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Vázquez-Calatayud M, García-García R, Regaira-Martínez E, Gómez-Urquiza J. Real-world and game-based learning to enhance decision-making. NURSE EDUCATION TODAY 2024; 140:106276. [PMID: 38851020 DOI: 10.1016/j.nedt.2024.106276] [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: 12/08/2023] [Revised: 05/16/2024] [Accepted: 06/02/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND The evolving healthcare landscape necessitates highly qualified nurses equipped with a myriad of soft skills, including decision-making. Traditional teaching models have led to innovative, active methods that prioritise student participation and enhance crucial soft skill development, such as decision- making. Considering the recognised importance of improving clinical decision-making skills and the need for innovative training, a literature gap is present in assessing the effect of real world and game-based learning on decision-making abilities. OBJECTIVES This study aimed to investigate the effect of real-world and game-based learning, specifically using case-based learning and escape room, on decision-making competence in postgraduate nursing students in academic and clinical settings. DESIGN A descriptive, cross-sectional, quantitative intervention study was conducted, combining case-based learning and escape room methods sequentially. SETTINGS The study was conducted among postgraduate nursing students at the University of Navarra in Spain. PARTICIPANTS Sixty-six postgraduate nursing students, mostly women, participated in the study. METHODS The study integrated case-based learning and escape room sequentially. Data were collected through an ad hoc online questionnaire, recorded escape times from the escape room, and academic scores. RESULTS The study enrolled 66 participants with an average professional experience of 4.2 years. Academic results showed high scores in case resolution (average: 8.34) and knowledge tests (average: 9.21). Out of 11 groups, 81.8 % successfully escaped the escape room within 30 min, with positive questionnaire responses indicating enthusiasm, enjoyment and perceived effectiveness of the activities. CONCLUSIONS Real-world and game-based learning significantly enhanced decision-making competence in postgraduate nursing students across academic and clinical settings, demonstrating the importance of diverse teaching methods. Further research, including comparative studies and longitudinal analyses, is needed to evaluate the educational benefits of integrating case-based learning and escape room methods in nurse education and to refine assessment tools while monitoring long-term student progress.
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Affiliation(s)
- Mónica Vázquez-Calatayud
- Clínica Universidad de Navarra, Pamplona, Spain; University of Navarra, Innovation for a Person-Centred Care Research Group (ICCP-UNAV), Pamplona, Spain; Navarra's Health Research Institute (IdiSNA), Pamplona, Spain
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Medel D, Cemeli T, Sanromà-Ortíz M, Jimenez-Herrera M, Bonet A, Torné-Ruiz A, Roca J. Exploring communicative interactions in debriefing sessions with nursing students: A qualitative study. NURSE EDUCATION TODAY 2024; 142:106334. [PMID: 39137449 DOI: 10.1016/j.nedt.2024.106334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 07/17/2024] [Accepted: 08/01/2024] [Indexed: 08/15/2024]
Abstract
INTRODUCTION Debriefing as a learning activity aims to elevate participants' competence through communicative interaction. This activity is an integral component of any formative simulation. Thus, the primary objective of this study was to explore debriefing as a communicative experience in nursing students within the context of interactive virtual simulation. The secondary objectives were: 1) To investigate the typology of interactions based on participants' discourse and 2) To identify the actions that students use to develop knowledge during debriefing. METHOD A qualitative exploratory study design involving six debriefing groups was conducted with 105 s-year nursing students. The debriefing sessions were analyzed following interactive virtual simulations in an in-person setting in the classroom. All sessions were recorded and transcribed verbatim. A mixed (deductive and inductive) content analysis approach was used. RESULTS A total of 2187 units of meaning were identified and categorized into 3 themes (interaction by participant, interaction by communicative action, and interaction by participant's communicative goal); nine subthemes (facilitator-student, student-student and student-facilitator; declarative - unidirectional, reactive - bidirectional and multidirectional-interactive; individualistic, competitive, and collaborative), and 5 categories (providing information; generating creative solutions; processing critical and deliberative information; positive interdependence and psychosocial relationships). CONCLUSION The students developed knowledge and practical communication skills, particularly reinforcing soft skills through collaborative interactions, predominantly multidirectional-interactive in nature. The facilitator and the interpersonal relationships among the participants fostered a safe and positive environment.
