Cooperative Learning Using Simulation to Achieve Mastery of Nasogastric Tube Insertion

Cason, Melanie; Gilbert, Gregory E.; Schmoll, Heidi H.; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth Evelyn; Lee, Frances Wickham; Schaefer, John J.

doi:10.3928/01484834-20150218-09

Cited by 22 publications

(5 citation statements)

References 13 publications

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“…The result of this study are consistent with the result of research conducted response by the [11] that students provided positive feedback regarding this educational innovation. This year, the development research that has been done is only done for the simulation process of cooperative learning model and limited trial to know the student's response to the developed software.…”

Section: Results and Disscusionsupporting

confidence: 90%

Cooperatif Learning Models Simulation : From Abstract to Concrete

Agustini

Ariawan

2018

SHS Web Conf.

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. Abstract. This study aimed to develop a simulation of cooperative learning model that used students as prospective teachers in improving the quality of learning, especially for preparedness in the classroom of the microteaching learning. A wider range of outcomes can be used more widely by teachers and lecturers in order to improve the professionalism as educators. The method used is research and development (R&D), using Dick & Carey development model. To produce as expected, there are several steps that must be done through global research, among others, do steps (a) conduct in-depth theoretical study related to the simulation software that will be generated based on cooperative learning models to be developed , (b) formulate figure simulation software system is based on the results of theoretical study and (c) conduct a formative evaluation is done by content expert, design expert, and media expert to the validity of the simulation media, one to one student evaluation, small group evaluation and field trial evaluation. Simulation results showed that the Cooperative Learning Model can simulated three models by well. Student response through the simulation models is very positive by 60 % and 40% positive. The implication of this research result is that student of teacher candidate can apply cooperative learning model well when teaching real in training school hence student need to be given real simulation example how cooperative learning is implemented in class.

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Section: Results and Disscusionsupporting

confidence: 90%

Cooperatif Learning Models Simulation : From Abstract to Concrete

Agustini

Ariawan

2018

SHS Web Conf.

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“…There is evidence of benefit in peer-based dyadic teaching in SBPT; this is a cost-effective strategy that is associated with a significant increase in the efficiency of SBPT [ 83 , 84 ]. If this is the chosen strategy, learners should be made aware of the value of peer evaluation at the beginning of the SBPT [ 10 ]. These strategies are in addition to already established frameworks to foster psychological safety in simulation, for example, as outlined by Rudolph et al [ 81 ] and Kolbe et al [ 85 ].…”

Section: Sbpt Blueprintmentioning

confidence: 99%

“…Simulation-based procedure training (SBPT) is now firmly integrated into health professions curriculums [ 6 – 8 ] with evidence suggesting it can be used either alongside or in replacement of traditional clinical experience for both low-stakes routine procedures [ 9 , 10 ] and high-stakes emergency procedures [ 11 – 14 ]. There is heterogeneity in reported outcomes of SBPT with some studies reporting improvement in high-level translational outcomes [ 15 – 18 ] such as reduced intensive care costs and infection rates, and others focusing on lower level outcomes such as time taken to perform a procedure [ 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

Simulation-based procedure training (SBPT) in rarely performed procedures: a blueprint for theory-informed design considerations

Gent

Kainth

2022

Adv Simul

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Simulation-based procedure training is now integrated within health professions education with literature demonstrating increased performance and translational patient-level outcomes. The focus of published work has been centered around description of such procedural training and the creation of realistic part-task models. There has been little attention with regards to design consideration, specifically around how simulation and educational theory should directly inform programme creation. Using a case-based approach in cardiology as an example, we present a blueprint for theory-informed simulation-based procedure training linking learning needs analysis and defining suitable objectives to matched fidelity. We press the importance of understanding how to implement and utilise task competence benchmarking in practice, and the role of feedback and debriefing in cycles of repeated practice. We conclude with evaluation and argue why this should be considered part of the initial design process rather than an after-thought following education delivery.

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“…During the simulation process, students are very close to authentic experiences, and this reduces stress and increases the efficiency of work In clinical practice (Cason et al, 2015;Krueger et al, 2017). The nursing environment offers many learning opportunities, from basic nursing techniques to very professional care, involving all available principles of holism, humanism, critical thinking, preventive care, or transcultural nursing (Cason et al, 2015;Karabulut et al, 2015;Neugebauer and Bartlová, 2019). The crucial element for a correct simula-tion is a suitable lesson goal and a simulation scenario.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Evaluation of the effectiveness of the simulation process for teaching nursing

Neugebauer¹,

Doležalová²,

Dolák³

et al. 2022

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Introduction: Simulation strategy is a modern technique for teaching nursing around the world. One of its many benefits is the implementation of pre-prepared situations in a safe environment. The introduction of simulation into theoretical training is beneficial for students, lecturers, and the faculty. Goal: To investigate the effectiveness of the simulation process for teaching nursing. Methods: This paper is a literary review. It is processed using a four-step system. We used the acronym PECOT. We used online platforms for the research, such as PubMed, Web of Science, Science Direct, EBSCO, and Scopus. We visited the Academic Library of the University of South Bohemia in České Budějovice and the National Library in Prague. Results: We identified 7 studies (four experimental studies, two review studies and one quantitative-exploratory study) and included them in our study. The simulation process is considered a highly effective teaching method, which benefits the students, lecturers, and the faculty. Conclusions: The simulation process is one of the modern techniques of teaching nursing. The mentioned results indicate a high level of teaching effectiveness using this method. In all registered cases, the simulation strategy is assessed as more effective than other methods used so far, such as frontal teaching, video demonstrations, or simple demonstrations.

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Cooperative Learning Using Simulation to Achieve Mastery of Nasogastric Tube Insertion

Cited by 22 publications

References 13 publications

Cooperatif Learning Models Simulation : From Abstract to Concrete

Cooperatif Learning Models Simulation : From Abstract to Concrete

Simulation-based procedure training (SBPT) in rarely performed procedures: a blueprint for theory-informed design considerations

Evaluation of the effectiveness of the simulation process for teaching nursing

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