Walking the bridge: Nursing students' learning in clinical skill laboratories

Ewertsson, Mona; Allvin, Renée; Holmström, Inger; Blomberg, Karin

doi:10.1016/j.nepr.2015.03.006

Cited by 61 publications

(65 citation statements)

References 32 publications

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“…[1,2] CSL seems to be complicated for beginning nursing students because it requires not only knowledge and attitude of nursing students, but also critical thinking, and psychomotor and affective skills. [2][3][4] A CSL is based on theoretical knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…Students then transfer their knowledge to psychomotor skills. [1] In addition, nursing students require both theory and practice in the construction of their professional identity. [5] It therefore challenges an instructor to create and deliver effective teaching experiences to the students using a student-centered approach for successful nursing education.…”

Section: Introductionmentioning

confidence: 99%

“…However, several factors influence students' knowledge, attitude, and practice of psychomotor and affective skills. [1,2,7] Educational media is a key factor affecting both teaching and learning because it acts as an intermediary in the transfer of knowledge, attitude, and skill from instructors to students, and enables students to achieve learning objectives. [8] Effective instruction, using appropriate educational media such as textbooks, videos, movies [8] and realistic models [6,9] along with engaging content can create a safe and productive learning environment and build up student self-confidence.…”

Section: Introductionmentioning

confidence: 99%

“…[11,12] Further reasons for increasing use of SDL are the significant increase in the number of nursing students, time constraints for CSL teaching and practice, and limited healthcare setting availability of practice. [1,2] Therefore, appropriate educational media and SDL is needed to improve CSL for nursing students [13,14] because they can learn outside the classroom and it is the individual who is responsible for their own learning process by determining their needs, setting goals, identifying resources, implementing a plan to meet their goals, and evaluating the outcomes. [13] CSL teaching and SDL using a 3 dimensional model is preferable to using real objects because some CSL cannot be performed in actual real-life situations.…”

Section: Introductionmentioning

confidence: 99%

“…[1,2,7] Shortage of laboratory equipment may result in situations where concepts are poorly understood and/or there is insufficient skill training. [2] This situation frequently occurs in resource-limited training settings such as Thailand.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Innovation of educational wound models for nursing students

Kasatpibal

Sawasdisingha

Whitney

2016

JNEP

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Background: A clinical skills laboratory enhances the learning of nursing skills that can be translated to real professional practice. However, effective laboratory learning material that facilitates learners to achieve learning objectives may be inadequate in resource-limited settings. This study aimed to develop models for practicing wound dressing changes and to evaluate the quality of the model and user satisfaction. Methods: The study was conducted in three phases: 1) preparing for model development, 2) model development, and 3) evaluation of the quality of the model and user satisfaction. Convenience sampling was used to recruit both nursing instructors and nursing students, 30, 10 and 271 participants in the first, second, and third phases, respectively. Focus group discussions were held to gain ideas and opinions for developing the models. A Likert scale questionnaire was used to evaluate the quality of the model and user satisfaction. Results: The developed wound models were made from silicone. The quality evaluation form determined that the developed models had higher overall quality than those previous models available in the nursing laboratory center. User satisfaction with the developed models was high. The overall mean (SD) of user satisfaction toward the developed closed-wound model and open-wound model were 3.41 (0.72) and 3.44 (0.71), respectively. Conclusions: The developed wound models are potentially useful and user friendly, and could be easily available in settings of education with limited resources. Encouraging the students to use these models may help to enhance self-directed learning and clinical skills for application of wound dressings.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Innovation of educational wound models for nursing students

Kasatpibal

Sawasdisingha

Whitney

2016

JNEP

View full text Add to dashboard Cite

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Pedagogical challenges at clinical skills centres in nursing education: A phenomenographic study

Tiger Axelsson,

Oscarsson,

Swahnberg

et al. 2024

Nursing Open

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AimTo describe educators' conceptions of the pedagogical challenges involved in teaching practical topics to nursing students at clinical skills centres (CSCs).DesignA qualitative descriptive design.MethodsThe study used a phenomenographic approach. Data were collected through individual qualitative interviews with 17 educators teaching at CSCs, between November 2020 and March 2021. The checklist called Consolidated Criteria for Reporting Qualitative Research for qualitative research was used.ResultsThree categories of description emerged regarding the educators' conceptions of the pedagogical challenges: teaching with credibility, teaching with confidence and creating a conducive learning environment. These conceptions were interrelated based on the way that the teaching was performed. Further, the results indicate that educators had to manage two different professional areas, that is, nursing and pedagogy, which both needed to be integrated in order to create the right learning environment.ConclusionTo increase competence and confidence, it is recommended to develop educational course for the educators at the clinical skills centre where pedagogy and nursing are intertwined.Implications for the ProfessionThis study indicated the need for educators to be prepared with credibility and confidence when teaching at CSCs to create a conducive learning environment. In order to develop this, it is key to provide support through formal and informal mentoring and entail the need for educators to combine the two roles of nursing and pedagogy.Reporting MethodConsolidated criteria for reporting qualitative research (COREQ).Public ContributionNo patient or public contribution.

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