The Impact of Simulation Education on Self-Efficacy in Pre-Registration Nursing Students

This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .

Challenges Experienced by Nurse Educators in Promoting Acquisition of Clinical Reasoning Skills by the Undergraduate Nursing Students: A Qualitative Exploratory Study

Background: Clinical reasoning is an essential skill for nursing students since it is required to solve difficulties that arise in complex clinical settings. However, teaching and learning clinical reasoning skills is difficult because of its complexity. This study, therefore aimed at exploring the challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by undergraduate nursing students. Methods: A qualitative exploratory research design was used in this study. The participants were purposively sampled and recruited into the study. Data were collected using semi-structured interview guides. Thematic analysis method was used to analyze the collected data The principles of beneficence, respect of human dignity and justice were observed. Results: The findings have shown that clinical learning environment, lacked material and human resources. The students had no interest to learn the skill. There was also knowledge gap between nurse educators and clinical nurses. Lack of role model was also an issue and limited time exposure. Conclusion: The study revealed that nurse educators encounter various challenges in promoting the acquisition of clinical reasoning skills among undergraduate nursing students. Training institutions and hospitals should periodically revise the curriculum and provide sufficient resources to facilitate effective teaching and learning of clinical reasoning. Nurse educators must also update their knowledge and skills through continuous professional development if they are to transfer the skill effectively.

Progress in the Application of Reflective Education on Undergraduate Nursing Interns

Objective:To explore the implementation methods and effects of reflective education,and to provide references for the development of reflective education in Chinese nursing schools.Methods:Relevant literature was searched from China National Knowledge Infrastructure,Wanfang Database,Wipro Chinese Science and Technology Journal Database,and PubMed Database,and the included studies were analyzed descriptively.Results:The implementation of reflective education included work-site education,group discussion,video teaching,self-reflection,and expert lectures;the interventions mainly included study groups,role-playing,individual instruction,peer cooperation,demonstration and observation,field simulation,and video presentations.The implementation of reflective education can improve the sense of professional identity and professional competence of nursing interns,and reduce nursing errors and adverse events.Conclusion:Currently,nurses in China lack self-awareness and critical thinking skills,it is recommended that reflective education be incorporated into the teaching content of undergraduate nursing students during their internship in order to promote the development of professionalism and humanistic caring skills of nursing students.

Do the Application of Problem-Based Learning on Undergraduate Nursing Students’ Is Effective? A Case Study Review

Objectives: The study’s aims to determine and assess the application of problem-based learning to undergraduate nursing students. Background: Nursing students are the upcoming health care delivery system;according to their standard of learning, it will affect their clinical training. Method: The study design is a case study review, the data was collected using many articles related to problem-based learning collected from E-books and E-journals websites like CINAHEL, Google Scholar, etc. After that, the data was analyzed and evaluated related to the application of problem-based learning on undergraduate nursing students. Result: The result appeared that most of the research proved and supported that the application of problem-based learning is effective for undergraduate nursing students, and students can solve patients’ problems in a better way. Conclusion: In conclusion, problem-based learning is an essential part of the nursing diagnosis process that will increase knowledge, and performance, and merge it with the nursing concepts.

Comparison of Clinical Thinking Ability in Nursing Students of Different Grades

Objective： This study investigated and compared the clinical thinking ability of undergraduate nursing students of different grades, and searched for influencing factors of clinical thinking ability of nursing undergraduate students. Methods： The convenience sampling method was used to select the Subject of the study. In total, 180 third-year, fourth-year, and fifth-year nursing undergraduate students were enrolled in this study. A self-designed scale of clinical thinking ability was used to collect the data. SPSS17.0 was used to analyze the data. Results： The average scores of clinical thinking ability of undergraduate nursing students were 68.14±9.13. In addition, 71.1% of the students have a higher level of clinical thinking ability, and only 7.2% of the students have the best level. The ANOVA test showed that the fourth-year students had the highest scores（72.96±8.64）, and the third-year students had the lowest scores（62.35±8.09）, which indicated a significant difference in the scores of the three groups（ F= 26. 79, P〈0.05）. Multiple linear regression analysis indicated that the frequency of academic activities and the frequency of department rounds were significantly correlated to clinical thinking ability（P〈0.05）. Conclusion： We must pay attention to the changes and influencing factors of clinical thinking ability of nursing undergraduate students. Thus, traditional teaching methods need to evolve and be revised to host the capacity of clinical practice most effectively and, eventually, promote the development of clinical thinking ability of nursing undergraduate students.

