Situation awareness in undergraduate nursing students managing simulated patient deterioration
- Authors: McKenna, Lisa , Missen, Karen , Cooper, Simon J. , Bogossian, Fiona , Bucknall, Tracey , Cant, Robyn
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 34, no. 6 (June 2014), p. e27-e31
- Full Text: false
- Reviewed:
- Description: Background: Nursing work often occurs in complex and potentially hazardous settings. Awareness of patient and practice environments is an imperative for nurses in practice. Objectives: To explore nursing students' situation awareness while engaging in simulated patient deterioration scenarios. Design: The educational process of FIRST2ACT was the model for the nurse intervention. Situation awareness was measured quantitatively using the Situation Awareness Global Assessment tool. Four domains were measured: physiological perception (patient parameters), global perception (surroundings), comprehension (interpretation of information), and projection (forecasting outcomes). Settings: Clinical laboratories at each of three participating universities. Participants: Ninety-seven nursing students from three Australian universities. Methods: Between March and July 2012, students participated in three video-recorded simulation events, in which a trained actor played patient roles and groups of three students worked as teams. To measure situation awareness, following the simulation each team leader was taken to a separate room and asked to report on a question set regarding the patient's vital signs, bedside setting and medical diagnosis. Results and Conclusions: Overall, situation awareness was low (41%). Of the four domains, physiological perceptions scored the lowest (26%) and projection the highest (59%).Final year nursing students may not have well developed situation awareness skills, especially when dealing with these types of scenarios. Education providers need to consider ways to assist students to fully develop this attribute. Findings suggest that this is an aspect of undergraduate nursing education that requires significant consideration by curriculum developers.
Knee flexion strength is significantly reduced following competition in semi-professional Australian Rules football athletes : Implications for injury prevention programs
- Authors: Charlton, Paula , Raysmith, Benjamin , Wollin, Martin , Rice, Simon , Purdam, Craig , Clark, Ross , Drew, Michael
- Date: 2018
- Type: Text , Journal article
- Relation: Physical Therapy in Sport Vol. 31, no. (2018), p. 9-14
- Full Text:
- Reviewed:
- Description: Objectives: To evaluate strength and flexibility measures pre- and post- Australian Football (AF) competition to determine their potential utility as secondary prevention measures. Design: Cohort study. Setting: Semi-professional AF club. Participants: Ten male AF athletes (mean ± SD; age, 21.3 ± 2.2 years; height, 186.1 ± 6.3 cm; weight, 83.5 ± 8.6 kg). Main Outcome Measures: Maximal unilateral isometric knee flexion strength performed in 45 degrees of hip flexion and 30 degrees of knee flexion, flexibility measures of hip and knee extension and ankle dorsiflexion. All outcome measures were evaluated pre-match to determine baseline measurements and repeated acutely post-match and at 26, 50 and 74 h following. Comparisons were made between baseline measures and all other time points. Results: Knee flexion strength was significantly reduced at a group level acutely (−122.8N, 95%CI −156.2 to −89.4, p = 0.000) and at 26 h (−89.6N, 95%CI −122.9 to −56.2, p = 0.000) following competition. Hamstring flexibility was significantly reduced at all time periods following competition (all p < 0.05), however these values were not clinically meaningful. Conclusions: Knowledge that unilateral isometric knee flexion strength returns to pre-competition levels by 50 h following match-play in AF athletes is valuable for planning recovery time frames and may inform implementation of secondary prevention strategies. © 2018 Elsevier Ltd
Use of simulation-based learning in undergraduate nurse education : An umbrella systematic review
- Authors: Cant, Robyn , Cooper, Simon J.
