A Simulation-Based Clinical Nursing Education Framework for a Low-Resource Setting: A Multimethod Study

Salifu, David Abdulai; Heymans, Yolande; Christmals, Christmal Dela

doi:10.3390/healthcare10091639

Cited by 5 publications

(3 citation statements)

References 70 publications

(135 reference statements)

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“…This approach uses different research methods, such as literature review, interviews, and focus groups, in a specific sequence to complement each other’s results and build a more comprehensive understanding of the phenomenon under study ( Subedi, 2016 ). This approach has been widely employed in prior studies to integrate scoping review data with qualitative data ( Jolivet et al, 2021 ; Qiu et al, 2021 ; Claessens et al, 2022 ; Salifu et al, 2022 ).…”

Section: Methodsmentioning

confidence: 99%

Vision-related tasks in children with visual impairment: a multi-method study

et al. 2023

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ObjectiveFunctional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment.MethodsThis study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children’s level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework.ResultsDuring the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment.ConclusionA comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.

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Section: Methodsmentioning

confidence: 99%

Vision-related tasks in children with visual impairment: a multi-method study

et al. 2023

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“…In addition, by experiencing clinical situations through prior learning linkages, professional cardiopulmonary resuscitation performance would increase by participating in face-to-face simulation practice with con dence. As previous studies indicated, evaluation and feedback can be effectively derived when instructors and learners interact in both directions [39]. Therefore, to increase professional cardiopulmonary resuscitation performance, it is necessary to apply a case-based pre-learning simulation and this class simulation by applying a PARTNER model when constructing education and to apply a blended learning method considering cooperative learning that communicates in both directions in this class.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a Blended Simulation Education Program on Advanced Cardiac Life Support for Nursing Students Using the PARTNER Model

Kang,

Lee

2024

Preprint

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Background The incidence of acute cardiac arrest is increasing and is directly linked to patient survival, highlighting the critical role of nurses. Advanced nursing skills for cardiac arrest patients, such as self-directed pre-learning applied to various clinical situations, require a systematic blended learning approach to integrate knowledge and enhance clinical performance through face-to-face practice. Objectives This study aims to apply a blended simulation education program using the PARTNER model to nursing students and evaluate its effectiveness on their knowledge, confidence, performance in advanced cardiac life support, clinical performance ability, and learning satisfaction. Design: The program is structured in phases including pre-stage, pre-learning assessment, pre-learning integration, cooperative learning, core summary lectures, evaluation, and post-reflection. It is theoretically grounded in flipped learning based on the PARTNER model. Setting and Participants: The study design is a non-equivalent control group pre-post-test design, conducted from November 4 to December 30, 2022, with third-year nursing students at K University in D City, Korea. Methods The experimental group received a 480-minute advanced cardiac life support blended simulation education program using the PARTNER model, while the control group received a traditional simulation education program of equal duration. Results The study found that knowledge, confidence, performance in advanced cardiac life support, and clinical performance ability were effectively enhanced, although no significant effect was observed in learning satisfaction. Conclusions The program provides a new direction in applying blended simulation using the PARTNER model for advanced cardiac life support nursing education, ultimately contributing to the training of nurses competent in advanced cardiac life support.

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“…Additionally, in Sub-Saharan Africa, different teaching methods have been applied to improve nursing student's clinical competence, critical thinking, decision making, problem solving and patient safety. Such methods include simulation based clinical learning (17),concept map (18) and evidence based practice (19).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of combined reflective learning strategy on perceived clinical reasoning among nursing students Tanzania: A quasi- experimental study

Nyaki,

Millanzi,

Kibusi

2023

Preprint

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Background Patient safety is seriously threatened by the lack of fundamental clinical reasoning abilities. Competent nurses play a significant role in maintaining safety and effective healthcare services by integrating knowledge, abilities and attitudes that enable them to adapt to a changing health environment. Nursing clinical competence is the synthesis of knowledge, skills, clinical reasoning, values, beliefs and attitudes. Objective The purpose of this study was to compare the three teaching and learning methods (conversational, journaling and combined conversational and journaling reflective learning strategy in determine its effect on perceived self-directed learning and clinical reasoning in nursing education. Methods The study was conducted using a prospective quasi-experimental with pre- and post-evaluation. Participants received brief training on reflective practices and started to collect their clinical experiences based on the current clinical rotation department, write reflective journals, and conduct reflective conversations guided with Gibbs’s model of reflection. Data collection was performed before and after the intervention on their perceived clinical reasoning using the Nurses Clinical Reasoning Descriptive analysis and inferential statistics such as DID model were used. Results The study included 143 participants with mean age of 24.10 ± 2.12 where 74.8% of them were male. There was a statistically significant mean score change on perceived clinical reasoning among participants over time. The mean score performance of the participants ranged from 2.98 ± 0.94 to 4.43 ± 0.50. The overall effect size of the intervention on perceived clinical reasoning among participants accounted for β = 1.7091 to 2.2217. which is a huge effect size as compared to when they had no exposed on a combined reflective practice. Conclusion The findings revealed that integrated conversational and journaling reflective learning strategy has significant academic potentials of empowering the nursing students clinical reasoning skills before the provision of care to patients. Thus, combined reflective learning strategy can be used as a clinical teaching and learning strategy in nursing education.

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A Simulation-Based Clinical Nursing Education Framework for a Low-Resource Setting: A Multimethod Study

Cited by 5 publications

References 70 publications

Vision-related tasks in children with visual impairment: a multi-method study

Vision-related tasks in children with visual impairment: a multi-method study

Effectiveness of a Blended Simulation Education Program on Advanced Cardiac Life Support for Nursing Students Using the PARTNER Model

Effectiveness of combined reflective learning strategy on perceived clinical reasoning among nursing students Tanzania: A quasi- experimental study

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