Adult Nursing Course Research Articles

Application of clinical case-guided, task-driven escape room teaching in nursing education: a quasi-experimental study

BackgroundIn the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking. PurposeTo investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course. MethodUsing purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention. ResultsNursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05). ConclusionThe use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

Person-centred end-of-life curriculum design in adult pre-registration undergraduate nurse education: A three-year longitudinal evaluation study

BackgroundThe need to provide quality end-of-life care is universally accepted. International research and policies encourage innovative ways that effective culturally appropriate care can be provided. Higher education institutions and practice settings are tasked with ensuring that nurse graduates have the knowledge, skills and insight to deliver person-centred end-of-life care. Research aims and objectivesThe aim was to explore student evaluation of end-of-life care learning within a three-year undergraduate adult nursing degree programme. Objectives were to assess student perceptions of the content and level of learning achieved, explore usefulness of learning, highlight areas that were most useful, and identify suggestions to improve learning. DesignA 3-year quantitative longitudinal design was used. A questionnaire containing open and closed questions was designed to incorporate the personal and professional learning strategies indicated by the Nursing and Midwifery Council (NMC) (2010). Setting and participantsThe evaluation was completed at the same time point over a three-year period from April 2015–April 2017. The participants were year three student nurses, from 3 consecutive years, enrolled on a pre-registration adult nursing course at one university. There was a 66% response rate (n = 336). MethodsParticipant information sheets and questionnaires were distributed and time to complete them facilitated. Responses from closed questions were coded and analysed using descriptive statistics (SPSS 24) and thematic analysis used for open questions. ResultsStudents expressed satisfaction with their learning, 88.7–97% of students reported a positive impact on their knowledge. They developed an understanding of the impact the nurse can have on the patient and family experience, reporting more confidence and competence in most aspects of end-of-life care. They noted improved ability to utilise this in their subsequent practice experience 88.1–97%. ConclusionsStructured end-of-life care within the curriculum is essential to equip graduate nurses to provide effective evidence informed care. Planning should continue for curriculum development that encompasses person-centred end-of-life care across cultures.

The Application of the Mixed Teaching Mode of Core Curriculum in the Background of Information Technology

Purposes: Exploring the application of mixed teaching mode in the core course of Adult Nursing. Methods: Adult Nursing course was designed with the mixed teaching mode in the background of information technology, and applied to 51 students in the experimental class. After the course was finished, the online learning situation of the students was analyzed, and the results and evaluations of the course were compared with the control class. Results: The experimental class were significantly higher than those of the control class (t=2. 873, P=0. 006). Each item of students' evaluation of curriculum was significantly higher than that of control class (P&lt;0. 01). Conclusion: The application of mixed teaching mode in the background of information technology is an active impetus to the reform of educational idea, teacher's role, teaching method and teaching evaluation, which is of great practical significance to the reform of curriculum teaching. 'Supporting the modernization of our country with the modernization of education' is an important part of the education supply-side reform in China in, recent years, and the 'Internet' has been mentioned 8 times in the 19th CPC National Congress report. We should encourage all walks of life to accelerate the modernization drive by using internet technology and information technology. Educational Informationization has become the Research focus of current Education and Teaching Reform. 'Adult Nursing' is the core curriculum of nursing, which is set according to the international advanced 'life cycle' model (that is, the period of mother and child, children, adolescents, adulthood, old age and so on). General 128 class hours, dividing into the third or fourth semester, the content of the integration of traditional internal medicine, surgery, gynecology, infectious diseases, oncology, dermatology and ENT nursing. It covers a wide range of subjects and is difficult to learn, so students' general interest is not high. The mixed teaching mode, in a broad sense, refers to a strategy that synthetically applies different learning theories, different techniques and means, and different applications to implement teaching. At present, it mainly refers to the organic integration of two typical teaching forms: face-to-face classroom learning and online learning. The mixed teaching emphasizes on the application of appropriate technology to achieve the best teaching goal at the right time, which happen to have the same view with Bloom's idea and purpose of educational goal taxonomy[1]. In the course of Adult Nursing, our school tries to apply information technology to meet the needs of learners. With the help of computer platform and mobile phone app, combining traditional classroom teaching with online learning based on network to construct a mixed teaching mode[2], making the flipped classroom come true, and achieving better results, actively promoting the reform of education concepts and teacher's role, teaching methods and teaching evaluation. It is of great practical significance to the reform of curriculum teaching.

Effect of High Fidelity Simulation on Nursing Students’ Knowledge in Palestine

Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course; however, simulation is significantly effective in helping to improve nursing students’ knowledge.

Development history and the trend of Adult Nursing course in higher vocational colleges

To summary the development of the course of Adult Nursing in higher vocational colleges, mainly from the introduction of the course, the course construction, teaching methods reform and other aspects of adult nursing. Adult Nursing is the core course in higher vocational nursing education, so the development of this curriculum can reflect the concept of modern nursing education, and it also has an important role in the development of nursing education. Key words: Higher vocational college; Adult Nursing; Curriculum construction; Literature review

졸업성과 달성을 위한 교과목 학습성과 개발 : Hauenstein의 교육목표분류체계 적용

Purpose The aim of this study was to develop course outcomes for nursing students by applying Hauenstein’s theory. Methods The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students. Keywords: Nursing students, Learning, Achievement 주요어: 간호학생, 학습, 달성

Quality of Nursing Courses as Perceived by Students: Relationship with Their Academic Achievement in Palestine College of Nursing

The purpose of this study was to determine the Bachelor Science of Nursing (BSN), student’s perceptions of the quality of nursing courses taught at Palestine College of Nursing (PCN), which were fundamentals of nursing course, adult nursing course, pediatric nursing course, maternity nursing course, community nursing course, mental health and psychiatric nursing course and nursing management and leadership course, and its relationship with their academic achievement. The Palestine College of Nursing is governmental and Ministry of Health (MOH) affiliated. The sample included 467 nursing students registered in the college who studied the previously mentioned nursing courses. Data were collected using a self-administered questionnaire developed by the researcher, and guided by literature. That was to assess the included nine quality dimensions of the nursing courses as perceived by the students. Content validity and reliability tests were done for the tool. The study revealed that the total students’ perceptions of the quality of all nurses courses were within average quality level (80.42%). The nursing management course and community health nursing course were of the first two ranks of high quality level (84.54%, and 84.48%, respectively), where mental health and psychiatric nursing course, fundamentals of nursing course, adult health nursing course, pediatric nursing course and maternity health nursing course were the next ranks of average quality level. The study revealed that students’ perceptions of seven dimensions from nine were with average quality level (80.50%). The first rank was the “teacher/instructor characteristics and attributes”, dimension of high quality level (84.44%), while the last rank was “teaching methodology” dimension of average quality level (77.54%). There was a positive relationship between students’ achievement and the courses’ quality dimensions, pertaining objectives of the course, contents of the course, teacher/instructor competencies, teacher characteristics, teaching methodology, students/teacher interaction and course evaluation. The study recommended improving the quality of nursing courses for better level and to improve the quality of some dimensions like using different teaching strategies, the quality of clinical settings, and improve the quality of nursing instructors in some clinical areas. Finally the researcher recommend for further studies about concerning quality in nursing education.

Personal experience shows it really is tougher today

I am currently on a part-time DipHE adult nursing course (analysis October 12). My timetabled hours are 30 per week – I complete 12 hours of study and 18 hours of practice placement. On top of these hours, I carry out self-directed study at home and have learning agreements and reflection completed for every placement. This is in addition to the targets we must achieve to pass the placement and modules.