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Oh S, Park J. A Literature Review of Simulation-Based Nursing Education in Korea. NURSING REPORTS 2023; 13:506-517. [PMID: 36976698 PMCID: PMC10051872 DOI: 10.3390/nursrep13010046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 03/04/2023] [Accepted: 03/07/2023] [Indexed: 03/29/2023] Open
Abstract
This study reviewed the papers that studied the effect of simulation nursing education in the nursing field and examined the trend of simulation nursing education for nursing college students in Korea. BACKGROUND Simulation-based education started receiving attention as a pedagogical method in order to provide medical service of high quality in an ethical and safe environment. This has been of great importance during the coronavirus disease 2019 global pandemic. This literature review was conducted to suggest a direction for simulation-based nursing education in Korea. METHODS For literature searches, the authors used the following search terms in the Web of Science, CINAHL, Scopus, PubMed-'utilization', 'simulation,' 'nursing student', 'nursing education'. A final search was conducted on 6 January 2021. The materials for this study were collected through literature searches according to the PRISMA guidelines. RESULTS 25 papers were selected as the final literature for analysis. The study was conducted for 48 percent of senior students in nursing college students in Korea (N = 12). High fidelity (HF) as the simulation type was 44 percent (N = 11). The simulation education subjects were composed of 52 percent adult health nursing (N = 13). According to educational goals described by Benzamine Bloom (1956), 90% in the psychomotor domain is considered a positive learning achievement. CONCLUSIONS Effectiveness in the psychomotor domain through simulation-based training is correlated with expert nursing. It is essential to develop a systematic debriefing model and methods to evaluate performance and learning in the short- and long-term to expand the effectiveness of simulation-based education in nursing.
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Affiliation(s)
- Sumee Oh
- College of Nursing, Hanyang University, Seoul 04763, Republic of Korea
| | - Jungmin Park
- College of Nursing, Hanyang University, Seoul 04763, Republic of Korea
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Shin J, Le J, Hessol NA, Miller SM. Development of a curriculum integrating biostatistics and study design with core sciences in an organ system block. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1091-1097. [PMID: 36154953 DOI: 10.1016/j.cptl.2022.07.038] [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: 06/30/2021] [Revised: 06/23/2022] [Accepted: 07/20/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The objectives of this study were to develop and evaluate a curriculum that integrated biostatistics and research design content with core sciences content within a pharmacy course. METHODS An inquiry curriculum was developed in 2019 and included lectures on biostatistics and research design with small group discussions of clinical research papers directly related to the core sciences content. Students' perceptions and pass rates between students who did (2019 cohort) and did not (2018 cohort) undergo the curriculum were compared. Test scores taken approximately one year after completion of each cohort's course were also compared. RESULTS Of 127 students in the 2019 cohort, 120 (94%) responded. Over 90% agreed or strongly agreed that inquiry and core sciences contents were integrated well. The 2019 cohort had a significantly higher pass rate than the 2018 cohort on two of three assessment questions evaluated: one multiple choice question (P = .037) and one short answer question (P = .013). After adjustments for baseline characteristics, retention study volunteers from the 2019 cohort had a significantly higher percent test score than those from the 2018 cohort (parameter estimate = 8.48%; P = .026). CONCLUSIONS An inquiry curriculum consisting of select biostatistics and research design topics can be integrated with a core sciences curriculum in a large integrated pharmacy course. Inclusion of this content increased student academic performance and retention of knowledge and skills.
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Affiliation(s)
- Jaekyu Shin
- Clinical Pharmacy, Department of Clinical Pharmacy, School of Pharmacy, University of California, San Francisco, 521 Parnassus Avenue, Floor 3, San Francisco, CA 94143-0622, United States.
| | - Jennifer Le
- Huntington Memorial Hospital, Department of Pharmacy, 100 W California Blvd, Pasadena, CA 91105, United States.
| | - Nancy A Hessol
- Department of Clinical Pharmacy, School of Pharmacy, University of California, San Francisco, 521 Parnassus Avenue, Floor 3, San Francisco, CA 94143-0622, United States.
| | - Susan M Miller
- Department of Pharmaceutical Chemistry, School of Pharmacy, University of California, San Francisco, 600 16th St, Rm S512B, San Francisco, CA 94158-2280, United States.