- Date: 2017
- Type: Text , Journal article , Review
- Relation: Nurse Education Today Vol. 49, no. (2017), p. 63-71
- Full Text: false
- Reviewed:
- Description: Objective To conduct a systematic review to appraise and review evidence on the impact of simulation-based education for undergraduate/pre-licensure nursing students, using existing reviews of literature. Design An umbrella review (review of reviews). Data Sources Cumulative Index of Nursing and Allied Health Literature (CINAHLPlus), PubMed, and Google Scholar. Study Selection Reviews of literature conducted between 2010 and 2015 regarding simulation-based education for pre-licensure nursing students. Data Extraction The Joanna Briggs Institute methodology for conduct of an umbrella review was used to inform the review process. Results of Data Synthesis Twenty-five systematic reviews of literature were included, of which 14 were recent (2013–2015). Most described the level of evidence of component studies as a mix of experimental and quasi-experimental designs. The reviews measured around 14 different main outcome variables, thus limiting the number of primary studies that each individual review could pool to appraise. Many reviews agreed on the key learning outcome of knowledge acquisition, although no overall quantitative effect was derived. Three of four high-quality reviews found that simulation supported psychomotor development; a fourth found too few high quality studies to make a statistical comparison. Simulation statistically improved self-efficacy in pretest-posttest studies, and in experimental designs self-efficacy was superior to that of other teaching methods; lower level research designs limiting further comparison. The reviews commonly reported strong student satisfaction with simulation education and some reported improved confidence and/or critical thinking. Conclusion This umbrella review took a global view of 25 reviews of simulation research in nursing education, comprising over 700 primary studies. To discern overall outcomes across reviews, statistical comparison of quantitative results (effect size) must be the key comparator. Simulation-based education contributes to students’ learning in a number of ways when integrated into pre-licensure nursing curricula. Overall, use of a constellation of instruments and a lack of high quality study designs mean that there are still some gaps in evidence of effects that need to be addressed. © 2016 Elsevier Ltd
Access to, interest in and attitude toward e-learning for continuous education among Malaysian nurses
- Authors: Chong, Meichan , Francis, Karen , Cooper, Simon J. , Abdullah, Khatijah Lim , Hmwe, Nant , Sohod, Salina
- Date: 2016
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 36, no. (2016), p. 370-374
- Full Text: false
- Reviewed:
- Description: Background: Continuous nursing education (CNE) courses delivered through e-learning is believed to be an effective mode of learning for nurses. Implementation of e-learning modules requires pre-assessment of infrastructure and learners' characteristics. Understanding the learners' needs and their perspectives would facilitate effective e-learning delivery by addressing the underlying issues and providing necessary support to learners. Objective: The aim of this study was to examine access to computer and Internet facilities, interest in and preferences regarding e-learning, and attitudes toward e-learning among nurses in Peninsular Malaysia. Design: The study utilized a cross-sectional descriptive survey. Setting: Government hospitals and community clinics in four main regions of Peninsular Malaysia. Participants: A total of 300 registered nurses. Method: Data were collected using questionnaires, which consisted of demographic and background items and questions on access to computer and Internet facilities, interest and preferences in e-learning, and attitudes toward e-learning. Descriptive analysis and a chi-squared test were used to identify associations between variables. Results: Most Malaysian nurses had access to a personal or home computer (85.3%, n=256) and computer access at work (85.3%, n=256). The majority had Internet access at home (84%, n=252) and at work (71.8%, n=215); however, average hours of weekly computer use were low. Most nurses (83%, n=249) did not have an e-learning experience but were interested in e-learning activities. Most nurses displayed positive attitudes toward e-learning. Average weekly computer use and interest in e-learning were positively associated with attitudes toward e-learning. Conclusion: Study findings suggest that organizational support is needed to promote accessibility of information and communications technology (ICT) facilities for Malaysian nurses to motivate their involvement in e-learning. © 2015 Elsevier Ltd.
