Perceived Nursing Students’ Satisfaction and Self-Confidence towards the Elements of Clinical Simulation Design and Educational Practice during the Outbreak of COVID-19 Pandemic

Mohamed, Asmaa Ghareeb; Mohamed, Lobna

doi:10.21608/tsnj.2020.131963

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…During the COVID-19 pandemic lockdown and concerning self-confidence in conducting clinical nursing procedures, nursing education has changed from a hospital-based teaching paradigm, which stresses daily familiarity with activities and procedures, to simulation-based learning, which encourages students to learn objectively and use facts carefully. Nursing students can be professional, confident, knowledgeable, and satisfied by applying nursing experience and skills to challenging circumstances in a structured learning atmosphere using clinical simulations ( Mohamed & Mohamed, 2020 ). In this study, given that all preparation and teaching were online, 56% of the students reported that they could perform clinical nursing procedures theoretically only (know how to perform but cannot perform it physically), given that all their training was performed theoretically.…”

Section: Discussionmentioning

confidence: 99%

“…About 80% of participants claimed they could not perform clinical nursing procedures depending solely on online education. Conversely, other studies have suggested incorporating immersive health training and other adaptive automated learning approaches as an instructional technique that can be shifted to include appropriate technologies in the nursing curricula for finding new alternate learning strategies for nursing and non-nursing specialties practicum classes, beginning in the first year and continuing into the final year ( Mohamed & Mohamed, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

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The Effects of the COVID-19 Pandemic on the Clinical Practicum of Undergraduate Nursing and Midwifery Students in Jordan: A Descriptive Survey

Alnjadat,

Al-Rawashdeh,

Almutairi

et al. 2024

SAGE Open Nursing

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Introduction The effects of COVID-19 lockdowns and the discontinued face-to-face clinical practicum had negative consequences on nursing and midwifery students at many levels. The clinical learning environment includes all the training and learning experiences that nursing students undergo during their clinical practicum. Objectives This study aimed to assess the effects of the COVID-19 lockdowns on the nursing and midwifery students’ practicum training in governmental and private universities and academic faculties of nursing in Jordan. Methods A descriptive cross-sectional study of 1025 nursing and midwifery students from academic faculties of nursing of both governmental and private Jordanian universities was conducted in September 2021. The research group from two Jordanian universities designed and validated a 13-item survey to determine and evaluate the impact of mass lockdowns on nursing and midwifery students’ practicum training. The responses were assessed using descriptive and inferential analyses. Results The findings revealed that the lockdown had a negative impact on nursing and midwifery students’ self-confidence and competency in performing nursing procedures. The academic year of the students was a significant independent predictor of their self-confidence and competency levels in performing nursing procedures. Conclusion The study concluded that nursing and midwifery students were dissatisfied with their clinical education during the COVID-19 pandemic, which led to poor self-confidence in performing nursing procedures. The study group recommended repeating the clinical practicum, incorporating extensive laboratory and hospital courses, and implementing a one-year internship for newly graduated nurses and midwives to address the training gap and enhance self-confidence in clinical procedures.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Effects of the COVID-19 Pandemic on the Clinical Practicum of Undergraduate Nursing and Midwifery Students in Jordan: A Descriptive Survey

Alnjadat,

Al-Rawashdeh,

Almutairi

et al. 2024

SAGE Open Nursing

View full text Add to dashboard Cite

show abstract

“…Portanto, é fundamental avaliar a satisfação dessa prática educativa, para promover ajustes e aprimoramento dessa atividade. Nesse estudo, a análise utilizando a ESEAA revelou que os estudantes se mostraram mais satisfeitos do que autoconfiantes, aproximando-se dos resultados tanto de estudos internacionais que utilizaram a mesma escala 15,16 quanto de um estudo brasileiro realizado em uma universidade do interior de Minas Gerais 8 , com 45 estudantes de Enfermagem que participaram de oficinas simuladas no ensino de semiologia e sociotécnica, e se apresentaram mais satisfeitos do que autoconfiantes.…”

Section: Discussionunclassified

Autoconfiança e satisfação de estudantes de Enfermagem na telessimulação pré-operatória: estudo transversal

