Background: Mechanically ventilated patients experience many stressors related to their physiological conditions, treatments, and the Intensive Care Unit (ICU) environment itself. As patients are recovered from the respiratory problems, they can be weaned from mechanical ventilation (MV). Weaning represents a major challenge in critically ill patients' management. Weaning from MV imposes more stress on the patients as it leads to feeling of helplessness. Excessive and inappropriate use of sedatives can result in cardiovascular instability, prolongation of MV and ventilator associated pneumonia. Critical care nurses have an important role in alleviating stress manifestations and helping patients’ holistic healing. Non-pharmacological approach is recommended to be used prior to or in conjunction with sedatives use. Listening to Holy Quran Recitation (HQR) is a kind of spiritual support for Muslim patients. Spiritual care has been recommended as it can affect patient’s comfort. Accordingly, spiritual support strategies including HQR have been recently proposed to achieve better outcomes of critically ill patients which is the aim of the current study. Methods: A quasi experimental research design was used in this study. Physiological and psychological parameters were measured before and after HQR in the study group. Results: All differences between physiological and psychological parameters of the study group before and after HQR were statistically significant (P= 0.00). All differences between initial and the final measurement values of physiological and psychological parameters of the control group were statistically not significant. The mean values of heart rate, respiratory rate, mean arterial blood pressure, and shortness of breath of the study group after HQR were lower than that in the control group. Conclusion: HQR is an effective non-pharmacological strategy to improve vital signs, SpO2, shortness of breath and anxiety level for mechanically ventilated Muslim patients undergoing weaning. In addition, it can increase spontaneous breathing trial (SBT) duration for patients undergoing weaning from MV.
Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes. Aim: This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students’ decision-making skills. Sample: There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups. Methods: The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student’s feedback about the computer-based case scenarios was also investigated. Results: The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.
Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.
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