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Changuiti O, Moustarhfir N, Marfak A, Saad E, Hilali A, Youlyouz-Marfak I. Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:881-886. [PMID: 34408529 PMCID: PMC8366778 DOI: 10.2147/amep.s318560] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 07/21/2021] [Indexed: 05/31/2023]
Abstract
PURPOSE A health professional's learning curriculum should lead to the acquisition of technical and non-technical skills. This study aims at demonstrating the impact of simulation-based learning (SBL) experience on the learning of midwifery students. PATIENTS AND METHODS Using an experimental design, the experimental group (n=14) received pretest, high fidelity simulation, then a post-test. Whereas the control group (n=14) received pretest, revision of the theoretical course instead of simulation, post-test 1, high fidelity simulation, then a post-test 2. The first scenario was about a normal childbirth when the midwifery students were in their 2nd year. And then the second one was about immediate postpartum hemorrhage when the students moved to their 3rd year. RESULTS During the simulation sessions, the experimental group had a higher mean score in the post-test than the control group. This indicated that the simulation significantly (p<0.001) increased the students' knowledge. Also, for both eutocic and dystocic delivery simulation experiments, students obtained higher score in the second simulation sessions (19.69 and 19.4 for eutocic and dystocic, respectively) than in the first session (11.23 and 9.12 for eutocic and dystocic, respectively; p<0.0001). CONCLUSION These findings confirm that SBL offers an opportunity for learners to be immersed in an environment that is closer to reality, thus improving learning in a safe environment.
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Affiliation(s)
- Omaima Changuiti
- Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco
| | - Nawar Moustarhfir
- Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco
| | - Abdelghafour Marfak
- Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco
- National School of Public Health, Rabat, 10000, Morocco
| | - Elmadani Saad
- Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco
| | - Abderraouf Hilali
- Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco
| | - Ibtissam Youlyouz-Marfak
- Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco
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Effects of a Simulation With Team-Based Learning on Knowledge, Team Performance, and Teamwork for Nursing Students. Comput Inform Nurs 2020; 38:367-372. [PMID: 32349024 DOI: 10.1097/cin.0000000000000628] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Simulation and team-based learning are reported as useful strategies in nursing education. However, empirical evidence on the effects of participating in an integrated course of team-based learning and simulation is limited. The aim of this study was to identify the effects of a nursing simulation program with team-based learning on knowledge, team performance, and teamwork among Korean nursing students. A one-group pretest-posttest design was used. Fourth-year students (N = 229) participated in a 32-hour nursing simulation program with team-based learning. Each of the three sessions of the program involved a 3-hour task training with video-assisted learning and skills performance assessment, 1-hour team-based learning, and 4-hour simulation session with a high-fidelity simulator. In addition to the knowledge test and performance assessment, participants completed a self-administered questionnaire on teamwork. Participants achieved higher scores in the Group Readiness Assurance Test than they did in the Individual Readiness Assurance Test. The posttest scores on team performance and teamwork were significantly higher than their pretest scores. The simulation with team-based learning induced favorable effects on participants' knowledge, performance, and teamwork. A curricular integration of simulation program with team-based learning is consistent with achieving outcomes-based learning in nursing education.