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.

International Exchanges by College Nursing Students: “International Comparisons of Awareness and Challenges”

Aim: The aim of this study was to determine the extent of awareness of international exchanges among college nursing students in Japan and other countries and to identify strategies to improve awareness. Method: This is an integrative literature review, consisting of scientific articles published on “Ichushi-Web,” an Internet-based retrieval service by the Japan Medical Abstracts Society (JAMAS) and Google Scholar for domestic documents and, PubMed, Medline, Cochrane library and Google Scholar for foreign documents. We employed search parameters for “the years from 2000 to 2017” in combination with “international educational exchange”, “schools, nursing”, “students, nursing”, “program evaluation”, and “awareness.” Result: The data were extracted from seven documents among a review of 29 retrieved domestic documents written in Japanese, and another seven documents among a review of 111 retrieved foreign documents written in English. All documents from Japan were reports of quantitative studies, and most documents from other countries were qualitative studies. The data from Japanese research reports were classified into four perspectives: interest in international exchange, need to participate in international exchange, understanding of different cultures and awareness of foreign settlers. The data from research reports from other countries were classified into three perspectives: understanding of different cultures, improving expertise in nursing, and awareness of the international community. Conclusions: Strategies that will enhance students’ understanding of diverse cultures are needed to increase their awareness of international exchanges.

基于项目的团队学习结合翻转课堂在护理研究教学中的应用

目的探索基于项目的团队学习结合翻转课堂的混合式教学在护理研究中的应用效果。方法采用整群随机分组方法,将2019级本科护理专业4个平行班的学生分为对照组(103名)和观察组(103名),对照组护理研究课程采用传统教学法,观察组采用基于项目的团队学习结合翻转课堂的混合式教学法。结果除期末考试客观题得分外,观察组护理研究课程期中测验、期末考试主观题、科研项目申报书评分显著高于对照组(均P<0.05)。课程后,观察组学生自主学习能力得分显著高于课程前(P<0.05)。结论基于项目的团队学习结合翻转课堂的混合式教学有利于提高本科生护理研究课程教学效果。

护生情绪智力与临床适应能力的相关性分析

目的 了解本科实习护生情绪智力与临床适应能力的现状,并探讨二者之间的相关性。方法 2021年11—12月采用一般情况调查表、情绪智力水平量表、护生临床适应不良量表对天津市3所医学院校护理学专业的311名本科实习护生进行问卷调查。结果 本科护生的情绪智力水平总分为(60.48±9.13)分,“自我情绪察觉”维度得分最高,“情绪管理”维度得分最低;本科护生临床适应不良总分为(99.19±16.49)分,条目均分为(3.54±1.05)分,其中临床适应良好者占62.4%,轻度适应不良者占28.6%,中重度适应不良者占9.0%;情绪智力水平和临床适应不良的得分呈正相关(r=0.508,P <0.001)。结论 本科实习护生的情绪智力水平、临床实习适应能力均处于中等水平;本科护生的情绪智力水平越高,其实习期间的临床适应能力就越强。

本科护生实习期应对急危重症病人死亡体验的质性研究

目的:探讨本科护理专业学生(护生)实习期应对急危重症病人死亡的内心体验,为后续干预及开展护理学死亡教育提供依据。方法:采用目的抽样法选取2023年1月—4月广西医科大学10名本科护生进行个人面对面半结构式深度访谈,运用Colaizzi现象学研究分析法对访谈资料进行整理分析。结果:共提炼出4个主题,即负面情绪(恐惧死亡、紧张压抑、无能为力的失落感);能力欠缺(沟通技巧的欠缺、临终关怀知识的欠缺);观念转变(避讳死亡、接纳死亡);期望全方位提升自身能力(死亡教育培训、临终技能加强)。结论:护理教育者应关注本科护生护理急危重症病人死亡时的负面情绪、死亡观念、支持系统等状况,积极开展死亡教育和临终关怀服务,建立有效的支持系统,使其积极应对死亡事件,缓解心理压力。

