Research protocol: Technology-supported guidance to increase flexibility, quality and efficiency in the clinical practicum of nursing education

Nes, Andréa Aparecida Gonçalves; Fossum, Mariann; Steindal, Simen Alexander; Solberg, Marianne Trygg; Strandell‐Laine, Camilla; Zlámal, Jaroslav; Gjevjon, Edith Roth

doi:10.1016/j.ijer.2020.101628

Cited by 10 publications

(11 citation statements)

References 20 publications

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“…A newly developed smartphone application for digital follow-up is currently being tested at LDUC. 16 For digitally savvy students, a digital and immediately available communication tool where the student, the teacher and the preceptor interact, reflect, and collaborate and that integrates the relevant learning outcomes and AssCE, is likely to be useful and welcomed by generations Y and Z. Although our two HEIs’ curriculums differ, both institutions have applied a comprehensive approach integrating theoretical and clinical issues, emphasising the students’ learning process through reflection and student–student, student–preceptor and student–teacher collaboration, and formative and summative assessment of clinical skills.…”

Section: Comprehensive Learning Processesmentioning

confidence: 99%

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

Gjevjon

Rolland

Olsson

2021

Nordic Journal of Nursing Research

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This paper answers a call from Nordic colleagues for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. We, as they, believe that educational models targeting the development of clinical skills must be customised to meet the learning style of the current and future generations of bachelor nursing students. In this paper we put forward that using a comprehensive, collaborative, student-centred approach will assist younger generations’ learning processes. We describe a pedagogical model of peer learning that combines collaboration, reflection and assessment aligned with learning outcomes. Such an approach, we believe, is likely to be in line with expectations, needs and preconditions of the current and future generations of nursing students.

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Section: Comprehensive Learning Processesmentioning

confidence: 99%

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

Gjevjon

Rolland

Olsson

2021

Nordic Journal of Nursing Research

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“…In virtual meetings, students and teachers can discuss and reflect on dilemmas and situations experienced in simulated or clinical practice. According to the principles of metacognition, this can encourage CT. Technology-supported learning methods can stimulate dialogue between students and teachers, adjusting students’ learning focus and ensuring an accurate assessment of learning outcomes [ 33 ]. Importantly, in the context of current and future pandemics, technology provides an environment for teaching vital CT skills that is contactless and thus at low risk of spreading infectious disease [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Stenseth¹,

Steindal²,

Solberg³

et al. 2022

JMIR Res Protoc

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Background Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education. International Registered Report Identifier (IRRID) DERR1-10.2196/36725

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“…In Norway, as in comparable counties, it is a goal that people can receive higher education, independently of geography and life situation (Meld. St. 5 (2019-2020; Meld. St. 14 (2019-2020).…”

Section: Introductionmentioning

confidence: 99%

“…St. 5 (2019-2020; Meld. St. 14 (2019-2020). In nursing education practice is a systematical training that takes place in authentic environments under the supervision of a person with a relevant profession, often a nurse.…”

Section: Introductionmentioning

confidence: 99%

Synchronous video-based supervision and feedback in professional education

Sletteland

Røykenes

Hunskår

et al. 2022

NORDVEI

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The purpose of this review was to identify studies and experiences reporting with triadic synchronous video-based supervision (TSVBS) in nursing education. It is important for nursing students to be supervised by preceptors and academic teachers during their practicum. There are some challenges to performing in-person supervision involving those three parties, like long travel distances and the restrictions caused by the Covid-19 pandemic. TSVBS may be a solution. There is, however, limited knowledge about TSVBS in nurse education. We performed a scoping review focusing on TSVBS to provide an overview of the existing publications on the approach. Only six studies were found describing the use of TSVBS, all of them relating to nurse education. No studies evaluating the effect of TSVBS were found. Instead, the studies only compared the cost-effectiveness of TSVBS with in-person supervision. The supervisory relationship between the three could also not be separated from a more general teacher-student relationship.

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Research protocol: Technology-supported guidance to increase flexibility, quality and efficiency in the clinical practicum of nursing education

Cited by 10 publications

References 20 publications

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review

Synchronous video-based supervision and feedback in professional education

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