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Koo HY, Lee BR, An H. Development and evaluation of case video-based debriefing on a simulation of high-risk neonatal care for nursing students in South Korea: a mixed-methods study. BMC Nurs 2023; 22:340. [PMID: 37759215 PMCID: PMC10523609 DOI: 10.1186/s12912-023-01507-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 09/13/2023] [Indexed: 09/29/2023] Open
Abstract
BACKGROUND The debriefing process after health care simulations should provide a psychologically safe learning environment for nursing students. Case video-based debriefing on a simulation of high-risk neonatal care can help nursing students feel psychologically safe and make learning more effective. In this study, we developed case video-based debriefing materials for a simulation of high-risk neonatal care for nursing students in South Korea and evaluated their effects. METHODS This mixed-methods study, consisting of a survey and an in-depth interview, was conducted between August and December 2022. The participants were 27 nursing students for the development of the case video-based debriefing and 51 nursing students for the evaluation of its effects (25 in the experimental group and 26 in the control group) at a university in South Korea. A case video-based debriefing on a simulation of high-risk neonatal care was developed, and the experimental group took part in case video-based debriefing. The participants' self-efficacy, critical thinking, state anxiety, and satisfaction with practice were examined. The experimental group's learning experiences were explored. Quantitative data were analyzed using the chi-square test, the unpaired t-test, and repeated-measures analysis of variance. Qualitative content analysis was conducted. RESULTS In the experimental group, critical thinking and satisfaction with practice increased to a greater extent than in the control group. However, the changes in self-efficacy and state anxiety were not significantly different between the experimental and control groups. Four categories were extracted from nursing students who participated in the case video-based debriefing: "learning facilitated by the simulation," "expanded learning," "safe learning environment," and "efficient utilization of case videos." CONCLUSIONS Case video-based debriefing on a simulation of high-risk neonatal care effectively enhanced nursing students' critical thinking and satisfaction with practice, and it will be utilized to improve nursing students' competency in high-risk neonatal care.
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Affiliation(s)
- Hyun Young Koo
- College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, 33 Duryugongwon-Ro, 17 Gil, Nam-Gu, Daegu, 42472 Korea
| | - Bo Ryeong Lee
- College of Nursing, Daegu Catholic University, 33 Duryugongwon-Ro, 17 Gil, Nam-Gu, Daegu, 42472 Korea
| | - Hyeran An
- College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, 33 Duryugongwon-Ro, 17 Gil, Nam-Gu, Daegu, 42472 Korea
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Tang Y, Gu R, Zhao Y, Wang J, Zhang Y, Li Q, Wang Z, Wang S, Wei Q, Wei L. Effectiveness of a Game-Based Mobile Application in Educating Nursing Students on Venous Blood Specimen Collection: A Randomized Controlled Trial. Games Health J 2023; 12:63-72. [PMID: 36413059 DOI: 10.1089/g4h.2022.0085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Aim: Incorporating mobile applications into traditional clinical teaching methods to assess the impact of game-based mobile applications on the practical knowledge and skill levels of venous blood specimen collection among nursing students. Background: Although game-based mobile applications are recognized as teaching aids that replicate clinical practice in a safe environment, their impact and effectiveness are relatively unknown in the education of nursing students. Design: In September 2021, a single-blind randomized controlled trial was conducted in a university-affiliated hospital in China. Methods: One hundred five nursing students were randomly divided into the control group (n = 53) and the experimental group (n = 52). All participants received the same theoretical and operational training. For the next 7 days, the experimental group used a game-based mobile application, and the control group practiced venous blood specimen collection using traditional teaching methods. We observed the before-and-after comparison of the skill performance and learning curve of both groups of participants. Results: The final skill performance scores of the nursing students in the experimental group were higher than that of the nursing students in the control group (P < 0.001). Analysis of the learning curve showed that to master the skills, the experimental and control groups needed an average of 8 and 10 repetitions, respectively. Conclusion: This mobile application has a positive learning effect on nursing students' venous blood specimen collection skills in the short term. It should be applied to the training of clinical nursing skills.
