Motivation: bringing up the rear in nursing education. Motivational elements in simulation. The participants' perspective

Agea, José Luis Díaz; Pujalte-Jesús, María José; Costa, César Leal; García-Méndez, Juan Antonio; Adánez-Martínez, María Gracia; Jiménez-Rodríguez, Diana

doi:10.1016/j.nedt.2021.104925

Cited by 17 publications

(8 citation statements)

References 41 publications

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“…Additionally, positive emotions are crucial factors for resiliency and self-efficiency during crisis, such as COVID-19 24. Despite the importance of students' emotional factors on their learning, this aspect has not been well-explored in education for health professions, including nursing 19,25. Additional studies are warranted to investigate and strengthen the positive psychological aspects on learners, especially during a crisis.…”

Section: Discussionmentioning

confidence: 99%

Learning Environments in Undergraduate Nursing Education During COVID-19

Lee,

Kim,

Noh

2024

Nurse Educator

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Background: The COVID-19 pandemic radically changed nursing education. Purpose: To map the existing literature on learning environments (LEs) in undergraduate nursing education during COVID-19 and identify the LE elements based on the 4 domains of Gruppen's conceptual framework: personal, social, organizational, and physical and virtual spaces. Method: Eligible articles were reviewed using the Joanna Briggs framework. Results: The search retrieved 5003 articles, of which 80 met the inclusion criteria. Most studies were cross-sectional and conducted in the United States. Of the studies included, 68 studies focused on the personal component of students, 67 investigated physical and virtual space components, 19 examined the social domain, and 15 examined organizational aspects. Conclusions: The COVID-19 pandemic significantly influenced the LE of nursing students. Based on the current review of LE in nursing education, nurse educators and researchers can develop interventions to maintain the quality and accessibility of nursing education in future crises.

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Section: Discussionmentioning

confidence: 99%

Learning Environments in Undergraduate Nursing Education During COVID-19

Lee,

Kim,

Noh

2024

Nurse Educator

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“…We believe that one of the fundamental aspects to which we can credit the success of this method is the greater motivation of the students who learned in a self-directed manner. The importance of motivation for learning has been described before [32], and specifically, in a clinical simulation, this is a crucial aspect [33] that increases with the students' autonomy.…”

Section: Discussionmentioning

confidence: 99%

Self-Learning Methodology in Simulated Environments (MAES©) as a Learning Tool in Perioperative Nursing. An Evidence-Based Practice Model for Acquiring Clinical Safety Competencies

Peñataro-Pintado

Agea

Castillo

et al. 2021

IJERPH

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Background: The self-learning Methodology in Simulated Environments (Spanish acronym: MAES©, (Murcia, Spain) is a type of self-directed and collaborative training in health sciences. The objective of the present study was to compare the level of competence of postgraduate surgical nursing students in the clinical safety of surgical patients, after training with the MAES© methodology versus traditional theoretical–practical workshops, at different points in time (post-intervention, after three months, six months post-intervention, and at the end of the clinical training period, specifically nine months post-intervention). Methods: We conducted a prospective study with an experimental group of surgical nursing postgraduate students who participated in MAES© high-fidelity simulation sessions, and a control group of postgraduate nursing students who attended traditional theoretical–practical sessions at two universities in Catalonia (Spain). The levels of competence were compared between the two groups and at different time points of the study. Results: The score was higher and statistically significantly different in the experimental group for all the competencies, with a large effect size at every measurement point previously mentioned. Conclusions: The postgraduate nurses were the most competent in the clinical safety of surgical patients when they trained with the MAES© methodology than when they learned through traditional theoretical–practical workshops. The learning of surgical safety competencies was more stable and superior in the experimental group who trained with MAES©, as compared to the control group.

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“…This article presents only unedited results pertaining to the discussion of the behavior of spontaneous applause. This research study is a subset of another, broader study on motivational aspects in general, 5 but the research team decided to focus on the behavior of applause and publish it separately, given the importance of the subject.…”

Section: Methodsmentioning

confidence: 99%

“…At present, educators and researchers are making major efforts to make the "safe environment" become a requirement for learning with healthcare simulation groups. [1][2][3][4] Trust, respect, and a motivating and welcoming atmosphere 5 provide a suitable environment for simulation learning. Simulation learning entails the public exposure of actions that are evaluated and discussed, and making mistakes and discussing them without inhibitions can be challenging.…”

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confidence: 99%

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To Clap or Not to Clap

et al. 2022

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IntroductionApplause is a common behavior during simulation case learning sessions. Some simulation facilitators believe that this should not be allowed, arguing that it can mislead students when they make mistakes during simulation. This study was conducted to explore the opinions of students about spontaneous applause (initiated by the participants), as a habitual behavior in the simulation sessions, in the undergraduate and postgraduate nursing degrees.MethodsA qualitative research study was conducted based on the content analysis of 7 focus groups composed of simulation students (N = 101, both undergraduate and graduate students). The participants were asked to conduct a debate about the following question: What is your opinion about the spontaneous applause given to participants by their peers at the completion of the scenario as they go to the debriefing, and why? An inductive method of content analysis was used to interpret the data.ResultsThe majority considered applause as a sign of support; one student disapproved of the practice. For most participants, receiving spontaneous applause from their peers after finishing the simulation represented a spontaneous example of moral support that reduced the participants' stress.ConclusionsApplause within the context of clinical simulation is a motivational act, which should not be repressed by the facilitator, as long as it is a spontaneous and genuine act by the participants once the simulation experience ends.

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Motivation: bringing up the rear in nursing education. Motivational elements in simulation. The participants' perspective

Cited by 17 publications

References 41 publications

Learning Environments in Undergraduate Nursing Education During COVID-19

Learning Environments in Undergraduate Nursing Education During COVID-19

Self-Learning Methodology in Simulated Environments (MAES©) as a Learning Tool in Perioperative Nursing. An Evidence-Based Practice Model for Acquiring Clinical Safety Competencies

To Clap or Not to Clap

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