High-fidelity simulation (HFS) has become a bridge between theoretical knowledge and practical skills. A safe and realistic environment is commonly used in nursing education to improve cognitive, affective and psychomotor abilities. Debriefing following a simulation experience provides opportunities for students to analyze and begin to reflect upon their decisions, actions and results. The nursing literature highlights the need to promote the concept of reflective practice and to assist students in reflection, and research indicates the need to refine and develop debriefing strategies, which is the focus of the current paper. PURPOSE To explore the value of reflections after HFS by investigating nursing students' perceptions of their learning when a Three-step Post-simulation Reflection Model is used. DESIGN A qualitative descriptive research approach was applied. METHOD A Three-step Post-simulation Reflection Model that combined written and verbal reflections was used after an HFS experience in a second-year course in the Bachelor Program in Nursing at Luleå University of Technology, Sweden. Reflective texts written before and after a verbal group reflection were subjected to qualitative content analysis. FINDINGS The main theme in the first written reflections was identified as "Starting to act as a nurse", with the following categories: feeling stressed, inadequate and inexperienced; developing an awareness of the importance of never compromising patient safety; planning the work and prioritizing; and beginning to understand and implement nursing knowledge. The main theme in the second written reflections was identified to be "Maturing in the profession", with the following categories: appreciating colleagues, good communication and thoughtfulness; gaining increased self-awareness and confidence; and beginning to understand the profession. CONCLUSION The Three-step Post-simulation Reflection Model fostered an appreciation of clear and effective communication. Having time for thoughtfulness and reflection promotes self-awareness and a better understanding of both the nursing profession and patient safety. The progress demonstrated in the depth of the themes in the written reflections indicates that repeated reflections stimulate and enhance student learning. The findings point towards the potential effectiveness of alternate methods of reflections.
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Affiliation(s)
- Örjan Lestander
- Department of Health Science, Luleå University of Technology, Luleå, Sweden.
| | - Niklas Lehto
- Department of Health Science, Luleå University of Technology, Luleå, Sweden
| | - Åsa Engström
- Department of Health Science, Luleå University of Technology, Luleå, Sweden.
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Reed SJ, Edmunds D. Use of a blog in an undergraduate nursing leadership course. Nurse Educ Pract 2015; 15:537-42. [DOI: 10.1016/j.nepr.2015.07.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2014] [Revised: 06/19/2015] [Accepted: 07/28/2015] [Indexed: 10/23/2022]
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Boyd AD, Moores K, Shah V, Sadhu E, Shroff A, Groo V, Dickens C, Field J, Baumann M, Welland B, Gutowski G, Flores JD, Zhao Z, Bahroos N, Hynes DM, Wilkie DJ. My Interventional Drug-Eluting Stent Educational App (MyIDEA): Patient-Centered Design Methodology. JMIR Mhealth Uhealth 2015; 3:e74. [PMID: 26139587 PMCID: PMC4526975 DOI: 10.2196/mhealth.4021] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2014] [Revised: 05/11/2015] [Accepted: 05/30/2015] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Patient adherence to medication regimens is critical in most chronic disease treatment plans. This study uses a patient-centered tablet app, "My Interventional Drug-Eluting Stent Educational App (MyIDEA)." This is an educational program designed to improve patient medication adherence. OBJECTIVE Our goal is to describe the design, methodology, limitations, and results of the MyIDEA tablet app. We created a mobile technology-based patient education app to improve dual antiplatelet therapy adherence in patients who underwent a percutaneous coronary intervention and received a drug-eluting stent. METHODS Patient advisers were involved in the development process of MyIDEA from the initial wireframe to the final launch of the product. The program was restructured and redesigned based on the patient advisers' suggestions as well as those from multidisciplinary team members. To accommodate those with low health literacy, we modified the language and employed attractive color schemes to improve ease of use. We assumed that the target patient population may have little to no experience with electronic tablets, and therefore, we designed the interface to be as intuitive as possible. RESULTS The MyIDEA app has been successfully deployed to a low-health-literate elderly patient population in the hospital setting. A total of 6 patients have interacted with MyIDEA for an average of 17.6 minutes/session. CONCLUSIONS Including patient advisers in the early phases of a mobile patient education development process is critical. A number of changes in text order, language, and color schemes occurred to improve ease of use. The MyIDEA program has been successfully deployed to a low-health-literate elderly patient population. Leveraging patient advisers throughout the development process helps to ensure implementation success.
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Affiliation(s)
- Andrew Dallas Boyd
- Department of Biomedical and Health Information Sciences, University of Illinois at Chicago, Chicago, IL, United States.
