Key issues and challenges in developing a pedagogical intervention in the simulation skills center – An action research study

Reierson, Inger Åse; Hvidsten, Anne; Wighus, Marianne; Brungot, Solvor; Bjørk, Ida Torunn

doi:10.1016/j.nepr.2013.04.004

Cited by 19 publications

(18 citation statements)

References 26 publications

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“…An action research methodology [31] was used to identify and resolve problems, such as students not being able to logon to the learning modules, as they arose. Informed consent was gained from the participating students.…”

Section: Study Methodsmentioning

confidence: 99%

Immersive learning in nursing education: Results of a study

Ditzel

Hogarth

Lesa

2017

JNEP

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Objective: This study evaluated the effectiveness of an immersive teaching and learning approach for undergraduate nurses. Traditional classroom tutorials were combined with self-directed learning using LabTutor TM , an online learning platform, and clinical nursing simulation using high fidelity manikins. Learning modules were designed to link the student's knowledge and understanding of biosceince with clinical assessment and nursing management in order to develop clinical decision-making skills. It was anticipated that students' learning experience would be enhanced by the higher level of realism that is possible using the sophisticated manikins and authentic patient clinical data and case notes provided in LabTutor TM . Methods:The study took place in a New Zealand School of Nursing in 2014. Qualitative data was gathered using focus groups and an external facilitator. Quantitative data was gathered using an online survey. Results: Participants were second year undergraduate nursing students (N = 111): 71 (64%) interviewees, and 82 (73%) survey respondents. Qualitative data showed that the immersive learning process was effective. Quantitative data affirmed that immersive learning was liked, confidence improved, students enjoyed the process, and would recommend it to others. Using simulation and patient case studies were preferred teaching strategies. Performing experiments, and using digital LabTutor TM technology challenged many, but skills improved over the year. Conclusions: The immersive learning approach was effective. However, despite the high level of authenticity made possible by using high fidelity manikins, realism was hard to establish. An unexpected learning outcome occurred when intermittent technology malfunction prompted students to use problem-solving skills.

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Section: Study Methodsmentioning

confidence: 99%

Immersive learning in nursing education: Results of a study

Ditzel

Hogarth

Lesa

2017

JNEP

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“…Keating (2011) concluded that participants in community leadership training had a greater rate of overall community organization membership compared to non-participants. Furthermore, Jennings (2009) reported that the trainees gained a level of confidence and competency that motivated them to look for other leadership opportunities at the conclusion of the program, and that 66% said attaining additional knowledge and skills improved their efficiency (Reierson, Hvidsten et al 2013).…”

Section: Leaders and Leadership In Rural Developmentmentioning

confidence: 99%

Leadership in Malaysian Paddy Farming

Masso¹,

Man²

2016

AJIS

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Agriculture has a vital role in our livelihood and economic development unlike any other economic activity. Malaysia's leading agricultural yields are in rice, fruit and vegetables. The growing of rice takes up the biggest area, comprising 670,000 ha in 2010 (Dorward, Poole et al. 2003). There are 0.3 million paddy farmers in Malaysia, 40% of which are full-time, and 65% of total paddy farms are below one hectare in area (Alam, Siwar et al. 2010

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“…e relevance and benefit of the supervision tool in formative assessment, supervision, and reflection have been tested in nursing homes, hospital wards, and simulated settings by nursing students, clinical supervisors, and faculty [18][19][20][21]. Since 2013, the model has been included in the nursing curriculum for 1500 annual students at VIA University College in Denmark, where the present study was conducted.…”

Section: Introductionmentioning

confidence: 99%

“…e Model of Practical Skill Performance has been developed and tested as a generic tool for learning, supervision, and formative evaluation of practical skill performance and has successfully been implemented in simulated settings and in small-scale clinical practice projects [18][19][20][21]. However, we experienced that widespread implementation of the tool was a challenge during students' clinical placement.…”

Section: Introductionmentioning

confidence: 99%

Improving Clinical Nurses’ Development of Supervision Skills through an Action Learning Approach

Sommer

Larsén

Nielsen

et al. 2020

Nursing Research and Practice

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The aim of this study was to investigate action learning as an implementation method in a large-scale project with many participants in several autonomous and geographically spread groups. The focus of the implementation was the Model of Practical Skill Performance as a learning and supervision tool in the clinical education of nursing students. Nineteen action learning groups were established, and a total of 129 clinical supervisors and 13 facilitators were involved. To evaluate the implementation process, qualitative data were generated through three focus group interviews, questionnaires, and notes. Data illuminate clinical supervisors’ perceptions of value, impact, and sustainability when they participate in an action learning group to become familiar with the Model of Practical Skill Performance. The deductive data analysis was guided by central concepts from action learning. Action learning proved to be an engaging and effective tool in the implementation where the main strength seemed to be the autonomous local group supporting collective reflections on actions. Clinical supervisors had the right competences to adopt a reflective process-oriented approach, which is the hallmark of action learning. This study shows the necessity of collaboration between stakeholders in practice, education, and management to implement large-scale projects in clinical practice. The findings imply that managers should choose participants on the basis of their motivation and their voluntary wish to participate and that nurses’ immersion in the project over time aids implementation.

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Key issues and challenges in developing a pedagogical intervention in the simulation skills center – An action research study

Cited by 19 publications

References 26 publications

Immersive learning in nursing education: Results of a study

Immersive learning in nursing education: Results of a study

Leadership in Malaysian Paddy Farming

Improving Clinical Nurses’ Development of Supervision Skills through an Action Learning Approach

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