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Evju AS, Høgbakk ML, Lindgren SJ, Gustin LW. Balancing between challenges and trust: Nursing students' experiences of participating in a course in wilderness medicine. Nurse Educ Pract 2020; 48:102863. [PMID: 32932189 DOI: 10.1016/j.nepr.2020.102863] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Revised: 08/10/2020] [Accepted: 08/17/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Anne Svelstad Evju
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Narvik, Norway.
| | - Mona Lahm Høgbakk
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Narvik, Norway
| | - Sari Johanna Lindgren
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Narvik, Norway
| | - Lena Wiklund Gustin
- School of Health, Care and Social Welfare, Mälardalen University, Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Narvik, Norway
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Santos MZD, Otani MAP, Tonhom SFDR, Marin MJS. Degree in Nursing: education through problem-based learning. Rev Bras Enferm 2019; 72:1071-1077. [PMID: 31432967 DOI: 10.1590/0034-7167-2018-0298] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2018] [Accepted: 09/06/2018] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To describe how undergraduate courses in Nursing are using the problem-based learning (PBL). METHOD Integrative literature review, from searches in the databases Education Resources Information Center (ERIC), Latin American and Caribbean Health Sciences Literature (Lilacs), and PubMed, from 2010 to 2015. 36 articles were analyzed. RESULTS A teaching method used in all continents, the PBL enables improvement of the critical thinking, autonomy, motivation for learning, active search attitude, ability to work in teams, and problem-solving. Difficulties and challenges relate to the training of students and teachers to understand the principles of the method. FINAL CONSIDERATIONS The benefits of PBL coincide with the needs of nursing training, but its applicability demands constant review in seeking to develop the skills necessary for this training.
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Romero‐Martín M, Gómez‐Salgado J, Robles‐Romero JM, Jiménez‐Picón N, Gómez‐Urquiza JL, Ponce‐Blandón JA. Systematic review of the nature of nursing care described by using the Caring Behaviours Inventory. J Clin Nurs 2019; 28:3734-3746. [DOI: 10.1111/jocn.15015] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2018] [Revised: 05/30/2019] [Accepted: 06/30/2019] [Indexed: 12/21/2022]
Affiliation(s)
| | - Juan Gómez‐Salgado
- Department of Sociology, Social Work and Public Health University of Huelva Huelva Spain
- Safety and Health Posgrade Program University Espíritu Santo Guayaquil Ecuador
| | | | - Nerea Jiménez‐Picón
- Centro Universitario de Enfermería Cruz Roja University of Seville Sevilla Spain
| | - José Luis Gómez‐Urquiza
- Department of Nursing, Facultad de Ciencias de la Salud, Parque Tecnológico de Ciencias de la Salud University of Granada Granada Spain
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Yun SY, Choi JY. [A Comparative Study on Learning Outcomes according to the Integration Sequences of S-PBL in Nursing Students: Randomized Crossover Design]. J Korean Acad Nurs 2019; 49:92-103. [PMID: 30837446 DOI: 10.4040/jkan.2019.49.1.92] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2018] [Revised: 01/14/2019] [Accepted: 01/14/2019] [Indexed: 11/09/2022]
Abstract
PURPOSE This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. METHODS In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. RESULTS The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, p<.001) and clinical judgment (t=-4.71, p<.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). CONCLUSION The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.
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Affiliation(s)
- So Young Yun
- College of Nursing, Chonnam National University, Gwangju, Korea
| | - Ja Yun Choi
- College of Nursing, Chonnam National University, Gwangju, Korea.
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Montenery S. Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students. Creat Nurs 2017; 23:102-111. [PMID: 28468706 DOI: 10.1891/1078-4535.23.2.102] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.
