Effects of developing scenario learning in a fundamental nursing course: a pilot study

Baek, Kyoung-Hwa; Cho, Jeong-Hwa; Park, Jong-Min

doi:10.1186/s12909-022-03462-z

Cited by 6 publications

(3 citation statements)

References 28 publications

(24 reference statements)

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“…One of the limitations of this study the failure to measure all competencies and the small number of the participants, which was compensated in the present study. Baek et al (2022) reported that scenario-based learning improved team e ciency, systems thinking, and proactivity in problem-solving in nursing students without experience in nursing practicum (35). The results of this study were consistent with the data on the critical thinking dimension in the present study.…”

Section: Karageorge Et Al (2020) Assessed the Skills Of Crisis Manage...supporting

confidence: 90%

The effect of scenario-based training on the Core competencies of nursing students

Sadeghi

Nematollahi

Farokhzadian

et al. 2023

Preprint

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Introduction Competency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students. Method This quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students' Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests. Results The average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 237.05 (SD = 36.33) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P < 0.05). The independent t-test did not show a significant difference between the control and intervention groups before and after the intervention (P > 0.05). Conclusion The results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

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Section: Karageorge Et Al (2020) Assessed the Skills Of Crisis Manage...supporting

confidence: 90%

The effect of scenario-based training on the Core competencies of nursing students

Sadeghi

Nematollahi

Farokhzadian

et al. 2023

Preprint

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“…In Erenel et al, it was shown that although the scenario-based simulation method was used by educators to increase students’ preparation for practice, it led to a decrease in clinical satisfaction, decreased the students’ stress, and had no effect on the students’ self-confidence level [ 27 ]. The findings of Baek et al‘s study showed that this educational method helps to develop nursing competence in nursing students without experience in nursing internship, and the authors recommended inclusion of developing scenario learning in the nursing curriculum to promote initial adaptation to clinical environments [ 28 ]. Based on the results of these studies, it can be concluded that given the nurse anesthesia students’ dire need for preparation and effective performance of CPR, a novel and efficient teaching method should be adopted for teaching these students.…”

Section: Discussionmentioning

confidence: 99%

The effect of scenario-based training versus video training on nurse anesthesia students’ basic life support knowledge and skill of cardiopulmonary resuscitation: a quasi-experimental comparative study

Saidkhani,

Albooghobeish,

Rahimpour

et al. 2024

BMC Med Educ

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Background Performing CPR (Cardiopulmonary Resuscitation) is an extremely intricate skill whose success depends largely on the level of knowledge and skill of Anesthesiology students. Therefore, this research was conducted to compare the effect of the scenario-based training method as opposed to video training method on nurse anesthesia students’ BLS (Basic Life Support) knowledge and skills. Methods This randomized quasi-experimental study involved 45 nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran in 2022–2023. The practical room of the university formed the research environment. The participants were randomly divided into three groups of scenario-based training, video training, and control. Data were collected by a knowledge questionnaire and a BLS skill assessment checklist before and after the intervention. Results There was a significant difference between the students’ scores of BLS knowledge and skill before and after the educational intervention in both SG (scenario group) (p < 0.001) and VG (video group) (p = 0.008) (p < 0.001). However, no significant difference was observed in this regard in the CG (control group) (p = 0.37) (p = 0.16). Also, the mean scores of BLS knowledge and skills in the SG were higher than those in the VG (p < 0.001). Conclusion Given the beneficial impact of scenario-based education on fostering active participation, critical thinking, utilization of intellectual abilities, and learner creativity, it appears that this approach holds an advantage over video training, particularly when it comes to teaching crucial subjects like Basic Life Support.

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“…The available evidence suggests that the use of one teaching model, even a new model, is not enough to promote learning. A combination of teaching models should be used to stimulate active learning and thinking in learners [ 8 – 10 ].…”

Section: Introductionmentioning

confidence: 99%

Information-seeking process and clinical scenario solving: introduction of a new tool in nursing education

Vahedparast,

Ganjoo,

Ghasemi

et al. 2023

BMC Med Educ

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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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Effects of developing scenario learning in a fundamental nursing course: a pilot study

Cited by 6 publications

References 28 publications

The effect of scenario-based training on the Core competencies of nursing students

The effect of scenario-based training on the Core competencies of nursing students

The effect of scenario-based training versus video training on nurse anesthesia students’ basic life support knowledge and skill of cardiopulmonary resuscitation: a quasi-experimental comparative study

Information-seeking process and clinical scenario solving: introduction of a new tool in nursing education

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