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Affiliation(s)
- Yalin Tang
- School of Nursing, Qingdao University, Qingdao, China
| | - Ruting Gu
- Department of Thoracic Surgery, The Affiliated Hospital of Qingdao University, Qingdao, China
| | - Yafei Zhao
- School of Nursing, Qingdao University, Qingdao, China
| | - Jingyuan Wang
- Department of Neurology, The Affiliated Hospital of Qingdao University, Qingdao, China
| | - Yan Zhang
- Department of Vasculocardiology, The Affiliated Hospital of Qingdao University, Qingdao, China
| | - Qianqian Li
- Department of Ophthalmology, The Affiliated Hospital of Qingdao University, Qingdao, China
| | - Zihan Wang
- School of Nursing, Qingdao University, Qingdao, China
| | - Siyao Wang
- Cardiac Care Unit, The Affiliated Hospital of Qingdao University, Qingdao, China
| | - Qiaofeng Wei
- Department of Nursing, Laixi Municipal Hospital, Qingdao, China
| | - Lili Wei
- Office of the Dean, The Affiliated Hospital of Qingdao University, Qingdao, China
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Oliveira Silva G, Oliveira FSE, Coelho ASG, Cavalcante AMRZ, Vieira FVM, Fonseca LMM, Campbell SH, Aredes NDA. Effect of simulation on stress, anxiety, and self-confidence in nursing students: Systematic review with meta-analysis and meta-regression. Int J Nurs Stud 2022; 133:104282. [DOI: 10.1016/j.ijnurstu.2022.104282] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 04/19/2022] [Accepted: 05/17/2022] [Indexed: 01/18/2023]
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Koo HY, Lee BR. Development and evaluation of a pediatric nursing competency-building program for nursing students in South Korea: a quasi-experimental study. CHILD HEALTH NURSING RESEARCH 2022; 28:167-175. [PMID: 35953066 PMCID: PMC9371797 DOI: 10.4094/chnr.2022.28.3.167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Revised: 06/23/2022] [Accepted: 06/27/2022] [Indexed: 11/06/2022] Open
Abstract
PURPOSE The present study aimed to develop and examine the effectiveness of a pediatric nursing competency-building program for nursing students. METHODS This was a quasi-experimental study with a nonequivalent control group pretest-posttest design conducted between October and December 2021. The participants included 40 nursing students (20 each in the experimental and control groups) at a university in a South Korean city. The pediatric nursing competency-building program integrated problem-based learning and simulation into clinical field practice. The experimental group participated in the program, while the control group did not. Data were analyzed using the x2 test, the independent t-test, and repeated-measures analysis of variance. RESULTS Pediatric nursing competency and clinical performance showed a greater increase in the experimental group than in the control group. However, the change in problem-solving ability in the experimental group was not significantly different from that in the control group. CONCLUSION The pediatric nursing competency-building program effectively improved students' pediatric nursing competency and clinical performance.
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Affiliation(s)
- Hyun Young Koo
- Professor, College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
| | - Bo Ryeong Lee
- Doctoral Candidate, College of Nursing, Daegu Catholic University, Daegu, Korea
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Koo HY, Lee BR. Development of a protocol for guidance in the pediatric nursing practicum in South Korea: a methodology study. CHILD HEALTH NURSING RESEARCH 2022; 28:51-61. [PMID: 35172080 PMCID: PMC8858780 DOI: 10.4094/chnr.2022.28.1.51] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 11/08/2021] [Indexed: 11/24/2022] Open
Abstract
Purpose Practical training in pediatric nursing gives students the opportunity to apply nursing knowledge to children in a realistic clinical context. Clinical practice faculty (CPF) and clinical nursing instructor (CNI) have played important roles in the pediatric nursing practicum. This study was conducted to develop a protocol to guide clinical practicum in pediatric nursing. Methods A service design methodology was employed between August 2020 and May 2021 at four universities and four hospitals in South Korea. The participants were five CPFs, five CNIs, five nursing college graduates, and 60 nursing students. The service design process had four phases: discovery, definition, development, and delivery. Data were collected through self-report questionnaires, in-depth interviews, and observations. The data were analyzed using content analysis and descriptive statistics. Results The participants reported needs for providing concrete guidance and explanation, nursing practice experience, and a link between school and the clinical field. A protocol was developed to fulfill the participants' needs. The protocol comprised detailed information, teaching methodology, and partnership to guide students in the pediatric nursing practicum. Conclusion The protocol developed in this study can be used to provide guidance for students' clinical practice in the field of pediatric nursing.
