Nursing students’ insights of learning evidence‐based practice skills using interactive online technology: Scoping review

Shorey, Shefaly; Chua, Joelle Yan Xin

doi:10.1111/nhs.12915

Cited by 8 publications

(8 citation statements)

References 44 publications

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“…Flexible programme schedules provide users with more control and organization of their learning, and this may then increase their interest and thus sustain them in the training programme (Li et al., 2020 ; Wanner & Palmer, 2015 ). However, it is noteworthy that online self‐paced programs are largely dependent on an individual's motivations (Hartnett, 2016 ) and it presents with its own set of unique challenges (Shorey & Chua, 2021 ). For instance, it is now highlighted that students have preferences for a mix of asynchronous and synchronous learning (Shorey & Chua, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…et al, 2020;Wanner & Palmer, 2015). However, it is noteworthy that online self-paced programs are largely dependent on an individual's motivations (Hartnett, 2016) and it presents with its own set of unique challenges (Shorey & Chua, 2021). For instance, it is now highlighted that students have preferences for a mix of asynchronous and synchronous learning (Shorey & Chua, 2021).…”

Section: Essential Featuresmentioning

confidence: 99%

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Digital training for building resilience: Systematic review, meta‐analysis, and meta‐regression

et al. 2022

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Resilience is learnable and broadly described as an individual's adaptive coping ability, its potential value for stress reduction must be explored. With a global coronavirus pandemic, innovative ways to deliver resilience training amidst heightened mental health concerns must be urgently examined. This systematic review aimed to (1) evaluate the effectiveness of digital training for building resilience and reducing anxiety, depressive and stress symptoms and (2) to identify essential features for designing future digital training. A three‐step search was conducted in eight electronic databases, trial registries and grey literature to locate eligible studies. Randomised controlled trials examining the effects of digital training aimed at enhancing resilience were included. Data analysis was conducted using the Stata version 17. Twenty‐two randomised controlled trials involving 2876 participants were included. Meta‐analysis revealed that digital training significantly enhanced the participants' resilience with moderate to large effect (g = 0.54–1.09) at post‐intervention and follow‐up. Subgroup analyses suggested that training delivered via the Internet with a flexible programme schedule was more effective than its counterparts. This review supports the use of digital training in improving resilience. Further high‐quality randomised controlled trials with large sample size are needed.

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Section: Discussionmentioning

confidence: 99%

Section: Essential Featuresmentioning

confidence: 99%

Digital training for building resilience: Systematic review, meta‐analysis, and meta‐regression

et al. 2022

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“…A crucial part of nursing education is helping students to develop a strong foundation of evidence-based practice skills and apply them in clinical practice [ 10 ]. Therefore, the LDUC’s advanced practice nursing master’s program in critical care uses reflection group (RG) meetings as a learning activity.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students

Solberg¹,

Sørensen²,

Clarke³

et al. 2023

JMIR Med Educ

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Background Advanced practice nurses (APNs) are in high demand in critical care units. In Norway, APNs are educated at the master’s degree level and acquire the competence to ensure the independent, safe, and effective treatment of patients in constantly and rapidly changing health situations. APNs’ competence embraces expert knowledge and skills to perform complex decision-making in the clinical context; therefore, it is essential that educational institutions in nursing facilitate learning activities that ensure and improve students’ achievement of the required competence. In clinical practice studies of APN education, face-to-face reflection group (FFRG) meetings, held on campus with the participation of a nurse educator and advanced practice nursing students (APNSs), are a common learning activity to improve the competence of APNSs. Although FFRG meetings stimulate APNSs’ development of required competencies, they may also result in unproductive academic discussions, reduce the time that APNSs spend in clinical practice, and make it impossible for nurse preceptors (NPs) to attend the meetings, which are all challenges that need to be addressed. Objective This study aimed to address the challenges experienced in FFRG meetings by implementing virtual reflection group (VRG) meetings and to explore the experiences of APNSs, NPs, and nurse educators in VRG meetings as an active learning method supported by technology to stimulate students’ development of the required competence to become APNs in critical care. Methods This study adopted a qualitative explorative design with 2 focus group interviews and used inductive content analysis to explore the collected data. Results The main finding is that reflection group meetings supported by technology resulted in a better-structured active learning method. The VRG meeting design allowed APNSs to spend more time in clinical practice placements. The APNSs and NPs experienced that they participated actively and effectively in the meetings, which led to a perceived increase in competence. The APNSs also perceived an improved learning experience compared with their prior expectations. Conclusions Users perceived that the implemented novel teaching design supported by technology, the VRG meeting, was a more effective method than FFRG meetings on campus to develop APNSs’ required competence in critical care. The VRG was also perceived as an improved method to solve the challenges encountered in FFRG meetings. Specifically, the APNSs felt that they were prepared to undertake complex decision-making with a higher level of analytic cognition in a clinical context and to lead professional discussions in the ward. This developed teaching design can easily be adapted to diverse educational programs at various levels of professional education.

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“…Previous scoping reviews of EBP education for undergraduate nursing students have focused on EBP educational intervention programs [ 18 ], barriers and facilitators in clinical education [ 10 ] and the use of interactive online technology for the EBP skill acquisition [ 19 ]. In situations where it is challenging to secure clinical practice settings with mature EBP cultures or clinical instructors possessing EBP competency, simulation is deemed a valuable teaching and learning approach for nursing students to acquire the experience of the EBP process.…”

Section: Introductionmentioning

confidence: 99%

Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review

Song

Jang

2023

PLoS ONE

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Objective The purpose of this scoping review was to determine the underlying design of simulations that help undergraduate nursing students acquire evidence-based practice (EBP) experiences. Method The JBI methodology was used for this review. The inclusion criteria were studies conducted in academic, clinical, or virtual settings that examined simulation programs designed to facilitate the acquisition of EBP by undergraduate nursing students. A comprehensive search was performed on Jan 3, 2022, using the Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Grey literature was not included. Publication year was limited to 2020 and later. There was no language restriction. Data were extracted using a tool developed by the reviewers and based on the National League for Nursing Jeffries Simulation Theory. Result A total of 12,931 articles were found, and after duplicate articles and articles deemed ineligible based on the title and abstract (12,914 articles), 17 published papers were examined. The full texts of these studies were reviewed for eligibility, and one study was selected for the present scoping review. The selected study examined a mock trial designed to allow undergraduate nursing students to experience the ethical decision-making based on a diversity of evidence. The program reported in the study consisted of a prebriefing—simulation (mock)—debriefing structure with verified positive effects on EBP education. Conclusion A mock trial is a useful educational strategy for allowing undergraduate nursing students to experience EBP, but a creative method should be found that can modify the mock trial for practical operation as the designing the program demands high levels of human and material resources. Registration OSF Registries, https://osf.io/gdtyu, We updated OSF registry data for documenting important protocol amendments.

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Nursing students’ insights of learning evidence‐based practice skills using interactive online technology: Scoping review

Cited by 8 publications

References 44 publications

Digital training for building resilience: Systematic review, meta‐analysis, and meta‐regression

Digital training for building resilience: Systematic review, meta‐analysis, and meta‐regression

Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students

Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review

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