1
|
Andina-Díaz E, Siles-González J, Gutiérrez-García AI, Solano-Ruiz MC. Perception of care from the perspective of nursing students: A study using photovoice, storytelling and poetry. Nurse Educ Pract 2023; 72:103791. [PMID: 37774427 DOI: 10.1016/j.nepr.2023.103791] [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: 06/12/2023] [Revised: 09/01/2023] [Accepted: 09/23/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND The Higher Education in Nursing requires providing students with skills such as critical and reflective thinking about the actions to be carried out so that they are capable of providing humanised and quality care in an increasingly complex and technified society. Participatory teaching methodologies promote the development of these skills. OBJECTIVES to explore the potential of photovoice, storytelling and poetry as instruments capable of encouraging reflection. To identify through images (photovoice) and poetic narratives (storytelling and poetry) the perception that students of the nursing degree express about nursing care. DESIGN qualitative study in the framework of the socio-critical paradigm, using photovoice, storytelling and poetry in the field of care. PARTICIPANTS first-year undergraduate nursing students at two Spanish universities in the academic year 2021-2022. METHODOLOGY 48 images were shown and students were asked to select one, write a narrative and generate a short poem connected to the image. Subsequently, a content analysis was conducted of those poems evoked by the five photographs most chosen by the students. The analysis was supported by qualitative data analysis software. A total of 67 contributions from 67 students were analysed. RESULTS the concepts addressed in the poems and the compositions generated reveal how critical humanist thinking and reflection on the subject of care developed. The topics identified were care, accompaniment throughout the life cycle, working on the basis of values and caring for small details as subcategories of nursing care. CONCLUSION The combination of different tools in university education has encouraged reflection and enabled students to identify for themselves the importance of humanised care. Working on the theoretical foundation in an active way can reduce the gap between theory and practice and foster the empowerment of the nursing identity.
Collapse
Affiliation(s)
- Elena Andina-Díaz
- Department of Nursing and Physiotherapy, University of León, Vegazana Campus, 24170 Leon, Spain; SALBIS Research Group, University of León, Spain; EYCC Research Group, University of Alicante, Spain
| | - José Siles-González
- EYCC Research Group, University of Alicante, Spain; Department of Nursing, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain
| | - Ana Isabel Gutiérrez-García
- EYCC Research Group, University of Alicante, Spain; Department of Nursing, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain.
| | - MCarmen Solano-Ruiz
- EYCC Research Group, University of Alicante, Spain; Department of Nursing, University of Alicante, Carretera San Vicente del Raspeig, s/n, 03690 San Vicente del Raspeig, Spain
| |
Collapse
|
2
|
Nash-Patel T, Anderson E, O'Donoghue B, Paliokosta P, Morrow E. StoryAid: Nursing Students' Relational Learning for Adolescents With Intellectual Learning Disabilities. J Nurs Educ 2023; 62:51-57. [PMID: 36279549 DOI: 10.3928/01484834-20220912-12] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
BACKGROUND Nursing students express fears and anxieties about caring for people with intellectual learning disabilities (ILDs). Educational storytelling interventions may help overcome these concerns and improve nursing care. METHOD StoryAid was used and developed in the Heritage-2Health (H2H) Virtual Art and Drama Project. Eight online sessions followed a story about differences and connections. Two trained facilitators and three academic educators supported nursing students (n = 15), adolescents with ILDs (n = 7), their parents (n = 7), and a specialist teacher to deconstruct, reconnect, and rediscover understandings using rights-based ethnographic evaluation and thematic analysis. RESULTS Themes included relating to the story and characters, participating in the storytelling process, relating to other participants in the storytelling, and relating learning to clinical contexts and professionalism. CONCLUSION The partnership of StoryAid and H2H created safe spaces for nursing students to engage, challenge assumptions, and develop relational skills. [J Nurs Educ. 2023;62(1):51-57.].
