Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms

Ravik, Monika; Havnes, Anton; Bjørk, Ida Torunn

doi:10.1111/jocn.13748

Cited by 16 publications

(42 citation statements)

References 44 publications

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“…On the one hand, the students worked together in pairs during the virtual simulation sessions, which allowed for discussion and promoted learning [21]. On the other hand, the results demonstrated that some of the students participating in the study did not find the virtual simulation to be educational.…”

Section: Discussionmentioning

confidence: 99%

Norwegian nursing students’ evaluation of vSim® for Nursing

et al. 2018

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BackgroundvSim® for Nursing is the first web-based platform linked to the nursing education curriculum. It is an American simulation tool, developed in 2014 through a collaboration between Wolters Kluwer Health, Laerdal Medical and the National League for Nursing. To our knowledge, no studies have evaluated vSim® for Nursing from the nursing students’ perspective in Norway. The aim of the study was to evaluate second year Norwegian nursing students’ experiences with the virtual clinical simulation scenario in surgical nursing from vSim® for Nursing.MethodsA descriptive and a convergent mixed method design was utilised. The method comprised a 7-item questionnaire with five open-ended questions. Sixty-five nursing students participated in the study.ResultsThe majority of Norwegian nursing students evaluated the virtual clinical scenario in surgical nursing from vSim® for Nursing useful, realistic and educational in preparing for clinical placement in surgical care. However, a small portion of the nursing students had trouble understanding and navigating the American vSim® for Nursing program.ConclusionsIntroducing virtual simulation tools into the nursing education encompasses faculty and student preparation, guidance from faculty members during the simulation session and support for students who are facing difficulties with the simulation program.

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Section: Discussionmentioning

confidence: 99%

Norwegian nursing students’ evaluation of vSim® for Nursing

et al. 2018

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“…There are many studies on the effects of peer learning for nurses in simulation centres and clinics (see e.g. Christiansen and Bell, 2010;Christiansen et al, 2011;Williams and West, 2012), but few have examined peer learning between students at the same level in a simulation centre (McKenna and French, 2011;Ravik et al, 2017;Strand et al, 2009), as in this study. Students are usually less stressed and more relaxed in learning situations where fellow students provide feedback (Owens and Walden, 2001;Rush et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…When students take over much of the feedback function, they need to have some of the same knowledge as the teacher, although they are not expected to reach a teacher's level of knowledge (Hattie and Timperley, 2007). Without teacher guidance, errors may not be detected and corrected (Ravik et al, 2015(Ravik et al, , 2017. Teachers have an important role in bridging the gap between current and desired performance, which is best achieved by correcting errors (Gamlem and Smith, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Giving feedback allowed for critical reflection and integration of theory and practice. However, learning in a simulation centre may also lead to stress and anxiety, such as discomfort at being observed (Nielsen and Harder, 2013), giving and receiving negative peer feedback, and peers' inadequate knowledge when providing feedback (Ravik et al, 2017;Rush et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers

Wighus

Bjørk

2018

Nurse Education in Practice

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The simulation centre is a key setting for the acquisition of practical skills. However, pedagogical underpinnings of skills instruction in this setting are not always well founded. This study aimed to explore student and teacher experiences with an educational intervention to enhance clinical skills learning in the first semester of nursing education. The study had an exploratory design, where qualitative data were collected in focus group interviews involving 18 students and four teachers. The participants had generally positive experiences of the intervention. The findings showed that organisation, time usage, an observer role, re-training and structured reflection enhanced systematic feedback by students. We conclude that an educational intervention based on theoretically sound learning tools and pedagogical principles improved students' skills acquisition and gave the teachers a common educational platform.

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“…This exploration may in turn afford an understanding of challenges that students encounter in their learning processes in the clinical setting and can form a basis for improving students' practical skill learning during their clinical placement. In previously published articles from the larger study, we have reported on transfer of skill learning (PVC) from simulation to the clinical setting [ 9 ] and learning actions that students were engaged in during simulation-based PVC learning [ 35 ]. Because of challenges found in the previous studies related to learning and performances of the technical implementation of the vein cannula, we have in the current research explored conditions influencing students learning and performances of this particularly part of the skill during a clinical placement period.…”

Section: Introductionmentioning

confidence: 99%

Conditions Affecting the Performance of Peripheral Vein Cannulation during Hospital Placement: A Case Study

Ravik

Havnes

Bjørk

2017

Nursing Research and Practice

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Learning practical nursing skills is an important part of the baccalaureate in nursing. However, many newly qualified nurses lack practical skill proficiency required to ensure safe patient care. The invasive skill peripheral vein cannulation (PVC) is particularly challenging to learn and perform. This study explored conditions influencing nursing students' learning and performance of the technical implementation of a PVC during their clinical placement period. A qualitative and descriptive case study design with two students in Norway practicing PVC during their clinical placement was conducted. One student who mastered the vein cannulation was compared with one student who did not. Data were collected in late 2012 using multiple data sources: semistructured interviews, ad hoc conversations, and video recordings. Video recordings of the two students' cannula implementations were used to help clarify and validate the descriptions and to identify gaps between what students said and what they did. Thematic analysis of the transcribed text data enabled identifying themes that influenced skill performance. There were two overall themes: individual and contextual conditions influencing the technical implementation of a peripheral vein cannula. These findings were evaluated in terms of Benner's work on scientific and practical knowledge, defined as “knowing that” and “knowing how.”

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Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms

Abstract: This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms.

Cited by 16 publications

References 44 publications

Norwegian nursing students’ evaluation of vSim® for Nursing

Norwegian nursing students’ evaluation of vSim® for Nursing

An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers

Conditions Affecting the Performance of Peripheral Vein Cannulation during Hospital Placement: A Case Study

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