Determining the effects of traditional learning approach and interactive learning activities on personal and professional factors among Saudi intern nurses

AlKhaibary, Ahmad A.; Ramadan, Faten Z.; Aboshaiqah, Ahmad E.; Baker, Omar Ghazi; AlZaatari, Salwa Z.; AlZaatari, Salim Z.

doi:10.1002/nop2.633

Cited by 2 publications

(2 citation statements)

References 24 publications

(33 reference statements)

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“…Another concern related to the online environment is that medical or nursing undergraduate education is mostly face‐to‐face or blended due to characteristics of the health sciences. Considering that the CoI framework emphasizes interactive learning and communication, it has been noted that the creation of a learning community according to the CoI framework in a blended learning format may address some of these concerns (AlKhaibary et al., 2021 ; Siah et al., 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

et al. 2021

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As defined in the current literature, a deteriorating patient "is one who moves from one clinical state to a worse clinical state which increases their individual risk of morbidity, including organ dysfunction, protracted hospital stay, disability, or death." (Jones et al., 2013(Jones et al., , pp. 1031(Jones et al., -1032. It is important to emphasize the essential role of nursing students in recognizing the dynamic and changing nature of a patient's condition in addition to vital sign derangement and observations (Alshehry et al., 2020). Previous

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Section: Introductionmentioning

confidence: 99%

“…Considering that the CoI framework emphasizes interactive learning and communication, it has been noted that the creation of a learning community according to the CoI framework in a blended learning format may address some of these concerns (AlKhaibary et al, 2021;Siah et al, 2021).…”

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confidence: 99%

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

et al. 2021

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Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19

King

Baker

2023

Br J Nurs

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The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical ‘viva voce’ approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the ‘Think aloud approach’ and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed.

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Determining the effects of traditional learning approach and interactive learning activities on personal and professional factors among Saudi intern nurses

Cited by 2 publications

References 24 publications

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19

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