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Affiliation(s)
- Hyun Young Koo
- Professor, College of Nursing · Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
- Corresponding author Hyun Young Koo College of Nursing · Research Institute of Nursing Science, Daegu Catholic University, 33 Duryugongwon-ro, 17 gil, Nam-gu, Daegu 42472, Korea TEL: +82-53-650-4829 FAX: +82-53-650-4392 E-MAIL:
| | - Bo Ryeong Lee
- Graduate Student, College of Nursing, Daegu Catholic University, Daegu, Korea
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Integration of Technology to Clinical Teaching: The Impact of Mobile and Web-Based Software Automation Designed for Midwifery Students on Motivation, Time Management and Anxiety Levels. Midwifery 2022; 106:103248. [DOI: 10.1016/j.midw.2021.103248] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 12/29/2021] [Accepted: 12/31/2021] [Indexed: 11/22/2022]
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Ingram A, Bellows F, McKisson E, Kaufman L, Scimeca A, Diab D, Khuhro A, Jaso A, Sampson M, Posid T. Implementation and Assessment of a Urology Education Curriculum for Nursing Residents. J Contin Educ Nurs 2021; 52:511-516. [PMID: 34723718 DOI: 10.3928/00220124-20211008-06] [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: 11/20/2022]
Abstract
BACKGROUND Urethral catheter placement is a common hospital procedure, and the urology service is often consulted for difficult catheterizations. Simulation-based education is used to improve procedural proficiency and could be used to increase confidence and comfort with difficult catheter placement. This study provides simulation-based education to help new nursing residents learn to perform independent Foley catheter placement and maintenance. METHOD All incoming nursing residents at our institution prospectively participated in this curriculum beginning in January 2020 (n = 291). Participants watched an instructional video and participated in a hands-on simulation. RESULTS Nursing trainees rated pre- to post-curriculum gains in content knowledge (p < .001) and confidence (p < .001). Participants reported that the curriculum increased their understanding of the procedure (p < .001) and that they would recommend it to peers (p < .001). CONCLUSION This educational initiative is a partnership between the Department of Urology and Department of Nursing to introduce and reinforce best practices for the care of patients who need Foley catheter placement and maintenance. [J Contin Educ Nurs. 2021;52(11):511-516.].
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Koo HY, Lee BR. Educational needs for practicing neonatal intensive care among Korean nursing students. CHILD HEALTH NURSING RESEARCH 2021; 27:339-353. [PMID: 35004522 PMCID: PMC8650953 DOI: 10.4094/chnr.2021.27.4.339] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 08/14/2021] [Accepted: 09/07/2021] [Indexed: 11/06/2022] Open
Abstract
PURPOSE This study was conducted to investigate the educational needs for practicing neonatal intensive care among Korean nursing students. METHODS An explorative, sequential, mixed-methods design was used. Qualitative content analysis was conducted of in-depth interviews of six nursing students, five clinical practice faculty members, and five nurses in the neonatal intensive care unit. The results of a survey of 174 nursing students were analyzed quantitatively. RESULTS Nursing students, clinical practice faculty members, and nurses wanted opportunities for direct nursing practice and education in school during neonatal intensive care practice. In terms of specific educational content, nursing students expressed the highest observation-related educational needs for communication with medical team members, and they expressed the highest practice-related educational needs for operating medical equipment used for neonatal intensive care. The nursing students' needs with regard to the method of practice education were highest for orientation from the head nurses. CONCLUSION Communication and operating medical equipment were found to be areas with high educational needs for practicing neonatal intensive care among Korean nursing students. Further research is needed to develop an educational framework and setting for practicing neonatal intensive care that would meet their needs.
