Adopting Scenario Based Learning in Critical Care Nursing Education: Students’ Achievement and Feedback

Abstract

Scenario based learning (SBL) is up-to-date inventive teaching method that providing directive discussion for nursing students. Effective designed scenarios are considered the corner stone for teachers to integrate learning objectives into nursing students' learning experience. Many studies reported that SBL is a broad dynamic interactive teaching and learning strategy. It enhances students' decision making skills and self-learning abilities. Aim: the current study aimed to explore fourth level nursing students' achievement and feedback about scenario based learning at Faculty of Nursing, Mansoura University. Method: a descriptive research design was used. A total of 251 fourth level nursing students registered in critical care nursing course in the second semester of the academic year 2016-2017 were involved in the study. Two tools were used to collect data for the present study which was developed by the researcher. Tool one "Students' Achievement Sheet" that involved eight main domains. Tool two is "Students' Feedback about SBL" which folded 18 statements. Results: The majority of the students analyzed scenarios clearly by discovering the cues and inferences related to the scenario problem with high score ranged from good to excellent (61. 25-96.25). Despite around 70% of the students' perceived SBL as a very stressful learning method, it was exciting and enjoyable (62.7%) for them. Also, most of them (75%) agreed that the teachers were a good guide and facilitator for them. Conclusion: The findings of the current study support the argument that SBL is an effective and dynamic learning method and easy to be conducted. It enhances the nursing students' skills and learning abilities to bridge the theory-practice gap.

Realistic simulation case scenario as a vertical integration teaching tool for medical students: A mixed methods study

“…In agreement with our results from both quantitative and qualitative data, many previous studies have reported that scenario-based education expands student knowledge and awareness and improves their learning abilities and analytic skills. 2 , 9 Another study, by Hudson and Ozsevgec, investigated the effectiveness of simulation-based learning in learning and overcoming student misconceptions and also found that simulation-based learning strategies had a considerably positive effect on the achievement of students. 13 , 19 Our results are also consistent with those of Amorim et al., who reported that students perceived realistic simulation in a pediatric emergency as an effective teaching approach.…”

“… 24 Finally, another study demonstrated that simulation-based learning was a dynamic learning strategy for critical care nursing students as it enhanced appraisal skills and learning abilities. 2 …”

“…In the current study, we employed an established questionnaire 2 that had been modified slightly and validated by two medical education experts. This questionnaire focused on the students' perception of using the RSCS as a novel teaching strategy and their overall satisfaction.…”

Information-seeking process and clinical scenario solving: introduction of a new tool in nursing education

“…In addition, many authors emphasize that this method strengthens students’ abilities and skills in analytical thinking, problem solving, communication and teamwork [ 5 ]. This improves self-reliance [ 6 ] and self-learning skills [ 7 ]. The available evidence suggests that the use of one teaching model, even a new model, is not enough to promote learning.…”