“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Lillekroken, Daniela

doi:10.1111/jocn.15177

Cited by 11 publications

(10 citation statements)

References 36 publications

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“…As in other studies, the practicability and the interest of trainees was also recognized in this study [ 26 , 31 , 33 - 35 ]. The results reflect previously gained insights into the connection between learning and fun and the creation of new knowledge through VR, as was stated before [ 34 ]. The recommendation of the interview partners is a firm integration into the curriculum.…”

Section: Discussionsupporting

confidence: 89%

Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model

Lange¹,

Koch²,

Beck³

et al. 2020

JMIR Nursing

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Background Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.

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Section: Discussionsupporting

confidence: 89%

Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model

Lange¹,

Koch²,

Beck³

et al. 2020

JMIR Nursing

View full text Add to dashboard Cite

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“…Students learned about the fundamentals of care in a variety of ways, and common methods of teaching fundamentals of care include practicing skills in simulated learning environments with other students, actors or mannequins (Alderman et al, 2018; Feo et al, 2018; Lillekroken, 2020). Similar to our findings, Feo et al (2018) determined that continual reinforcement and explicit demonstration of the fundamentals of care in lecture and clinical skills practice allowed students to further recollect their learning and enhance their ability to communicate the fundamentals as opposed to instinctively delivering them.…”

Section: Discussionmentioning

confidence: 99%

“…Similar to our findings, Feo et al (2018) determined that continual reinforcement and explicit demonstration of the fundamentals of care in lecture and clinical skills practice allowed students to further recollect their learning and enhance their ability to communicate the fundamentals as opposed to instinctively delivering them. Furthermore, when nurse educators promote reflection, students are able to connect their theoretical knowledge to practice and deepen their critical thinking about the importance of fundamental care (Lillekroken, 2020). For students with prior experience in healthcare, reflection offers opportunities to integrate previous knowledge and share personal experiences with their peers to further understanding of fundamental care (Lillekroken, 2019).…”

Section: Discussionmentioning

confidence: 99%

Evaluating fundamental care knowledge to inform educational leadership

Nowell

Davidson

Gospodinov

et al. 2022

Journal of Advanced Nursing

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Aim: To explore undergraduate nursing students' understanding of fundamental care and identify educational leadership opportunities to deepen students' understanding of fundamental care concepts.Design: Sequential-explanatory mixed methods study. Methods:We conducted a cross sectional survey (n = 202) and focus groups (n = 24) to explore undergraduate nursing students' ability to identify fundamental care needs. All data were collected between November 2020 and April 2021. Survey data were analysed using descriptive and inferential statistics and focus group data were thematically analysed.Results: Year One students scored significantly lower in their ability to identify fundamental care needs compared with students in other years, even after controlling for route, gender and age. Post-degree students scored significantly higher than direct entry or transfer students. Students ≤19 years of age had significantly lower scores compared with students ≥25 years of age. Our focus group findings highlighted that students were often unable to define fundamental care, but they identified learning about various components of fundamental care in a variety of ways. While students understood that fundamental care was required in all settings, they were challenged in providing this care in acute and virtual settings. Students shared several suggestions to support fundamental care skills development across the curriculum. Conclusions:There is a need for a clear definition and description of the fundamentals of care that is used consistently by faculty, students and curriculum documents. It is important to encourage and support educators to share real-world nursing stories, offer students time to share their personal experiences, develop creative learning opportunities and foster student reflection to deepen students' understanding of the fundamentals of care. Impact: Educators need support to meaningfully incorporate fundamentals of care learning opportunities across multiple care settings. Educational leaders can use | 1175 NOWELL Et aL.

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“…They also believe that nurse educators must have pedagogical and andragogical knowledge, so that they can implement active and quality teaching methods in the pedagogical process. The challenges in the training of nursing educators are in the transition from traditional education to simulated learning environment [ 52 ]. Addressing nurse educator challenges and empowering them with the means, opportunity and skills to utilize student-centered teaching and learning strategies may contribute to the development of undergraduate student nurses’ clinical reasoning skills.…”

Section: Discussionmentioning

confidence: 99%

Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview

et al. 2021

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Background Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future. Methods Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted. Results Fourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods. Conclusions The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

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“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Cited by 11 publications

References 36 publications

Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model

Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model

Evaluating fundamental care knowledge to inform educational leadership

Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview

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