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Effects of Simulation With Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students. ACTA ACUST UNITED AC 2017; 35:145-151. [DOI: 10.1097/cin.0000000000000308] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Cantrell ML, Meyer SL, Mosack V. Effects of Simulation on Nursing Student Stress: An Integrative Review. J Nurs Educ 2017; 56:139-144. [DOI: 10.3928/01484834-20170222-04] [Citation(s) in RCA: 47] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Accepted: 10/26/2016] [Indexed: 11/20/2022]
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Pai HC, Ko HL, Eng CJ, Yen WJ. The mediating effect of self-reflection and learning effectiveness on clinical nursing performance in nursing students: A follow-up study. J Prof Nurs 2017; 33:287-292. [PMID: 28734489 DOI: 10.1016/j.profnurs.2017.01.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2016] [Accepted: 01/16/2017] [Indexed: 10/20/2022]
Abstract
The effectiveness of simulation learning and the effects of anxiety in the simulated situation have been understudied. In addition, research on the association between learning effectiveness and students' clinical care performance in the hospital setting is very limited in Taiwan. The aim of this study is to examine the mediating effect of self-reflection and simulation learning effectiveness on the clinical nursing performance of nursing students. A Prospective, longitudinal, and correlational design was used. The study was conducted from December 2014 to July 2015. Participants were 293 nursing students in southern Taiwan. A structural model was specified and tested using partial least squares structural equation modeling to examine the relationships between the variables. The results revealed that the model was robust in terms of its measurement quality (reliability, validity, and goodness of fit), with the data's explaining 38.3% of variance in nursing competence. As self-reflection and learning effectiveness were added into the structural model, the effect of anxiety on nursing competence was still significant, but the regression coefficient (β) estimate of -0.41 (p<0.05) changed to β=-0.15 (p<0.050),indicating that self-reflection and learning effectiveness mediated the relationship between anxiety and nursing competence. Nursing competence was negatively affected by anxiety and positively affected by self-reflection (β=0.49, p<0.05) and simulation learning effectiveness (β=0.10, p<0.05). The teacher's encouraging learning can have a positive influence on students' self-reflection and learning effectiveness, which then decreases the effect of anxiety on nursing competence and further promotes students' clinical care ability.
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Affiliation(s)
- Hsiang-Chu Pai
- Department of Nursing, Chung-Shan Medical University, Chung Shan Medical University Hospital, No. 110, Sec.1, Jianguo N. Rd., Taichung City 40201, Taiwan, ROC.
| | - Hui-Ling Ko
- Department of Nursing, Min-Hwei Junior College of Health Care Management
| | - Cheng-Joo Eng
- Department of Child-Educare, Min-Hwei Junior College of Health Care Management
| | - Wen-Jiuan Yen
- Department of Nursing, Chung-Shan Medical University
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Fawaz MA, Hamdan-Mansour AM. Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. NURSE EDUCATION TODAY 2016; 46:36-42. [PMID: 27591378 DOI: 10.1016/j.nedt.2016.08.026] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2016] [Revised: 08/07/2016] [Accepted: 08/19/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND High-fidelity simulation (HFS) offers a strategy to facilitate cognitive, affective, and psychomotor outcomes and motivate the new generation of students. OBJECTIVES The purpose of this study was to examine the impact of using high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. DESIGN A post-test, quasi-experimental design was used. SETTINGS Two private universities in Lebanon were targeted to implement the intervention. PARTICIPANTS A convenience sample of 56 nursing students from two private universities in Lebanon were recruited. METHODS Data were collected using the Lasater Clinical Judgment Rubric and the Motivated Strategies for Learning questionnaires. RESULTS Nursing students exhibited significant improvement in clinical judgment and motivation due to exposure to HFS. There was a significant difference post HFS between the intervention group and the control group in clinical judgment intervention (t=5.23, p<0.001) and motivation for academic achievement (t=-6.71, p<0.001). The intervention group had a higher mean score of clinical judgment (29.5, SD=5.4) than the control group (22.1, SD=5.7) and, similarly, students had higher mean scores of motivation (198.6, SD=10.5) in the intervention group than in the control group (161.6, SD=20). The analysis related to differences between the intervention and control groups in motivation and clinical judgment; controlling for previous experience in health care services, the analysis showed no significant difference (Wilk's lambda =0.77, F=1.09, p=0.374). CONCLUSION There is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap between theoretical knowledge and nursing practice and enhance critical thinking and motivation among nursing students.