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Affiliation(s)
- Hyun Young Koo
- Professor, College of Nursing · Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
| | - Bo Ryeong Lee
- Graduate Student, College of Nursing, Daegu Catholic University, Daegu, Korea
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Tinôco JDDS, Enders BC, Sonenberg A, Lira ALBDC. Virtual clinical simulation in nursing education: a concept analysis. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0001. [PMID: 34139113 DOI: 10.1515/ijnes-2020-0001] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 03/23/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To analyze the concept of virtual clinical simulation in nursing education. METHODS The Walker and Avant concept analysis model guided the study process and the data collection followed the integrative literature review method. Databases searched were: CINAHL, PubMed, Education Resources Information Center, and Scopus. Search terms and Boolean operators were: e-simulation OR virtual clinical simulation OR computer-simulation OR computer simulation OR virtual gaming OR virtual reality AND nursing education OR nursing. The sample comprised 45 studies. RESULTS Virtual clinical simulation in nursing education was defined as the innovative teaching and learning technological strategy that provides immersive self-regulated training of nursing practice, reproducing real-life experiences and feedback in a virtual environment that is safe, interactive, dynamic and enjoyable. CONCLUSIONS Clarification of this concept contributes to the development of a standardized terminology to include in the nursing nomenclature system and its dissemination for the construction of nursing science.
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Affiliation(s)
| | - Bertha Cruz Enders
- Nursing Department, Federal University of Rio Grande do Norte, Natal, Rio Grande do Norte, Brazil
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Nascimento KGD, Ferreira MBG, Felix MMDS, Nascimento JDSG, Chavaglia SRR, Barbosa MH. Effectiveness of the serious game for learning in nursing: systematic review. Rev Gaucha Enferm 2021; 42:e20200274. [PMID: 34037114 DOI: 10.1590/1983-1447.2021.20200274] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 10/16/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE To identify the effectiveness of the serious game in improving learning outcomes compared to the different teaching strategies used in the education of nursing students. METHOD Systematic review, conducted from July 2019 to May 2020, at PubMed®, Scopus, CINAHL, Web of Science and LILACS. Studies of experimental and quasi-experimental design were included, with no delimitation of time frame, aimed at nursing students, who approached the use of the serious game as the main teaching strategy compared with other pedagogical methods. RESULTS Six articles were included, which compared the serious game with traditional and active teaching and learning strategies (expository class, text reading and simulation). The studies were considered of moderate quality, with an average score of 12.83. Nursing students submitted to the serious game showed better learning results. CONCLUSION The serious game proved to be more effective for learning in nursing when compared to other teaching strategies.
