Fundamental Nursing Skills Research Articles

Immersive Virtual Reality Simulation for Learning Fundamental Nursing Skills: A Mixed-Methods Study.

Literature showed that learners' perceived usability and perspective toward a technology application affected their learning experience. Fewer studies have investigated immersive virtual reality (IVR) simulation learning of fundamental nursing skills learning (FNSL). The aim of the study was to explore the perceived usability of IVR simulations for FNSL among first-year nursing students and their perspectives toward this learning modality. This study used a mixed-methods design with an educational intervention. Sixty-five first-year nursing students participated in 2 IVR simulation procedures in complementary mode. Surveys and focus groups were conducted in the postintervention period. The findings demonstrated students' positive inclinations toward IVR simulation learning. Two areas emerged: using IVR simulation as a complementary modality for FNSL and barriers affecting students' perceived usability toward this technology. With addressing the concerns from students' perceived usability, immersive virtual reality simulation could be a potential complementary modality for FNSL.

Real-Time Online Demonstration for Skills Education for First-Year Nursing Students.

Few studies have investigated first-year nursing students' perspectives after they received real-time online demonstration (RTOD) for fundamental nursing skills education. A mixed-methods study was conducted with prospective second-year nursing students after they completed a one-semester RTOD class in their first year. With permission from the original authors, an online questionnaire, the Self-Structured Questionnaire (SSQ), was administered to 277 students in undergraduate and higher-diploma programs, followed by two focus group interviews with 13 students. Survey and focus group data were analyzed using descriptive statistics and thematic analysis, respectively. Regarding students' barriers in administrative, individual, and technological areas, three themes emerged from the focus groups: (1) learning quality; (2) connection; and (3) impediments. RTOD contributed to fundamental nursing skills education. However, there was room for improvement. [J Nurs Educ. 2024;63(1):43-47.].

Efficacy of an error reporting-based education program on nursing students’ skill confidence, immersion, and satisfaction

The purpose of this study is to assess the impact of an innovative 'practice education program utilizing error reporting' on nursing students' immersion in practice, learning satisfaction, and confidence in executing fundamental nursing skills. Conducted over two days (November 28-29, 2022), this descriptive research engaged 110 second-year nursing students from a university in City S. The program, encompassing 24 sessions, each lasting an hour, culminated in debriefings and reflective exercises. Methodologically, the study employed an array of statistical tools, including independent t-tests, one-way ANOVA, Cheffe's test, Pearson's correlation coefficient, and multiple regression analysis. Key findings revealed a significant positive correlation between confidence in core nursing skill execution and practice immersion (r=.259, p=.006), as well as between practice immersion and learning satisfaction (r=.266, p=.005). Notably, practice immersion emerged as a pivotal factor influencing core nursing skill performance confidence (β=.272, p=.006), underscoring that heightened immersion positively impacts skill confidence. These insights suggest the need for ongoing program development, reinforced education, and heightened awareness around error prevention and reporting, to further augment nursing education outcomes.

Research Trends of Core Fundamental Nursing Skills Education in South Korea

Research Trends of Core Fundamental Nursing Skills Education in South Korea

Effectiveness of an Interactive Educational Video on Knowledge, Skill and Satisfaction of Nursing Students.

This study aimed to compare the interactive educational video-based strategy with traditional general demonstration in regard to teaching a basic nursing skill. Nursing education requires innovative teaching strategies for teaching fundamental nursing skills to ensure proficient nurses for the future. However, nursing educators face challenges in teaching and retaining the skill competency and knowledge of the nursing students, given shortages of nursing faculty and scarcity of opportunities for clinical practice. This cross-sectional comparative study followed 55 nursing students enrolled in the Fundamentals of Nursing Laboratory course, College of Nursing, Sultan Qaboos University, Muscat, Oman, during the Spring 2020 semester. The control group was taught using traditional general demonstration-based teaching of the oral medication procedure, while the experimental group learned the same skill through an interactive educational video. The knowledge, skill competency and satisfaction levels of both groups were assessed post-intervention using standardised questionnaires. There was no statistical difference between the two groups in knowledge level and skill competency scores. Regarding satisfaction, 92% of the students were satisfied with video learning and 87% with the traditional approach. The interactive video learning strategy for learning fundamental nursing skills is as effective as the traditional face-to-face general demonstration-based approach.