本科护生跨专业教学模式的应用效果

目的:构建并实施本科护生跨专业教学模式,评价其在教学中的实施效果。方法:采用便利抽样法选取河南省某医学院校2019级临床医学专业四年级本科生36人及2020级护理专业三年级本科生72人作为研究对象。根据随机数字表法,按专业及一年级综合测评成绩进行分层随机抽样,随机抽取50%(共36人)的本科护生作为单专业组,其余36名本科护生和36名临床医学专业本科生(共72人)作为跨专业组。单专业组护生参加常态化教学活动,跨专业组采用跨专业教学模式进行临床实践教学。课前及课后4周采用沟通和团队工作技能评估工具(CATS)、跨专业合作学习评估量表(学生版)进行调查。结果:单专业组、跨专业组学生课后CATS得分、跨专业合作学习评估量表(学生版)得分均有明显提高(P<0.01);跨专业组中护生课后CATS得分、跨专业合作学习评估量表(学生版)得分高于单专业组(P<0.05)。结论:本研究构建的跨专业教学模式具有一定的科学性,可提高护生的沟通、团队工作技能及跨专业合作学习能力,促进本科护生有效执行本专业在团队中的角色任务,与医学专业学生共同评估和解决病人医疗保健问题,进而提高医疗质量。

新医科背景下护理学专业本科新生导学模式发展现状与思考

介绍护理学专业本科新生导学模式,对护理学专业本科新生导学模式的研究现状进行综述,对构建护理学专业本科新生跨学科导学模式进行思考,进一步提出护理学专业本科新生跨学科导学模式的发展策略,以期推动我国护理学专业本科新生导学培养工作的优化。

护理专业国际学生短期访学教育项目的设计与实施

目的旨在描述制定及评估一项短期留学生研究和教育项目。方法研究分为项目制定与实施及评价2部分。根据1名国际学生的短期访学需求,护理学院的全球护理项目协调员和首席导师共同确定项目基本内容和团队成员。该项目学习活动考虑了该国际学生对老年人和居家临终关怀的兴趣,包括4项内容:.开展研究工作,参与教学活动,参与临床实践活动,以及特殊活动和专业发展培训课程。在为期6个月的访学结束时,对参与此次教学活动的教师、研究生及留学生进行访谈和简短问卷调查。结果通过访谈了解到3个方面的内容:通过参与该项目中获得的经验(增强了教育和研究的多样性,获得了新的全球医疗保健知识,对文化意识的自我反思和促进);项目实施的障碍和挑战(签证申请过程,英语语言障碍,缺乏公共交通设施,时间安排冲突);克服这些障碍和挑战的策略(在课程中增加文化多样性信息;与其他同学一起学习英语;使用不同的沟通技巧;在签证申请过程中与大学全球事务办公室持续合作;提供互动体验)。所有项目参与者都对该项目表示非常满意(4.67±0.50),认为对他们在科研、教学和临床实践方面的护理技能有很大影响(4.67±0.50)。结论此次项目的参与者均获得了相关经验,可用于今后的教学指导活动。国际护理专业学生需要得到帮助才能更好地适应访学环境,教师必须具有文化敏感性,了解学生的学习需求,并倡导营造适合学生学习的环境。

以生命教育为切入点的基础护理学课程思政教学设计与实施

目的 探讨以生命教育为切入点的基础护理学课程思政教学方案对增强护生生命意义感和职业认同感的效果。方法 选取2021级护理学本科专业2个平行班级学生95人作为研究对象,分成试验班(n=49)和对照班(n=46)。对照班采用常规课程思政教学法,试验班实施以生命教育为切入点的基础护理学课程思政教学方案。在教学前、中、后对两班护生进行生命意义感和职业认同感调查。结果 课程教学后,试验班生命意义感和职业认同感总分显著优于对照班(均P<0.05);且均显著高于教学前(均P<0.05)。结论 以生命教育为切入点的基础护理学课程思政教学能有效增强护生生命意义感和职业认同感。

