Face-to-face instruction combined with online resources improves retention of clinical skills among undergraduate nursing students

Terry, Victoria; Terry, Peter C.; Moloney, Clint; Bowtell, Les

doi:10.1016/j.nedt.2017.10.014

Cited by 31 publications

(45 citation statements)

References 21 publications

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“…Confidence and competence in clinical nursing skills can be increased through review and the use of multiple methods of instruction including hands-on practice (Park, 2018;Terry et al, 2018). The intervention included in this practice project used multiple methods of instruction and emphasized hands-on practice.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

The Effect of Hands-on Practice on the Skills Proficiency of Nursing Home Nurses

Robbins¹

2020

IJSN

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Background: The most recent nursing home regulations indicate that nurses must possess the skills sets needed to properly provide residents’ care (“Reform of Requirements,” 2016). Nursing home directors of nursing (DONs) frequently meet the requirement to train their nurses using online continuing education programs. However, the hands-on practice of fundamental clinical nursing skills necessary to maintain proficiency cannot be accomplished with this method. Purpose: This study aimed to determine whether an educational intervention including hands-on practice of two clinical skills would improve the skills proficiency of nursing home nurses. Method: The study used a pretest-posttest design with skills fair-style educational intervention for nursing home nurses recruited from two nursing homes. The pretest and posttest each included a multiple-choice quiz and hands-on demonstrations of two different clinical skills. Statistical analysis using paired t-tests showed significantly improved skills proficiency for the participating nurses following the educational intervention with hands-on practice of the two clinical skills. Findings: The findings suggest that nursing home DONs should consider educational interventions that include hands-on practice to maintain clinical skills proficiency.

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Section: Discussion Of Findingsmentioning

confidence: 99%

The Effect of Hands-on Practice on the Skills Proficiency of Nursing Home Nurses

Robbins¹

2020

IJSN

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“…Instead, they are seeing blended models of learning that combine face-to-face learning with online activities. Ideally, nurses' learning spaces would supersede the typical classroom of old [22,23,24], and make extensive use of simulations, arti cial intelligence agents, and haptic technologies [25].…”

Section: Introductionmentioning

confidence: 99%

“…Learning mediated by digital technologies such as mobile phones, has the potential to improve nurses' access to education, with the added advantage of facilitating engagement when and where it is convenient [24,26,27]. Mobile learning has already been used in discrete projects within nursing and other healthcare professions, mostly with undergraduate learners.…”

Section: Introductionmentioning

confidence: 99%

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Economising learning: How nurses maintain competence with limited resources. A grounded theory study exploring Registered Nurses’ use of mobile devices in postgraduate education

Rees

Farley

Moloney

2020

Preprint

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BackgroundNurses have limited time outside of work for continuing professional development. Consequently, strategies need to be explored to enable them to better maintain their competence. This article describes recent research to ascertain how nurses used mobile technologies to determine if these behaviours could be leveraged for mobile learning. It addresses a gap in the existing literature around how nurses resource their own professional development in the absence of appropriate resourcing in the workplace.MethodsThe Theory of Economising Learning emerged from research employing a classic grounded theory methodology which was conducted with registered nurses from Queensland, Victoria, South Australia and the Northern Territory and postgraduate nursing students at the University of Southern Queensland.ResultsThe Theory of Economising Learning describes how nurses maintain competence with limited resources. Unfavourable staffing levels and a fast-paced workplace mean that nurses rarely prioritise their professional learning while at work. Instead, it requires the nurse to contribute personal resources including time and money.Though the research revealed that nurses were unconcerned about using mobile technologies, they were concerned about maintaining competence with limited resources. To counter this, nurses economised their learning by balancing personal resources against their motivation to maintain competence. The process of economising learning begins and ends with the development of the nurse’s personal curriculum in response to what they identify as being the most significant knowledge deficits at work that jeopardise their competence. A learning opportunity that addresses the knowledge deficit is sought. Nurses balance the opportunity to address the deficit against the cost of personal resources, to decide if they will engage with the opportunity and update their personal curriculum accordingly.ConclusionsIt is suggested that workplaces need to create reasonable expectations within nurses to address knowledge deficits and provide the resources, including time, to allow them to do so without personal cost. It is also necessary for workplaces to moderate the flow of learning opportunities so as not to overwhelm and demotivate the nurses. Currently, nurses use several strategies to optimise their learning using mobile technologies. These could be leveraged in the workplace to help nurses maintain professional competence.

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Section: Introductionmentioning

confidence: 99%

How Registered Nurses balance limited resources in order to maintain competence: A Grounded theory study

Rees

Farley

Moloney

2020

Preprint

Self Cite

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BackgroundNurses have limited time outside of work for continuing professional development. Consequently, strategies need to be explored to enable them to better maintain their competence. This article describes recent research to ascertain how nurses used mobile technologies to determine if these behaviours could be leveraged for mobile learning. It addresses a gap in the existing literature around how nurses resource their own professional development in the absence of appropriate resourcing in the workplace.MethodsThe research employed a classic grounded theory methodology which was conducted with 27 registered nurses from Public and Private Hospitals in Queensland and external postgraduate nursing students from Victoria, South Australia and the Northern Territory enrolled at the University of Southern Queensland.ResultsThe Theory of Economising Learning describes how nurses maintain competence with limited resources. Unfavourable staffing levels and a fast-paced workplace mean that nurses rarely prioritise their professional learning while at work. Instead, it requires the nurse to contribute personal resources including time and money.Though the research revealed that nurses were unconcerned about using mobile technologies, they were concerned about maintaining competence with limited resources. To counter this, nurses economised their learning by balancing personal resources against their motivation to maintain competence. The process of economising learning begins and ends with the development of the nurse’s personal curriculum in response to what they identify as being the most significant knowledge deficits at work that jeopardise their competence. A learning opportunity that addresses the knowledge deficit is sought. Nurses balance the opportunity to address the deficit against the cost of personal resources, to decide if they will engage with the opportunity and update their personal curriculum accordingly.ConclusionsIt is suggested that workplaces need to create reasonable expectations within nurses to address knowledge deficits and provide the resources, including time, to allow them to do so without personal cost. It is also necessary for workplaces to moderate the flow of learning opportunities so as not to overwhelm and demotivate the nurses. Currently, nurses use several strategies to optimise their learning using mobile technologies which could be leveraged in the workplace.

show abstract

Face-to-face instruction combined with online resources improves retention of clinical skills among undergraduate nursing students

Cited by 31 publications

References 21 publications

The Effect of Hands-on Practice on the Skills Proficiency of Nursing Home Nurses

The Effect of Hands-on Practice on the Skills Proficiency of Nursing Home Nurses

Economising learning: How nurses maintain competence with limited resources. A grounded theory study exploring Registered Nurses’ use of mobile devices in postgraduate education

How Registered Nurses balance limited resources in order to maintain competence: A Grounded theory study

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