Skills In Nursing Education Research Articles

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.].

Research Trends of Core Fundamental Nursing Skills Education in South Korea

Research Trends of Core Fundamental Nursing Skills Education in South Korea

간호대학생의 근거기반 통증간호, 욕창관리와 낙상예방간호 및 배액관리 프로토콜 개발

Purpose : The purpose of this study is to develop an evidence-based nursing protocol to systematically educate nursing students on pain management, pressure ulcer care and fall prevention, and drainage tube management, which are the core nursing skills newly established during the 4th cycle.
 Methods : This is a methodological study intended to develop a protocols for pain management, pressure ulcer care, fall prevention care, and drainage tube management of nursing students by preparing a preliminary protocol to develop systematic pain management, pressure ulcer care and fall prevention care, and drainage tube management protocol for the core nursing skills education of nursing students, and by verifying content validity and user validity to investigate clinical applicability.
 Result : This study developed a protocol consisted of 18 questions for pain management, 17 questions for pressure ulcer care and fall prevention care, and 25 questions for the drainage tube management protocol of newly established core nursing skills.
 Conclusion : In the court of developing the protocol, an expert group was included to evaluate the appropriateness and applicability of the protocol use, and hence, it is expected that it will be used effectively for the evaluation of core nursing skills.

COVID-19 시기 플립러닝을 활용한 핵심 간호술 실습교육 효과

The purpose of this study was to examine the effects of on-tact FLPE(Flipped Learning Practical Education) on SM(Satisfaction with Major), CS(Core nursing Skills), ASE(Academic Self-Efficacy), and CP(Clinical Performance). The research design was one group pre-posttest and participants were 65 fourth-year nursing students. Data were collected from 25/02 to 03/04 2022. The data were analyzed by paired t-test, pearson’s correlation coefficient method using SPSS 25.0 program. After participating in FLPE, SM (t=.3.40, p<.001), CS (t=-13.93, p<.001), and CP (t=-7.99, p<.001) were significantly improved. There was a static correlation between SM and CS (p=.016), SM and CP (p<.001), and CS and CP (p<.001). The results suggested that FLPE was an effective education method to improve SM, CS and CP for nursing students during the COVID-19 pandemic period. Therefore, it is essential to actively apply FLPE with regard to nursing education.

Procedural Unit Nurses' Perception of Confidence in Performing Critical Care Skills During COVID-19 Crisis.

Nursing professional development practitioners at an academic medical center conducted a quality improvement project to address the educational needs of procedural unit nurses during the COVID-19 pandemic. Procedural nurses completed a 1-day critical care nursing skills education and pre- and postsurveys. Survey results indicated an improved nurses' skills confidence in caring for COVID-19 patients, which was statistically significant, t(34.9) = 4.8, p < .001.

Trends and issues in nursing skills education research at nursing universities

Trends and issues in nursing skills education research at nursing universities

A Study on the Experience of Cross-Age Peer Tutoring for Core Basic Nursing Skills Training in Nursing Students: Focus on Senior Peer Teachers’ Experience

Purpose : The purpose of this study was to understand and describe the experience of senior peer tutoring for core basic nursing skills training in nursing students. Method : Data was collected in June 2019 by individual in-depth interviews of seven third-grade nursing students. The transcribed data underwent thematic analysis. Result : The analysis revealed four themes. First, “Senior peer tutoring to improve education and nursing skills performance” illustrates participants’ motivation to apply for senior peer tutoring. Second, “Training and feedback to become a senior peer teacher” describes re-learning and practice nursing skills under professor coaching through a peer teacher competency empowerment program before senior peer tutoring. Third, “Win-win nursing skills education field with junior students” delineates the experience of growing together as senior peer teachers help and teach junior. Last, “Development through self-reflection” illustrates self-awareness what needs to be improved and reserve to be a good nurse in the clinical field. Conclusion : These findings suggest that cross-age peer tutoring can supplement limitations of same-age peer tutoring in core basic nursing skills education. Therefore, it is necessary to develop competency empowerment programs for senior peer teachers to improve confidence in education and nursing skills performance.

