Preparing Nursing Students to Explore Evidence-Based Practice Using Technology During a Pandemic

Svoboda, Jacquelyn Denise; Stevenson, Shannon Morris

doi:10.3928/01484834-20210520-13

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…Some of these obstacles included difficulties in accessing online databases, students' low understanding of data, and the perception among students that EBP did not significantly impact practice (Horntvedt et al, 2018). Based on this analysis, educators should build and apply collaborative teaching methods to enhance students' knowledge and improve the implementation of Evidence-Based Practice (EBP) in nursing education (Svoboda & Stevenson, 2021).…”

Section: Discussionmentioning

confidence: 99%

Remote Learning in Clinical Nursing Education: A Lesson Learned from The Pandemic Covid-19

Khasanah,

Karyadi,

Senjaningrum

et al. 2024

fundam.manaj.nurs.j

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Introduction: The clinical education program offers students a chance to gain practical experience, enabling them to acquire the skills and knowledge necessary to provide safe and effective nursing care. However, During COVID-19, modifying clinical education programs is essential to ensure continuity of nursing training while adapting to safety protocols and limitations on in-person interactions. This study aims to investigate how educational institutions modify and innovate nursing clinical education during pandemic situation. Method: The study employed a descriptive exploratory design. The informants included ten mentors from various nursing education institutions in Indonesia who guide professional nursing students. The data were collected through in-depth, unstructured video call interviews. The data were collected through in-depth, unstructured video call interviews. Data analysis was conducted using content analysis. Results: The research found themes with 15 subthemes. These themes are: 1) learning constrain, 2) student challenges, 3) clinical educator challenges, 4) teaching and learning opportunities. Conclusions: Professional education processes during a pandemic require better preparation in developing educational content, mastering various information technologies to support enhanced learning and the periodic evaluation of student competencies. This evaluation is necessary to ensure that students achieve the minimum competencies set by professional organizations.

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Section: Discussionmentioning

confidence: 99%

Remote Learning in Clinical Nursing Education: A Lesson Learned from The Pandemic Covid-19

Khasanah,

Karyadi,

Senjaningrum

et al. 2024

fundam.manaj.nurs.j

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“…The use of blended (n=3) and flipped learning strategies (n=4) were reported to improve learner engagement. this included public health (n=4), biological science (n=3), disease process (Joshi et al, 2021;Langegård et al, 2021), evidence-based practice (Svoboda & Stevenson, 2021), and foundational nursing (Chan et al, 2021;Scheller et al, 2021) related content.…”

