Project 2000 students' survival kit: a return to the practical room (nursing skills laboratory)

Neary, Mary

doi:10.1016/s0260-6917(97)80078-0

Cited by 39 publications

(25 citation statements)

References 7 publications

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“…One of the concerns raised internationally with the transfer of practice based professions to third level settings is that the focus on practice skills might be lost (Neary, 1997). Simulations of obstetric emergencies have the potential to develop skills that can be transferred into clinical practice (Norris, 2008) and the students in this study concur with this.…”

Section: Discussionsupporting

confidence: 60%

An exploration of student midwives' experiences of the Objective Structured Clinical Examination assessment process

Barry

Noonan

Bradshaw

et al. 2012

Nurse Education Today

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Abstract:This paper reports on a qualitative descriptive study that explored student midwives experiences of the Objective Structured Clinical Examination assessment process for obstetric emergencies within a university setting. The development of fundamental clinical skills is an important component in preparing students to meet the responsibilities of a midwife. There is an international concern that the transfer of midwifery education into universities may impact on the development of midwifery clinical skills. Objective Structured Clinical Examinations (OSCEs) have the potential to promote integration and consolidation of skills prior to clinical placement. Twenty six students (n=36) from two midwifery programmes (BSc and Higher Diploma) participated in four focus groups and Burnard's (2006) framework was used for data analysis. Three main themes emerged following analysis: Preparation for the OSCE assessment, the OSCE process and Learning through simulating practice. Preparation for the OSCE's which included lectures, demonstrations, and practice of OSCE's facilitated by lecturers and by the students themselves, was considered central to the process. Learning via OSCEs was perceived to be more effective in comparison to other forms of assessment and prepared students for clinical practice. Positive aspects of the process and areas for improvement were identified. Using OSCE's increased the depth of learning for the students with the steps taken in preparation for the OSCE's proving to be a valuable learning tool. This study adds to the evidence on the use of OSCE's in midwifery education

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Section: Discussionsupporting

confidence: 60%

An exploration of student midwives' experiences of the Objective Structured Clinical Examination assessment process

Barry

Noonan

Bradshaw

et al. 2012

Nurse Education Today

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“…Nursing students need to learn how to make clinical judgements of patients' needs and be able to communicate this knowledge in an appropriate way. Neary (1997) argued that students are not able to effectively care for patients simply by having knowledge and skills; they must learn to apply those skills in real-life situations. These skills tend to be developed through a combination of didactic lectures supplemented by seminars and workshops (Laurillard, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…One strategy to complement traditional teaching methods is through simulating situations that occur in hospitals. Educators have debated whether practical skills to deal with patients should be taught only in the real world situations, although this is potentially a risky approach as poor performance can have damaging effects on the welfare of the patients and /or the well being of students (Neary, 1997). It is argued that students could learn practical skills through simulating real world situations in the classroom, an approach that allows students to make mistakes in a comparatively safe environment.…”

Section: Introductionmentioning

confidence: 99%

Using on-line video clips to enhance self-efficacy toward dealing with difficult situations among nursing students

McConville

Lane

2006

Nurse Education Today

112

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Summary The aim of the study was twofold. The first aim was to develop on-line video clip material that showed examples of nurses dealing with potentially difficult and delicate patient groups. The second aim was to evaluate the effectiveness of video clip materials for enhancing nursing student's self-efficacy to effectively communicate with the type of patients described above. The production of contextually relevant video clip material involved the identification of relevant material based on real experiences, writing appropriate scripts, recruiting actors, recording the performances and producing them in a form that could be accessed on-line. Self-report questionnaires were used to assess the effectiveness of video clip material. Level 1 (n = 145) nursing students completed a self-efficacy measure that assessed confidence to deal with situations such as breaking news of death, working with children, people with disability and aggressive behaviour at the start and the end of the module. Results indicated that student's self-efficacy increased noticeably over the course of the module. Differences between increases in self-efficacy attributed to watching videos or attending lectures were marginal. Findings suggest that using video clips that show students effectively coping with adverse situations provide an effective teaching approach for enhancing self-efficacy. Future research is needed to test the extent to which self-efficacy measures relate with nursing performance.

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“…There is growing concern about newly-graduated registered nurses' skill acquisition and their ability to transfer skills to the workplace (Gerrish, 2000;Heslop, McIntyre, & Ives, 2001;Neary, 1997;Packer, 1994;Stevenson, 1996). This may be due, in part, to inconsistent methods for teaching psychomotor skills in nursing programs and inconsistent expectations by students, faculty, and nursing staff regarding which skills are essential for practice and how to best develop these skills.…”

mentioning

confidence: 99%

Teaching Psychomotor Skills to Beginning Nursing Students Using a Web-Enhanced Approach: A Quasi-Experimental Study

Salyers

2007

International Journal of Nursing Education Scholarship

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To begin to address the problem of psychomotor skills deficiencies observed in many new graduate nurses, a skills laboratory course was developed using a web-enhanced approach. In this quasi-experimental study, the control group attended weekly lectures, observed skill demonstrations by faculty, practiced skills, and were evaluated on skill performance. The experimental group learned course content using a web-enhanced approach. This allowed students to learn course material outside of class at times convenient for them, thus they had more time during class to perfect psychomotor skills. The experimental group performed better on the final cognitive examination. Students in the traditional sections were more satisfied with the course, however. It was concluded that a web-enhanced approach for teaching psychomotor skills can provide a valid alternative to traditional skills laboratory formats.

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Project 2000 students' survival kit: a return to the practical room (nursing skills laboratory)

Cited by 39 publications

References 7 publications

An exploration of student midwives' experiences of the Objective Structured Clinical Examination assessment process

An exploration of student midwives' experiences of the Objective Structured Clinical Examination assessment process

Using on-line video clips to enhance self-efficacy toward dealing with difficult situations among nursing students

Teaching Psychomotor Skills to Beginning Nursing Students Using a Web-Enhanced Approach: A Quasi-Experimental Study

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