Abstract:Objective: this study analyzed the influence of scenario-based skills training on students'
learning skills.Method: the author evaluated the nursing skills laboratory exam papers of 605 sophomores
in nursing programs for seven years. The study determined the common mistakes of
students and the laboratory work was designed in a scenario-based format. The
effectiveness of this method was evaluated by assessing the number of errors the
students committed and their achievement scores in laboratory examinations. Th… Show more
“…Moreover, our findings concur with other investigators who revealed higher performance and information in intervention participants than control participants [18,28,32,[38][39][40]. Other studies documented significant improvement in students' achievement regarding clinical and critical thinking, decision making skills and self-confidence after SBL application [16,24,[41][42][43][44].…”
Section: Students' Achievementsupporting
confidence: 90%
“…Two tools were used to collect data for the present study which was developed by the researcher based up on relevant literature. Tool one "Students' Achievement Sheet" [13,18,[24][25][26][27][28][29]35] that involved eight main domains. The first domain comprised 4 statements about analyzing the scenario.…”
Section: Instrumentmentioning
confidence: 99%
“…Moreover, other studies assured that enrolled student feedback to SBL was very positive with high learning experience enjoyment and they concluded that students perceived SBL as a valuable learning experience [14,60,61]. Likewise, Uysal [28], added that the students' positive feedback can be a map for developing and enhancing nursing curriculum each semester.…”
Section: Students' Feedbackmentioning
confidence: 99%
“…Nursing education stakeholders are facing huge challenges to introduce high quality nursing programs that attributing graduate nurses who are able to competing in the job marketing [15,27,28]. Nursing education in Egypt has various programs [29].…”
Scenario based learning (SBL) is up-to-date inventive teaching method that providing directive discussion for nursing students. Effective designed scenarios are considered the corner stone for teachers to integrate learning objectives into nursing students' learning experience. Many studies reported that SBL is a broad dynamic interactive teaching and learning strategy. It enhances students' decision making skills and self-learning abilities. Aim: the current study aimed to explore fourth level nursing students' achievement and feedback about scenario based learning at Faculty of Nursing, Mansoura University. Method: a descriptive research design was used. A total of 251 fourth level nursing students registered in critical care nursing course in the second semester of the academic year 2016-2017 were involved in the study. Two tools were used to collect data for the present study which was developed by the researcher. Tool one "Students' Achievement Sheet" that involved eight main domains. Tool two is "Students' Feedback about SBL" which folded 18 statements. Results: The majority of the students analyzed scenarios clearly by discovering the cues and inferences related to the scenario problem with high score ranged from good to excellent (61. 25-96.25). Despite around 70% of the students' perceived SBL as a very stressful learning method, it was exciting and enjoyable (62.7%) for them. Also, most of them (75%) agreed that the teachers were a good guide and facilitator for them. Conclusion: The findings of the current study support the argument that SBL is an effective and dynamic learning method and easy to be conducted. It enhances the nursing students' skills and learning abilities to bridge the theory-practice gap.
“…Moreover, our findings concur with other investigators who revealed higher performance and information in intervention participants than control participants [18,28,32,[38][39][40]. Other studies documented significant improvement in students' achievement regarding clinical and critical thinking, decision making skills and self-confidence after SBL application [16,24,[41][42][43][44].…”
Section: Students' Achievementsupporting
confidence: 90%
“…Two tools were used to collect data for the present study which was developed by the researcher based up on relevant literature. Tool one "Students' Achievement Sheet" [13,18,[24][25][26][27][28][29]35] that involved eight main domains. The first domain comprised 4 statements about analyzing the scenario.…”
Section: Instrumentmentioning
confidence: 99%
“…Moreover, other studies assured that enrolled student feedback to SBL was very positive with high learning experience enjoyment and they concluded that students perceived SBL as a valuable learning experience [14,60,61]. Likewise, Uysal [28], added that the students' positive feedback can be a map for developing and enhancing nursing curriculum each semester.…”
Section: Students' Feedbackmentioning
confidence: 99%
“…Nursing education stakeholders are facing huge challenges to introduce high quality nursing programs that attributing graduate nurses who are able to competing in the job marketing [15,27,28]. Nursing education in Egypt has various programs [29].…”
Scenario based learning (SBL) is up-to-date inventive teaching method that providing directive discussion for nursing students. Effective designed scenarios are considered the corner stone for teachers to integrate learning objectives into nursing students' learning experience. Many studies reported that SBL is a broad dynamic interactive teaching and learning strategy. It enhances students' decision making skills and self-learning abilities. Aim: the current study aimed to explore fourth level nursing students' achievement and feedback about scenario based learning at Faculty of Nursing, Mansoura University. Method: a descriptive research design was used. A total of 251 fourth level nursing students registered in critical care nursing course in the second semester of the academic year 2016-2017 were involved in the study. Two tools were used to collect data for the present study which was developed by the researcher. Tool one "Students' Achievement Sheet" that involved eight main domains. Tool two is "Students' Feedback about SBL" which folded 18 statements. Results: The majority of the students analyzed scenarios clearly by discovering the cues and inferences related to the scenario problem with high score ranged from good to excellent (61. 25-96.25). Despite around 70% of the students' perceived SBL as a very stressful learning method, it was exciting and enjoyable (62.7%) for them. Also, most of them (75%) agreed that the teachers were a good guide and facilitator for them. Conclusion: The findings of the current study support the argument that SBL is an effective and dynamic learning method and easy to be conducted. It enhances the nursing students' skills and learning abilities to bridge the theory-practice gap.
“…[ 1 ] In this course, one of the most important learning needs is training of psychomotor skills that is done in the field of clinical skills lab. [ 2 ] Meanwhile, the students, especially in primary semesters, are in primary level of psychomotor skills. Hence, considerable time is allocated for attending the skills lab in this course.…”
Background:Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores.Materials and Methods:A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16.Results:Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01).Conclusions:Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills.
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