Section: Online Learning Environmentmentioning

confidence: 99%

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

Amankwaa

Boateng

Quansah

et al. 2022

Nursing Praxis in Aotearoa New Zealand

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The novel coronavirus disease (COVID-19) has transformed the delivery of nursing education. This scoping review identified innovative improvements or changes in nursing education developed by nursing faculty in response to the COVID-19 pandemic globally. This is a scoping review using Arksey and O’Malley framework, refined by Joanna Briggs Institute. Three electronic databases were searched to identify studies published between December 2019 and December 2021, irrespective of design. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) guidelines. Two reviewers independently assessed the eligibility of the studies, and multiple reviewers extracted the studies. Two reviewers crosschecked 10% of the extracted data to ensure accuracy and consistency. We grouped and described conceptual categories narratively. Of the 1339 retrieved papers, 111 met eligibility criteria. Most studies were from North America (69; 62.2%) and involved undergraduate nursing students (80; 72.1%). Many studies (61; 55.0%) were letters, commentaries, and editorials that offered short communications on ongoing innovative interventions. Reported nursing education innovations included online or virtual alternatives to face-to-face delivery (68; 61.3%), online or virtual alternatives to clinical placement (39; 35.1%) and faculty development (4; 3.4%). Reported outcomes included students’ satisfaction and intervention experiences. The reported innovations were crucial in mitigating the challenges posed by the COVID-19 pandemic for nursing education. Nurse educators are presented with a unique opportunity to embrace and build on the emerging pedagogies even after the global emergency. Further research must focus on 1) understanding the sustainability and enduring effects of the identified innovations in the post-pandemic period; 2) supporting students and faculty with new learning platforms, and 3) the long-term impacts of the COVID-19 pandemic on undergraduate and postgraduate nursing education. TE REO MĀORI TRANSLATION Ngā auahatanga i te ao mātauranga tapuhi hei urupare ki te Mate Urutā o COVID-19: He Arotake Hōkai Ngā Ariā Matua Nā te Mate Urutā o COVID-19 i whakaumu te horanga mātauranga tapuhi. Nā tēnei arotake hōkai i tautohu ētahi whakapikinga auaha, panonitanga hoki i roto i te mātauranga tapuhi, o ētahi whare whakaako tapuhi, hei urupare ki te mate urutā COVID-19 huri noa i te ao. He arotake hōkai tēnei i whakamahi i te anga a Arksey rāua ko O’Malley, he mea whakamahine e Joanna Briggs Institute. E toru ngā pātengi raraunga hiko i rapua hei tautohu i ngā pukapuka i whakaputaina i waenga i Tīhema 2019 me Tīhema 2021, ahakoa pēhea te hoahoa. Nā ngā aratohu Preferred Reporting Items for Systematic Reviews me Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) ngā mahi i ārahi, ā, i riro nā ētahi kaiarotake tokorua i aromatawai takitahi te āheinga o te pukapuka, ā, he maha ngā kaiarotake nāna i kounu ngā raraunga. Tokorua ngā kaiarotake i āta titiro i tētahi 10% o ngā raraunga i kounutia, kia mōhio pū ai he tika, he hangarite hoki. I whakarōpūtia, i whakamāramatia hoki e mātou ngā kāwai ariā hei pūrākau. O ngā pepa 1339 i tīkina ake, i tutuki ngā paearu āheinga i ngā mea 111. Ko te nuinga o ngā puka nō Amerika ki te Raki (69; 62.2%) ā, he ākonga tapuhi paetahi ngā mea i roto (80; 72.1%). He tini ngā reta, ngā tākinga kōrero, ngā tuhinga ētita hoki i roto (63; 57.0%) i kitea ai ētahi whakapuaki pono mō ngā whakahoutanga auaha. Ko ētahi o ngā auahtanga mātauranga tapuhi i roto ko ngā ara hou i te ao tuihono, mariko rānei, hei whakakapi mō te horanga mātauranga ā-kanohi (68; 61.3%); ngā ara hou i te ao tuihono, mariko rānei, mō te whakanohonga ki ngā mahi tiaki tūroro (39; 35.1%); me te whakawhanaketanga kura whakaako (4; 3.4%). I kitea i roto i ngā putanga i pūrongotia ko te harikoa ākonga, me ngā wheako whakahoutanga. He mea taketake ngā whakahoutanga i pūrongotia hei whakaheke i ngā wero i ara ake i roto i te mate urutā COVID-19, mō te mātauranga tapuhi. Kua homai tētahi whāinga wāhi taketake ki ngā kaiako tapuhi kia awhi, kia waihanga hoki i ngā akoranga hou, ahakoa i muri i te whawhati nui i pā ki te ao. Me aro nui ētahi atu rangahau ki te 1) māramatanga ki te toitū, me ngā pānga haere tonu o ngā auahatanga i tautohutia i te wā i muri i te mate urutā; 2) te tautoko i ngā ākonga me te kura whakaako ki te hāpai i ngā pūhara ako hou; me 3) ngā pānga wā roa o te mate urutā COVID-19 ki ngā mātauranga tapuhi paetahi, paerua hoki. Ngā kupu matua: COVID-19; auahatanga; mātauranga tapuhi; mate urutā; arotake hōkai; ngā hangarau

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Preparing Nursing Students to Explore Evidence-Based Practice Using Technology During a Pandemic

Cited by 2 publications

References 1 publication

Remote Learning in Clinical Nursing Education: A Lesson Learned from The Pandemic Covid-19

Remote Learning in Clinical Nursing Education: A Lesson Learned from The Pandemic Covid-19

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

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