Providing services for acute low-back pain : A survey of Australian physiotherapists
- Authors: Keating, Jennifer , McKenzie, Joanne , O'Connor, Denise , French, Simon , Walker, Bruce , Charity, Melanie , Page, Matthew , Green, Sally
- Date: 2016
- Type: Text , Journal article
- Relation: Manual Therapy Vol. 22, no. (2016), p. 145-152
- Full Text: false
- Reviewed:
- Description: Objective: To determine whether physiotherapists avoid lumbar X-rays for acute non-specific low back pain and advise people to stay active. Methods: We conducted a cross sectional survey of Australian physiotherapists. 880 physiotherapists were randomly sampled from Victoria (495), South Australia (158), and Western Australia (227). Physiotherapists were asked which investigations they would order and interventions they would provide for five acute low back pain (LBP) presentations described in vignettes. Four of the five vignettes represented people who would not require a plain lumbar X-ray and would benefit from advice to stay active; one described a patient with a suspected vertebral fracture and would require a plain X-ray. Participants selected from a list of response options or provided free text responses. Results: Questionnaires were completed by 203 of 567 potentially eligible physiotherapists (response rate 36%). Across the four vignettes where an X-ray was not indicated, 75% (95%CI 71-78%) of physiotherapists reported they would practice concordant with the guidelines and not order an X-ray, and 62% (95%CI 57-66%) provided advice to stay active. Conclusions: Most physiotherapists report intended compliance with recommendations in Australian clinical practice guidelines (CPGs) regarding avoiding the use of X-rays and providing advice to stay active for people with simple acute low back pain, given a vignette based scenario. The majority of respondents reported that they would not advise bed rest. Possible opportunities to further enhance compliance need to be developed and tested to reinforce the role of CPGs in informing physiotherapy practice. © 2015 Elsevier Ltd.
Influence of perceptions and stereotypes of the nursing role on career choice in secondary students : A regional perspective
- Authors: Raymond, Anita , James, Ainsley , Jacob, Elisabeth , Lyons, Judith
- Date: 2018
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 62, no. (2018), p. 150-157
- Full Text: false
- Reviewed:
- Description: Background: This study examined the influence that perceptions and stereotypes of the nursing role had on future career choice of rural secondary students. Objective: The study was undertaken to identify a method of attracting final year secondary school students to an undergraduate nursing degree at a rural University. Design: A mixed method study using a pre–post-interventional design. Setting: The rural campus of an Australian university. Participants: 71 secondary students attending a secondary school career development program at a rural Australian university. Method: Semi structured questionnaires were used for data collection. The surveys were analysed using descriptive statistics and content analysis of open-ended survey questions. Results: The research supports the importance of being aware of young people's impressions about nurses and nursing as a career, to ensure the successful implementation of targeted recruitment. Conclusion: Targeted recruitment strategies can increase students’ awareness of the wide variety of pathways within nursing, rather than leaving awareness to what family, friends or career advisers tell them, or how nurses are portrayed on television, movies and the media. © 2018 Elsevier Ltd
Quantitative study of oncology nurses' knowledge and attitudes towards pain management in Saudi Arabian hospitals
- Authors: Alqahtani, Mohammed , Jones, Linda
- Date: 2015
- Type: Text , Journal article
- Relation: European Journal of Oncology Nursing Vol. 19, no. 1 (2015), p. 44-49
- Full Text: false
- Reviewed:
- Description: Pain is an unpleasant human experience, often associated with underlying medical conditions, and a key reason for individuals experiencing pain to seek medical advice. However, the pain experience is unique and subjective, and affects people's quality of life, as well as impacting on their concerned family members. Optimal pain management requires adequate knowledge, a positive attitude, and competent pain assessment measures. It has been reported that oncology nurses in the Kingdom of Saudi Arabia (KSA) have inadequate knowledge, assessment skills and management of pain. Objective: This paper aims to examine nurses' knowledge and attitudes regarding pain management in Saudi Arabian hospitals (SA). Method: A cross-sectional survey was administered to 320 nurses exhibiting considerable racial, cultural, religious and professional diversity, working in oncology units at five hospitals in the KSA. Self-completed survey questionnaires were distributed using the 'Knowledge and Attitudes Survey Regarding Pain' (KASRP) tool. Results: The nurses exhibited a relatively poor overall knowledge of pain management (mean score=45.1%; 95% CI=43.9%, 46.2%). The mean KASRP scores varied significantly at α=0.05 with respect to the nurses' nationality, whether they had attended pain-related courses, and whether they had participated in research. Conclusion: The results indicate the urgency needed to reform pain management education for oncology nurses in the KSA. © 2014 Elsevier Ltd.