Collapse
|
3
|
Davies H, Robertson S, Sundin D, Jacob E. Impact of pre-registration extended immersive ward-based simulation on student learning in preparation for clinical placement. NURSE EDUCATION TODAY 2022; 119:105575. [PMID: 36179424 DOI: 10.1016/j.nedt.2022.105575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Revised: 08/14/2022] [Accepted: 09/18/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Graduate nurses commonly experience significant challenges in transitioning to professional practice. The practice readiness of graduate nurses continues to be a concern for nurse educators and industry partners. Introduction of pre-registration extended immersive ward-based simulation can provide opportunities for students to practice the role of registered nurse before graduation. It is not clear if participation in simulation-based learning transfers to increased preparedness for dealing with real-life situations following entry into the workforce. OBJECTIVE To report on student views on how ward-based immersive simulation assisted in preparing for clinical placement and graduate practice. DESIGN A qualitative, descriptive design was used to conduct a series of face-to-face focus groups. SETTING School of Nursing and Midwifery metropolitan Western Australian university. PARTICIPANTS Final year baccalaureate nursing students who had participated in six four-hour simulation workshops between February and April 2021 were selected through purposive sampling. METHODS Focus group and interview data was transcribed from audio recordings. A six-phase approach was used to analyse data into themes and sub-themes. The study adhered to the consolidated criteria for reporting of qualitative research. RESULTS Three focus groups and one interview were conducted. Eight themes emerged. Student learning was identified as occurring in a variety of ways, such as how to work as a team and was influenced by a number of factors, such as the capacity for students to self-reflect. CONCLUSIONS Learning opportunities for students to practice how to think and work independently as a registered nurse is something that can be supported by pre-registration extended immersive ward-based simulation. Understanding of what will be expected of them once qualified can make students more prepared for professional practice enabling them to apply knowledge gained from simulated experiences to a similar situation as a graduate nurse.
Collapse
Affiliation(s)
- Hugh Davies
- School of Nursing and Mideifery, Edith Cowan University, Western Australia, Australia.
| | - Sue Robertson
- School of Nursing and Mideifery, Edith Cowan University, Western Australia, Australia.
| | - Deb Sundin
- School of Nursing and Mideifery, Edith Cowan University, Western Australia, Australia.
| | - Elisabeth Jacob
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Victoria, Australia.
| |
Collapse
|
4
|
Moonaghi H, Abbaspour H, Kareshki H, Esmaeili H. Positive consequences of the hidden curriculum in undergraduate nursing education: An integrative review. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2022; 27:169-180. [PMID: 36237954 PMCID: PMC9552589 DOI: 10.4103/ijnmr.ijnmr_325_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Revised: 11/20/2021] [Accepted: 01/03/2022] [Indexed: 11/15/2022]
Abstract
Background: Hidden Curriculum (HC) plays an essential role in nursing education and professionalism. However, its positive consequences have been overlooked. Thus, this study aimed to explore and discuss the positive consequences of HC in nursing undergraduate education. Materials and Methods: A comprehensive literature search was conducted to investigate articles published between January 2010 and December 2020. Furthermore, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to select articles, and Consolidated criteria for Reporting Qualitative research (COREQ) and Strengthening the Reporting of Observational studies in Epidemiology (STROBE) tools were employed to appraise qualitative and quantitative studies, respectively. The applied search strategy resulted in a final list of 16 articles out of a total of 132 articles. Next, the data were integrated and categorized using the Whittemore and Knafl methodology. Results: Three categories were identified: Individual Consequences; involving increased self-confidence, self-esteem, assertiveness, adaptation, autonomy, and lifelong learning. Social Consequences; involving enhanced socialization, cultural consciousness, and social interactions. Professional Consequences; involving professional socialization, professional identity, professional ethics, link theory and practice, and professional dignity. Conclusions: Altogether, we concluded that the emergence of HC and its positive and remarkable consequences in nursing knowledge helps the personal, social, and professional development in nursing.
Collapse
|
5
|
Schmid KL, Backhouse S, Cochrane AL, Collins AV, Constable PA, Jalbert I, Sabeti F. A snapshot of optometry teaching in Australia and New Zealand in response to COVID-19. Clin Exp Optom 2021; 104:723-727. [PMID: 33689652 DOI: 10.1080/08164622.2021.1878859] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
Affiliation(s)
- Katrina L Schmid
- School of Optometry and Vision Science, Queensland University of Technology, Kelvin Grove, Australia
| | | | - Anthea L Cochrane
- Department of Optometry and Vision Sciences, The University of Melbourne, Melbourne, Australia
| | - Andrew V Collins
- School of Optometry and Vision Science, The University of Auckland, Auckland, New Zealand
| | - Paul A Constable
- Caring Futures Institute, Flinders University, Adelaide, Australia
| | - Isabelle Jalbert
- School of Optometry and Vision Science, The University of New South Wales, Sydney, Australia
| | - Faran Sabeti
- Discipline of Optometry, Faculty of Health, The University of Canberra, Canberra, Australia
| |
Collapse
|
6
|
Goh YS, Owyong JQY, Seetoh YTM, Hu Y, Chng ML, Li Z. Exploring pedagogies used in undergraduate mental health nursing curriculum: An Integrative Literature Review. Int J Ment Health Nurs 2021; 30:47-61. [PMID: 33386653 DOI: 10.1111/inm.12816] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 10/22/2020] [Accepted: 10/23/2020] [Indexed: 11/30/2022]
Abstract
The growing demand of mental health services among the population and the stigma associated with mental health conditions have resulted in a shortage of skilled nurses competent in delivering quality care to persons experiencing mental health conditions. This suggests the need to develop a systematic and comprehensive curriculum to prepare nursing students for a career in mental health nursing. An integrative review on empirical studies was conducted based on Cooper's five-stage integrative review framework to investigate the different pedagogies and to highlight the elements of an effective curriculum for teaching mental health nursing. All quantitative, qualitative, and mixed-method studies published between 2009 and 2019 that examined pedagogies in mental health nursing for nursing undergraduates were included in this review. Databases of interest included PubMed, Cochrane, PsycINFO, Embase, Scopus, Web of Science, and ProQuest Dissertations and Theses. To ensure methodological rigour and validity, the 23 included studies were independently evaluated by two authors through critical appraisal tools developed by Joanna Briggs Institute for quantitative and qualitative studies. Results from this review were categorized into three themes: (i) the deployment of simulation; (ii) pedagogies in enhancing critical thinking; and (iii) importance of consumer-oriented educational experiences. These results suggested that students would benefit substantially from in-depth discussions, critical reflections, and real-life experiences. Mental health nursing curricula should incorporate simulations, pedagogies for critical thinking, and consumers' lived experience to supplement the clinical rotations.
