Learning activities in bachelor nursing education to learn pre- and postoperative nursing care—A scoping review

Andreasen, Eva Mari; Slettebø, Åshild; Opsal, Anne

doi:10.1016/j.ijer.2022.102033

Cited by 9 publications

(7 citation statements)

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“…Using desktop VR as an active learning method also aligns with studies that have recommended interactive teaching strategies in curricula [23]. However, to the best of our knowledge, no published research exists on desktop VR solutions that practice handover using the ISBAR approach in a preoperative setting [24].…”

Section: Introductionmentioning

confidence: 73%

Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study

Andreasen¹,

Høigaard²,

Berg³

et al. 2022

JMIR Hum Factors

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Background Systematic communication, such as the ISBAR (identification, situation, background, assessment, recommendation) approach, comprises a generic, transferable nontechnical skill. It can be used during the handover of patients set to undergo surgery and can be practiced in various ways, including virtual reality (VR). VR increasingly has been implemented and valued in nursing education as a positive contribution to teach students about pre- and postoperative nursing. A new nonimmersive 3D learning activity called the Preoperative ISBAR Desktop VR Application has been developed for undergraduate nursing students to learn preoperative handover using the ISBAR approach. However, the usability of this learning activity has not been studied. Objective This study aimed to investigate how second-year undergraduate nursing students evaluated the usability of the Preoperative ISBAR Desktop VR Application. Methods This was a qualitative study with observation and interviews. The inclusion criteria were undergraduate second-year nursing students of varying ages, gender, and anticipated technological competence. The System Usability Scale (SUS) questionnaire was used to get a score on overall usability. Results A total of 9 second-year nursing students aged 22-29 years participated in the study. The average score on the SUS was 83 (range 0-100), which equals a “B” on the graded scale and is excellent for an adjective-grade rating. The students expressed increased motivation to learn while working in self-instructed desktop VR. Still, a few technical difficulties occurred, and some students reported that they experienced some problems comprehending the instructions provided in the application. Long written instructions and a lack of self-pacing built into the application were considered limitations. Conclusions The nursing students found the application to be usable overall, giving it an excellent usability score and noting that the application provided opportunities for active participation, which was motivational and facilitated their perceived learning outcomes. The next version of the application, to be used in a randomized controlled trial, will be upgraded to address technological and comprehension issues.

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Section: Introductionmentioning

confidence: 73%

Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study

Andreasen¹,

Høigaard²,

Berg³

et al. 2022

JMIR Hum Factors

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“…The case was developed through an iterative process involving the research team and a group of seven clinicians and teachers, comprising a surgeon, anesthetist, emergency department nurse, surgery ward nurse, and university lecturers. The research team chose a preoperative setting because nurses play a critical role in giving and receiving patient information during handover before surgery (32). It was decided to use a patient case in which the patient required acute gallbladder surgery because this is a common condition that typically involves similar procedures performed preoperatively.…”

Section: Patient Casementioning

confidence: 99%

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

Andreasen

Berg

Steinsbekk

et al. 2023

Preprint

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Aim The aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure. Methods A non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of five minutes. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation. Results Of 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR. Conclusions Self-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome. Trial registration number: ISRCTN62680352 registered 30/05/2023.

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“…The learning activities may be categorized, although with overlapping concepts, into different modalities, such as online or contact; individual or collaborative; formal or informal; declarative or active; and simulation (human patient or virtual), web-based or case study. [29][30][31][32][33] Each activity should be useful, 34 structured (analysed beforehand), 35 blended (traditional classroom teaching and another learning method, eg, digital media), and pitched at an appropriate level for the year of study. Blended learning in its comprehensive form involves using a mixture of various types of technology, settings/avenues, and methods of teaching that have been in existence to facilitate teaching and learning.…”

Section: Learning Types and Activitiesmentioning

confidence: 99%

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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Background: Teaching philosophy defines the beliefs and ideas that guide practices in teaching and learning. Writing teaching philosophy statements for promotion or employment is daunting for inexperienced new faculty members. Aim: This article aims to discuss the principles of relevant educational domains that academics need to know to be well informed when writing their teaching philosophy. It also provides a new perspective on how to write the personal statements. Methods: Journal articles published in English language between 2018 and 2023 (as well as important older ones) in electronic databases (Google Scholar, MEDLINE, PubMed, and SCOPUS) were searched, sifted, reviewed and used for this narrative literature review. Additionally, the websites of educational organisations such as higher education institutions were selected using convenience sampling method and searched to ascertain practices. Results: Educators need to link teaching philosophy statements to the literature about teaching. However, there is a scarcity of literature that provides a comprehensive overview of the required domain knowledge. These domains are Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning (S-CAMPS domains). Conclusion: Using various teaching practices and models to achieve the best quality learning and valued transformation is crucial in achieving a comprehensive Scholarship of Teaching and Learning. Therefore, developing a personal philosophy provides the opportunity for reflection on utilizing the theory-practice-philosophy perspective best to serve the students, academic institution, and society.

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Learning activities in bachelor nursing education to learn pre- and postoperative nursing care—A scoping review

Cited by 9 publications

References 50 publications

Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study

Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study

The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

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