Barriers and facilitators to accessing skilled birth attendants in Afar region, Ethiopia
- Authors: King, Rosemary , Jackson, Ruth , Dietsch, Elaine , Hailemariam, Asseffa
- Date: 2015
- Type: Text , Journal article
- Relation: Midwifery Vol. 31, no. 5 (2015), p. 540-546
- Full Text: false
- Reviewed:
- Description: Objective: to explore barriers and facilitators that enable women to access skilled birth attendance in Afar Region, Ethiopia. Design: researchers used a Key Informant Research approach (KIR), whereby Health Extension Workers participated in an intensive training workshop and conducted interviews with Afar women in their communities. Data was also collected from health-care workers through questionnaires, interviews and focus groups. Participants: fourteen health extension workers were key informants and interviewers; 33 women and eight other health-care workers with a range of experience in caring for Afar childbearing women provided data as individuals and in focus groups. Findings: participants identified friendly service, female skilled birth attendants (SBA) and the introduction of the ambulance service as facilitators to SBA. There are many barriers to accessing SBA, including women's low status and restricted opportunities for decision making, lack of confidence in health-care facilities, long distances, cost, domestic workload, and traditional practices which include a preference for birthing at home with a traditional birth attendant. Key conclusions: many Afar men and women expressed a lack of confidence in the services provided at health-care facilities which impacts on skilled birth attendance utilisation. Implications for practice: ambulance services that are free of charge to women are effective as a means to transfer women to a hospital for emergency care if required and expansion of ambulance services would be a powerful facilitator to increasing institutional birth. Skilled birth attendants working in institutions need to ensure their practice is culturally, physically and emotionally safe if more Afar women are to accept their midwifery care. Adequate equipping and staffing of institutions providing emergency obstetric and newborn care will assist in improving community perceptions of these services. Most importantly, mutual respect and collaboration between traditional birth attendants (Afar women's preferred caregiver), health extension workers and skilled birth attendants will help ensure timely consultation and referral and reduce delay for women if they require emergency maternity care. © 2015 Elsevier Ltd.
The inter-tester reliability of the squeeze and bent-knee-fall-out tests in elite academy football players
- Authors: O'Brien, James , Santner, Emanuel , Finch, Caroline
- Date: 2018
- Type: Text , Journal article
- Relation: Physical Therapy in Sport Vol. 34, no. (2018), p. 8-13
- Full Text: false
- Reviewed:
- Description: Objectives: To evaluate the inter-tester reliability of two common tests for assessing hip and groin injuries, using a protocol closely reflecting normal clinical conditions. Design: Same-session, single-trial, inter-tester reliability study. Setting: Elite European football academy. Participants: Two testers and fifty-eight football players aged 14–21 years. Main outcome measures: Inter-tester reliability of the squeeze (in approximately 45° hip flexion) and bent-knee-fall-out (BKFO) tests, evaluated with intraclass correlation coefficients (two-way mixed, single measure) and minimal detectable change. Results: Both tests demonstrated excellent inter-tester reliability. The intraclass correlation coefficients were 0.92 (95% CI: 0.87–0.95) for the squeeze test, 0.91 (95% CI: 0.67–0.96) for the BKFO test on the right side and 0.92 (95% CI 0.87–0.95) for BKFO on the left side. The minimal detectable changes were 7.21 mmHg for the squeeze test, 0.95 cm and 0.75 cm for BKFO (right) and BKFO (left) respectively. Conclusion: The squeeze and the BKFO tests demonstrated excellent inter-tester reliability in elite academy football players, using a protocol reflective of normal clinical conditions.
Historical imagination, narrative learning and nursing practice : Graduate nursing students' reader-responses to a nurse's storytelling from the past
- Authors: Wood, Pamela
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 14, no. 5 (2014), p. 473-478
- Full Text: false
- Reviewed:
- Description: Storytelling and narrative are widely used in nurse education and the value of narrative-based curricula, such as those governed by narrative pedagogy, is well recognised. Storytelling stimulates students' imagination, a central feature of narrative learning. One form of story and imagination yet to be fully considered by educators is the historical story and historical imagination. The use of historical storytelling creates a temporal dissonance between the story and reader that stimulates readers' imagination and response, and enables them to gain rich insights which can be applied to the present. Reader-response theory can support educators when using narrative and storytelling. This article presents an analysis of graduate nursing students' reader-responses to a nurse's story from the past. This narrative learning group used their historical imagination in responding to the story and prompted and challenged each other in their interpretation and in translating their responses to their current nursing practice. The article discusses this analysis within the context of reader-response theory and its potential application to narrative-based learning in nurse education. Historical stories stimulate historical imagination and offer a different frame of reference for students' development of textual competence and for applying insights to the present. © 2014 Elsevier Ltd.