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Affiliation(s)
- Kleiton Gonçalves do Nascimento
- Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde, Programa de Pós-Graduação stricto sensu em Atenção à Saúde. Uberaba, Minas Gerais, Brasil
| | - Maria Beatriz Guimarães Ferreira
- Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde, Programa de Pós-Graduação stricto sensu em Atenção à Saúde. Uberaba, Minas Gerais, Brasil.,Universidade Federal de Uberlândia (UFU), Faculdade de Medicina, Curso de Graduação em Enfermagem. Uberlândia, Minas Gerais, Brasil
| | - Márcia Marques Dos Santos Felix
- Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde, Programa de Pós-Graduação stricto sensu em Atenção à Saúde. Uberaba, Minas Gerais, Brasil
| | - Juliana da Silva Garcia Nascimento
- Universidade de São Paulo (USP), Escola de Enfermagem de Ribeirão Preto, Programa de Pós Graduação em Enfermagem Fundamental. Ribeirão Preto, São Paulo, Brasil
| | - Suzel Regina Ribeiro Chavaglia
- Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde. Departamento Didático-Científico de Enfermagem na Assistência Hospitalar. Uberaba, Minas Gerais, Brasil
| | - Maria Helena Barbosa
- Universidade Federal do Triângulo Mineiro (UFTM), Instituto de Ciências da Saúde. Departamento Didático-Científico de Enfermagem na Assistência Hospitalar. Uberaba, Minas Gerais, Brasil
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Fonseca LMM, Monteiro JCDS, Aredes ND, Bueno JV, Domingues AN, Coutinho VRD, Baptista RCN. Interdisciplinary simulation scenario in nursing education: Humanized childbirth and birth. Rev Lat Am Enfermagem 2020; 28:e3286. [PMID: 32578750 PMCID: PMC7304975 DOI: 10.1590/1518-8345.3681.3286] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 03/07/2020] [Indexed: 11/23/2022] Open
Abstract
Objective: to develop and validate with a panel of experts a scenario
of maternal-child clinical simulation, related to humanized childbirth and
birth. Method: methodological study based on the Jeffries framework and standardized guides
of the International Nursing Association for Clinical Simulation in
Learning, which used analysis with descriptive statistics for general
aspects of adherence to the aforementioned guide and inferential statistics
for validating the checklist of actions through the
Intraclass Correlation Coefficient (ICC). Results: the scenario contains learning objectives, necessary resources,
prebriefing and debriefing of guidelines,
description of the simulated situation, participants and roles, and
checklist of expected actions. The validation obtained an
agreement level above 80% in all aspects evaluated by 31
experts, highlighting realism of the environment and
setting, vital sign parameters, alignment with scientific literature and
encouragement of critical thinking and problem solving. In addition, the
checklist of actions was validated with 0.899 agreement
among experts, statistically analyzed by the ICC and
Cronbach’s alpha 0.908 (95% confidence interval). Conclusion: the simulated scenario on humanized childbirth and birth can strengthen the
articulation between women’s and children’s health disciplines, and was
validated by experts.
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Affiliation(s)
- Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Juliana Cristina Dos Santos Monteiro
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | | | - Juliana Villela Bueno
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Aline Natália Domingues
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre at the Nursing Research Development, Ribeirão Preto, SP, Brazil
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Peripheral Venipuncture Education Strategies for Nursing Students: An Integrative Literature Review. JOURNAL OF INFUSION NURSING 2020; 43:24-32. [PMID: 31876771 DOI: 10.1097/nan.0000000000000351] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This integrative literature review identified strategies to teach peripheral venipuncture to nursing students. The following databases were searched for primary studies: Biblioteca Virtual em Saúde (BVS), PubMed, Web of Science, Education Resources Information Center (ERIC), SCOPUS, and Cumulative Index to Nursing and Allied Health Literature (CINAHL). The final sample was composed of 24 studies. The literature ranged from descriptive studies to controlled clinical trials and methodologic studies to construct products/instruments for teaching peripheral venipuncture. The most frequently identified teaching strategies were theoretical contents taught via theoretical lecture, e-learning courses, video lessons, and demonstration by specialists combined with practical exercises using a mannequin, human arms, and/or haptic devices. Despite the different methods used currently, the best patient outcomes were achieved when the student received the theoretical content in an educational setting before the practical training on a mannequin and/or a virtual simulator.
