Impact of audio-visual storytelling in simulation learning experiences of undergraduate nursing students

Johnston, Sandra; Parker, Christina; Fox, Amanda

doi:10.1016/j.nedt.2017.06.011

Cited by 20 publications

(16 citation statements)

References 21 publications

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“…Beginner nursing students' satisfaction about simulation experiences presented high scores in both cases (MFS and HFS). Different authors have also reported high scores, supporting our findings regarding the students' satisfaction with both simulation methods [26,32,33,37]. The previous literature argues that this could be due to students forgetting disbelief before engaging in the task [38].…”

Section: Discussionsupporting

confidence: 89%

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Alconero‐Camarero

Sarabia‐Cobo

Catalán-Piris

et al. 2021

IJERPH

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Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

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Section: Discussionsupporting

confidence: 89%

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Alconero‐Camarero

Sarabia‐Cobo

Catalán-Piris

et al. 2021

IJERPH

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“…Previous studies with nursing students have shown that incorporation of an introductory video vignette using the manikin as a 'patient' resulted in the increased engagement of the students in subsequent encounters with the manikins that was characterized by a greater sense of connection and more understanding and empathy (Power et al, 2016;Johnston et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students

et al. 2020

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for acting in the video; Ms. Renuka Chalk for producing the video; the simulation technician Mr. Michael Cabauatan from the Faculty of Health for being the 'patients' voice; A/Prof Michelle Kelly for inspiring us to carry out this initiative; and the laboratory staff of the Faculty of Health for managing the requirements of this initiative. This work received financial support from the Associate Dean of Teaching and Learning,

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“…Os melhores resultados se associaram uso de meios multimídias com áudio e imagem, promovendo o desenvolvimento de uma aprendizagem efetiva e consolidada, como visto nos estudos de Conlon et al (2020), Beck e Sitzman (2019), Urstad et al (2018), Johnston et al (2017), Scamell e Hanley (2017), Price et al (2015), Fenton (2014), Stacey e Hardy (2011), Christiansen (2011. Dessa forma, percebe-se que as narrativas digitais podem ser utilizadas para transformar o processo didático na enfermagem, com vistas a uma formação eficaz.…”

Section: Discussionunclassified

A importância da narração de histórias na educação em enfermagem

Araújo

Santos

Farias

et al. 2021

RSD

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Este estudo tem como objetivo identificar as evidências disponíveis na literatura sobre a utilização da narração de histórias como estratégia de aprendizagem na formação do enfermeiro. Trata-se de uma revisão de escopo com metodologia do Instituto Joanna Briggs, realizada nas bases de dados PubMed, Scielo, ERIC, Science Direct e Lilacs, utilizando os operadores booleanos “AND” e “OR”. Foram revisados estudos originais publicados até agosto de 2021. Das 42 produções analisadas na íntegra, 21 compuseram a amostra, e foram publicadas entre 1998 e 2020 em seis países, incluindo Reino Unido, Estados Unidos da América, Austrália, Canadá, Noruega e Suécia. Entre os tipos de pesquisa incluídos, destacaram-se estudos qualitativos (14,3%) e descritivos (14,3%). Quanto a temática das narrações identificou-se experiências clínicas (42,9%) e histórias dos pacientes (19%) como as mais abordadas, e o recurso mais utilizado foram as mídias digitais (53,6%). Evidenciou-se benefícios do uso da narração de histórias na educação em enfermagem, entre eles: desenvolvimento e/ou aumento da empatia, captação da atenção, formação do elo teoria-prática, melhora da compreensão e capacitação. Essas contribuições possibilitam uma formação diferencial do profissional, proporcionando uma visão integral, diferenciada e humanizada do paciente. Entretanto, algumas desvantagens estão associadas a seu uso, como vulnerabilidade do contador de histórias e desconforto devido ao impacto emocional. As evidências demonstram a aplicabilidade da metodologia, sendo atributos importantes para a sua efetividade o conteúdo da narrativa e os recursos utilizados. Sugere-se que pesquisas futuras ampliem suas amostras estudadas, a fim de compor uma base sólida que promova a validação dessa ferramenta.

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Impact of audio-visual storytelling in simulation learning experiences of undergraduate nursing students

Abstract: High satisfaction with simulation was indicated by all students in relation to value and realism. There was a significant finding in relation to transferability on knowledge and this is vital to quality educational outcomes.

Cited by 20 publications

References 21 publications

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students

A importância da narração de histórias na educação em enfermagem

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