A review of prevalence studies of Autism Spectrum Disorder by latitude and solar irradiance impact
- Authors: Syed, Somayya , Moore, Kathleen , March, Evita
- Date: 2017
- Type: Text , Journal article
- Relation: Medical Hypotheses Vol. 109, no. (2017), p. 19-24
- Full Text: false
- Reviewed:
- Description: Autism Spectrum Disorder (ASD) is a lifelong disability with no known cause or cure. Among the suggested etiologies, is Cannell's hypothesis of a deficiency in Vitamin D the main natural source of which is Solar Ultraviolet-B (UVB) radiation. The aim in this paper is to build on this hypothesis and explore the relationship of solar irradiance of which UVB is a component, by latitude with the prevalence rates of ASD. Twenty-five reports published between 2011 and 2016 using comparable diagnostic criteria were reviewed. The results suggest a tendency for the prevalence rates of ASD to be lowest in countries near the equator and for this rate to increase as the latitude increases. These findings provide some support not just for the Vitamin D hypothesis, but also for a new proposition that along with UVB radiation, the entire solar radiation spectrum which reaches the earth, may play a role in ASD. While these results are both novel and encouraging in terms of the potential efficacy of exposure to natural sunlight, further research is warranted before results can be considered definitive, and before the implications of the findings can be implemented clinically. © 2017 Elsevier Ltd
A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB
- Authors: Bogossian, Fiona , Cooper, Simon J. , Cant, Robyn , Porter, Joanne , Forbes, Helen , McKenna, Lisa , Kinsman, Leigh , Endacott, Ruth , Devries, Brett , Philips, Nicole , Bucknall, Tracey , Young, Susan , Kain, Victoria
- Date: 2015
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 35, no. 10 (2015), p. e36-e42
- Full Text: false
- Reviewed:
- Description: Background: High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. Objectives: To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. Design and setting: Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. Participants: A population of 489 final-year nursing students in programs of study leading to license to practice. Methods: Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation.Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. Results: Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation.Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R2=0.090, F(7, 352)=4.962, p<0.001. Discussion: The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. Conclusion: The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students. © 2015 Elsevier Ltd.
Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration
- Authors: Liaw, Sok , Rashasegaran, Ahtherai , Wong, Lai , Deneen, Christopher , Cooper, Simon J. , Levett-Jones, Tracy , Goh, Hongli , Ignacio, Jeanette
- Date: 2018
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 62, no. (2018), p. 74-79
- Full Text: false
- Reviewed:
- Description: Background The development of clinical reasoning skills in recognising and responding to clinical deterioration is essential in pre-registration nursing education. Simulation has been increasingly used by educators to develop this skill. Objective To develop and evaluate the psychometric properties of a Clinical Reasoning Evaluation Simulation Tool (CREST) for measuring clinical reasoning skills in recognising and responding to clinical deterioration in a simulated environment. Design A scale development with psychometric testing and mixed methods study. Participants/Settings Nursing students and academic staff were recruited at a university. Method A three-phase prospective study was conducted. Phase 1 involved the development and content validation of the CREST; Phase 2 included the psychometric testing of the tool with 15 second-year and 15 third-year nursing students who undertook the simulation-based assessment; Phase 3 involved the usability testing of the tool with nine academic staff through a survey questionnaire and focus group discussion. Results A 10-item CREST was developed based on a model of clinical reasoning. A content validity of 0.93 was obtained from the validation of 15 international experts. The construct validity was supported as the third-year students demonstrated significantly higher (p < 0.001) clinical reasoning scores than the second-year students. The concurrent validity was also supported with significant positive correlations between global rating scores and almost all subscale scores, and the total scores. The predictive validity was supported with an existing tool. The internal consistency was high with a Cronbach's alpha of 0.92. A high inter-rater reliability was demonstrated with an intraclass correlation coefficient of 0.88. The usability of the tool was rated positively by the nurse educators but the need to ease the scoring process was highlighted. Conclusions A valid and reliable tool was developed to measure the effectiveness of simulation in developing clinical reasoning skills for recognising and responding to clinical deterioration. © 2017
