Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

Abstract

Aims and objectivesThe aim of this project was to develop an educational package for undergraduate student nurses that would provide them with the theoretical knowledge and clinical judgement skills to care for a patient with a wound.BackgroundInternationally there is concern over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. Deficits have also been identified in the underpinning biological sciences needed for this skill. Expectations associated with wound management have altered significantly in the last two decades with decision making around wound care coming under the scope of practice of nurses. The treatment and care options for patients with wounds must be based on a sound knowledge of how wounds are formed and healed. If nurses do not have the evidence‐based knowledge, it can affect wound healing adversely leading to increased patient suffering, pain and delayed healing. From an organisational perspective, delayed healing will increase the cost of care.DesignThis project used constructivism learning theory to provide a framework for the development of a wound care educational package for undergraduate Irish nurses in their penultimate year of training.MethodsCollaboration was formed with key stake holders. Pertinent curriculum content was mapped. Learning strategies to suit the incoming student learning styles were incorporated into newly developed theoretical content and practical skill sessions.ConclusionThe developed educational programme will assist student nurses in their care of patients with wounds.Relevance to clinical practiceThis study provides a model that can be followed to develop small units of the study to keep abreast of changes in health care delivery and the changing scope of practice of nurses. It also contributes to the debate on the teaching and learning of biosciences as it highlights the depth of biological knowledge required as a basis for good evidence‐based nursing care.

Visual, auditory, reading/writing, and kinesthetic: Which learning style predicts academic success in nursing?

“…Additionally, the kinaesthetic modality scores of students who perceived the virtual learning process to negatively impact their academic performance were higher than those of other students. This may be because kinaesthetic learning approaches need to involve practical work and hospital placements to be effective, which cannot be offered via a virtual learning platform (Redmond et al, 2016). Likewise, visual learning is effective in face-to-face sessions where educators may use visual aids to improve the level of understanding among students; visual learning methods and visual aids are most used in theoretical, clinical, seminar-based, and laboratory learning (Stirling, 2017).…”

Competence areas for registered nurses and podiatrists in chronic wound care, and their role in wound care practice

“…Most of these studies assessed nurses' knowledge of wound care without providing a wider explanation of the related competence areas or requirements, or they focused on specialist wound care nurses, so they were excluded. Five full texts were chosen of which three were research articles (Coleman et al, 2017;Cowman et al, 2012;Redmond, Davies, Cornally, Fegan, & O'Toole, 2016) and the remaining two full texts were document papers (Pokorná, Holloway, Strohal, & Verheyen-Cronau, 2017;Van Acker, Garoufalis, & Wilson, 2018).…”

“…The research articles focused on chronic wound care from different perspectives and all of the studies used wound care experts as informants. Two studies (Cowman et al, ; Redmond et al ) assessed education in wound care. An e‐Delphi study from 24 countries and 360 experts by Cowman et al () listed the top educational priorities in wound care, which were as follows: pain management; pressure ulcer prevention; wound‐bed assessment; dressing selection; standardisation of educational courses; education of all healthcare professionals (undergraduate and postgraduate); patient and carer management; infection control measures; and skills development in debridement.…”

“…An e‐Delphi study from 24 countries and 360 experts by Cowman et al () listed the top educational priorities in wound care, which were as follows: pain management; pressure ulcer prevention; wound‐bed assessment; dressing selection; standardisation of educational courses; education of all healthcare professionals (undergraduate and postgraduate); patient and carer management; infection control measures; and skills development in debridement. Also, a discursive study with wound care experts by Redmond et al () presented an educational package in wound care for undergraduate nurses. Finally, a consensus study of 17 experts by Coleman et al () focused on the development of a generic wound care assessment minimum data set for clinical practice but did not specify the areas of competence or requirements for registered nurses or podiatrists in wound care.…”

Using Case-Based Reasoning in a Learning System: A Prototype of a Pedagogical Nurse Tool for Evidence-Based Diabetic Foot Ulcer Care

“…3 If wound care nurses' diabetic foot ulcer knowledge and evidence level increased, some of these amputations might be possible to avoid or at least postpone. [4][5][6] Ideally, providing wound care to diabetic foot ulcers should be a multidisciplinary task, which should involve, for example, podiatrists, endocrinologists, vascular and orthopedic surgeons, microbiologists, and specialized nurses. In Denmark, however, the majority of the diabetic foot ulcer care is provided by community nurses with specialization within wounds.…”