Comparison of meaningful learning characteristics in simulated nursing practice after traditional versus computer-based simulation method: A qualitative videography study

Poikela, Paula; Ruokamo, Heli; Teräs, Marianne

doi:10.1016/j.nedt.2014.10.009

Cited by 16 publications

(13 citation statements)

References 21 publications

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“…In recent years, healthcare educators have sought to develop new teaching methods, including simulation, to find effective ways to achieve better learning outcomes (Poikela et al, ). Different learning experiences can reinforce student learning and build knowledge and skills through varied approaches (Cooper et al, ).…”

Section: Discussionmentioning

confidence: 99%

Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students

Lee

Kang

Park

et al. 2017

Nursing & Health Sciences

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Educational outcomes, such as knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods in caring for children with croup, were compared between groups of students that received education through simulation combined with pre‐education, simulation only, and pre‐education only. In this quasi‐experimental design, the educational intervention for the experimental group was the pre‐education modality. Data from a convenience sample of 127 senior nursing students were drawn from three nursing schools in South Korea. There were significant differences in the mean scores of knowledge, confidence in performance, satisfaction with the learning method, and ability in nursing practice between the three groups. Pre‐education with simulation significantly enhanced students' knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods compared with pre‐education or simulation alone. Simulation strategies should focus more on enhancing nursing students' learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students

Lee

Kang

Park

et al. 2017

Nursing & Health Sciences

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“…The studies include longitudinal surveys (e.g. Hainey, 2011) conducted for a specified number of years, whereas others are comparative studies (e.g., Boeker, 2013;Poikela, 2015).…”

Section: Procedures and Research Methodologiesmentioning

confidence: 99%

“…When students self-reflect on simulated clinical experiences, they add to their existing knowledge, and apply new knowledge to transformative learning. Poikela et al (2015), in a simulated nursing procedure, compare a computer-based simulation with a lecture to examine the meaningful learning students may achieve via the two teaching methods. They conclude that students who participate in the computer simulation are more likely to report meaningful learning outcomes than those taking the lecture, due to the strong presence of reflection-based activities and metacognitive themes.…”

Section: Knowledge Acquisitionmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

483

325

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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“…To provide safe care for patients with complex health needs, students must have a strong knowledge base, critical thinking ability, judgment and clinical reasoning ability, and problem-solving and decision-making skills in providing care (1). Nursing instructors can provide the conditions for developing these skills as well as professional development and deep learning opportunities for students by employing active approaches to classroom and clinical settings (2,3). Traditionally, nursing education has been based on a behavioral model that has not resulted in improved educational performance (4).…”

Section: Introductionmentioning

confidence: 99%

Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches

Dehghanzadeh

2019

Strides Dev Med Educ

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Background: Active learning approaches, including the flipped classroom, can enhance meaningful learning among students of medical sciences. Objectives: The purpose of this study was to investigate the effect of the flipped classroom teaching method on nursing students' learning approaches. Methods: This one-group quasi-experimental study with a pretest-posttest design was carried out among 46 undergraduate nursing students who had passed the orthopedic nursing course in the academic year of 2017-2018. The participants were selected by the census method. To teach through the flipped classroom method, the instructor provided electronic content for the course using the Articulate Storyline software. Students studied electronic contents and the reference book prior to each session and participated in predetermined collaborative activities. Data were collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) before and after the completion of the classes. Data were analyzed using descriptive statistics, independent t test, paired t test and Pearson correlation coefficient by SPSS software. Results: The flipped classroom method significantly increased the deep learning approach (P <0.001) and its subscales including deep motive (P <0.001) and deep strategy (P = 0.001). Also, there was a significant negative correlation between deep learning and superficial learning before (r = -0.29, P = 0.047) and after (r = -0.34, P = 0.015) the implementation of the flipped classroom method. Conclusions: By implementing the flipped classroom method, deep learning among nursing students is strengthened. Also, by assessing learners' study approaches, it is possible to identify the various educational methods that affect deep learning.

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Comparison of meaningful learning characteristics in simulated nursing practice after traditional versus computer-based simulation method: A qualitative videography study

Cited by 16 publications

References 21 publications

Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students

Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students

The effect of games and simulations on higher education: a systematic literature review

Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches

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