Learning from clinical placement experience : Analysing nursing students' final reflections in a digital storytelling activity
- Authors: Paliadelis, Penny , Wood, Pamela
- Date: 2016
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 20, no. (2016), p. 39-44
- Full Text:
- Reviewed:
- Description: This paper reports on the learning potential of a reflective activity undertaken by final year nursing students, in which they were asked to recount two meaningful events that occurred during their clinical placements over the duration of their 3-year nursing degree program and reflect on how these events contributed to their learning to become beginning level Registered Nurses (RNs). This descriptive qualitative study gathered narratives from 92 students as individual postings in an online forum created within the University's learning management system. An analysis of the students' reflections are the focus of this paper particularly in relation to the value of reflecting on the identified events. Four themes emerged that clearly highlight the way in which these students interpreted and learned from both positive and negative clinical experiences, their strong desire to fit into their new role and their ability to re-imagine how they might respond to clinical events when they become Registered Nurses. The findings of this study may contribute to developing nursing curricula that better prepares final year students for the realities of practice. © 2016 Elsevier Ltd.
Safe medication administration : Perspectives from an appreciative inquiry of the practice of registered nurses in regional Australia
- Authors: Martyn, Julie-Anne , Paliadelis, Penny
- Date: 2019
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 34, no. (2019), p. 111-116
- Full Text: false
- Reviewed:
- Description: Registered Nurses (RNs) are regulated health professionals who are educated and accountable for safe medication administration (MA). Binding their practice are standards, policies, procedure and legislation. MA competence is taught and assessed during professional pre-registration education programs. However, different philosophies, theories and models are used by education providers making curriculum content disparate and competency frameworks diverse. Additionally, healthcare contexts are increasingly complex and clinical environments unpredictable. Competency models must respect contemporary practice. This paper focusses on the outcomes of Australian PhD research that combined Appreciative Inquiry (AI) principles with a qualitative study to identify MA safety strategies. In this 2-phase descriptive study, twenty RNs were observed then interviewed about their MA experiences. This paper discusses the interview findings. The participants explained how they assessed patient's needs and implemented strategies to administer medications safely. They presented their actions as being underpinned by a desire to do ‘the right thing for the patient’ despite their practice going beyond traditional procedural frameworks and not reflecting organisational protocols. Instead, they developed common strategies to enhance safe MA. The participants’ described using clinical reasoning and patient-centredness during MA. This study contributes to the knowledge needed for future practice development by highlighting what works.
The value of simulation-based learning in pre-licensure nurse education : A state-of-the-art review and meta-analysis
- Authors: Cant, Robyn , Cooper, Simon J.
- Date: 2017
- Type: Text , Journal article , Review
- Relation: Nurse Education in Practice Vol. 27, no. (2017), p. 45-62
- Full Text:
- Reviewed:
- Description: Simulation modalities are numerous in nursing education, with a need to reveal their range and impact. We reviewed current evidence for effectiveness of medium to high fidelity simulation as an education mode in pre-licensure/pre-registration nurse education. A state-of-the-art review and meta-analyses was conducted based on a systematic search of publications in English between 2010 and 2015. Of 72 included studies, 43 were quantitative primary studies (mainly quasi-experimental designs), 13 were qualitative studies and 16 were reviews of literature. Forty of 43 primary studies reported benefits to student learning, and student satisfaction was high. Simulation programs provided multi-modal ways of learning. A meta-analysis (8 studies, n = 652 participants) identified that simulation programs significantly improved clinical knowledge from baseline. The weighted mean increase was 5.0 points (CI: 3.25–6.82) on a knowledge measure. Other objectively rated measures (eg, trained observers with checklists) were few. Reported subjective measures such as confidence and satisfaction when used alone have a strong potential for results bias. Studies presented valid empirical evidence, but larger studies are required. Simulation programs in pre-licensure nursing curricula demonstrate innovation and excellence. The programs should be shared across the discipline to facilitate development of multimodal learning for both pre-licensure and postgraduate nurses.
