Simulated grand rounds for senior nursing students

Simulated Nursing Grand Rounds in The Clinical Education of Postgraduate Nursing Students

“…In the study by Lyons S (2015), the majority of participants mentioned high satisfaction with the implementation of the Grand Round method in learning and considered this method to be effective in teaching students (4). The study by Stroehlei M and Spencer Ch (2020) showed students' full satisfaction (100%) in three items and satisfaction three more This study indicated that grand rounds provide nursing students with an opportunity to examine patients better, discuss laboratory and clinical results, and suggest needed changes in their care plans (7). Simulated NGRs allow students to share ideas about patient care with staff, other students, and faculty.…”

“…The study by Stroehlei M and Spencer Ch (2020) showed students' full satisfaction (100%) in three items and 90-95% satisfaction in three more items. This study indicated that grand rounds provide nursing students with an opportunity to examine patients better, discuss laboratory and clinical results, and suggest needed changes in their care plans (7). Simulated NGRs allow students to share ideas about patient care with staff, other students, and faculty.…”

“…The data collection tool consisted of a two-section questionnaire, with the rst part containing a demographic pro le form about gender, age, and internship credit. The second part included a questionnaire about satisfaction with the simulated grand round (2020 STROEHLEIN & SPENCER) (7). This questionnaire consisted of 6 items with answers scored on a ve-point Likert scale (1 = totally agree to 5 = totally disagree).…”

“…Nursing grand round as a method of clinical education allows students to share with their peers the care and tasks performed for their patients. Observing the patient and being able to relate the interventions to the care goals intensi es students' level of awareness and satisfaction and helps the professor reinforce the concepts discussed in the classroom (5)(6)(7). Additionally, this method promotes professional development, encourages the cooperation of different medical teams resulting in the diagnosis, treatment, and patient care in accordance with the latest scienti c advances, and ultimately increases the quality of service to patients (8).…”