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Affiliation(s)
- Daniel Medel
- Department of Nursing and Physiotherapy, University of Lleida, Igualada, Spain.
| | - Tània Cemeli
- Department of Nursing and Physiotherapy, University of Lleida, Igualada, Spain.
| | | | | | - Aida Bonet
- Department of Nursing and Physiotherapy, University of Lleida, Igualada, Spain; Health Education, Nursing, Sustainability and Innovation Research Group (GREISI), Spain.
| | - Alba Torné-Ruiz
- Department of Nursing and Physiotherapy, University of Lleida, Igualada, Spain; Hospital Sant Joan de Déu of Manresa, Manresa, Spain.
| | - Judith Roca
- Department of Nursing and Physiotherapy, University of Lleida, Igualada, Spain; Health Education, Nursing, Sustainability and Innovation Research Group (GREISI), Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, Spain.
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Afonso MVR, Lopes RB, Andrade EF, Pereira LJ. Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:155-163. [PMID: 38234294 DOI: 10.1152/advan.00182.2023] [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: 09/05/2023] [Revised: 01/11/2024] [Accepted: 01/15/2024] [Indexed: 01/19/2024]
Abstract
Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.
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Affiliation(s)
| | - Rodrigo Braga Lopes
- Health Sciences Department, Universidade Federal de Lavras (UFLA), Lavras, Minas Gerais, Brazil
| | - Eric Francelino Andrade
- Health Sciences Department, Universidade Federal de Lavras (UFLA), Lavras, Minas Gerais, Brazil
| | - Luciano José Pereira
- Health Sciences Department, Universidade Federal de Lavras (UFLA), Lavras, Minas Gerais, Brazil
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Han F, Jin S. Evaluation of the combination of virtual simulation and in-person simulation among undergraduate nursing students: A mixed methods study. Nurse Educ Pract 2024; 75:103899. [PMID: 38277799 DOI: 10.1016/j.nepr.2024.103899] [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: 10/30/2023] [Revised: 12/28/2023] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
AIM This study aimed to evaluate the combination of virtual simulation and in-person simulation among undergraduate nursing students. BACKGROUND At present, in-person simulation is the main form of simulation in China. With the development of computer technology, computer-based virtual simulation is gradually applied in simulation and has shown unique advantages. However, simulation format that combines virtual simulation with in-person simulation is rare in China. DESIGN This was a mixed methods study, which applied a QUAN→qual sequential explanatory approach. METHODS In the quantitative phase, a non-randomized controlled trial (NRCT) was employed among 93 junior nursing students from nursing school of a university in China. Students from parallel classes 1, 2 and 3 (45 students) were selected as experimental group, while students from parallel classes 4, 5 and 6 (48 students) were selected as control group. The control group completed the in-person simulation, while the experimental group was required to complete both virtual simulation and in-person simulation. The students' performance in in-person simulation was evaluated by the teachers according to a demonstrating checklist. After simulation, Students were invited to answer the Students' Satisfaction and Self-confidence in Learning Scale (SSS), Educational Practices in Simulation Scale (EPSS) and Clinical Learning Environment Comparison Survey (CLECS). A descriptive qualitative study was conducted in qualitative phase. Ten students were recruited by a purposive sampling method from the experimental group and were interviewed by the researcher. A semi-structured interview method was used to conduct in-depth interviews with them. RESULTS The mean score of the students' performance in the experimental group was higher than that in the control group (63.00 vs 57.67). There were no significant differences in learning satisfaction, self-confidence and simulated practice score (except cooperation dimension) between the two groups (P>0.05). For experimental group, the total CLECS score in in-person simulation was higher than that in virtual simulation, which was 84.98±12.50 and 72.58±13.04 respectively and the difference was statistically significant (t=5.270, p<0.001). Ten students were interviewed in the qualitative phase. Through the interview, we have learned that students believed that virtual simulation combined with in-person simulation is helpful to enhance their knowledge, improve their learning confidence and help them develop non-technical skills (i.e., decision-making and critical thinking). CONCLUSION In-person simulation is the preferred form of simulation and virtual simulation is a beneficial supplement to in-person simulation. The combination of the two is suggested to be introduced into the simulation curriculum for undergraduate nursing students.
