Pediatric Nursing Students Research Articles

Effect of Self-Directed Learning on Knowledge Acquisition of Undergraduate Nursing Students in Albaha University, Saudi Arabia

Objective:The study aimed to assess the effect of self-directed learning on knowledge acquisition (first and second exam) among undergraduate nursing students at Albaha University.Methods:A quasi-experimental design was used to compare two unequal groups of nursing students in Albaha University. A convenience sampling technique was used to select the undergraduate nursing students at Al-Baha, Saudi Arabia during the 2014/2015 academic year. Students (n= 65) were recruited through an on-campus advertisement campaign either to register in traditional subjects or self-directed learning subjects. The selected students were assigned to an experimental group (23 students) and a comparison group (42 students) according to their interests. Both groups received same topics by either traditional or self-directed learning. Students’ knowledge acquisition was assessed through exams. Data was analysed by Statistical Package for the Social Sciences, version 20.Results:The results of students in pediatric nursing were (60.2% and 67.3%) in the first exam in traditional learning and self-learning respectively. The students’ scores in the second exam were (57.4% and 70%) in traditional learning and self-learning respectively (p= 0.03). In the first exam of medical-surgical nursing II, the students scored 29.6% in comparison group and 40% in the experimental group (p= 0.025). In the second exam of medical-surgical nursing II, the students scored (35.2% and 51.4%) in the comparison and experimental groups respectively. In the first exam of medical-surgical nursing I, the students scored (50% and 61.6%) in comparison and experimental groups respectively (p= 0.04). In the second exam of medical-surgical nursing I, the students scored(61% and 65.6%) in the comparison and experimental groups respectively. Conclusion: Self-learning was found to be better than traditional learning for nursing students in Albaha University. Therefore, the study findings are useful to improve nursing curricula.

Identifying changes in comfort and worry among pediatric nursing students following clinical rotations

Identifying changes in comfort and worry among pediatric nursing students following clinical rotations

Assessing progression of clinical reasoning through virtual patients: An exploratory study

To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge.The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis.The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed.VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence.

The changes on knowledge, confidence and skills accuracy of nursing students at a simulated based setting versus traditional during neonatal resuscitation

Abstract: In recent decades nursing educators have tended to use simulation rather than traditional methods in clinical setting to encourage active learning and enhance students’ clinical reasoning , decision making and achieve the great improvement of knowledge and clinical skills through clinical life support skills . The aims of this study was to examine the changes on knowledge, confidence and skills accuracy of nursing students at a simulated based setting versus traditional during neonatal resuscitation . Methods : A quasi experimental pre, post and follow up test were done on 100 of undergraduate pediatric nursing students who were selected randomly and enrolled equally in simulated based and traditional based group for neonatal resuscitation skill performance during the first semester of academic year 2014-2015 at pediatric nursing department , Mansoura university. Four tools were used to collect data regarding Sociodemographic, knowledge, skill performance and confidence of pediatric nursing students. Results : there were statistical significant differences regarding students clinical performance, knowledge and confidence in simulated compared to traditional learning experience either immediately or 3 months later than before the intervention. Conclusion : simulation results in increased knowledge, skill performance and self-confidence of nursing students related to neonatal resuscitation. Recommendation : The results recommended further researches to examine the effect of simulation on assessing different learning outcomes to provide more evidence that simulation would be valuable for students development.

The changes on knowledge, confidence and skills accuracy of nursing students at a simulated based setting versus traditional during neonatal resuscitation

Abstract: In recent decades nursing educators have tended to use simulation rather than traditional methods in clinical setting to encourage active learning and enhance students’ clinical reasoning , decision making and achieve the great improvement of knowledge and clinical skills through clinical life support skills . The aims of this study was to examine the changes on knowledge, confidence and skills accuracy of nursing students at a simulated based setting versus traditional during neonatal resuscitation . Methods : A quasi experimental pre, post and follow up test were done on 100 of undergraduate pediatric nursing students who were selected randomly and enrolled equally in simulated based and traditional based group for neonatal resuscitation skill performance during the first semester of academic year 2014-2015 at pediatric nursing department , Mansoura university. Four tools were used to collect data regarding Sociodemographic, knowledge, skill performance and confidence of pediatric nursing students. Results : there were statistical significant differences regarding students clinical performance, knowledge and confidence in simulated compared to traditional learning experience either immediately or 3 months later than before the intervention. Conclusion : simulation results in increased knowledge, skill performance and self-confidence of nursing students related to neonatal resuscitation. Recommendation : The results recommended further researches to examine the effect of simulation on assessing different learning outcomes to provide more evidence that simulation would be valuable for students development.

Critical Thinking Disposition, Problem Solving Process, and Simulation-Based Assessment of Clinical Competence of Nursing Students in Pediatric Nursing.

PURPOSE: The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation-based assessment of clinical competence based on a survey of college nursing students.METHODS: In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients.RESULTS: Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged 3.76+/-0.46 (out of 5), 3.67+/-0.47 (5), and 1.51+/-0.17 (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence.CONCLUSION: The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.