Innovative use of a flipped-classroom approach to teach fundamental nursing skills

Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and student satisfaction and self-confidence using a flipped classroom approach and a low-fidelity simulation model to innovatively teach skill acquisition. Researchers used a quasi-experimental method to compare skill validation scores of a control group and intervention group using independent samples t-test. Researchers also evaluated whether prelicensure nursing students had satisfaction and self-confidence with this teaching strategy. Findings suggested that skills validations scores were no different using a flipped-classroom approach than in-person instruction. Prelicensure nursing students were satisfied and self-confident following the implementation of this teaching strategy. This teaching strategy has the potential to decrease in-person clinical practice time, provide alternative opportunities for clinical make-up and remediation, and decrease cost.

Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course.

An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants’ critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.

The Effect of Core Fundamental Nursing Skills Program Using Team Building among Nursing Students before intro to Clinical practice

The Effect of Core Fundamental Nursing Skills Program Using Team Building among Nursing Students before intro to Clinical practice

The Experience of Frist Nursing Meaning among Fundamental Nursing Skills

The Experience of Frist Nursing Meaning among Fundamental Nursing Skills

Development of Fundamental Nursing Instructional Teaching Media for Nursing Student of Suratthani Rajabhat University, Thailand

Nursing care is the core of any nursing education curriculum. Developing teaching and learning strategiesto enhance skills development and response to student learning need is challenging for educators. Thiswas a developmental study produced instructional teaching media. There were 95 seconds year nursingstudent participated in the study by using purposive sampling. The two focus group was conducted in orderto gather the instructional media needed. The instructional media then was develop based on the studentdemanded. The instructional media quality was assessed by three experts and comprehensively assessed bynursing students and made amendments as suggested. Data were collect by using two research instrumentsconsisted of 1) nursing practice assessment form 2) satisfaction assessment form. Data were analysis usingdescriptive statistic, and one sample t-test. The results revealed that the instructional media of fundamentalnursing practice skills according to standard criteria greater than 80/80. The students had significantly highermean score of fundamental nursing skills suctioning, dressing, and drug administrating practice than criticalstandard (t=13.63, 13.38, and 19.89 respectively, p&lt;.001). The findings suggested that the instructionalmedia developing in conjunction with the student desired was effective in improving fundamental nursingskills and satisfaction.

The Effect of Core Fundamental Nursing Skills Program among Final Year Nursing Students on Performance Confidence, Clinical Performance Capacity and Core Nursing Ability

The Effect of Core Fundamental Nursing Skills Program among Final Year Nursing Students on Performance Confidence, Clinical Performance Capacity and Core Nursing Ability

Effects of Aromatherapy Combined with Music Therapy on Anxiety, Stress, and Fundamental Nursing Skills in Nursing Students: A Randomized Controlled Trial.

Purpose: Nursing students often experience anxiety and stress when taking exams that test their fundamental nursing skills. Complementary alternative methods, such as aromatherapy and music therapy, have effectively alleviated such negative emotions among nursing students. However, few studies have examined the effects of combined therapy interventions or compared the effects of different interventions. This study identified the individual and combined effects of aromatherapy and music therapy on test anxiety, state anxiety, stress, and fundamental nursing skills among nursing students in Korea. Methods: A double-blinded, randomized, controlled trial design was used. The study was conducted at the nursing college at Sungshin Women’s University, Seoul, Republic of Korea. Ninety-eight sophomore female nursing students participated in the study. Subjects were randomly categorized under three groups: aromatherapy (n = 32), music therapy (n = 32), and aromatherapy combined with music therapy (n = 34). Aromatherapy was carried out through the inhalation method using an aroma lamp and three drops of Origanum majorana and Citrus sinensis. Music therapy was carried out using Beethoven’s Moonlight Sonata. Twenty-minute interventions were performed in separate rooms before an exam was administered. Data were collected through self-report questionnaires, including demographics, test anxiety, state anxiety, and stress. Participants’ Foley catheterization skill was likewise evaluated. Results: Aromatherapy combined with music therapy had a significant effect on test anxiety (F = 4.29, p = 0.016), state anxiety (F = 4.77, p = 0.011), stress (F = 4.62, p = 0.012), and performance of fundamental nursing skills (F = 8.04, p = 0.001) compared with aromatherapy and music therapy as separate interventions. Conclusions: The results suggest that nursing education that includes aromatherapy combined with music therapy may be effective for improving the performance of fundamental nursing skills and reducing anxiety and stress among nursing students.

Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study.

BackgroundVideo feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse.ObjectiveThis study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills.MethodsWe conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method.ResultsA total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-Efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method.ConclusionsVideo feedback through smartphone-based instant messaging may be an effective way to improve nursing students’ academic performance and professional skills.

Convergence Study on the Effects of Core Fundamental Nursing Skills Education on Clinical competence

Convergence Study on the Effects of Core Fundamental Nursing Skills Education on Clinical competence

An Innovative Evaluation in Fundamental Nursing Curriculum for Novice Nursing Students: An Observational Research.

<Fundamental Nursing> is the first specialized curriculum for nursing students, laying a foundation for nursing education. <Fundamental Nursing> includes many important basic nursing skills, which suggests the traditional examination could not evaluate how well students learn. Since the OSCE (objective structured clinical examination) developed, it has been used among newly graduated nurses, postgraduate nursing students and achieved some success. OSCE might be a better way to evaluate and reflect students' fundamental nursing skills and comprehensive abilities, although few studies have put it into practice. To build an examination model relating to <Fundamental Nursing> based on OSCE, and put this examination model into practice, and then evaluate the reliability and validity of this examination model. This study is to design an examination model based on literature and teaching purposes of <Fundamental Nursing>. A quantitative descriptive survey methodology was used to obtain the students' outcome and the views of the students on the process and outcome. This study was conducted in the nursing school of one comprehensive university in Beijing, China. 99 undergraduate nursing students in second year participated in this study. The OSCE consisted of 4 interactive simulated patient stations, 2 operating stations without standard patients, 2 theoretical stations. We designed 4 standardized process-based case scenarios and corresponding scripts pertinent to each station. 4 standard patients and 8 teachers of <Fundamental Nursing> were recruited, trained and evaluated before the implementation of objective structured clinical examination. The average score of overall fundamental nursing skills was 90.51 ± 4.00. The Cronbach alpha was 0.665, demonstrating the OSCE is reliable. The content validity of each station varies from 0.90-1, and the criterion validity was promising (R = 0.661, p = 0.000). Also, most students were in favor of OSCE to evaluate in <Fundamental Nursing>. The OSCE is a reliable and valid assessment tool in <Fundamental Nursing>. Meanwhile, it could inspire students' critical thinking and promote students' communication skills. Through successive application of OSCE in nursing education from the very beginning, it might also have some potential effect on the clinical performance.

Effects of Self-Management Strategies on Core Fundamental Nursing Skills Education among Nursing Students

Effects of Self-Management Strategies on Core Fundamental Nursing Skills Education among Nursing Students

Developing a Teaching and Learning Model using Flipped Learning for the Course of Core Fundamental Nursing Skills in Nursing Education

Developing a Teaching and Learning Model using Flipped Learning for the Course of Core Fundamental Nursing Skills in Nursing Education

Effects of the Education of Core Fundamental Nursing Skills Using Structured Multimedia on Self-efficacy, Resilience and Clinical Competence in Future Nursing Professionals

Effects of the Education of Core Fundamental Nursing Skills Using Structured Multimedia on Self-efficacy, Resilience and Clinical Competence in Future Nursing Professionals

Comparison of the Effects on Core Fundamental Nursing Skills Education of Nursing Students in preclinical practice

Comparison of the Effects on Core Fundamental Nursing Skills Education of Nursing Students in preclinical practice

Effects of Writing Reflective Journal on Meta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning

Purpose The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, Scheffé’s test and paired t-test with SPSS Statistics version 20.0. Results The results of this study show that scores formeta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students. 주요어: ë¸”ë Œë””ë“œ 러닝, 성찰일지, 메타인지, ë¬¸ì œí•´ê²°ëŠ¥ë ¥ Key words: Blended learning, Reflective journal, Meta-cognition, Problem solving ability