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Habibi Baghi M, Abolghasemi M, Zakerimoghadam M, Rezaiezadeh M, Vahidi Asl M. Unveiling CPR training challenges in nursing education: Pedagogical strategies for success. Nurse Educ Pract 2024; 78:104040. [PMID: 38943760 DOI: 10.1016/j.nepr.2024.104040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2024] [Revised: 06/08/2024] [Accepted: 06/17/2024] [Indexed: 07/01/2024]
Abstract
AIM This study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges. BACKGROUND Nursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges. DESIGN This study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design. METHOD Semi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities. RESULTS Four main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges. CONCLUSIONS Among the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.
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Affiliation(s)
- Masoomeh Habibi Baghi
- Department of Education, Faculty of Education and Psychology, University of Shahid Beheshti, Tehran 1983969411, Iran; Faculty of science, The university of Waterloo, Waterloo N2L 3G1, Canada
| | - Mahmood Abolghasemi
- Department of Education, Faculty of Education and Psychology, University of Shahid Beheshti, Tehran 1983969411, Iran
| | | | - Morteza Rezaiezadeh
- Department of Education, Faculty of Education and Psychology, University of Shahid Beheshti, Tehran 1983969411, Iran; Medical School, College of Life Sciences, University of Leicester, Leicester, UK.
| | - Mojtaba Vahidi Asl
- Department of Software and information systems, University of Shahid Beheshti, Tehran 1416753955, Iran
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Bradley CS, Bliss DZ, Becker A, Olson ET, Flaten C, Gurvich OV, Muehlbauer M, Condon J, Bauer J. Development and Evaluation of a Wearable Simulator System. Clin Simul Nurs 2023; 81:101428. [PMID: 38053582 PMCID: PMC10695350 DOI: 10.1016/j.ecns.2023.101428] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Abstract
Background Peer physical examination is a clinical teaching-learning approach used for decades because of the convenient sample of peers for practicing. However, this approach has limitations when learning to assess abnormalities and threatens psychologically safe learning. A wearable simulator system was designed for learning physical examination skills to minimize ethical and learning challenges. Sample The sample consisted of fifty prelicensure nursing students and ten faculty in an upper Midwest university. Method The wearable simulator was constructed into a vest with RFID tags and ribcage landmarks. An observational, evaluative design was used for participants to rate seven categories during a one-hour evaluation session of the wearable simulator worn by a standardized patient trained to portray an individual with pneumonia. Results Satisfaction was rated highly among participants. More than 80% of student participants indicated the wearable simulator promotes privacy and reduces embarrassment. Conclusion The wearable simulator system offers a promising teaching-learning alternative with scenario-specific auscultation and palpation feedback to provide a safe, repeatable, and consistent simulation experience.
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Affiliation(s)
| | - Donna Z Bliss
- University of Minnesota School of Nursing, 308 Harvard Street S.E., Minneapolis, MN 55455, USA
| | - Adam Becker
- Innovative Design Labs, Inc., Minneapolis, Minnesota, USA, 861 E Hennepin Ave Suite 350, Minneapolis, MN 55414, USA
| | - Erica Timko Olson
- University of Minnesota School of Nursing, 308 Harvard Street S.E., Minneapolis, MN 55455, USA
| | - Carol Flaten
- University of Minnesota School of Nursing, 308 Harvard Street S.E., Minneapolis, MN 55455, USA
| | - Olga V Gurvich
- University of Minnesota School of Nursing, 308 Harvard Street S.E., Minneapolis, MN 55455, USA
| | - Marshall Muehlbauer
- University of Minnesota School of Nursing, 308 Harvard Street S.E., Minneapolis, MN 55455, USA
| | - John Condon
- Innovative Design Labs, Inc., Minneapolis, Minnesota, USA, 861 E Hennepin Ave Suite 350, Minneapolis, MN 55414, USA
| | - Jeremiah Bauer
- Realityworks Inc., 2709 Mondovi Rd, Eau Claire, WI 54701, USA
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Dimonte V, Gonella S, Albanesi B, Malinverni E, Campagna S, Conti A. The Contribution of Dance Movement Therapy in Promoting Nursing Students' Interpersonal Skills during the COVID-19 Pandemic: A Descriptive Phenomenological Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1376. [PMID: 36674130 PMCID: PMC9858882 DOI: 10.3390/ijerph20021376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Revised: 01/06/2023] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
During the COVID-19 pandemic, most universities closed or reduced clinical placements (CPs), limiting nursing students' opportunities to practice communication and interpersonal skills before graduating. When applied in nursing curriculums, Dance Movement Therapy (DMT) enhances students' understanding of the theoretical concepts of communication and interpersonal skills, representing a valuable educational tool when CPs are reduced, as during the COVID-19 pandemic. This descriptive phenomenological study aims to describe the contribution of DMT in promoting third-year nursing students' relational skills during the COVID-19 pandemic. Thirty-four nursing students who attended a DMT workshop completed a reflective journal. Data were analysed using content analysis. Three themes emerged: struggling to care for patients during the COVID-19 pandemic, lived experience of DMT, and professional identity development. The first theme illustrates the connection participants made between their experiences during the DMT workshop and the caregiving challenges imposed by the pandemic; the second theme describes how the workshop fostered emotional and physical connections among its participants; the third theme focuses on the awareness participants acquired regarding their professional role during the workshop. When CPs opportunities are limited, DMT workshops can represent an educational tool to promote interpersonal and communication skills among nursing students, facilitating their transition into the profession.
