Three learning modalities' impact on clinical judgment and perceptions in newly graduated registered nurses: A quasi‐experimental study

Luo, Yiqing; Geng, Cong; Chen, Xiaoli; Zhang, Yingying; Zou, Zhijie; Bai, Jinbing

doi:10.1111/nhs.12842

Cited by 12 publications

(7 citation statements)

References 46 publications

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“…Virtual patient is a teaching modality for forming clinical judgment ( Montgomery, 2006 ). Some researchers found that clinical judgment skill of nurses was developed by using virtual stimulation ( Fogg et al, 2020 ; Luo et al, 2021 ). Critical thinking is a foundation for clinical judgment ( Lee and Park, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Design, implementation and evaluation of a virtual clinical training protocol for midwifery internship in a gynecology course during COVID-19 pandemic: A semi-experimental study

Ganji

Shirvani

Motahari-Tabari

et al. 2022

Nurse Education Today

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Background Over the past year, the occurrence of COVID-19 pandemic has challenged clinical education for health care students, due to the possibility of exposure to the virus and increased spread of the disease. Clinical training of midwifery students in gynecologic problems, based on the X (country) midwifery education curriculum, was also disrupted during this pandemic. Objectives This study was aimed at designing, implementing and evaluating a virtual clinical training protocol for midwifery internship in a Gynecology course. Design A semi-experimental study. Settings Faculty of Nursing and Midwifery, X University of Medical Sciences, city, country. Participants Forty-seven midwifery interns in Gynecology course were recruited during two semesters in 2020. Methods Five steps based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model were taken, which included 1) educational and skills needs assessment, 2) design, 3) development via focused group interviews and brainstorming with the presence of the midwifery department members in three sessions, 4) implementation including pretest and posttest, webinar, uploading the information of virtual patients, questions and correct answers, and 5) evaluation including knowledge assessment by a designed questionnaire and skills evaluation by the modified-Mini-CEX checklist. Data were analyzed using mean, standard deviation and paired t -test. Results After training, a significant increase ( p < 0.001) was observed in scores of knowledge and interview skills, clinical judgment, consultation, efficiency, professionalism, clinical competence and total score of clinical skills. Conclusions Training for gynecological diseases through virtual clinic promoted knowledge and clinical skills of midwifery interns. To enhance education, a virtual clinic may be used in crisis situations and in combination with teaching under normal circumstances by strengthening the infrastructure and removing barriers.

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Section: Discussionmentioning

confidence: 99%

Design, implementation and evaluation of a virtual clinical training protocol for midwifery internship in a gynecology course during COVID-19 pandemic: A semi-experimental study

Ganji

Shirvani

Motahari-Tabari

et al. 2022

Nurse Education Today

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“…O uso da simulação realística tem sido primordial como ferramenta de ensino em instituições e universidades de ensino da área da saúde. Os achados desta revisão evidenciam que a aplicação dessa metodologia de ensino demonstra-se benéfica por diversos fatores, como o desenvolvimento do raciocínio clínico, o amadurecimento comportamental e emocional e o aprimoramento de habilidades técnicas 14 .…”

Section: Discussionunclassified

A enfermagem e o uso da simulação realística durante o período pandêmico: uma revisão integrativa

Silva¹,

Ferreira²,

Cavalcante³

et al. 2022

GANJ

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A enfermagem e o uso da simulação realística durante o período pandêmico: uma revisão integrativaNursing and the use of realistic simulation during the pandemic period: an integrative review Enfermería y el uso de simulación realista durante el período de pandemia: una revisión integradora ResumoEste estudo tem por finalidade analisar as evidências disponíveis na literatura acerca do uso da simulação realística pela enfermagem, durante o período pandêmico, por meio da observação de suas contribuições e como foi aplicada, respondendo a seguinte pergunta: "Quais as evidências científicas acerca das contribuições do uso da simulação realística durante o período pandêmico para a capacitação dos profissionais de enfermagem?". Trata-se de uma revisão integrativa elaborada conforme as normativas do Preferred Reporting Items for Systematic Reviews and Meta-Analyses do ano de 2020 a partir de buscas nas bases de dados: Sistema

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“…(3) A model of the role of antecedent variables of work role transition competence was constructed based on the JDCS model and employee learning theory, providing a theoretical framework for subsequent research. Previous studies have only been sporadically focused on the role of competence in work role transition [7,63]. Furthermore, there is a lack of in-depth research on the mechanism of generating work role transition competence, and no logical relationship has been constructed between the antecedent and causal variables of work role transition competence.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

The Structural Dimensions of “Double-Qualified” Teachers’ Work Role Transition Competence and Its Generation Mechanism

2022

Sustainability

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The competence to change work roles is a key factor for individuals in achieving a successful work role transition. In this study, we analyzed in-depth interview data of 31 “double-qualified” teachers and related teaching managers in higher education institutions using the grounded theory method and constructed a model of the structural dimensions of teachers’ work role transition competence and its generation mechanism. The model was also interpreted using work role transition theory, the Job Demand–Control–Support (JDCS) model, and employee learning theory. The research results show that the work role transition competence of teachers in higher education institutions is mainly composed of four dimensions: old role detachment, psychological adaptation, new role cognition, and resource reserve capacity; the four factors of work role demand (initiation factor), role breadth self-efficacy (internal contextual factor), social support (external contextual factor), and individual learning (direct factor) follow the theoretical logic of “demand–context–learning–competence” to influence the formation of work role transition competence. This study enriches and expands the theory of work role transition, which can help teachers in higher education institutions to effectively apply it in their work role transitions and can help higher education institutions to further improve the corresponding norms of human resource management practice.

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Three learning modalities' impact on clinical judgment and perceptions in newly graduated registered nurses: A quasi‐experimental study

Cited by 12 publications

References 46 publications

Design, implementation and evaluation of a virtual clinical training protocol for midwifery internship in a gynecology course during COVID-19 pandemic: A semi-experimental study

Design, implementation and evaluation of a virtual clinical training protocol for midwifery internship in a gynecology course during COVID-19 pandemic: A semi-experimental study

A enfermagem e o uso da simulação realística durante o período pandêmico: uma revisão integrativa

The Structural Dimensions of “Double-Qualified” Teachers’ Work Role Transition Competence and Its Generation Mechanism

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