The Use of Simulation for Pediatric Oncology Nursing Safety Principles: Ensuring Competent Practice Through the Use of a Mnemonic, Chemotherapy Road Maps and Case-Based Learning

Linnard-Palmer, Luanne

doi:10.1016/j.pedn.2012.02.001

Cited by 20 publications

(25 citation statements)

References 3 publications

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“…CBL generally focuses on active learning of knowledge and the predominant role of student in education process [11]. All learning cases were derived from real scenarios in clinics, and thus requiring students to combine basic knowledge with realscenario.…”

Section: Discussionmentioning

confidence: 99%

“…The selection of clinical cases in CBL should consider typical features, complete and reality, and meanwhile guiding students for further discussion [11,16,17]. Although CBL has multiple advantages, it cannot completely replace the role of in-class teaching.…”

Section: Application Of Case-based Learning In Instructing Clinical Smentioning

confidence: 99%

“…In practicing CBL, students are encouraged to perform prereading and discussion, followed by teacher-directed summary, thus developing systemic knowledge and skills from typical cases. As one open and interactive teaching method, CBL can maximally develop student's willingness for learning and creativity, activating student's mind and improving creativity idea, and guiding them to use gained knowledge to solve practical issues [9][10][11].…”

Section: Introductionmentioning

confidence: 99%

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Application of case-based learning in instructing clinical skills on nursing undergraduates

Qi¹,

Qian²,

Mo³

et al. 2018

biomedicalresearch

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To investigate the efficiency of case-based learning in the course of practical skills on nursing undergraduate students. A total of 147 nursing undergraduate interns from Class 2016 of our college were recruited and were assigned into experimental (N=74) and control groups (N=73) by random number table. Experimental group received case-based learning whilst control group were instructed by classical method. Total score and all dimension scores were significantly higher in experimental group than control group (p<0.05). A critical thinking scale showed higher scores in experimental group at all dimensions comparing to control group (p<0.01). Application of case-based learning in clinical practicing instruction has satisfactory effects on nursing undergraduates, as it can improve both practical skills and critical thinking potency of students.

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Section: Discussionmentioning

confidence: 99%

Section: Application Of Case-based Learning In Instructing Clinical Smentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Application of case-based learning in instructing clinical skills on nursing undergraduates

Qi¹,

Qian²,

Mo³

et al. 2018

biomedicalresearch

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“…Simulation exercises for chemotherapy administration and symptom management have been used in pediatric and adult oncology settings (Crannell, 2012;Linnard-Palmer, 2012). The methods varied somewhat in each setting, but the goals of safe chemotherapy administration and spill management were similar.…”

Section: Simulation In Oncology Nursing Practicementioning

confidence: 99%

Using Simulation to Assess Chemotherapy Competency

Muehlbauer

Parr²,

Perkins³

2013

Clinical Journal of Oncology Nursing

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Simulation with lifelike mannequins is used in schools of nursing and hospital-based education as a method of teaching clinical content, enhancing clinical skills, applying theory to practice, and validating competency. It provides a safe learning environment to enhance nurses' clinical judgment and critical thinking skills in an increasingly complex care environment. Simulation can be used in the practice setting with experienced nurses to teach or reinforce complex information and allow the learner to practice without devastating consequences. Medical-surgical units in some institutions have dedicated beds for patients with cancer but may not be a full oncology unit. Evaluating chemotherapy and biotherapy competency is difficult when extensive time periods exist between chemotherapy administrations. One method for assessing annual chemotherapy competency is to use simulation.

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“…18 A comprehensive educational seminar for baccalaureate nursing students was developed, involving study of basic pediatric oncology nursing principles, pathophysiology of cancer, 2 cases, and high-fidelity simulation of care and chemotherapy administration. An evaluation of knowledge gain, confidence, and satisfaction was conducted.…”

Section: Introduction and Imperatives For Changementioning

confidence: 99%

Toward Salience

Bosque

2012

Advances in Neonatal Care

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The purpose of this article was to present a new, integrative, case-based educational approach for neonatal advanced practice nursing students in a hybirdized long-distance program at the University of Washington. The theoretical background is based on a holistic, systems-based, and case-based approach to learning. A guideline for instructors will be included, emphasizing recommendations of Benner et al for teaching a sense of salience, integration, critical reasoning, and role formation. Such a holistic approach to neonatal advanced practice nursing education may maximize the unification of knowledge with practice and improve learning, at a time when resources are few.

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The Use of Simulation for Pediatric Oncology Nursing Safety Principles: Ensuring Competent Practice Through the Use of a Mnemonic, Chemotherapy Road Maps and Case-Based Learning

Cited by 20 publications

References 3 publications

Application of case-based learning in instructing clinical skills on nursing undergraduates

Application of case-based learning in instructing clinical skills on nursing undergraduates

Using Simulation to Assess Chemotherapy Competency

Toward Salience

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