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Yeo CL, Ho SKY, Tagamolila VC, Arunachalam S, Bharadwaj SS, Poon WB, Tan MG, Edison PE, Yip WY, Haium AAA, Jayagobi PA, Vora SJ, Khurana SK, Allen JC, Lustestica EI. Use of web-based game in neonatal resuscitation - is it effective? BMC MEDICAL EDUCATION 2020; 20:170. [PMID: 32456704 PMCID: PMC7249390 DOI: 10.1186/s12909-020-02078-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2020] [Accepted: 05/12/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Knowledge and skills decline within months post simulation-based training in neonatal resuscitation. To empower 'Millennial' learners to take control of their own learning, a single-player, unguided web-based Neonatal Resuscitation Game was designed. The present study investigates the effectiveness of the game on retention of resuscitation knowledge and skills. METHODS The study evaluated 162 healthcare professionals who attended simulation-based training in neonatal resuscitation. Following standard simulation-based training, participants were assigned to either a gaming group (Gamers) with access to the web-based Neonatal Resuscitation Game or a control group (Controls) with no access to the game. Although Gamers were given access, game utilization was completely voluntary and at will. Some Gamers chose to utilize the web-based game (Players) and others did not (Non-players). Knowledge and skills in neonatal resuscitation were assessed upon completion of training and 6 months post-training using a multiple-choice question test and a manikin-based skills test. Changes in scores were compared statistically between Gamers vs Controls, Players vs Controls, and Players vs Controls + Non-players using two-sample t-tests. RESULTS At the final assessment, declines in knowledge scores were seen in all groups. Mean change from baseline in knowledge and skill performance scores at 6 months, adjusted for baseline skill performance and MCQ test scores, did not differ significantly between Players vs Controls and Players vs Controls + Non-players. CONCLUSION The web-based game in its current format may not be effective in facilitating retention of knowledge and technical skills in neonatal resuscitation.
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Affiliation(s)
- Cheo Lian Yeo
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore.
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore.
- Duke-NUS Medical School, Singapore 169857, Singapore.
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore.
| | - Selina Kah Ying Ho
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Vina Canlas Tagamolila
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Sridhar Arunachalam
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Srabani Samanta Bharadwaj
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Woei Bing Poon
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Mary Grace Tan
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Priyantha Ebenezer Edison
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
| | - Wai Yan Yip
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
- Department of Neonatology, KK Women's & Children's Hospital, Singapore 229899, Singapore
| | - Abdul Alim Abdul Haium
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
- Department of Neonatology, KK Women's & Children's Hospital, Singapore 229899, Singapore
| | - Pooja Agarwal Jayagobi
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
- Department of Neonatology, KK Women's & Children's Hospital, Singapore 229899, Singapore
| | - Shrenik Jitendrakumar Vora
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Duke-NUS Medical School, Singapore 169857, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
- Department of Neonatology, KK Women's & Children's Hospital, Singapore 229899, Singapore
| | - Simrita Kaur Khurana
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119228, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
- Department of Neonatology, KK Women's & Children's Hospital, Singapore 229899, Singapore
| | | | - Ereno Imelda Lustestica
- Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore 169608, Singapore
- Lee Kong Chian School of Medicine, Singapore 308232, Singapore
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Ghoman SK, Patel SD, Cutumisu M, von Hauff P, Jeffery T, Brown MRG, Schmölzer GM. Serious games, a game changer in teaching neonatal resuscitation? A review. Arch Dis Child Fetal Neonatal Ed 2020; 105:98-107. [PMID: 31256010 PMCID: PMC6951231 DOI: 10.1136/archdischild-2019-317011] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 05/22/2019] [Accepted: 05/31/2019] [Indexed: 12/17/2022]
Abstract
BACKGROUND Neonatal healthcare professionals require frequent simulation-based education (SBE) to improve their cognitive, psychomotor and communication skills during neonatal resuscitation. However, current SBE approaches are resource-intensive and not routinely offered in all healthcare facilities. Serious games (board and computer based) may be effective and more accessible alternatives. OBJECTIVE To review the current literature about serious games, and how these games might improve knowledge retention and skills in neonatal healthcare professionals. METHOD Literature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science and EMBASE databases were performed to identify studies examining serious games in neonatology. All games, such as board games, tabletop games, video games, screen-based simulators, tabletop simulators and virtual reality games were included. RESULTS Twelve serious games were included in this review (four board games, five video games and three virtual reality games). Overall, knowledge improvement was reported for the RETAIN (REsuscitationTrAINing for healthcare professionals) board game (10% increase in knowledge retention) and The Neonatology Game (4.15 points higher test score compared with control). Serious games are increasingly incorporated into Nursing and Medical School Curriculums to reinforce theoretical and practical learning. CONCLUSIONS Serious games have the potential to improve healthcare professionals' knowledge, skills and adherence to the resuscitation algorithm and could enhance access to SBE in resource-intensive and resource-limited areas. Future research should examine important clinical outcomes in newborn infants.