Exploring the experiences of nursing students in using immersive virtual reality to learn nursing skills

BackgroundIn recent years, virtual reality teaching applications exhibited exponential development in numerous fields. An increasing number of virtual reality application cases and modules have been developed in the nursing education field to verify their effectiveness. ObjectiveThe research objective is to understand the experience of nursing students in using virtual reality skill learning process. DesignThis study is a qualitative research that adopts focus group research methods. The participants were able to freely describe their subjective feelings toward the virtual reality skill learning process. Participants/settingsThis research was conducted in a nursing school in Taiwan. Purposive sampling was adopted to select 60 nursing students who participated in the Adult Nursing and Practice course. The participants were divided into six focus groups containing 10 participants each. MethodAside from learning with traditional practice equipment, the students also experienced the virtual reality nasogastric tube care skill learning system. Focus group interviews were held from March 25 to 27, 2019. During the interview, we inquired about the students' subjective feelings toward the virtual reality skill learning system and reflected on its influence on the students' learning process. ResultsAn analysis of the focus group interview content of 60 students, revealed that the students' experience toward the virtual reality skill learning process could be classified into five themes, namely “convenient to practice, but requires adaptation,” “fast skill learning process,” “stress-free learning environment,” “environmentally friendly,” and “lacks a sense of reality.” ConclusionsInstead of replacing conventional skill teaching methods, future applications of the virtual reality nursing skill education support system shall serve as a student self-learning supporting tool. Additionally, the research and development of the virtual reality nursing skill education support system should focus on its stereognosis aspect and include an interactive function to upgrade the system into a practical teaching and learning support material.

Facilitating Multiple Medical-Surgical Nursing Practicum Groups During Simulation Laboratory Days.

This novel approach incorporates the facilitation of multiple clinical groups through a weekly simulation laboratory day during a medical-surgical nursing practicum rotation. Using a combination of nursing skills education practice stations, along with simulation learning experiences, 93 students from 12 clinical groups were able to rotate through two high-fidelity simulation learning experiences and one new skill station each week throughout the semester.

Effects of Core Basic Nursing Skills Education Combined with Online Learning on Self-directed Learning Preparation, Academic Self-efficacy, and Self-confidence on Core Basic Nursing Skills

본 연구의 목적은 온라인 학습을 병행한 핵심기본간호술 실습교육이 자기주도학습 준비도, 학업적 자기효능감, 핵심기본간호술 수행자신감에 미치는 효과를 확인하기 위함이다. 본 연구는 단일군 사전사후설계의 실험 연구로서 연구 대상은 G도 소재 일개 대학 간호학과 4학년 학생 59명이었다. 자료수집은 2019.5.3.부터 2019.6.14.까지 수행되었고, 수집된 자료는 SPSS Statistics 24를 이용하여 분석하였다. 온라인 학습을 병행한 핵심기본간호술 실습교육 운영 전후 자기주도학습 준비도, 학업적 자기효능감, 핵심기본간호술 수행자신감을 측정하였다. 연구 결과, 자기주도학습 준비도(t=-4.367, p<.001), 학업적 자기효능감(t=-4.429, p<.001), 핵심기본간호술 수행자신감(t=-7.013, p<.001)의 사후 점수가 사전에 비해 통계적으로 유의하게 증가하였다. 또한 온라인 학습을 활용한 실습교육 후 자기주도학습 준비도는 학업적 자기효능감과 유의한 상관관계를 보였다. 핵심기본간호술 수행자신감은 자기주도적 학습준비도와 학업적 자기효능감과 유의한 상관관계를 보이지 않았다. 본 연구를 통하여 향후 핵심기본간호술 실습교육에 있어 자기주도적 학습준비도, 자기효능감, 수행자신감을 높이기 위한 다양한 온라인 학습 방법의 활용을 제언한다.

The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter.

Nursing skill education plays a very important part for the nursing education. It’s necessary to analyze the role of the case-based teaching (CBT) in nursing skill education, to provide insights into the nursing education. The sophomore nursing students who received nursing skill teaching from September 2019 to January 2020 were selected. The students either underwent traditional teaching (control group) or CBT (CBT group) intervention. The objective structure clinical examination (OSCE), autonomous learning ability, questionnaire for effects evaluation of CBT, and student’s satisfaction level on CBT were analyzed. A total of 146 participants were included. There were no significant differences in the gender, age and the final exam score as freshman between 2 groups (all P > .05). The OSCE scores and autonomous learning ability in CBT group were significantly higher than that of control group (all P < .05). The most students favored the use of CBT, and most students were satisfied with CBT. CBT is beneficial to improve the nursing skill and comprehensive ability of students, and it’s conducive to increase the interest of students, which merits application in nursing education.

