Thinking Like a Nurse: Using Video Simulation to Rehearse for Professional Practice

Sharpnack, Patricia A.; Goliat, Laura; Baker, Janet; Rogers, Kathleen; Shockey, Perry

doi:10.1016/j.ecns.2013.05.004

Cited by 28 publications

(16 citation statements)

References 13 publications

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“…Thinking Like a Nurse: Using Video Simulation to Rehearse for Professional Practice (8) Video scenarios drawn from real clinical events that require leadership, communication, and critical thinking to solve ethical issues and dilemmas.…”

Section: Use Of Audiovisual Resourcesmentioning

confidence: 99%

“…The thorough analysis of the articles pointed out some of the strategies used to teach leadership in Nursing courses. Three studies (6)(7)(8) highlighted the use of audiovisual resources. Simulations were present in three articles (9)(10)(11) , which introduced students to the role of leaders and team members.…”

Section: Figure 2 -Primary Studies Included In the Integrative Reviewmentioning

confidence: 99%

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Leadership teaching strategies in undergraduate nursing courses

Lins¹,

Balsanelli²,

Neves³

2018

Rev Rene

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Objective: to identify the scientific evidence on strategies to teach leadership in undergraduate nursing courses. Methods: an integrative review of the literature carried out in the Latin American and Caribbean Health Sciences Literature, Nursing Databases, Cumulative Index to Nursing & Allied Health Literature, Public Medline and Web of Science. Results: fourteen articles from the 356 retrieved in the survey were included in the review. The main teaching strategies identified were: nursing internship, simulation of real clinical events and use of audiovisual resources that positively impact leadership learning. Conclusion: creative ways and innovative approaches to learning improve leadership behaviors, favor the training of leaders among nursing undergraduates, and refute conventional and passive pedagogy. Descriptors: Leadership; Teaching; Students, Nursing. Objetivo: identificar as evidências científicas acerca das estratégias para ensinar liderança na graduação de Enfermagem. Métodos: revisão integrativa da literatura, nas bases de dados Literatura Latino-americana e do Caribe em Ciências da Saúde, Bases de dados de Enfermagem, Cumulative Index to Nursing & Allied Health Literature, Public Medline e Web of Science. Resultados: quatorze artigos incluídos de 356 recuperados. As principais estratégias de ensino identificadas foram: estágio em enfermagem, simulação de eventos clínicos reais e uso de recursos audiovisuais que impactam positivamente no aprendizado da liderança. Conclusão: formas criativas e inovadoras de aprendizagem melhoram comportamentos de liderança, favorecem a formação de líderes entre graduandos de enfermagem e refutam a pedagogia convencional e passiva. Descritores: Liderança; Ensino; Estudantes de Enfermagem.

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Section: Use Of Audiovisual Resourcesmentioning

confidence: 99%

Section: Figure 2 -Primary Studies Included In the Integrative Reviewmentioning

confidence: 99%

Leadership teaching strategies in undergraduate nursing courses

Lins¹,

Balsanelli²,

Neves³

2018

Rev Rene

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“…A videó bemutatása előtt és azt kö-vetően is felmérték a hallgatók tudását a C-SEI értékelő-lap segítségével. A hallgatók teljesítménye szignifi kánsan javult a megfi gyelés-adatgyűjtés, kommunikáció, kritikus gondolkodás és a technikai készségek terén [18]. A C-SEI kifejlesztői a hallgatókat megfi gyelő oktatók kö-zötti egységes értékelési stratégia kidolgozását tartották kiemelten fontosnak, és az ezzel kapcsolatos vizsgálatok eredményeit több közleményben is bemutatták [14,15,16].…”

