Nursing students' transfer of learning from simulated clinical experiences into clinical practice: A scoping review

Hussein, Mohamed Toufic El; Cuncannon, Alexander

doi:10.1016/j.nedt.2022.105449

Cited by 14 publications

(9 citation statements)

References 53 publications

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“…Narrative education enables nursing students to learn and vicariously experience emotions from the perspective of the characters in stories and experiences by narrating and sharing patient, life, and classical stories and experiences in the classroom. It leads to psychological empathy and transpersonal awareness, which helps nursing students empathize better with patients and their families (El Hussein & Cuncannon, 2022). Additionally, nursing students create their case situations and act out characters in various pediatric cases to better understand the patients’ and their families’ psychological activities and emotions.…”

Section: Discussionmentioning

confidence: 99%

Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design

Zhou,

Hu,

Wang

et al. 2023

SAGE Open

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Empathy is a fundamental quality that nursing staff should possess, but the empathy ability of nursing students in China is currently at an intermediate level and requires improvement. This study aimed to explore teaching methods for nursing humanistic education, that can improve the empathy ability of nursing students and cultivate high-quality nursing talents. This study employed narrative education and experiential teaching methods to develop empathic competence in teaching pediatric nursing courses. The empathic ability of nursing students was measured using the JSPE-NS scale before and after teaching and was analyzed to refine the teaching reflection theme words. After teaching, nursing students scored higher on the total empathy scale, perspective-taking dimension, and emotional care dimension than before teaching, with statistically significant differences ( p < 0.05). Five themes were extracted from the teaching reflection, including emotional empathy, pediatric nursing skills, gratitude to parents, reverence for life, and course experience. The results show that the combination of narrative education and experiential teaching methods applied to pediatric nursing courses effectively improved nursing students’ empathy, strengthened their identification with the nursing profession, and promoted the teaching reform of humanistic education in nursing courses. The combination of narrative education and experiential teaching methods can improve the empathic ability of nursing students. This approach is suitable for integrating humanistic education into nursing professional courses and provides a feasible idea for developing humanistic qualities in nurses.

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Section: Discussionmentioning

confidence: 99%

Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design

Zhou,

Hu,

Wang

et al. 2023

SAGE Open

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“…Despite educational interventions implemented to address this issue [ 10 ], a gap still exists between the available recommendations and attitudes towards fever among nurses [ 13 , 14 ]. Nursing students might represent an ideal population for interventions aimed at transferring evidence-based recommendations into day-to-day clinical practice [ 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

Approach to fever in children among final-year nursing students: a multicenter survey

et al. 2023

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Background Unfounded concerns regarding fever are increasingly observed among nurses worldwide. However, no study has so far explored the preferred approach towards pediatric fever among nursing students. Therefore, we aimed to investigate the attitude towards pediatric fever among final-year nursing students. Methods Between February and June 2022, final-year nursing students of 5 Italian university hospitals were asked to answer an online survey on their approach to fever in children. Both quantitative and qualitative methods were utilized. Multiple regression models were employed to explore the existence of moderators on fever conceptions. Results The survey was filled in by 121 nursing students (response rate 50%). Although most students (98%) do not consider discomfort to treat fever in children, only a minority would administer a second dose of the same antipyretic in nonresponsive cases (5.8%) or would alternate antipyretic drugs (13%). Most students would use physical methods to decrease fever (84%) and do not think that fever has mainly beneficial effects in children (72%). The own know-how adequacy on fever was inversely associated (OR 0.33, 95% CI 0.13–0.81) with the beliefs that high fever might lead to brain damage. No further predictive variable was significantly associated with the concern that fever might be associated with brain damage, the advice of physical methods use, and the assumption that fever has mostly positive effects. Discussion This study shows for the first time that misconceptions and inappropriate attitudes towards fever in children are common among final-year nursing students. Nursing students could potentially be ideal candidates for improving fever management within clinical practice and amongst caregivers.

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“…Developing new thought processes supports the transferability of knowledge, skills, and behaviors through improved problem-solving skills 10. Associated experiential learning encourages exploration related to inquiry-based and problem-based learning 3,10. For example, creating simulations requires students to explore the trajectory of deterioration or potential sequence of events, including multiple possible eventualities to write the scenarios.…”

Section: Introductionmentioning

confidence: 99%

“…Using cocreation, stakeholders can draw from their own experiences and cocreate better-quality simulations based on their own learning needs. 2 In the United Kingdom, simulated practice placements are becoming more commonplace, 3 following the success of simulated placements during the COVID-19 pandemic when recovery standards allowed universities to replace 300 hours of clinical placement with simulation. 4 In 2023, the Nursing and Midwifery Council (NMC) 5 released a directive, RN6(D), which allowed universities to provide 600 hours of simulated practice placement to replace clinical hours on application, to be used indefinitely.…”

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confidence: 99%

“…4 In 2023, the Nursing and Midwifery Council (NMC) 5 released a directive, RN6(D), which allowed universities to provide 600 hours of simulated practice placement to replace clinical hours on application, to be used indefinitely. Alongside scholarly literature favoring the use of simulated placements as unique opportunities that support clinical practice, 3 the NMC is promoting widespread use of the initiative. 5 This article explores an elective placement that asked prelicensure nursing students to cocreate simulations and lesson plans for a simulated practice placement.…”

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confidence: 99%

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Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement

Salje

2023

Nurse Educator

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Background: Cocreation is a collaborative process that uses problem-based learning to construct new initiatives. It has many known benefits associated with innovation in the development of programs, such as by creating simulations based on firsthand experiences. Methods: Thirty second-year prelicensure nursing students cocreated simulations and associated lesson plans for a simulated practice placement. They followed a 4-step process described in the article. Results: Cocreation combines lecturers' and students' unique skills and knowledge, creating programs based on the unique firsthand experiences of stakeholders. As the students take control of their own workloads, facilitators need to be adaptable in the support they provide, depending on the needs of the students. Conclusion: The staged process provided a structure for the students to produce their simulations and lesson plans. The cocreation of the simulated practice placement provided an innovative educational model that supported student development and produced lessons and simulations based on stakeholder need.

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Nursing students' transfer of learning from simulated clinical experiences into clinical practice: A scoping review

Cited by 14 publications

References 53 publications

Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design

Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design

Approach to fever in children among final-year nursing students: a multicenter survey

Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement

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