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Affiliation(s)
- Mirna A Fawaz
- Nursing Department, Faculty of Health sciences, Beirut Arab University, Beirut, Lebanon.
| | - Ayman M Hamdan-Mansour
- Community Health Department, School of Nursing, The University of Jordan, Amman 11942, Jordan.
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Woda AA, Gruenke T, Alt-Gehrman P, Hansen J. Nursing Student Perceptions Regarding Simulation Experience Sequencing. J Nurs Educ 2016; 55:528-32. [DOI: 10.3928/01484834-20160816-07] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2016] [Accepted: 06/01/2016] [Indexed: 11/20/2022]
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Armstrong R. The use of clinical case studies to develop clinical reasoning in sports therapy students: The students' perspective. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2016. [DOI: 10.12968/ijtr.2016.23.5.230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Aims: The aim of this study was to examine a cohort of second year undergraduate sports therapy students' perceptions regarding the effectiveness of clinical case studies in the development of clinical reasoning skills, and how clinical case studies may influence performance in a sports injury clinic. Methods: The study involved 55 students (23 male, 32 female) and used a mixed methods approach, involving a questionnaire with open ended questions, Likert scale questionnaire and interviews that aimed to determine students' perceptions of their performance. Five main areas were investigated with the open-ended questions: defining clinical reasoning; advantages and disadvantages of clinical case studies; the effectiveness of clinical case studies in comparison to real patients; and whether clinical case studies helped students working in a sports injury clinic. Students completed a 5-point Likert scale that asked three statements regarding the clinical environment. Following the questionnaire, a sample of 15 students were randomly selected for individual interviews. Findings: The results suggested that the students' responses were generally in favour of the use of clinical case studies to aid the development of confidence, communication and clinical reasoning. Conclusions: Clinical learning is unpredictable due to patient interaction, and therefore clinical case studies might be a learning tool that can be used to assist the journey to clinical competence.
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Affiliation(s)
- Ross Armstrong
- Sports Therapy Lecturer, Faculty of Arts and Sciences, Department of Sport and Physical Activity, Edge Hill University, Ormskirk, Lancashire, UK
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Leigh G, Stueben F, Harrington D, Hetherman S. Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency. Int J Nurs Educ Scholarsh 2016; 13:/j/ijnes.2016.13.issue-1/ijnes-2015-0048/ijnes-2015-0048.xml. [DOI: 10.1515/ijnes-2015-0048] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2015] [Accepted: 02/26/2016] [Indexed: 11/15/2022]
Abstract
AbstractThe use of simulation in nursing has increased substantially in the last few decades. Most schools of nursing have incorporated simulation into their curriculum but few are using simulation to evaluate clinical competency at the end of a semester or prior to graduation. Using simulation for such high stakes evaluation is somewhat novel to nursing. Educators are now being challenged to move simulation to the next level and use it as a tool for evaluating clinical competency. Can the use of simulation for high-stakes evaluation add to or improve our current evaluation methods? Using patient simulation for evaluation in contrast to a teaching modality has important differences that must be considered. This article discusses the difficulties of evaluating clinical competency, and makes the case for using simulation based assessment as a method of high stakes evaluation. Using simulation for high-stakes evaluation has the potential for significantly impacting nursing education.
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Affiliation(s)
- Gwen Leigh
- 1Nursing and Allied Health, University of Louisiana at Lafayette, P.O. Box 43810 Lafayette, LA 70504, United States of America
| | - Frances Stueben
- 1Nursing and Allied Health, University of Louisiana at Lafayette, P.O. Box 43810 Lafayette, LA 70504, United States of America
| | - Deedra Harrington
- 1Nursing and Allied Health, University of Louisiana at Lafayette, P.O. Box 43810 Lafayette, LA 70504, United States of America
| | - Stephen Hetherman
- 2Objectivity Plus-Psychometrics, 3909 Ambassador Caffery, Lafayette, LA 70503, United States of America
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