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Affiliation(s)
- Valerio Dimonte
- Department of Public Health and Pediatrics, University of Torino, 10126 Turin, Italy
| | - Silvia Gonella
- Department of Public Health and Pediatrics, University of Torino, 10126 Turin, Italy
- Città Della Salute e Della Scienza University Hospital, 10126 Turin, Italy
| | - Beatrice Albanesi
- Department of Public Health and Pediatrics, University of Torino, 10126 Turin, Italy
| | - Eugenia Malinverni
- Department of Public Health and Pediatrics, University of Torino, 10126 Turin, Italy
| | - Sara Campagna
- Department of Public Health and Pediatrics, University of Torino, 10126 Turin, Italy
| | - Alessio Conti
- Department of Public Health and Pediatrics, University of Torino, 10126 Turin, Italy
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Chesterton P. Chiropractic lecturer qualities: The student perspective. THE JOURNAL OF CHIROPRACTIC EDUCATION 2022; 36:124-131. [PMID: 35061030 PMCID: PMC9536222 DOI: 10.7899/jce-21-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 05/20/2021] [Accepted: 08/10/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVE Chiropractic lecturers sit at the interface between theoretical education and the transition to clinical practice. They are central to a positive and high-quality learning environment. This study aimed to explore how chiropractic students in the United Kingdom rate the importance of lecturer qualities and their influence on overall preregistration course experience. METHODS An online mixed-method questionnaire was used. Data were converted into proportions with lower and upper limits of the 95% confidence interval (CI). Likert-scale questions were treated as numeric variables with the mean, mode, median, and percentage calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions. RESULTS Of the population of current UK chiropractic students, 195 completed the questionnaire. Five out of 12 teaching roles were rated as very important, including the ability to deliver high-quality information and evaluate the curriculum (mean = 4.71). Communication ranked as the number 1 personal quality followed by command of the subject. Lecturers were perceived as very important to overall course enjoyment (mean = 4.88) and students' ability to succeed (mean = 4.54). Students felt it was more important that lecturers were clinically active (84%; 95% CI, 78%-89%) than research active (25%; 95% CI, 19%-31%). CONCLUSION Chiropractic students in the United Kingdom recognize the significance of lecturers in the educational experience. A range of qualities were considered important relating to overall course enjoyment and student outcomes. Clinically active lecturers facilitate student development. Of importance, students felt course evaluation and curricula development were valuable qualities in the modern-day lecturer.
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Krishnamurthy K, Selvaraj N, Gupta P, Cyriac B, Dhurairaj P, Abdullah A, Krishnapillai A, Lugova H, Haque M, Xie S, Ang ET. Benefits of gamification in medical education. Clin Anat 2022; 35:795-807. [PMID: 35637557 DOI: 10.1002/ca.23916] [Citation(s) in RCA: 29] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 05/27/2022] [Indexed: 11/09/2022]
Abstract
Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technology-enhanced active learning and multimedia education tools into their curriculum. Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real-world application. They may also help with promoting risk-free healthcare decision-making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages. This collection of hyperlinked resources may be utilized by medical students, practitioners, and instructors at all levels.