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Mariani B, Cantrell MA, Meakim C. Nurse educators' perceptions about structured debriefing in clinical simulation. Nurs Educ Perspect 2014; 35:330-331. [PMID: 25291930 DOI: 10.5480/13-1190.1] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
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Reed SJ, Andrews CM, Ravert P. Debriefing Simulations: Comparison of Debriefing with Video and Debriefing Alone. Clin Simul Nurs 2013. [DOI: 10.1016/j.ecns.2013.05.007] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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The Relationship Between Facilitators’ Questions and the Level of Reflection in Postsimulation Debriefing. Simul Healthc 2013; 8:135-42. [DOI: 10.1097/sih.0b013e31827cbb5c] [Citation(s) in RCA: 64] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Mariani B, Cantrell MA, Meakim C, Prieto P, Dreifuerst KT. Structured Debriefing and Students' Clinical Judgment Abilities in Simulation. Clin Simul Nurs 2013. [DOI: 10.1016/j.ecns.2011.11.009] [Citation(s) in RCA: 89] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Kain VJ. An exploration of the grief experiences of neonatal nurses: A focus group study. ACTA ACUST UNITED AC 2013. [DOI: 10.1016/j.jnn.2012.04.001] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Ross AJ, Anderson JE, Kodate N, Thomas L, Thompson K, Thomas B, Key S, Jensen H, Schiff R, Jaye P. Simulation training for improving the quality of care for older people: an independent evaluation of an innovative programme for inter-professional education. BMJ Qual Saf 2012; 22:495-505. [DOI: 10.1136/bmjqs-2012-000954] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Montgomery K, Griswold-Theodorson S, Morse K, Montgomery O, Farabaugh D. Transdisciplinary Simulation. Nurs Clin North Am 2012; 47:493-502. [DOI: 10.1016/j.cnur.2012.07.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Abstract
BACKGROUND An outcome of globalization and internationalization in higher education in the health professions has been increasing global health placements. There is, however, a lack of literature on debriefing and support following these placements. The authors undertook a participatory project to develop peer support and debriefing in a global health nursing elective, during which this gap in literature was addressed. AIMS The purpose of the project was to develop a peer support component of the course and revise the debriefing component based on results of a previous course evaluation. METHODS The methods were guided by a participatory approach involving course alumni and included a scoping review and focus groups. RESULTS The project resulted in development of: (1) a peer support statement and (2) a debriefing framework. CONCLUSIONS Key lessons about the obligation of appropriate debriefing for students returning from global health placements include importance of affective learning, a pedagogy of discomfort, and global health ethics.
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Affiliation(s)
- Amy Bender
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Canada.
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Murphy F, Timmins F. Experience based learning (EBL): Exploring professional teaching through critical reflection and reflexivity. Nurse Educ Pract 2009; 9:72-80. [DOI: 10.1016/j.nepr.2008.05.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2007] [Revised: 04/15/2008] [Accepted: 05/11/2008] [Indexed: 10/21/2022]
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Irvine F, Gracey C, Jones OS, Roberts JL, Tamsons RE, Tranter S. Research awareness: making learning relevant for pre-registration nursing students. Nurse Educ Pract 2007; 8:267-75. [PMID: 17993290 DOI: 10.1016/j.nepr.2007.09.006] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2007] [Revised: 08/23/2007] [Accepted: 09/25/2007] [Indexed: 10/22/2022]
Abstract
This paper outlines efforts to improve the teaching and learning methods for research on a second year pre-registration nursing programme in one university in Wales, UK. This focussed on experiential approaches supported by electronic learning resources. A subsequent evaluation aimed to elicit participating students' and lecturers' perceptions of the success of the experiential approaches and the supporting resources. A questionnaire was distributed to 53 student nurses who participated in the experiential learning and this was supplemented with an informal qualitative 'graffiti board' evaluation with the cohort; and a group interview with 4 of the lecturers who had acted as group facilitators during the experiential research sessions. The findings revealed that similar issues were pertinent for both lecturers and students and these were contained within three distinct themes relating to the structure, process and outcomes of the teaching and learning approaches. The student-led approach to evaluation offers a fresh outlook which ensures that the emic perspective is included through the study. The study sheds light on the strengths and limitations of experiential approaches to research teaching and suggest that this is a challenging approach both for students and lecturers, which should not be entered into lightly.
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Affiliation(s)
- Fiona Irvine
- Liverpool John Moores University, School of Nursing and Primary Care Practice, 79 Tithebarn Street, Liverpool L2 2ER, United Kingdom.
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Curtis J. Working together: a joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings. Int J Ment Health Nurs 2007; 16:285-93. [PMID: 17635628 DOI: 10.1111/j.1447-0349.2007.00478.x] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
There is ongoing concern among mental health professionals regarding the recruitment of newly graduated nurses to this specialist nursing area. Many reasons for the problem have been identified, including the perceived inadequate preparation by the tertiary sector, students' prejudices and anxieties about mental illness, a perceived lack of support while undertaking clinical placement, and the quality of the clinical placement itself. This paper describes a collaborative response to these issues undertaken in the Illawarra region of New South Wales, Australia. The implementation of preclinical undergraduate workshops using problem-based learning and role plays were undertaken. Mental health nursing scenarios were developed in association with experienced clinicians to introduce core concepts in a supportive learning environment. Quantitative and qualitative evaluation data were collected immediately following the workshop and again after the students returned to the university following a mental health clinical placement. A further survey of one cohort was undertaken 12 months after initial state registration and the beginning of a career in mental health nursing. Results showed that both students' and clinicians' attitudes to the workshops were consistently positive and indicated that the workshops were beneficial in preparing students for their clinical placement. Importantly, since the implementation of the workshops and other collaborative initiatives, an increasing number of newly graduated nurses from the region are choosing to work in mental health.
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Affiliation(s)
- Janette Curtis
- School of Nursing, Midwifery and Indigenous Health, University of Wollongong, Wollongong, New South Wales, Australia.
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