Experiences of Arab male nursing students during high fidelity maternity simulation training

Experiences of simulation-based learning among undergraduate nursing students: A systematic review and meta-synthesis

OBJECTIVES

We aimed to examine the experiences of simulation-based learning (SBL) among undergraduate nursing students.

DESIGN

We conducted a systematic review and meta-synthesis on the experiences among undergraduate nursing studies who received SBL.

DATA SOURCES

We searched through six databases namely PubMed, CINAHL, Scopus, Web of Science, Embase, ProQuest, for qualitative studies published from January 2011 to January 2022.

REVIEW METHODS

A meta-synthesis was conducted according to the three-stage framework outlined by Thomas and Harden (2008). Critical appraisal was performed using the Critical Appraisal Skills Program (CASP) checklist. A standardised data extraction form was developed with reference from JBI Qualitative Assessment and Review Instrument Data Extraction Tools for Qualitative Research (JBI-QARI) checklist for data extraction.

RESULTS

Fifteen studies were included, and four themes emerged from the synthesis: (1) acquiring knowledge and skills through SBL; (2) positive experiences of using high-fidelity simulation (HFS) and virtual reality simulation (VRS) methods; (3) challenges encountered while using SBL methods and (4) drawing parallels between simulation and real clinical settings.

CONCLUSION

SBL allowed undergraduate nursing students to gain knowledge, acquire skills and have a positive SBL experiences. However, the provision of innovative strategies and resources for nursing students to overcome SBL-based challenges are still needed.

Nursing simulation practicum for delivery care: A scoping review

OBJECTIVES

The purpose of this scoping review was to explore the state of the current body of knowledge on the use of nursing simulation for maternal nursing practicum with a focus on content and measured outcomes.

DESIGN

This is a scoping review.

DATA SOURCES

The literature search was performed using five databases (CINAHL, Cochrane, EMBASE, PubMed, and Web of Science).

REVIEW METHOD

The review was conducted on quantitative and reflection/review studies that evaluated or described nursing simulation for delivery care, published between 2000 and 2020 in English and Korean. Two authors independently reviewed the studies and their references for additional literature search. Selected studies were charted to describe the study characteristics, and content and outcome of nursing simulation for delivery care.

RESULTS

Fifteen articles were included in the review, of which twelve were intervention studies and three were reflection/review studies. The duration of the nursing simulations for delivery care ranged from 20 min to 4 h, with two to eight students in each simulation group. All nursing simulations focused on the normal, uncomplicated delivery process, with nine studies engaging in debriefing, but without pre- and/or post-assessments. The most frequently measured outcomes were knowledge, satisfaction, and clinical practice competency.

CONCLUSIONS

Studies investigating nursing simulation pedagogy for delivery care were scarce, with limitations in the study designs and large variations in nursing simulation time across studies. Scenarios for nursing simulation for delivery care were rudimentary, and they usually focused on normal uncomplicated deliveries. The development of scenarios for high-risk deliveries and integration of pre-and/or post-assessments and debriefing into the nursing simulation are recommended to improve learning outcomes.

The Journey of Saudi Male Nurses Studying within the Nursing Profession: A Qualitative Study

BACKGROUND

Nursing is considered to be a primarily female profession, particularly in Saudi Arabia, despite the fact that male nurses have contributed to the advancement of the nursing profession in various specialties, such as military nursing, mental health, and critical care.

PURPOSE

We explore the factors influencing Saudi male nursing interns to study within the nursing profession in Saudi Arabia.

METHODS

A descriptive qualitative study was conducted. A convenience sample of 12 Saudi male nursing interns from different nursing colleges were recruited, alongside four hospital internship coordinators. The data were collected by conducting two semi-structured focus group interviews and four individual interviews. All the interviews were analyzed using a comparative analytical approach.

RESULTS

Role models and the role of the internship year were identified as factors influencing Saudi male nurses' decision to study nursing. However, hospital placements, cultural preferences, and the preferences of patients and their families for female nurses were the key challenges encountered. Importantly, this study demonstrated that social media plays a critical role in raising awareness regarding the importance of Saudi male nurses. Conclusion: Awareness needs to be raised of the nursing profession as a gender-diverse field through volunteering programs for the community. It is recommended that Saudi male nurses act as role models for students in the Academic Orientation Forum and on social media.

Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country

Introduction

Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students.

Objective

A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students.

Methods

370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used.

Results

Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design.

Conclusion

Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.