- Description: Simulation modalities are numerous in nursing education, with a need to reveal their range and impact. We reviewed current evidence for effectiveness of medium to high fidelity simulation as an education mode in pre-licensure/pre-registration nurse education. A state-of-the-art review and meta-analyses was conducted based on a systematic search of publications in English between 2010 and 2015. Of 72 included studies, 43 were quantitative primary studies (mainly quasi-experimental designs), 13 were qualitative studies and 16 were reviews of literature. Forty of 43 primary studies reported benefits to student learning, and student satisfaction was high. Simulation programs provided multi-modal ways of learning. A meta-analysis (8 studies, n = 652 participants) identified that simulation programs significantly improved clinical knowledge from baseline. The weighted mean increase was 5.0 points (CI: 3.25–6.82) on a knowledge measure. Other objectively rated measures (eg, trained observers with checklists) were few. Reported subjective measures such as confidence and satisfaction when used alone have a strong potential for results bias. Studies presented valid empirical evidence, but larger studies are required. Simulation programs in pre-licensure nursing curricula demonstrate innovation and excellence. The programs should be shared across the discipline to facilitate development of multimodal learning for both pre-licensure and postgraduate nurses. © 2017 Elsevier Ltd
The academic experiences of transitioning to blended online and digital nursing curriculum
- Authors: Porter, Joanne , Barbagallo, Michael , Peck, Blake , Allen, Louise , Tanti, Erin , Churchill, Anne
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 87, no. (2020), p.
- Full Text: false
- Reviewed:
- Description: Background: The blended online digital (BOLD) approach to teaching is popular within many universities. However, much of the research conducted in this area focusses on the student perspective. Aim The aim of this study is to explore the experiences and perspectives of academics involved in the development and implementation of an inaugural BOLD Bachelor of Nursing curriculum at a regional multi-campus institution in Victoria, Australia. Methods: Eleven academics across two regional campuses participated in one of five focus groups. Creswell's (2003) six step approach to thematic analysis was used to analyse the semi-structured interview data in order to capture the meaning of the transition experience. Findings: Three significant themes emerged from the focus group data: ‘Get Ready’, ‘Get Set’, and ‘Go’. Discussion: Three significant themes emerged, ‘Get Ready’, embodies insight from academic staff preparing to make the transition to a BOLD delivery model acknowledging the need for staff to be genuinely prepared, educated, guided and supported to understand the pedagogy of BOLD. Secondly, ‘Get Set’, acknowledges the period immediately after the preparatory phase and preparedness of academic staff to manage content and delivery for both face-to-face and online student cohorts within the learning platform. Thirdly, the theme ‘Go’ recognises the culmination of the previous two phases and is a recognition of the need for ongoing evaluation across the implementation phase. Conclusion: This qualitative exploration of nursing academics' experience contributes to contemporary pedagogical insights in relation to the blended approaches to teaching and learning. © 2020
Participant characteristics of users of holistic movement practices in Australia
- Authors: Vergeer, Ineke , Bennie, Jason , Charity, Melanie , van Uffelen, Jannique , Harvey, Jack , Biddle, Stuart , Eime, Rochelle
- Date: 2018
- Type: Text , Journal article
- Relation: Complementary Therapies in Clinical Practice Vol. 31, no. (2018), p. 181-187
- Full Text:
- Reviewed:
- Description: Objectives: The aim of this study was to compare the characteristics of users of holistic movement practices in Australia to people who were physically active but not using holistic movement practices. A second aim was to compare characteristics of users of specific holistic movement practices (yoga/Pilates and t'ai chi/qigong). Design: We performed a secondary data analysis on pooled data of a nationally-representative physical activity survey conducted yearly 2001–2010 (n = 195,926). Setting: Australia-wide Exercise, Recreation, and Sport Survey (ERASS). Main outcome measures: A range of socio-demographic and participation characteristics were documented and compared between users and non-users of holistic movement practices and between yoga/Pilates and t'ai chi/qigong users, employing descriptive statistics, chi square, and multiple logistic regression analyses. Results: Users of holistic movement practices (n = 6826) were significantly more likely than non-users to be female, older, have fewer children at home, and have higher levels of education, socio-economic background, and physical activity involvement (p < 0.001). Yoga/Pilates (n = 5733) and t'ai chi/qigong (n = 947) users were also found to differ on a number of characteristics, including age, sex, socioeconomic background, and marital status. Conclusion: As a group, Australian users of holistic movement practices differ on a range of characteristics from those Australians active in other types of physical activities. However, differences between yoga/Pilates and t'ai chi/qigong users suggest these practices attract somewhat different sub-populations. To what extent these differences are due to characteristics inherent to the practices themselves or to differences in delivery-related parameters needs to be examined in future research.