Do Nascimento,

Alvarez,

Knihs

et al. 2024

Rev SOBECC

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Objetivo: Avaliar a autoconfiança e a satisfação dos estudantes de Enfermagem a partir de um cenário de telessimulação pré-operatória. Método: Estudo quantitativo exploratório-descritivo realizado de junho de 2021 a junho de 2022 em uma universidade pública do Sul do Brasil. Participaram do estudo 28 estudantes do curso de graduação em Enfermagem, por meio de telessimulação sobre enfermagem pré-operatória. Após a telessimulação, aplicou-se a Escala de Satisfação dos Estudantes e Autoconfiança na Aprendizagem e Escala de Satisfação com as Experiências Clínicas Simuladas, por meio de questionário eletrônico. Utilizou-se estatística descritiva para análise de dados. Resultados: Os participantes apresentaram-se mais satisfeitos (média 4,36) do que autoconfiantes (média 3,83). A satisfação com as experiências clínicas simuladas demonstra que a dimensão cognitiva apresentou maior média (9,25), seguida da dimensão realismo (8,83) e atividade prática (8,64). Conclusão: A telessimulação em cenário pré-operatório é capaz de promover satisfação e autoconfiança na aprendizagem dos estudantes de Enfermagem.

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“…The questionnaires were designed following thorough research of related literature. They were authorized by Ain Shams University's specialist staff members in public health and community medicine, who reviewed their validity and reliability [ 27 , 28 ].…”

Section: Methodsmentioning

confidence: 99%

Virtual versus paper-based PBL in a pulmonology course for medical undergraduates

Elnaga,

Ahmed,

Fathi

et al. 2023

BMC Med Educ

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Background Problem-based learning (PBL) remains a valid and effective tool for small-group medical education. Using Virtual patients (VP) case simulation in PBL is a recognizable educational method that has successfully prepared students to focus learning on core information that uses realistic patient-based cases relating to everyday clinical scenarios. Using other modalities as the virtual patient in PBL instead of the paper-based methods remains debatable. This study aimed to evaluate the effectiveness of using VP case simulation mannequin in PBL versus the PBL in paper-based cases in improving the cognitive skills by comparing the grades of a multiple-choice question test and assess its ability to reach students' satisfaction using questionnaire with Likert survey instrument. Methods The study was conducted on 459 fourth-year medical students studying in the pulmonology module of the internal medicine course, Faculty of Medicine, October 6 University. All students were divided into 16 PBL classes and randomly divided into groups A and B by simple manual randomization. The groups were parallel with a controlled cross-over study between paper-based and virtual patient PBL. Results The pre-test showed no significant difference between both, while post-test scores were significantly higher in both VP PBL cases 1 discussing COPD (6.25 ± 0.875) and case 2 discussing pneumonia (6.56 ± 1.396) compared to paper-based PBL (5.29 ± 1.166, 5.57 ± SD1.388, respectively) at p < 0.1 When students in Group A experienced PBL using VP in case 2 after paper-based PBL in case 1, their post-test score improved significantly. (from 5.26 to 6.56, p < .01). Meanwhile, there was a significant regression in the post-test score of the students in Group B when they experienced the paper-based PBL session in case 2 after using PBL using VP in case 1, (from 6.26 to 5.57, p < .01). Most of the students recommended using VP in PBL as they found VP was more engaging and inducing concentration in gathering the information needed to characterize the patient’s problem than in a classroom- paper-based cases session. They also enjoyed the teaching of the instructor and found it a suitable learning style for them. Conclusion Implementing virtual patients in PBL increased knowledge acquisition and understanding in medical students and was more motivating for students than paper based PBL to gather the needed information.

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Perceived Nursing Students’ Satisfaction and Self-Confidence towards the Elements of Clinical Simulation Design and Educational Practice during the Outbreak of COVID-19 Pandemic

Cited by 6 publications

References 17 publications

The Effects of the COVID-19 Pandemic on the Clinical Practicum of Undergraduate Nursing and Midwifery Students in Jordan: A Descriptive Survey

The Effects of the COVID-19 Pandemic on the Clinical Practicum of Undergraduate Nursing and Midwifery Students in Jordan: A Descriptive Survey

Autoconfiança e satisfação de estudantes de Enfermagem na telessimulação pré-operatória: estudo transversal

Virtual versus paper-based PBL in a pulmonology course for medical undergraduates

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