Broadening the Reach of Standardized Patients in Nurse Practitioner Education to Include the Distance Learner

Ballman, Kathleen; Garritano, Nicole; Beery, Theresa A.

doi:10.1097/nne.0000000000000260

Cited by 16 publications

(8 citation statements)

References 11 publications

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“…A simulation with standardized patients (SPs) provides opportunities for students to apply their skills on persons trained to impersonate the characteristics of a real patient in a safe and controlled environment prior to taking care of real patients in clinic [13]. Teaching with SPs has many advantages, including increasing students’ communication skills with patients and with teammates [14], improving clinical reasoning [15], and reducing students’ anxiety and stress and increasing their self-efficacy and study motivation [16]. Therefore, students can develop critical-thinking skills through decision-making and problem-solving so as to maintain a safe training environment without worrying about injuring patients.…”

Section: Introductionmentioning

confidence: 99%

Improving clinical judgment by simulation: a randomized trial and validation of the Lasater clinical judgment rubric in Chinese

et al. 2019

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BackgroundThe development and assessment of clinical judgment ability are essential in nursing education. The Lasater Clinical Judgment Rubric (LCJR) was shown to be valid in evaluating nursing students’ learning outcomes and skills in western cultures but has not been validated in mainland China. This study aimed to compare a simulation-teaching model with a traditional teaching method in enhancing the clinical judgment ability of nursing undergraduate students and to validate the Chinese version of the Lasater Clinical Judgment Rubric (C-LCJR).MethodsFour classes of nursing students (n = 157) at Hubei University of Chinese Medicine, China, were randomly assigned to two control and two experimental classes. The experimental classes were taught using simulation teaching with standardized patients, while the control classes were taught using traditional teaching methods. At the end of the experiment, students in both kinds of classes evaluated their clinical judgment using the C-LCJR. Teachers also rated the students but without knowing who had received the simulation teaching. Confirmatory factor analysis and a Multiple Indicators Multiple Causes (MIMIC) model with Bayesian estimation was fit to the rating data to investigate measurement properties and experimental effects.ResultsCompared to the control classes, students in the experimental classes performed better in all subdomains of C-LCJR (noticing, interpreting, responding, and reflecting). The measurement properties of the C-LCJR were found to be satisfactory with high factor loadings and reliabilities and no bias from age, gender, and raters.ConclusionsThe simulation teaching model is more effective than the traditional (non-simulation-based) teaching method in improving clinical judgment of Chinese nursing students. The C-LCJR is a valid and reliable instrument for measuring clinical judgment in nursing students in China.

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Section: Introductionmentioning

confidence: 99%

Improving clinical judgment by simulation: a randomized trial and validation of the Lasater clinical judgment rubric in Chinese

et al. 2019

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“…Given these overall positive results, it seems clear that there are many reasons why nursing students may choose ODL for postgraduate education. Ballman et al suggest it allows registered nurses to pursue higher degrees without having to leave their clinical positions (15), and report that students demonstrate digital literacy and are comfortable with the online learning environment. Merrill describes today's nursing students as the NET Generation, a group that came of age in a "media-rich" world and expects to use online technologies in education; thus, faculty and nursing school curriculums must adapt to new learning preferences that may challenge traditional teaching methods (16).…”

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confidence: 99%

Distance learning and patient safety: Report and evaluation of an online patient safety course

Ortega

Cometto

Grajales

et al. 2020

Revista Panamericana De Salud Pública

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Patient safety is a critical topic in health care globally, with implications for nurses, physicians, administrators, and most importantly, patients and their well-being. Online distance learning (ODL) is widely accepted among most disciplines in higher education and has been used to promote patient safety knowledge among health care students and professionals in diverse contexts. This article reports on an online Nursing and Patient Safety course developed in 2012 by the University of Miami School of Nursing and Health Studies in conjunction with the Pan American Health Organization and the International Network for Nursing and Patient Safety. The study’s objectives are to describe the implementation of an international ODL program to enhance patient safety knowledge in nurses and nursing students, and to examine the participants’ assessments of this online approach as an effective learning tool. Most participants who completed the Nursing and Patient Safety ODL course reported being satisfied with the course content and experience, and demonstrated increased knowledge on patient safety, as measured by post-module quizzes and self-report. Limitations of the study include the lack of a comparison group, disparity in the number of participants across the course’s language formats (English, Portuguese, Spanish), and the large number of participants who registered for but did not complete the course. Future research should identify obstacles to course completion, explore participants’ awareness of patient safety issues and perceived need for more instruction, and look at ways to disseminate the course to the broadest international population of nurses and nursing students.

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“…Development of learning communities [13,21,31,41,45]. 3. Connecting learning to improved clinical practice [15,17,26,28,38,54]. 4. Learning that leads to the best possible provision of care for people living with dementia [17,.…”

Section: Data Synthesis Of Key Featuresmentioning

confidence: 99%

“…It was frequently reported that learners who are engaged in Web-based studies require a level of commitment and willingness, the ability to develop self-direction, and a capacity for flexibility [14,[19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]42,43]. The authors' evaluation of the learners' feedback regarding the DCC&TN emphasized similar challenges.…”

Section: Data Synthesis Of Key Featuresmentioning

confidence: 99%

“…The literature reports that Web-based learners are challenged by the following: lack of time, busy workplace, reliability of IT, limited organizational support during work hours, computer access, confidence with computers, and the ability to work at their own pace. Learners require a strong commitment to external studies, requiring a level of discipline, a willingness to develop self-direction, and a capacity for resilience [14,[19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]42,43]. It is the authors' opinion that a work-life balance needs to be addressed to encourage online learning among health professionals, their peers, and their managers.…”

Section: Barriersmentioning

confidence: 99%

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A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review (Preprint)

Moehead¹,

DeSouza²,

Walsh³

et al. 2019

Preprint

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BACKGROUND Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. OBJECTIVE This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program—an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice—and (2) determine how these features correlate with the DCC&TN. METHODS Six electronic databases—Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar—were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick’s model for the evaluation of training were used to ensure quality and rigor of the analysis. RESULTS A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick’s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick’s model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. CONCLUSIONS A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick’s salient elements of the model—reaction, learning, behavior, and results—in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick’s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.

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Broadening the Reach of Standardized Patients in Nurse Practitioner Education to Include the Distance Learner

Cited by 16 publications

References 11 publications

Improving clinical judgment by simulation: a randomized trial and validation of the Lasater clinical judgment rubric in Chinese

Improving clinical judgment by simulation: a randomized trial and validation of the Lasater clinical judgment rubric in Chinese

Distance learning and patient safety: Report and evaluation of an online patient safety course

A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review (Preprint)

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