아동간호실습 운영형태에 따른 간호학생의 임상실습수행도 및 실습만족도

Purpose: This study was conducted to explore clinical practice performance according to type of practice in students in pediatric nursing and the relationship with satisfaction of clinical practice. Methods: The subjects consisted of 531 nursing students (307 at a pediatric ward and 224 at a nursery) from 5 colleges of nursing. Data collected from March to June 2012 were analyzed using descriptive statistics, t-test, AVONA and Pearson correlation coefficients. Results: Clinical practice performance on direct nursing activity was significantly different according to the course on pediatric nursing, grade point average, and satisfaction of nursing major. Observation practice was different according to type of college, the course on pediatric nursing, grade point average, duration of practice and clinical educator in the pediatric ward. In the nursery, direct nursing activity was significantly different according to the type of college, the course on pediatric nursing, hospital type, and duration of practice. Observation practice was different according to type of college, satisfaction of a nursing major, and the clinical educator. In addition, significant correlations were found between clinical practice performance and satisfaction of clinical practice. Conclusion: Our research can assist effective pediatric nursing practice planning for nursing students.

Comparison of Student Learning Among Three Teaching Methodologies in the Pediatric Clinical Setting

Facilitating effective clinical learning for pediatric nursing students is becoming increasingly challenging and limited in opportunities. Hospital leaders are concerned about the critical thinking and prioritization skills of new graduates and believe that inpatient clinical experiences are the only way to develop these skills. This study sought to compare the effectiveness of three different clinical teaching schedules in preparing nursing students to care for children and their families. Teaching methodology was randomly assigned to various amount of times in acute care inpatient settings. Student knowledge, clinical decision making, and student satisfaction and perception of learning were measured. No statistically significant differences among groups for either knowledge scores or clinical reasoning scores were noted. Student satisfaction results did not reveal differences among groups. Study findings will help educators to better plan clinical experiences and more effectively utilize an array of settings to optimize the clinical learning of pediatric nursing content.

The Effect of Computer Based Learning (CBL) Regarding Endotracheal Airway Suctioning on Knowledge and Skill Retention of Third Year Pediatric Nursing Students

Endotracheal airway suctioning (ETS) is one of the important pediatric nursing skills that should be used only after careful assessment. High qualified pediatric nursing care requires interesting in clinical skill education and seeking innovative learning methods. Reviewed studies comparing the effectiveness of CBL with traditional methods reported lack of studies that tested knowledge or skill retention. This quasi-experimental study evaluated the effect of CBL regarding ETS on knowledge and skill retention of third year pediatric nursing students. A total 120 students were divided into experimental and control groups. The experimental group was taught used an interactive, multimedia, self-directed computer-based learning module. The control group was taught used face to face lecture and demonstration in a pediatric clinical skills laboratory. Data were collected using knowledge test at four time points and at three time points using ETS performance checklist. The study revealed that CBL method produce significant cognitive gains and higher skill performance scores for the experimental students at immediate follow up but the retained knowledge was almost similar in both groups at 2 weeks follow up. The experimental group achieved significant higher differences emerging in retained knowledge at the 6 week follow up and in retained skill performance at 2 & 6weeksfollow ups. The findings indicated that CBL was an effective strategy for teaching both knowledge and practice. It also produced better knowledge and skill retention than in case of traditional learning method.

Qualitative Analysis of Student Beliefs and Attitudes After an Objective Structured Clinical Evaluation: Implications for Affective Domain Learning in Undergraduate Nursing Education

This qualitative study explored the feelings, beliefs, and attitudes of senior-level undergraduate pediatric nursing students upon completion of a medication administration Objective Structured Clinical Evaluation (OSCE). The affective domain is the most neglected domain in higher education, although it is deemed the "gateway to learning." Quantitative assessments of clinical skills performed during OSCEs usually address two of the three domains of learning: cognitive (knowledge) and psychomotor skills. Twenty students volunteered to participate in focus groups (10 per group) and were asked three questions relevant to their feelings, beliefs, and attitudes about their OSCE experiences. Students integrated the attitude of safety first into future practice but felt that anxiety, loss of control, reaction under pressure, and no feedback affected their ability to connect the OSCE performance with future clinical practice. The findings affect future affective domain considerations in the development, modification, and assessment of OSCEs across the undergraduate nursing curriculum.

Gaming for Nursing: A New Way to Simulate

This presentation will introduce a new type of simulation emerging for nursing, i.e., use of virtual games, which are immersive in nature.1 Advantages and disadvantages of this type of simulation will be presented, which then be followed by a visual example of a game built for pediatric nursing students to learn respiratory diseases. Important features of the game will be highlighted including: a pre-game; an orientation; modeling from a non-player character; the ability assess, intervene, and reassess the virtual patient; continuous feedback; a debriefing/root cause analysis at the end of the game.