Improving Door-to-Antibiotic Administration Time in Patients With Fever and Suspected Chemotherapy-Induced Neutropenia: A Tertiary Care Center Experience

Abstract Background: Chemotherapy-induced febrile neutropenia (FN) is a major cause of morbidity and mortality in cancer patients if not treated promptly. As we were facing considerable delays in the management of chemotherapy-induced febrile neutropenic patients in the Emergency Department (ED), we initiated an improvement project aiming for “door-to-antibiotic time” of 60 minutes or less for all patients with fever and suspected chemotherapy-induced neutropenia. Methods: A multidisciplinary team was established to work on the project. We used quality improvement tools for mapping the existing patient flow processes of patients with FN in the ED. Several proposed change ideas have been tested using the Model for Improvement. These change ideas include improving the triaging process, creating an electronic “chemotherapy alert caution” and order sets for physicians, and using the hot-line by nurses to call the pharmacy to expedite the process of preparation of antibiotics. Outcome and process measures were collected weekly and they were discussed thoroughly and analyzed by the team. Run charts were used to monitor the progress. Results: After six Plan-Do-Study-Act cycles, all process measures improved and ultimately the “door-to-antibiotic time” was achieved by reducing it from 255 minutes to 49 minutes. During project testing and implementation, the nursing staff skills improvement and education were taken into consideration as a balancing measure. Conclusion: In a six-month period, the project led to a timely administration of antibiotics for patients with FN in the ED. This improvement was sustained for more than two years after the project initiation.

Exploring the Possibility of Virtual Reality in Nursing Skills Education: A Preliminary Study Using a First-Person Video

Background: While demonstration videos from a third-person perspective have traditionally been used as teaching materials for nursing skills, first-person videos allow observers to experience how nursing educators move and what they see. In this pilot study, a first-person demonstration video for tracheostomy suctioning skills was shown to participants via a virtual reality (VR) head-mounted display (HMD), which we referred to as a VR teaching material (VR-TM). In an intervention experiment, we investigated the effects of the VR-TM on participants’ performance on the skill assessment test. Additionally, usability of the VR-TM was evaluated by questionnaire ratings. Methods: Thirty-six participants (nursing students) were assigned to three groups in the experiment: 1) VR group: the participants that viewed the VR-TM, 2) TR group: the participants that viewed a traditional demonstration video from a third-person perspective, and 3) NO group: the participants that received no intervention. Score changes in the skill assessments of participants before the intervention (pre-test) and after the intervention (post-test) were analyzed. After the experiment, all participants completed a faculty-designed questionnaire about the VR-TM usability. Results: The questionnaire ratings indicated that the participants evaluated the VR-TM favorably in terms of skill understanding and motivation to practice the skill. However, one-third of participants reported mild discomfort during the VR-TM. In regards to score changes in the skill assessment test, no significant difference between the VR and TR groups was identified, though the two groups produced greater score changes compared to the NO group. Conclusion: The combination of first-person video and the HMD might be promising as a teaching material for nursing skills, though further improvements are necessary.

Differences in The Effects of Core Nursing Skills Education According to the Use of Peer-Assisted Learning (PAL) Among Nursing Students

Differences in The Effects of Core Nursing Skills Education According to the Use of Peer-Assisted Learning (PAL) Among Nursing Students

A Literature Review of Psychomotor Measurements and Methods for Evaluating the Effectiveness of Nursing Skills Education with Nursing Students

A Literature Review of Psychomotor Measurements and Methods for Evaluating the Effectiveness of Nursing Skills Education with Nursing Students

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

Effects of Self-assessment using Smartphone Video Recording on Essential Fundamental Nursing Skills Education

핵심기본간호술의 교육효과를 높이기 위한 방법으로 스마트폰 동영상을 활용한 자가관찰 방법의 자율실습이 간호학생의 자기주도적 학습능력, 핵심간호술기 수행능력, 수행자신감 및 실습만족도에 미치는 효과를 규명하기 위해 비동성 대조군 사후설계의 유사실험연구를 수행하였다. 대상자는 P대학교 간호학과 4학년을 대상으로 하였으며, 실험군 54명, 대조군 51명이었다. 연구결과 자기주도적 학습능력은 두 군간에 유의한 차이가 없었으나 실험군의 사전-사후점수 차이에는 유의하게 향상되었다(p=<.001). 수혈간호, 수술전간호의 핵심간호술기 능력과 수행자신감, 실습만족도는 두 군간의 유의한 차이가 없었다. 결론적으로 스마트폰 동영상촬영을 활용한 자가평가 학습법은 자기주도적 학습능력을 향상시켜 술기의 정확성과 숙련성을 갖출 수 있는 동기부여에 효과적인 방법이라 사료된다.

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

看護技術教育における還元主義性と行動主義性 : ゲシュタルトと暗黙知の視点から( 看護教育のためのシステム技術)

看護技術教育における還元主義性と行動主義性 : ゲシュタルトと暗黙知の視点から( 看護教育のためのシステム技術)

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