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Affiliation(s)
- Fengping Han
- Laboratory Center, School of Nursing, Peking University, Beijing, China
| | - Sanli Jin
- Division of Medical & Surgical Nursing, School of Nursing, Peking University, Beijing, China.
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Algouzi S, Alzubi AAF, Nazim M. Enhancing EFL students' critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective. PLoS One 2023; 18:e0293273. [PMID: 37856514 PMCID: PMC10586635 DOI: 10.1371/journal.pone.0293273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 10/10/2023] [Indexed: 10/21/2023] Open
Abstract
This research project bridges the gap between Saudi Vision 2030 and labor market needs by strengthening English as a Foreign Language (EFL) students' critical thinking skills. The increasing unemployment rates may not be due to insufficient vacancies in the labor market, but graduates' lack of the general abilities deemed vital to meet the labor market needs. With employability in mind, this study reiterates that graduates should ideally be advanced specialists, critical researchers, creative initiators, and active communicators to be more competitive and contribute to the prosperity of their nation. Therefore, this research employs a quasi-experimental design (time series design) to investigate how effectively students' critical thinking skills are enriched using a video-mediated self-study program through Telegram. Studies in this respect, regarding the Saudi EFL context, are limited. Therefore, this research employed a video-mediated self-study program through Telegram on learning critical thinking skills for EFL students majoring in English or Translation. The data collection included a pre-and post-test on critical thinking skills and a semi-structured interview. The findings showed that students improved their critical thinking skills due to the training program compared to their performance before the treatment at a low level. Besides, the participants evaluated learning critical thinking skills from thinking ways, feelings, benefits, motivation, challenges and problems, and suggestions. In light of the findings, recommendations were presented.
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Affiliation(s)
- Sami Algouzi
- Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia
| | - Ali Abbas Falah Alzubi
- Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia
| | - Mohd Nazim
- Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia
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Avşar G, Ozan C, Aydin E. The effect of reinforcement using the Gimkit game on learning the subject in nursing students. Nurse Educ Pract 2023; 68:103595. [PMID: 36889165 DOI: 10.1016/j.nepr.2023.103595] [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: 11/08/2022] [Revised: 02/01/2023] [Accepted: 02/15/2023] [Indexed: 03/06/2023]
Abstract
AIM This study was conducted to evaluate the effect of reinforcement using the Gimkit game and question-and-answer method on the achievement test scores of nursing students. BACKGROUND Advances in information and communication technology are one of the most important factors affecting change in health systems. The rapid pace of technological evolution has also significantly affected the nursing education curricula. As the nursing profession continues to change and grow, updating learning strategies in nursing education has become a necessity to prepare nursing students for today's health problems. DESIGN The study was conducted as a quasi-experimental model using the pretest-posttest control group model in non-randomized groups. METHODS The population of the research consisted of first-year students of the nursing faculty of a state university. The sample of the research consisted of first-year students of the nursing faculty who met the research criteria and accepted to participate in the research. The students participating in the research were divided into experimental and control groups using the simple random method. An achievement test, that is, a pre-test, was administered to both groups before the subject was presented. Afterwards, the same subject was presented to all groups by the same instructor during a 4-h training session. A reinforcement strategy using the Gimkit game was implemented with the students in the experimental group, while the traditional question-and-answer method was used as the reinforcement strategy in the control group. After the reinforcements, the achievement test, that is, the post-test, was administered to both groups again. RESULTS In the study, it was determined that there was no statistically significant difference between the pre-tests of the experimental group where the Gimkit game was used and the control group where the question-answer method was used (p = 0.223). In addition, a statistically significant difference was found between the post-test scores of the experimental group where the Gimkit game was used and the control group where the question-and-answer method was used (p = 0.009). CONCLUSION In the study, it was determined that the use of the Gimkit game was more effective on learning the subject than the traditional question-and-answer method.
