The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

Qaisar, Rabia; Lajane, Halima; Lamiri, Abderrahmane; Bouzoubaa, Hind; Abidi, Omar; Khyati, Abderrahim

doi:10.3991/ijet.v15i22.17023

Cited by 3 publications

(2 citation statements)

References 16 publications

(17 reference statements)

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“…Laschinger et al (2008) found, for example, that "human patient simulators which are used for teaching higher level skills, such as airway management, and physiological concepts are useful". Qaisar et al (2020), in a study of the use of digital virtual simulators as an innovative teaching method, concluded that the vast majority of students found learning with a digital simulator to be an enriching experience and that it would be beneficial to adopt this mode of teaching in other areas of nursing education.…”

Section: )mentioning

confidence: 99%

A cross‐sectional study of discipline‐based self‐perceived digital literacy competencies of nursing students

Martzoukou,

Luders,

Mair

et al. 2023

Journal of Advanced Nursing

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AimsThis study offers an empirical exploration of self‐assessed digital competencies of students, most of whom studied in nursing courses, using a discipline‐based self‐assessment survey tool. A range of digital competencies were explored: information and communication technology proficiency and productivity, information literacy, digital creation, digital research, digital communication, digital learning and development, digital innovation, digital identity management and digital well‐being.DesignA cross‐sectional empirical study.MethodsQuantitative data were collected from November to December 2021 via a questionnaire survey administered to students. Quantitative results were reported through descriptive statistical analysis. Mann–Whitney (U‐test) and Kruskal–Wallis non‐parametric statistical tests were used to identify statistically significant differences based on age demographics and pre‐ or post‐registration course. Thematic analysis was utilized for survey open‐ended questions data.ResultsStudents reported low competencies in the following digital literacy dimensions, all of which were imperative for their studies and for their future professional careers: information literacy, digital research, digital innovation. Significant statistical subgroup differences were found between age demographics and pre/post‐registration within most of the digital competence dimensions. The survey open‐ended comments revealed that students encountered challenges around digital skills they had mostly developed via everyday life experiences and trial‐and‐error approaches.ConclusionIncreasing awareness of existing digital gaps and offering tailored digital skills enhancement can empower students as future‐proof evidence‐based practitioners in an evolving digital healthcare landscape.Implications for the Profession and/or Patient CareHighlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare.Impact Offers insights into digital competencies gaps of nursing students. Proposes targeted educational digital skills training interventions. Stresses the value of academic staff supporting nursing students to develop digital skills in important areas of professional practice. Reporting MethodJBI critical appraisal checklist.No patient or public contribution.

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Section: )mentioning

confidence: 99%

A cross‐sectional study of discipline‐based self‐perceived digital literacy competencies of nursing students

Martzoukou,

Luders,

Mair

et al. 2023

Journal of Advanced Nursing

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show abstract

“…The success of digital-learning depends on many factors like infrastructural accessibility, usage of appropriate methods for teaching learning, adequate course content, student teacher interaction and various methods of assessment. Above all it is important that learners develop a positive attitude for the digital education and its perceived ease of use (Qaisar et al, 2020). Digital classes at times have its own challenges like poor internet access, insufficient digital skills, lack of digital awareness etc.…”

Section: Introductionmentioning

confidence: 99%

Impact of Digital Education on Learning Behavior of Undergraduates

2022

JHETP

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Present study examines the impact digital education on learning behaviour of undergraduates in terms of Perceived Ease of Use, Perceived Usefulness, Psychological Wellbeing and E-classroom interaction. The background of the study is the point in Madhya Pradesh in response to the COVID-19 virtual educational environment. To measure the learning behaviour indicators used in the present study, a survey was conducted on the total of 385 undergraduates taking digital education. The data were analyses using the structural equation modelling. Results showed that the digital education has positive impact on all the learning behaviour predictors used in the present study. The findings showed that psychological wellbeing and e-classroom interaction were improved with the experiences and time. Results suggest that satisfaction with digital education can be further improved by developing e-classes that are easy to use, focusing on the features that are frequently used by the undergraduates. In addition, educational institutes provide training and advice to increase students' psychological wellbeing.

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Comparison of Learning Facilitated by Traditional and Virtual Case Studies for Teaching the Nursing Approach to Care

Qaisar¹,

Bouzoubaa²,

Lajane³

et al. 2023

TONURSJ

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Aim: The objective of this study is to investigate the adoption of these two strategies for teaching the steps of the care process to Moroccan nursing students. We attempt to answer the following questions: What is the preference of nursing students between traditional case studies and virtual case studies? What are their suggestions for improving teaching practices? According to their point of view, which of the teaching strategies is more conducive to the appropriation of knowledge and the development of skills related to the care process? Background: Case-based learning has long been one of the active teaching strategies widely used by nursing educators. However, the constraints inherent to traditional case study learning have prompted educators to seek alternative teaching practices. Today, virtual case studies are recognised as one of the most recommended and innovative teaching approaches to address these constraints in the nursing context. Objective: the present study aims to explore students' perceptions of traditional case studies and virtual case studies as facilitated learning methods for teaching the nursing process. Methods: We conducted a questionnaire survey at the Higher Institute of Nursing Professions and Health Techniques Casablanca in 2021 among first-year polyvalent nursing students. The course ‘Conceptualization and Care Planning’ was taught based on these two different pedagogies. Results: Comparing the means via a t-test of the paired samples showed that there was a significant difference for all items (p-value<0.005) between learning facilitated by traditional case studies and virtual case studies. Conclusion: These results demonstrate that virtual case studies are an innovative and well-received educational tool for nursing students compared to traditional case studies.

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The Perceived Usefulness of Digital Simulators in the Acquisition of Professional Competencies by Undergraduate Nursing Students

Cited by 3 publications

References 16 publications

A cross‐sectional study of discipline‐based self‐perceived digital literacy competencies of nursing students

A cross‐sectional study of discipline‐based self‐perceived digital literacy competencies of nursing students

Impact of Digital Education on Learning Behavior of Undergraduates

Comparison of Learning Facilitated by Traditional and Virtual Case Studies for Teaching the Nursing Approach to Care

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