漫改剧提高本科护生人文关怀能力的实践

目的:探究漫改剧提高本科护生人文关怀能力的实践效果。方法:采用便利抽样的方法,于2023年3月选取我校2021级2个护理本科班共109名本科护生为研究对象,抽取1个班级的63名护生作为试验组,另1个班级的46名护生作为对照组。对照组采用传统讲授法,试验组在与对照组采用相同教学大纲及教材且由同一教师团队授课的前提下实施漫改剧教学方法。采用中文版关怀能力量表(CAI)对护生的人文关怀能力进行评价,采用现象学研究方法探究试验组护生的学习体验。结果:教学后,试验组护生的人文关怀能力总分及各维度得分均高于教学前及同期对照组(均P<0.05)。试验组护生认为漫改剧教学可以增强学习动机,巩固人文知识;激发同理情感,提升关怀意识;强化责任意识,提高沟通能力,但其缺乏专业技能,创作细节有待完善。结论:漫改剧有利于提高护生的人文关怀能力,实践效果积极。

本科护生创造力倾向现状及影响因素分析

目的调查本科护生创造力倾向现状并分析其影响因素,为高校制定创造性护理人才培养方案提供参考。方法采用便利抽样法,选取232名本科护生作为调查对象,采用一般资料问卷、威廉斯创造力倾向量表、校园环境支持量表及教师支持量表进行调查。结果护理本科生创造力倾向得分104.50(100.00,123.00)分。多元线性回归分析结果显示,父母文化程度、学校性质、科研项目参与经历、校园环境支持、教师支持是本科护生创造力倾向的主要影响因素(均P<0.05),共解释总变异的80.4%。结论本科护生创造力倾向处于一般水平。护理专业教育者应从多角度出发采取不同方式加强对本科护生创造力倾向的护理教育和培训,以提高其创造力倾向,发展其创造性思维。

本科护生参与健康评估课程棋盘游戏学习体验的质性研究

目的设计、实施健康评估课程棋盘游戏,并探讨护生的学习体验。方法采用目的抽样法,对12名参与棋盘游戏的护理本科生进行半结构式访谈,运用内容分析法进行资料分析。结果共提炼出2个主题及7个亚主题:学习效果(增强学习动力、巩固所学知识、增强团队协作、领会课程思政),学习反馈(增加游戏难度、改进游戏规则、希望扩大适用范围)。结论棋盘游戏学习效果积极,但需要教师团队优化游戏规则增加趣味性,明确奖励机制激励学生参与,并采用线上线下相结合的方式扩大适用范围。

创客教育在本科护生手术室血源性职业暴露教学中的应用研究

目的探索创客教育在本科护生手术室血源性职业暴露教学中的应用效果。方法2023年7-8月,将在我院手术室实习的本科护生81人随机分为对照组40人与观察组41人。对照组采用手术室常规教学;观察组采用创客教学。比较2组护生出科理论及操作考核成绩、实习前后创造性思维测验得分、对教学方法满意度及在手术室实习期间血源性职业暴露发生率和血源性职业暴露后处理正确率。结果观察组出科操作考核成绩及实习后创造性思维测验得分显著高于对照组,差异有统计学意义(P<0.05),观察组护生对教学方法的满意度较高(P<0.05)。结论创客教育可以有效地提高护生对血源性职业暴露知识的掌握,提高护生对教学的满意度,减少血源性职业暴露的发生。

护理本科生对死亡教育知识需求现状及影响因素分析

目的:了解昆明市某高校护理本科学生对死亡教育知识需求现状,探讨其影响因素。对护生开展死亡教育,帮助护生树立正确的死亡观念和建立正向的工作态度和职业信念。方法:整群抽样选取昆明市某高校,方便抽样抽取符合标准的本科护生275人为调查对象。应用一般资料调查表、死亡需求量表进行调查。并对其数据进行分析。结果:实习护生死亡教育需求总分为(193.70±28.23)分,条目总均分为(4.97±3.80)分,年级、家庭所在地、性别、是否经历过亲人或病人的死亡、是否有宗教信仰与死亡教育知识需求得分均存在统计学差异(P<0.05)。结论:本次调查中,护理本科生对死亡教育知识需求较高,学校应依据死亡教育知识需求各维度得分及其影响因素,从整体出发,系统地设置和完善死亡教育相关课程,将死亡教育渗透到培养护理本科生全过程。

中医工作坊及Mini-CEX评估在护理本科生教学中的应用

目的:探讨中医工作坊及Mini-CEX评估在护理本科生教学中应用效果。方法:将65名在校护理本科生随机分试验组和对照组,比较两组教学效果。结果:试验组学生护理操作考核成绩等优于对照组(P<0.05)。结论:中医工作坊结合Mini-CEX对完善教学考核评估,促进护生实践能力具有积极作用。