Abstract:Scenario based learning (SBL) is up-to-date inventive teaching method that providing directive discussion for nursing students. Effective designed scenarios are considered the corner stone for teachers to integrate learning objectives into nursing students' learning experience. Many studies reported that SBL is a broad dynamic interactive teaching and learning strategy. It enhances students' decision making skills and self-learning abilities. Aim: the current study aimed to explore fourth level nursing student… Show more
“…In agreement with our results from both quantitative and qualitative data, many previous studies have reported that scenario-based education expands student knowledge and awareness and improves their learning abilities and analytic skills. 2 , 9 Another study, by Hudson and Ozsevgec, investigated the effectiveness of simulation-based learning in learning and overcoming student misconceptions and also found that simulation-based learning strategies had a considerably positive effect on the achievement of students. 13 , 19 Our results are also consistent with those of Amorim et al., who reported that students perceived realistic simulation in a pediatric emergency as an effective teaching approach.…”
Section: Discussionmentioning
confidence: 99%
“… 24 Finally, another study demonstrated that simulation-based learning was a dynamic learning strategy for critical care nursing students as it enhanced appraisal skills and learning abilities. 2 …”
Section: Discussionmentioning
confidence: 99%
“…In the current study, we employed an established questionnaire 2 that had been modified slightly and validated by two medical education experts. This questionnaire focused on the students' perception of using the RSCS as a novel teaching strategy and their overall satisfaction.…”
“…In agreement with our results from both quantitative and qualitative data, many previous studies have reported that scenario-based education expands student knowledge and awareness and improves their learning abilities and analytic skills. 2 , 9 Another study, by Hudson and Ozsevgec, investigated the effectiveness of simulation-based learning in learning and overcoming student misconceptions and also found that simulation-based learning strategies had a considerably positive effect on the achievement of students. 13 , 19 Our results are also consistent with those of Amorim et al., who reported that students perceived realistic simulation in a pediatric emergency as an effective teaching approach.…”
Section: Discussionmentioning
confidence: 99%
“… 24 Finally, another study demonstrated that simulation-based learning was a dynamic learning strategy for critical care nursing students as it enhanced appraisal skills and learning abilities. 2 …”
Section: Discussionmentioning
confidence: 99%
“…In the current study, we employed an established questionnaire 2 that had been modified slightly and validated by two medical education experts. This questionnaire focused on the students' perception of using the RSCS as a novel teaching strategy and their overall satisfaction.…”
“…In addition, many authors emphasize that this method strengthens students’ abilities and skills in analytical thinking, problem solving, communication and teamwork [ 5 ]. This improves self-reliance [ 6 ] and self-learning skills [ 7 ]. The available evidence suggests that the use of one teaching model, even a new model, is not enough to promote learning.…”
Background
Nursing education has recently undergone changes to improve care. These changes require innovative and transformative strategies in nursing education. Search as learning is one of the educational methods this study was conducted to determine the effect of the information searching process on scenario-based learning in nursing students.
Methods
This study is a single group semi-experimental study that was conducted on 38 nursing students in 2021. Students first drew a concept map according to their existing knowledge about two scenarios (diabetes and trauma). The students then searched the medical databases and drew another concept map after the search. Data were analyzed using descriptive statistics, paired mean tests and Pearson correlation coefficients.
Results
The results showed that the mean scores of the participants in the diabetes scenario before and after the search were 18.32 ± 5.50 and 19.13 ± 7.54, respectively, and those in the trauma scenario were 18.58 ± 7.69 and 29.61 ± 7, respectively (P < 0.01). The mean scores of the details of the conceptual map before and after the search in terms of themes, number of levels and relationships were statistically significant. In both scenarios, there was a positive correlation (p < 0.01) between learning and the number of correct webpages (r = 0.74 for trauma and r = 0.64 for diabetes), as well as between search time and the amount of learning (r = 0.77 for trauma and 0.64 for diabetes).
Conclusions
The results showed that search as learning in nursing education scenarios led to student learning. It is recommended that nurse educators use this method as a tool in nursing education to increase students’ awareness and develop their thinking skills. Further research is recommended to determine the effectiveness of this method with other educational methods.
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