Comparison of Student Learning Among Three Teaching Methodologies in the Pediatric Clinical Setting

Facilitating effective clinical learning for pediatric nursing students is becoming increasingly challenging. Traditional hospital settings are oversaturated, progressively more restrictive on student activities, and limited in opportunities to experience global growth and development concepts. Only 18% of the pediatric population is hospitalized, so opportunities to interact and communicate with children and their families are more prevalent in alternate settings. Professional nursing organizations encourage nurse educators to be creative in finding alternative clinical experiences that support classroom knowledge. Yet, hospital leaders are concerned about the critical thinking and prioritization skills of new graduates. Many believe that inpatient clinical experiences are the only way to develop these skills. Faced with this dichotomy, this study sought to compare the effectiveness of three different clinical teaching schedules in preparing nursing students to care for children and their families in the pediatric setting. Teaching methodology was randomly assigned to faculty and was divided into one of three clinical sections: traditional sections attended clinical in hospital settings only, hybrid sections attended clinical half in the hospital and half out of the hospital, and nontraditional sections completed the majority of their clinical out of the hospital. Student knowledge of pediatric nursing content was measured with a standardized examination. Critical thinking and decision making were measured through the use of a clinical reasoning tool, and student satisfaction and perception of learning were measured through an evaluation tool. There were no statistically significant differences between the group for knowledge scores and the group for clinical reasoning scores. Student satisfaction results did not reveal differences between groups. There was a correlation between standardized knowledge examination scores and nursing program entrance scores; however, there were no correlations between clinical reasoning scores and knowledge scores. Findings of this study will help educators better plan clinical experiences and more effectively utilize an array of settings to optimize clinical learning of pediatric nursing content.

Improving Learning of Airway Management with Case-based Computer Microsimulations

Background Computer-based microsimulation provides opportunities to interactively learn critical skills in a relatively risk-free environment, but there has been little study of its usefulness in nursing education. Method In a comparison group design with random assignment, 78 undergraduate pediatric nursing students learned concepts of airway management via lecture or via Laerdal's MicroSim®. A week later, all participated in a bronchiolitis simulation. Written exam questions (four on end-of-unit examination at 2 weeks and two on end-of-course examination at 2 months postinitial learning) assessed knowledge acquisition. At 3 weeks postinitial learning, all students completed a severe asthma MicroSim (scores assessed knowledge transfer). An end-of-course survey evaluated learner receptivity to microsimulation. Results/Conclusions Exam scores and learner receptivity to microsimulation were similar for both learning approaches. MicroSim learners had better knowledge transfer scores (first attempt) although lecture learners spent significantly more time interacting with the severe asthma MicroSim. MicroSim actively engages learners and, in this study, yielded learning outcomes equivalent to those achieved with lecture.

Learning-service community partnership model: A pediatric program evaluation

Pediatric clinical learning experiences in which service provision is offered present a challenge to nursing faculty and students. The Learning–Service Community Partnership Model is a framework in which innovative learning and service provision are an integral part of the pediatric nursing clinical experience. This article discusses a program evaluation of a pediatric community-based health promotion program based on this model. The result from this program evaluation shows that a service program can be effectively managed and provided by pediatric nursing faculty and students. This article describes the shift in moving pediatric learning experiences into the community and validates its importance. Copyright © 2001 by W.B. Saunders Company

An innovative approach using film and creative writing to teach developmental concepts to pediatric nursing students

An innovative approach using film and creative writing to teach developmental concepts to pediatric nursing students

The community: a primary site for students in pediatric nursing.

The community: a primary site for students in pediatric nursing.

Exploring the use of computer simulation to teach critical decision-making skills to pediatric nursing students.

I T IS vitally important that even beginning nurses have the ability to make appropriate judgements and effectively problem-solve in the care of their clients. The extent to which nursing students are given opportunities to learn both the theory and practice of critical decision-making skills depends on available time as well as on the choice of educational strategies used. Since it is well known that instructional time in nursing education is severely limited, essential factual material delivered by straight lecture is almost a practical necessity. Yet we expect students to make appropriate and effective nursing decisions in practice situations based primarily on facts. In addition to this, safety factors prohibit the free exercise of all possible alternatives in actual practice. Therefore, it would seem prudent to investigate the use of simulations (representative cases) in the educational setting. Students would be able to problem-solve independently and safely, thus freeing up instructor time as well as negating severe consequences to actual clients. It is from five basic premises that I explore the use of computer simulation to teach critical decision-making skills to nursing students: ( 1) the complexity of nursing today requires an ability to make critical decisions; (2) critical thinking is a universally expected behavior of professional nurses; (3) critical decision-making

Pediatric Nursing, ed. 2, by Helen C. Latham, R.N., M.L., M.S., and Robert V. Heckel, B.S., M.S., Ph.D., with the collaboration of Joyce A. Vermeersch, B.S., M.P.H. St. Louis: The C. V. Mosby Company, 1972, 490 pp., $9.75

The major emphasis in the book appears to be on normal growth and development, the child in society, and psychological reaction to hospitalization. Yet it does not discuss stage theories of personality development, such as those of Erik Erikson, which are now commonly used in laying the foundation for principles of growth and development with students in pediatric nursing. Its treatment of disease conditions is general and written in very simple terms. (Example: in discussing rheumatic fever, there is no mention of major and minor manifestations, and only the major symptoms of carditis, polyarthritis, and chorea are discussed, and briefly, at that.)