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Affiliation(s)
- Gülçin Avşar
- Atatürk University Faculty of Nursing, Department of Fundamentals of Nursing, Erzurum, Turkey.
| | - Ceyhun Ozan
- Atatürk University Faculty of Education, Departman of Curriculum & Instruction, Department of Education Programs and Instruction, Erzurum, Turkey
| | - Esra Aydin
- Gümüşhane Vocational School of Health Services, Gümüşhane, Turkey
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Langan L, Halligan P, Frazer K, Darley A, Goodman L, Redmond C. Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol. HRB Open Res 2022; 5:39. [DOI: 10.12688/hrbopenres.13557.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/12/2022] [Indexed: 11/20/2022] Open
Abstract
Background: Education is recognised as a constitutional right, however, access to and participation in higher education can be challenging for some students. This has led to the development of various international and local initiatives promoting inclusion, which has increased student representation from marginalised groups. In order to support growing student diversity, teaching and learning (T&L) strategies must encompass inclusive pedagogical principles. Technological advancements have improved opportunities for online T&L strategies and these are becoming an integral component of curricula in undergraduate nursing programmes. Online simulation-based learning (SBL) has gathered momentum in nursing education over the past twenty years. However, it is unclear from the evidence-base how inclusive this educational approach is, and how it can best support the growing diversity among nursing students. This paper outlines the protocol for a scoping review that aims to systematically and comprehensively map the available published and unpublished literature on inclusive pedagogy in online SBL in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for systematic review protocols (PRISMA-P) guided this protocol. Arksey and O'Malley (2005) six-stage methodology framework, the Joanna Briggs Institute (JBI) guidelines (Peters et al., 2020) and the PRISMA extension for scoping reviews (PRISMA-ScR) will guide the proposed scoping review (Tricco et al., 2018). Conclusion: It is envisaged that this scoping review will give a broad overview of the evidence for inclusive pedagogy in online SBL at this point. The findings of this review will be used to inform future policy and the pedagogical and technological design of online SBL activities and assist nurse educators to meet the current requirement of inclusive practice.
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Understanding Clinical Reasoning through Visual Scanpath and Brain Activity Analysis. COMPUTATION 2022. [DOI: 10.3390/computation10080130] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
This paper presents an experimental study that analyzes learners’ visual behaviour and brain activity in clinical reasoning. An acquisition protocol was defined to record eye tracking and EEG data from 15 participants as they interact with a computer-based learning environment called Amnesia, a medical simulation system that assesses the analytical skills of novice medicine students while they solve patient cases. We use gaze data to assess learners’ visual focus and present our methodology to track learners’ reasoning process through scanpath pattern analysis. We also describe our methodology for examining learners’ cognitive states using mental engagement and workload neural indexes. Finally, we discuss the relationship between gaze path information and EEG and how our analyses can lead to new forms of clinical diagnostic reasoning assessment.
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Langan L, Halligan P, Frazer K, Darley A, Goodman L, Redmond C. Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol. HRB Open Res 2022. [DOI: 10.12688/hrbopenres.13557.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Education is recognised as a constitutional right, however, access to and participation in higher education can be challenging for some students. This has led to the development of various international and local initiatives promoting inclusion, which has increased student representation from marginalised groups. In order to support growing student diversity, teaching and learning (T&L) strategies must encompass inclusive pedagogical principles. Technological advancements have improved opportunities for online T&L strategies and these are becoming an integral component of curricula in undergraduate nursing programmes. Online simulation-based learning (SBL) has gathered momentum in nursing education over the past twenty years. However, it is unclear from the evidence-base how inclusive this educational approach is, and how it can best support the growing diversity among nursing students. This paper outlines the protocol for a scoping review that aims to systematically and comprehensively map the available published and unpublished literature on inclusive pedagogy in online SBL in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for systematic review protocols (PRISMA-P) guided this protocol. Arksey and O'Malley (2015) six-stage methodology framework, the Joanna Briggs Institute (JBI) guidelines (2005) and the PRISMA extension for scoping reviews (PRISMA-ScR) will guide the proposed scoping review. Conclusion: It is envisaged that this scoping review will give a broad overview of the evidence for inclusive pedagogy in online SBL at this point. The findings of this review will be used to inform future policy and the pedagogical and technological design of online SBL activities and assist nurse educators to meet the current requirement of inclusive practice.
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