Collapse
Affiliation(s)
- Yong-Shian Goh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.,Alice Lee Centre for Nursing Studies, National University Health System, Singapore, Singapore
| | - Jenna Qing Yun Owyong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.,Alice Lee Centre for Nursing Studies, National University Health System, Singapore, Singapore
| | - Yu-Ting Michelle Seetoh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.,Alice Lee Centre for Nursing Studies, National University Health System, Singapore, Singapore
| | - Yanan Hu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.,Alice Lee Centre for Nursing Studies, National University Health System, Singapore, Singapore
| | - Mui-Lee Chng
- National University Hospital, National University Health System, Singapore, Singapore
| | - Ziqiang Li
- Institute of Mental Health, Singapore, Singapore
| |
Collapse
|
7
|
Vizcaya-Moreno MF, Pérez-Cañaveras RM. Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17218267. [PMID: 33182337 PMCID: PMC7664855 DOI: 10.3390/ijerph17218267] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 11/05/2020] [Accepted: 11/06/2020] [Indexed: 11/16/2022]
Abstract
Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯
= 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.
Collapse
|
8
|
Hardie P, Darley A, Carroll L, Redmond C, Campbell A, Jarvis S. Nursing & Midwifery students' experience of immersive virtual reality storytelling: an evaluative study. BMC Nurs 2020; 19:78. [PMID: 32821245 PMCID: PMC7433077 DOI: 10.1186/s12912-020-00471-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 08/11/2020] [Indexed: 11/18/2022] Open
Abstract
Background Immersive Virtual Reality (iVR) storytelling is a concept that merges ground-breaking virtual reality technology with the traditional art of storytelling. Virtual reality storytelling offers a rare opportunity to present abstract experiences that challenge boundaries, heighten emotions, and convey previously intangible concepts. Scientific research into immersive virtual reality storytelling is still in its infancy, particularly regarding the field of education in Nursing and Midwifery. Therefore, this study set out to investigate the subjective experience of using an immersive virtual reality storytelling experience as an active pedagogy. Methods This was an evaluative study incorporating a multimodal approach encompassing a cross-sectional survey and observational study conducted in a large University in Ireland, offering major undergraduate and graduate degree programmes in the fields of Nursing and Midwifery. Students were invited to view the innovative virtual reality storytelling experience “Wonderful You” (BHD Immersive) that tells the story of the first 9 months of a baby’s life inside the woman’s womb. On completion, students were asked to complete an anonymous survey about their experience. Observational studies were also carried out, examining the student’s engagement and interaction with the iVR experience. A combination of statistical and thematic qualitative analysis was employed to interpret the respective summative rating scale and open-ended response questions in the evaluation survey. Data captured from the observations were grouped into categories and analysed capturing key themes. Results A response rate of 71.2% (n = 94) identified iVR storytelling as a memorable learning experience that triggered students’ engagement and motivation to learn. IVR storytelling enabled students to visualise and better understand abstract concepts. Qualitative analysis of narrative responses revealed the positive evaluations of the iVR storytelling experience. Observational studies further revealed students were highly engaged and interacted positively with the iVR storytelling experience. Conclusions The full potential of this new medium of iVR storytelling has yet to be seen. However, this study provides an encouraging insight into the positive attributes of iVR storytelling that engages students and creates authentic active learning experiences.
Collapse
Affiliation(s)
- Philip Hardie
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Andrew Darley
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Lorraine Carroll
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Catherine Redmond
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Abraham Campbell
- School of Computer Science, University College Dublin, Dublin, Ireland
| | - Suzi Jarvis
- Innovation Academy, University College Dublin, Dublin, Ireland
| |
Collapse
|