Students' perceptions on skills training in simulation

Abstract

The University of Pretoria implemented a problem-oriented undergraduate medical curriculum that emphasizes experiential learning and the mastering of practical skills. Students' experiences with acquiring practical skills in a skills laboratory and the impact that acquiring these skills has on their clinical practice were explored and described. A qualitative, investigative, descriptive and contextual design was used. Data were collected at focus-group discussions and analysed using Tesch's methodology. A literature control was conducted to identify similarities of and uniqueness in the research findings. Trustworthiness was established by utilizing Guba's model for the trustworthiness of qualitative research (Lincoln & Guba, 1981). The findings were that attitudes, knowledge and skills are interrelated and contribute to an enhanced process of learning. The interrelated learning process has a positive effect when students progress from the skills laboratory to clinical practice. Students made valuable recommendations that should contribute to the optimal use of the skills laboratory.

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

“…In addition to the traditional lecture, seminar, and tutorial method of teaching, video clips that showed students how to cope successfully and unsuccessfully with a range of difficult situations were developed. The present study builds upon a growing literature that suggests that students can learn by watching appropriate video taped sessions (Alinier et al, 2004;Cioffi, 2001;Chau et al, 2001;Treadwell and Grobler, 2001;Cleave-Hogg and Morgan, 2002). Self-efficacy was used as the variable to assess the effectiveness of courses/modules designed to raise performance in specific skills as previous research has verified that it is predictive of performance (Bandura, 1997;Stajkovic and Luthans, 1998).…”

“…Recent research has used simulation as part of patient health care with varying degrees of success (Alinier et al, 2004;Cioffi, 2001;CleaveHogg and Morgan, 2002;Treadwell and Grobler, 2001). Indeed, Chau et al (2001) conducted an experiment that involved 83 students completing pre-and post-tests that assessed critical thinking and knowledge.…”

Assessing how Physical Education Faculty Behaviors Affect College Student Perceptions of Them as Health Instructors: Do we Practice What we Teach?

“…Research on modeling behaviors by faculty has been conducted in medical schools (Treadwell & Grobler, 2001) and nursing programs (Knox & Morgan 1985;Lovric et al, 2014) for years. Lovric et al (2014) found that first-year nursing students had significantly higher expectations of their clinical faculty, particularly in terms of teaching ability, while second-year students had significantly lower expectations, mainly for the personality styles of clinical faculty.…”