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Affiliation(s)
| | - Nikil Selvaraj
- American University of Barbados, Wildey, St Michael, Barbados
| | - Palak Gupta
- American University of Barbados, Wildey, St Michael, Barbados
| | - Benitta Cyriac
- American University of Barbados, Wildey, St Michael, Barbados
| | | | - Adnan Abdullah
- Unit of Occupational Medicine, Universiti Pertahanan Nasional Malaysia, (National Defence University of Malaysia), Kuala Lumpur, Malaysia
| | - Ambigga Krishnapillai
- Unit of Family Medicine, Universiti Pertahanan Nasional Malaysia, (National Defence University of Malaysia), Kuala Lumpur, Malaysia
| | - Halyna Lugova
- Unit of Community Medicine, Universiti Pertahanan Nasional Malaysia, (National Defence University of Malaysia), Kuala Lumpur, Malaysia
| | - Mainul Haque
- Unit of Pharmacology, Faculty of Medicine and Defence Health, Universiti Pertahanan Nasional Malaysia, (National Defence University of Malaysia), Kuala Lumpur, Malaysia
| | - Sophie Xie
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Eng-Tat Ang
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Cheng YC, Huang LC, Yang CH, Chang HC. Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E5442. [PMID: 32731648 PMCID: PMC7432080 DOI: 10.3390/ijerph17155442] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 07/25/2020] [Accepted: 07/27/2020] [Indexed: 11/16/2022]
Abstract
This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the COVID-19 pandemic. During social distancing, interacting with other human beings has been restricted. This would undermine the experiential learning of nursing students. Hence, it is important to develop and evaluate an experiential learning program (ELP) for nursing education. A pre-test and post-test design were used. The study was conducted in a university in Central Taiwan. A total of 103 nursing students participated in the study from February to June 2019. The study intervention was the experiential learning program (ELP), including bodily experiences and nursing activities with babies, pregnant women, and the elderly. After the intervention, the students completed the self-reflection and insight scale (SRIS) and Taiwan Critical Thinking Disposition Inventory (TCTDI) as outcome measures. An independent t-test showed that there was a significant difference between pre-test and post-test in both SRIS and TCTDI (p < 0.01). The Pearson product-moment correlation analysis showed that SRIS and TCTDI were significantly positively correlated (p < 0.01). ELP has a significant impact on the self-reflection and critical thinking of first-year nursing students, which can be used as a reference for the education of nursing students. During these turbulent times, it is especially vital for faculties to provide experiential learning instead of the traditional teaching concept.
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Affiliation(s)
- Yi-Chuan Cheng
- Department of Nursing, Asia University, Taichung 41354, Taiwan;
- Department of Public Health, China Medical University, Taichung 40402, Taiwan
| | - Li-Chi Huang
- School of Nursing, China Medical University, Taichung 40402, Taiwan;
| | - Chi-Hsuan Yang
- Department of Nursing, National Taichung University of Science and Technology, Taichung 404, Taiwan;
| | - Hsing-Chi Chang
- Department of Nursing, National Taichung University of Science and Technology, Taichung 404, Taiwan;
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Illes M, Wilson P, Bruce C. Forensic epistemology: A need for research and pedagogy. Forensic Sci Int Synerg 2019; 2:51-59. [PMID: 32411999 PMCID: PMC7219189 DOI: 10.1016/j.fsisyn.2019.11.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Revised: 11/18/2019] [Accepted: 11/20/2019] [Indexed: 11/29/2022]
Abstract
This is the third in a series of articles reporting on forensic epistemology. Our first two research articles presented scientific results that are based in experimental design; including quantitative and qualitative responses from forensic science practitioners to scenarios and evidence. Based on a synthesis of this research there is evidence of a knowledge gap in formal reasoning for some forensic practitioners, and a limited understanding of case-specific research. Combining these results with a review of the current literature in the field of forensic reasoning, we now offer evidence of teaching and research strategies that can help increase the epistemic status (Confidence in, and justification of knowledge) of forensic science claims. This paper focuses on an integrated narrative review using hermeneutic methods of analysis to identify: (i) the epistemic state of forensic science; (ii) strategies to increase of knowledge; (iii) the need for collaboration between practitioners and academics; and, (iv) areas for future research.
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Affiliation(s)
- Mike Illes
- Forensic Science Program, Trent University, 1600 West Bank Drive, Peterborough, ON, K9L 0G2, Canada
- Environmental and Life Sciences Graduate Program, Trent University, 1600 West Bank Drive, Peterborough, ON, K9L 0G2, Canada
| | - Paul Wilson
- Environmental and Life Sciences Graduate Program, Trent University, 1600 West Bank Drive, Peterborough, ON, K9L 0G2, Canada
- Biology Department, Trent University, 1600 West Bank Drive, Peterborough, ON, K9L 0G2, Canada
| | - Cathy Bruce
- School of Education, Trent University, 1600 West Bank Drive, Peterborough, ON, K9L 0G2, Canada
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