Students Learning in a Skills Laboratory

Strand, Ingebjørg; Nåden, Dagfinn; Slettebø, Åshild

doi:10.1177/010740830902900305

Cited by 23 publications

(23 citation statements)

References 17 publications

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“…[10,11] Patient simulation practice encourages more kinesthetic learning that promotes a change in the attitude of the students. [12] In Indonesia, educating future nurses with good attitude is a double challenge. In spite of the high demand of the society, the ever-increasing complexity of the health problems in Indonesia makes it very important for nurses to develop their competence as well as their attitude.…”

Section: Introductionmentioning

confidence: 99%

Human patient simulation to improve the attitude of the nursing students

Nuraini

Afifah

Agustini

et al. 2015

JNEP

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Attitude is an essential attribute of a nurse. Nursing education has an important role to shape the attitude of the nursing students, as a foundation of their attitude as nurses. The aim of this study was to evaluate the effect of the human patient simulation learning method on the attitude of the nursing students. Quasi-experimental, two group pre/post-test design was used. A total of 95 nursing students of the second year were given intervention and 37 students from another institution were assigned as control group. Second year students were selected as they were about to have clinical practice at the hospital. After the human patient simulation the attitude score statistically significantly increased in the intervention group (p < .01). The attitude score in the intervention group rose by 18.7 points (scale 37-185) and decreased by 8.2 point in the control group. The findings showed that the human patient simulation improved the attitude of the nursing students before having the actual learning experience with the patients at the hospital. Clinical learning environment in Indonesia is generally far from ideal to shape good attitude of the nursing students. Thus, human patient simulation is recommended to prepare the nursing students prior to clinical internship.

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Section: Introductionmentioning

confidence: 99%

Human patient simulation to improve the attitude of the nursing students

Nuraini

Afifah

Agustini

et al. 2015

JNEP

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“…During a simulation, it is possible for students to engage in "trial and error" without consequence, that is to say without harming a live patient [11][12][13] . Advanced biomedicine and an aging population with complex medical needs place a greater demand on the need for nursing competency [14] .…”

Section: Introductionmentioning

confidence: 99%

“…Models used for simulation allow students the opportunity to train safely. Confidence during the early stages of education increases and enhances students' skill mastery [11] , and students can achieve this in a preclinical situation. Students also increase their confidence through simulation [13] .…”

Section: Introductionmentioning

confidence: 99%

Simulation as a learning method in nursing education – A case study of students’ learning¬ experiences during use of computer-driven patient simulators in preclinical studies

Flo

Flaathen²,

Fagerström³

2013

JNEP

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Background: Increasing complexity and quality requirements in the health care system require that nursing students posses good practical skills. Internationally and domestically, this has lead to an increased use of simulation in preclinical studies in nursing education. In Norway, preclinical and clinical studies constitute 50% of nursing education. Nursing students can, through simulation with a computer-driven patient manikin, train connecting theory and practice together. In this way, students can become better prepared to meet the demands of clinical studies. The aim of the study was to evaluate the nursing students' experiences connected to learning during use of a simulation manikin in preclinical studies during first-year undergraduate studies. Methods:The study had a descriptive case study design. The evaluation included information, preparation, completion and implementation of learning goals during simulation in preclinical studies. The study encompassed two first-year classes. The data collection occurred post simulation through the means of a questionnaire given to 100 nursing students from the class of 2009 and 116 nursing students from the class of 2010. Predictive Analytics SoftWare for Vista was used for statistical analysis and the inductive content analysis of the replies to the open questions.Results: Student evaluations show that use of simulation in preclinical studies was a positive experience and that the students have realized the day's learning goals, despite criticism of the technical equipment, for example camera angle and lighting. In total, 88% of the nursing students answered that the observation of peers was beneficial to a great or very great extent, and 89.4% experienced that reflection during debriefing was beneficial to a great or very great extent. A correlation existed between students who responded that the observation of peers was beneficial and that reflection during debriefing was beneficial. About 77.8% of nursing students were well prepared for simulation. Qualitative analysis showed that a small number of students experienced discomfort when being observed during a simulation. Feedback from peers and instructors during debriefing was experienced as being very instructive. Being able to communicate with the simulation manikin was experienced as being positive. Conclusions:Nursing students experienced simulation as being a beneficial learning method and requested more simulation during their education. They expressed that simulation provided good practical and theoretical learning.

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“…Feeling some nervousness can be positive for learning, but too much anxiety negatively affects learning. [19] Some students feel awkward being videotaped during simulation. [20,21] Why some students are nervous or uncomfortable being observed in a simulation situation may be related to what Bandura [22] terms self-efficacy, which is the measure of a person's belief in his/her own ability to master a specific task.…”

Section: Introductionmentioning

confidence: 99%

Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

Flaathen

Flo

Fagerström

2015

JNEP

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The aim of the study was two-fold: to evaluate nursing students' experiences of active participation in the use of a-computerized simulation manikin during preclinical first-year Bachelor's studies, and to evaluate the effect of active participation in simulation by comparing active students' result with observers' result on preclinical test. An evaluative case study design was used to evaluate simulation with a computerized manikin as a pedagogical learning method. A questionnaire was used to evaluate the active students' experiences. The second part was a comparison between the active students' and the observers' preclinical test results. Findings indicated that the students thought simulation was beneficial, feedback from peers and lecturer was helpful and reflection during debriefing was beneficial. A significant difference was seen between those students who actively participated and those who observed in relation to the pass/fail preclinical test. Nursing students experienced simulation with a computerized manikin as being a beneficial pedagogical learning method, and active participation in a simulation situation can help students pass their preclinical test.

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Students Learning in a Skills Laboratory

Cited by 23 publications

References 17 publications

Human patient simulation to improve the attitude of the nursing students

Human patient simulation to improve the attitude of the nursing students

Simulation as a learning method in nursing education – A case study of students’ learning¬ experiences during use of computer-driven patient simulators in preclinical studies

Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

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