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Affiliation(s)
- Simran K Ghoman
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonoton, Alberta, Canada
| | - Siddhi D Patel
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Faculty of Science, University of Alberta, Edmonoton, Alberta, Canada
| | - Maria Cutumisu
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, Alberta, Canada
- Department of Computing Science, University of Alberta, Edmonton, Alberta, Canada
| | - Patrick von Hauff
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Academic Technology, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Thomas Jeffery
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Academic Technology, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Matthew R G Brown
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Department of Computing Science, University of Alberta, Edmonton, Alberta, Canada
| | - Georg M Schmölzer
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonoton, Alberta, Canada
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15
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Huang PH, Haywood M, O'Sullivan A, Shulruf B. A meta-analysis for comparing effective teaching in clinical education. MEDICAL TEACHER 2019; 41:1129-1142. [PMID: 31203692 DOI: 10.1080/0142159x.2019.1623386] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Aim: Many factors affect learning outcomes, however studies comparing the effectiveness of different clinical teaching methods are limited. We utilize the list of influences on educational achievement compiled by John Hattie to inform a meta-analysis of learning effect sizes (ESs) associated with teaching-learning factors (TLFs) in clinical education. Methods: A literature search was conducted in PubMed to identify articles examining clinically relevant TLFs. Selection criteria were applied to identify learner-focused studies, with subsequent categorization by study design (pretest-posttest or controlled group). The Cohen's ES (d) for each TLF was extracted and a pooled ES determined. Results: From 3454 studies, 132 suitable articles enabled analysis of 16 TLFs' ESs. In general, ESs derived from pretest-posttest data were larger than those from controlled group designs, probably due to learner maturation effect. The TLFs of mastery learning, small group learning and goal settings possessed the largest ESs (d ≥ 0.8), while worked examples, play programs, questioning, concept mapping, meta-cognitive strategies, visual-perception programs and teaching strategies demonstrated ESs between 0.4 and 0.8. Conclusions: This is the first study to provide a rigorous and comprehensive overview of the effectiveness of TLFs in clinical education. We discuss the practical traits shared by effective TLFs which may assist teaching design.