Section: Megbeszélésunclassified

Valósághű páciensszimulátorok alkalmazása a hallgatói teljesítmény értékelésében

2015

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Bevezetés: A Semmelweis Egyetem Egészségtudományi Karán 2007 óta alkalmaznak valósághű szimulátorokat. Cél-kitűzés: A szerzők célul tűzték ki a hallgatók ismereteinek, készségeinek felmérését a szimulációs kurzusok befejezését követően. Módszer: A C-SEI elnevezésű validált értékelőlap segítségével történő adatfelvételre a szülésznőhallgatók felmérése során került sor, a "Klinikai szimuláció" kurzus után 67 fő részvételével, a "Szimulációs esettanulmányok" kurzust követően 58 fő bevonásával. Eredmények: A "Klinikai szimuláció" kurzust követően a hallgatók által elért átlagos pontarány 88,8±9,14 volt, a "Szimulációs esettanulmányok" kurzus után 86,6±14,87, amely eredmények szignifi kánsan magasabbak a minimálisan elvárt 75-höz viszonyítottan (p<0,01). Az értékelőlap alcsoportjai közül mindkét kurzust követően a kritikus gondolkodás esetén mutatkozott a legalacsonyabb átlageredmény. Az "Általános ápolástan" tantárgy vizsgája során kapott osztályzatok és a "Szimulációs esettanulmányok" kurzus utáni eredmények között közepes erősségű, pozitív, szignifi káns összefüggést találtak (r = 0,34; p<0,01). Következtetések: A valósághű páciensszimulátorok alkalmazása megbízható és validált értékelőlap egyidejű használatával megfelelő módszer lehet a hallgatók értékelésére. Orv. Hetil., 2015, 156(33), 1335-1340. Kulcsszavak: páciensszimulátor, szimulációs oktatás, hallgatói teljesítmény, értékelés Use of high-fi delity simulators for students' evaluationIntroduction: The authors started to use high-fi delity simulators at Semmelweis University, Faculty of Health Sciences in September, 2007. Aim: The aim of this study was to evaluate the students' performance in order to determine their knowledge after each simulation course. Method: The Creighton Simulation Evaluation Instrument (C-SEI) was used to evaluate midwifery students' performance during examinations. 67 midwifery students were evaluated after the "Clinical simulation" course and 58 midwifery students after the "Case studies in simulation" course. Results: The average total scores were signifi cantly higher than the desired level of 75 (p<0.01); after the "Clinical simulation" 88.8±9,14, and after the "Case studies in simulation" courses 86.6±14.87. Among subscales the lowest average total score was found in critical thinking in each of the course. Statistically signifi cant correlation was found between the results of "General nursing care" and the results of "Case studies in simulation" courses (r = 0.34; p<0.01). Conclusions: The use of high-fi delity simulators with valid tools simultaneously might be a suitable method for students' evaluation.

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“…Nurse educators have suggested that video recording and playback of skills demonstration can promote critical thinking and assist in the development of quality, safety, and leadership competencies in nursing students. 1 Some educators suggest that using video recording for educational purposes helps to bring new and imaginative perspectives to almost any subject matter. 2 In particular, using video recording as a teaching and learning tool can encompass the systematic and creative blending of product and idea technologies and engender teaching and learning processes within and across disciplines.…”

mentioning

confidence: 99%

Using the Technology

Metcalfe

Jonas-Dwyer²,

Saunders³

et al. 2015

CIN: Computers, Informatics, Nursing

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The introduction of learning technologies into educational settings continues to grow alongside the emergence of innovative technologies into the healthcare arena. The challenge for health professionals such as medical, nursing, and allied health practitioners is to develop an improved understanding of these technologies and how they may influence practice and contribute to healthcare. For nurse educators to remain contemporary, there is a need to not only embrace current technologies in teaching and learning but to also ensure that students are able to adapt to this changing pedagogy. One recent technological innovation is the use of wearable computing technology, consisting of video recording with the capability of playback analysis. The authors of this article discuss the introduction of the use of wearable Point of View video glasses by a cohort of nursing students in a simulated clinical learning laboratory. Of particular interest was the ease of use of the glasses, also termed the usability of this technology, which is central to its success. Students' reflections were analyzed together with suggestions for future use.

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Thinking Like a Nurse: Using Video Simulation to Rehearse for Professional Practice

Cited by 28 publications

References 13 publications

Leadership teaching strategies in undergraduate nursing courses

Leadership teaching strategies in undergraduate nursing courses

Valósághű páciensszimulátorok alkalmazása a hallgatói teljesítmény értékelésében

Using the Technology

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