Teaching Family Nursing Through Simulation: Family-Care Rubric Development

Gelderen, Stacey Van; Christian, Angela

doi:10.1016/j.ecns.2016.01.002

Cited by 12 publications

(10 citation statements)

References 34 publications

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“…However, half of the studies identified in this review used measurement instruments developed by the authors themselves, with limited information regarding the instruments’ psychometric properties, which calls into question the validity of the outcomes. This may reflect the limited availability of valid and reliable family nursing practice measurement tools, especially when measuring behavioral changes in clinical practice (Level 3 of the Kirkpatrick’s framework; Bell, 2011; Sawin, 2016; Van Gelderen et al, 2016). The scarcity of these types of measures is a recurring and widespread problem in health education research (Attree, 2006; Hutchinson, 1999; Watson et al, 2002; Wilkes & Bligh, 1999).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Educational Programs for Clinical Competence in Family Nursing: A Systematic Review

et al. 2021

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Evidence shows that applying family nursing theory to practice benefits the patient, the family, and nursing professionals, yet the implementation of family nursing in clinical practice settings is inconsistent and limited. One of the contributing factors may be related to insufficient or inadequate educational programs focused on family nursing. This article presents a systematic review of the research that has examined the effectiveness of family nursing educational programs aimed at promoting clinical competence in family nursing. Six databases were systematically searched and 14 studies met the inclusion criteria, generating three themes: general study characteristics, educational program components, and outcome measures. These educational programs reported effectiveness in developing family nursing knowledge, skills, and attitudes, but did not evaluate the nurses’ actual acquisition and implementation of family nursing clinical competencies. This review offers relevant implications for research and for family nursing education, especially when designing and evaluating future educational programs. Future research must more closely address the process and outcomes of best educational practices in family nursing education and how these are applied and evaluated in actual practice settings.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Educational Programs for Clinical Competence in Family Nursing: A Systematic Review

et al. 2021

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“…Intentional teaching–learning practices that use simulation became a vital part of the curriculum design and were used for teaching the praxis foci, or family nursing practice actions (Eggenberger, Krumwiede, & Young, 2015; Eggenberger & Reagan, 2010; Van Gelderen, Krumwiede, & Christian, 2016). The integration of family knowledge and practices with technical skills has become an essential element of the curriculum and simulation experiences are now commonly used to teach family nursing practices.…”

Section: Development Of Learner-centered Teaching Practices To Advancmentioning

confidence: 99%

Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato

Meiers

Eggenberger

2018

J Fam Nurs

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Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching-learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching-learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching-learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students' knowledge of family and instill a passion for family care in undergraduate programs.

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“…Audiovisual recordings have been utilized in research studies in other disciplines such as music, history, education, and the social sciences (Duan et al, 2019; Maltese et al, 2016; Martin et al, 2021; Pallotti et al, 2020). In health care settings, audiovisual recordings are often used for training purposes or for observing staff workflow (DiGioia et al, 2012; Edman et al, 2022; MacLean et al, 2019; Van Gelderen et al, 2016), or more recently, to conduct research utilizing video or telehealth platforms with families (Bogulski et al, in press; Holuszko et al, 2022; Lobe et al, 2020). Often, audio-only recordings or observations are used to study interactions between nurses and families, particularly in pediatrics (Choe et al, 2021; Walter et al, 2019).…”

Section: Prior Use and Significance Of Audiovisual Recordingmentioning

confidence: 99%

Audiovisual Recording in the Inpatient Setting: A Method for Studying Parent–Nurse Communication

Cash

Giambra

2023

J Fam Nurs

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Audiovisual recordings are under-utilized for capturing interactions in inpatient settings. Standardized procedures and methods improve observation and conclusion validity drawn from audiovisual data. This article provides specific approaches for collecting, standardizing, and maintaining audiovisual data based on a study of parent–nurse communication and child and family outcomes. Data were collected using audio and video recorders at defined time points simplifying its collection. Data were downloaded, edited for size and privacy, and securely stored, then transcribed, and subsequently reviewed to ensure accuracy. Positive working relationships with families and nurses facilitated successful study recruitment, data collection, and transcript cleaning. Barriers to recruitment and data collection, such as privacy concerns and technical issues, were successfully overcome. When carefully coordinated and obtained, audiovisual recordings are a rich source of research data. Thoughtful protocol design for the successful capture, storage, and use of recordings enables researchers to take quick action to preserve data integrity when unexpected situations arise.

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Teaching Family Nursing Through Simulation: Family-Care Rubric Development

Cited by 12 publications

References 34 publications

Effectiveness of Educational Programs for Clinical Competence in Family Nursing: A Systematic Review

Effectiveness of Educational Programs for Clinical Competence in Family Nursing: A Systematic Review

Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato

Audiovisual Recording in the Inpatient Setting: A Method for Studying Parent–Nurse Communication

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