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Affiliation(s)
- Pin-Hsiang Huang
- Office of Medical Education, University of New South Wales , Sydney , Australia
| | - Matthew Haywood
- Office of Medical Education, University of New South Wales , Sydney , Australia
| | - Anthony O'Sullivan
- Faculty of Medicine, University of New South Wales , Sydney , Australia
- Department of Endocrinology, St George and Sutherland Clinical School , Sydney , Australia
| | - Boaz Shulruf
- Office of Medical Education, University of New South Wales , Sydney , Australia
- Centre for Medical and Health Sciences Education, University of Auckland , Auckland , New Zealand
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16
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Castro MJ, López M, Cao MJ, Fernández-Castro M, García S, Frutos M, Jiménez JM. Impact of educational games on academic outcomes of students in the Degree in Nursing. PLoS One 2019; 14:e0220388. [PMID: 31356621 PMCID: PMC6663014 DOI: 10.1371/journal.pone.0220388] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Accepted: 07/15/2019] [Indexed: 01/19/2023] Open
Abstract
Objective The aim of using the game-based tool Kahoot! was to evaluate and reinforce the contents taught in the subject of Management and Administration of Nursing, Ethics and Health Legislation Services included in the Degree in Nursing, during the 2016–2017 academic year. Methods A prospective quasi-experimental study was carried out on a sample of 116 students. 10 multiple-choice questions were designed, with only one possible correct answer and a 20-second-limited response time for each of the questions. Four of these questions previously answered in the classroom using this game were chosen (20% of the exam). Each one of them corresponded to one unit of the topics taught in the subject. In order to participate in the educational game, students needed their smartphones or electronic devices. After completing the game, the students’ satisfaction level derived from its use was assessed. Results The correct answer rate in the educational game was greater than 50% for all questions except for one, in which the rate was 28.8% (P<0.05). Response time as related to score presented statistically significant differences, and higher scores for those questions with lower response time (P<0.001). The questions included in the final test which had been previously answered using Kahoot! showed a significantly higher difficulty index than the rest of the final exam questions (P<0.05). Question 3 was the easiest, while being the one in which the highest-scoring students obtained more wrong answers. For the students this tool was easy to use (89.6%) and they positively valued the content acquisition and comprehension, as well as the teacher-student interaction (P<0.05). Conclusion The implementation of educational games which consider response time and correct answers favors competitiveness and motivates students to actively participate in their learning process.
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Affiliation(s)
- María-José Castro
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- Endocrinology and Clinical Nutrition Research Centre (ECNRC), University of Valladolid, Valladolid, Spain
| | - María López
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- * E-mail: (ML); (JMJ)
| | - María-José Cao
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- Endocrinology and Clinical Nutrition Research Centre (ECNRC), University of Valladolid, Valladolid, Spain
| | | | - Sara García
- Nursing Faculty, University of Valladolid, Valladolid, Spain
| | - Manuel Frutos
- Nursing Faculty, University of Valladolid, Valladolid, Spain
| | - José-María Jiménez
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- Endocrinology and Clinical Nutrition Research Centre (ECNRC), University of Valladolid, Valladolid, Spain
- * E-mail: (ML); (JMJ)
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17
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Haoran G, Bazakidi E, Zary N. Serious Games in Health Professions Education: Review of Trends and Learning Efficacy. Yearb Med Inform 2019; 28:240-248. [PMID: 31022747 PMCID: PMC6697512 DOI: 10.1055/s-0039-1677904] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
OBJECTIVES To provide an overview of research trends and a review regarding the learning efficacy of serious games for health professions education taking into account short-term learning outcomes. METHODS For the review of research trends, we performed the search on Web of Science from 1996 until the present. For the scoping review on learning efficacy, ERIC, Education Source, PsychINFO, Global Health, CINAHL, Web Of Science, and Medline were searched. RESULTS The publications trend is characterized by three phases: (i) an exploratory phase up to 2006, (ii) an early growth from 2007 to 2012, and (iii) a development phase from 2013 onwards. A total of 25 studies were identified in the scoping review. Sixteen had both pre-test and post-test, all of them showed significant improvement in learning scores after the use of serious games. Eighteen publications conducted controlled experiments, of which 14 indicated that post-test scores after serious games were significantly higher than with conventional teaching methods. The review revealed the lack of integration of affective learning with other competencies, as well as the need for serious games targeting postgraduate education. CONCLUSION Serious games research remains emergent. Using serious games for health professions education seems efficacious for short-term learning. Addressing more competencies and health professionals across the education continuum is needed before generalizable definitive statements can be made.
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Affiliation(s)
- Gong Haoran
- Medical Education Research and Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Eleni Bazakidi
- Medical Education Research and Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Nabil Zary
- Games for Health Innovations Centre, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore.,Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden.,Emerging Technologies Lab, Mohammed VI University of Health Sciences, UM6SS, Casablanca, Morocco
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