Academic and clinical performance among nursing students : what's grit go to do with it?
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 88, no. (2020), p.
- Full Text:
- Reviewed:
- Description: Background: Nursing is both a science and an art and requires students to develop sound scientific foundations for artful application. The at times binary nature of how the way in which the knowledge and skills of nursing are delivered in higher education can be difficult for students to comprehend initially and synchronise for practice and can lead to feelings of being overwhelmed, withdrawal or failure. Understanding what influences student performance in bachelor level nursing studies is imperative so educators can develop programs that straddle the art and science conundrum and lead to graduate success. Grit is a non-cognitive trait, a drive that keeps an individual on task through difficult circumstances for sustained periods of time. Grit might well represent a key factor in our understanding of why one student succeeds while another withdraws. Objectives: To examine measures of grit in the context of demographic characteristics of nursing students and their impact on student self-perceived academic and clinical performance. Design: A cross-sectional design. Setting: A single School of Nursing at a multi-campus, regional, peri-urban Australian University. Participants: All nursing students (n = 2349) studying a three-year bachelor of nursing degree were invited to participate. Methods: Data were collected using a questionnaire that included several demographic items, questions relating to the student's perceived level of academic and clinical performance, and the eight-item Short Grit Scale (Grit-S) used to measure trait-level perseverance and passion for long-term goals. Results: Students, regardless of their year of study or any other demographic factor, showed grit was the only significant predictor of clinical and academic performance. Conclusions: The strength between grit and perceived performance both academically and clinically, makes grit a valuable factor for development in students as a vehicle for success in nursing programs of study. This paper culminates in suggestions for creative approaches to grit development. © 2020 Elsevier Ltd
The effect of swimming volume and intensity on changes in supraspinatus tendon thickness
- Authors: Porter, Kirsten , Talpey, Scott , Pascoe, Deborah , Blanch, Peter , Walker, Helen , Shield, Anthony
- Date: 2021
- Type: Text , Journal article
- Relation: Physical Therapy in Sport Vol. 47, no. (2021), p. 173-177
- Full Text:
- Reviewed:
- Description: Objectives: To compare the change in supraspinatus tendon thickness (STT) following a high volume (HV) and high intensity (HI) swimming practice in shoulders of elite swimmers. Design: Cohort Study. Setting: Non-clinical, state swim team training facility. Participants: A convenience sample of eight non-injured state and national level swimmers from a regional swim team were recruited for this study. Main outcome measures: Ultrasound measures of STT were collected in response to the two swimming practice sessions. Measures were taken prior to each swim practice; immediately after practice; 6-hours post practice and 24-hours post practice. Results: A significant increase in STT resulted from both the HI and HV (p < 0.05) practice immediately post practice. For the HI practice, the STT remained significantly thicker than pre-practice measures at the 6-hour post practice test (p < 0.05) however no longer significant 24-hours post practice. The difference in the change in STT between the HI and HV practice was significantly different immediately post practice and 6-hours post practice (p < 0.05) however no longer significant 24-hour post practice. Conclusion: Ultrasound measures of STT following different swimming volumes and intensities may provide information on shoulder tendon loads. © 2020 Elsevier Ltd