Nursing Education in a Real-Life Context: The Teaching Ward Round

Abstract

Education in nursing is continually changing. The didactic methods used in other fields may be useful for closing the gap between theoretical learning and the reality of practical nursing. This study aimed to determine the association between a teaching model centered on the reality of nursing care, which is individualized to each context, and knowledge acquisition. A controlled experimental study was conducted with random allocation to two groups of students in their second year of a nursing degree (University of Jaén). The control group undertook practical work placements according to the traditional model. The intervention group participated in a “teaching round” during their practical placements. Knowledge tests were conducted after the placements. No significant differences were found for age or education level between the students of the control group (n = 46) and the intervention group (n = 48). In terms of the association between participation in the teaching round and the knowledge test (maximum score of 10), the mean grade in the intervention group was 8.83 ± 0.22, while it was 7.68 ± 0.23 in the control group (p = 0.001). The teaching round increased the student’s acquisition of knowledge, even though this was not reflected in the global grade of the course.

Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

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The Effectiveness of Student-Led Ward Round Training on Knowledge Acquisition, Critical Thinking Ability, and Self-Confidence of Acute Upper Gastrointestinal Bleeding for Nursing Students

“…2,[4][5][6] However, there are limited studies on nursing education through ward-round training. [7][8][9][10] Acute upper gastrointestinal bleeding (AUGIB) is one of the most common emergency visits in China. The incidence of AUGIB is 37-172/10,000 adults, with a crude overall in-hospital mortality of 10%.…”

Magnitude of general anxiety disorder among nursing students and its associated factors

“…[1][2][3] This knowledge, skills, and abilities are developed through theoretical and practical lessons, including real simulations and placements in health centers, where the student faces real cases. 4,5 In this training process, clinical placements notably affect the development of anxiety and its symptoms in students 6 and this is enhanced by different factors such as contact in these placements with patients suffering from infectious diseases. 7 Other factors that can influence are the lack of experience in the field where the placements are carried out, with students perceiving a lack of competence, 8 excess clinical hours during critical periods such as the pandemic, 9 and family, 10,11 financial, emotional, or personal problems.…”

“…Nursing students, during their training, must acquire practical and theoretical skills needed for carrying out the nursing profession 1–3 . This knowledge, skills, and abilities are developed through theoretical and practical lessons, including real simulations and placements in health centers, where the student faces real cases 4,5 …”