Undergraduate Nursing Course Research Articles

Creating an Assignment to Incorporate Antiracist Pedagogy Into an Undergraduate Introductory Nursing Course.

Antiracist pedagogy was incorporated into an undergraduate introductory nursing course using National League for Nursing diversity and inclusion initiatives and academic nurse educator competencies as a framework. This article describes the reflective process and steps taken to select Taylor's memoir, Reminiscences of My Life in Camp, as a required text for an introductory nursing course. By incorporating antiracism into an introductory nursing course, educators can assist novice nursing students from diverse groups to envision themselves as nurses, role model allyship for White students, and create a more inclusive teaching environment.

TEACHING OF PATIENT SAFETY IN UNDERGRADUATE NURSING COURSES

RESUMO Objetivo: Identificar a inserção da temática “Segurança do Paciente”, enquanto disciplina isolada, nos cursos de graduação em Enfermagem do Estado do Paraná - Brasil. Método: Estudo exploratório, descritivo, do tipo documental, com abordagem quantitativa, desenvolvido por análise de informações descritas nas matrizes curriculares, coletados em janeiro de 2023 e analisados por meio da técnica de análise documental. Resultados: Dos 54 cursos de graduação de enfermagem ofertados no Estado do Paraná, nove cursos ministram disciplinas específicas ao tema “segurança do paciente”, sendo três em instituições públicas e seis em particulares. Conclusão: Evidenciou-se fragilidades curriculares na abordagem dessa temática, sendo perceptível a necessidade de introduzir os conceitos sobre a segurança do paciente nas matrizes curriculares, com integração da teoria à prática profissional. O estudo contribui para a conscientização sobre o cenário curricular vivenciado, bem como, para a melhoria da qualidade do ensino em enfermagem.

TEACHING OF PATIENT SAFETY IN UNDERGRADUATE NURSING COURSES

RESUMEN Objetivo: Identificar la inclusión de la “Seguridad del Paciente” como materia aislada en los programas de graduación en enfermería en el estado de Paraná - Brasil. Método: Estudio exploratorio, descriptivo, documental, con abordaje cuantitativo, desarrollado a partir del análisis de las informaciones descritas en las matrices curriculares, recolectadas en enero de 2023 y analizadas con la técnica de análisis documental. Resultados: De los 54 cursos de graduación en enfermería ofrecidos en el estado de Paraná, nueve cursos imparten asignaturas específicas sobre el tema “seguridad del paciente”, tres de ellos en instituciones públicas y seis en privadas. Conclusión: Se encontraron debilidades en los planes de estudio a la hora de abordar esta cuestión, y existe una clara necesidad de introducir conceptos de seguridad del paciente en los planes de estudio, integrando la teoría con la práctica profesional. El estudio contribuye a sensibilizar sobre el escenario curricular vivido, así como a mejorar la calidad de la enseñanza de la enfermería.

Team-Based Learning online: percepção dos graduandos de saúde e influência do perfil comportamental do estudante

Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student’s behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers “I totally agree”/“I agree”, values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants’ behavioral profiles was submission (“S”). There was no correlation between the student’s behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students’ perception of online TBL. There was no evidence of the influence of the student’s behavioral profile on their perception of the teaching method.

Enlightening and empowering students to take action: Embedding sustainability into nursing curriculum

Graduate nurses are set to face complex global challenges in their future careers. Yet, current pedagogical practices fall short in preparing the future workforce for what lies ahead. There is, thus, an urgent need to disrupt traditional nursing education methods in order to transform our society. Transformation includes ensuring our students are educated on their responsibility toward social, economic and environmental sustainability. The Sustainable Development Goals (SDGs), a set of global targets developed by the United Nations, offer a framework for engaging in higher education that promotes a better future; however, to date there are few examples of how the goals have been embedded into nursing curriculum. This article showcases a case study of how the SDGs can be integrated and taught in nursing higher education through the principles of critical pedagogy. Through significant course re-development in an Australian undergraduate nursing course, students engaged with the SDGs along a transformative continuum of enlightenment and empowerment to awaken critical consciousness. While this article offers some findings in relation to student development, the article's key contribution is in detailing the methodology and framework for embedding SDGs in nursing curricula and to encourage other nursing academics to take up the challenge to empower their students' to take action toward addressing global sustainability challenges.

Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence-based nursing course: Empirical research quantitative.

Diversified students in higher education and the complexity and difficulty of the evidence-based nursing course perceived by students challenge nursing educators. Differentiated instruction can provide students with various opportunities to learn and meet the learning needs of students with different academic abilities and strengths, which may be a solution. This study aimed to apply differentiated instruction to design the undergraduate evidence-based nursing course and evaluate the effects of differentiated instruction on students' learning outcomes and learning satisfaction. One-group pretest-posttest pre-experimental design was applied. Ninety-eight undergraduate nursing students enrolled in the evidence-based nursing course 2020 participated in this study. Students' learning outcomes including preferred learning styles, classroom engagement, collaborative learning, attitudes towards evidence-based nursing, learning satisfaction and evidence-based nursing knowledge were measured using validated questionnaires. The differentiated instruction increased students' learning interests, promoted focused and independent thinking, and enhanced academic achievement. Students' classroom engagement, attitudes towards evidence-based nursing, evidence-based nursing knowledge and learning satisfaction were improved after the course. The course designed with differentiated instruction provided a supportive learning environment and furnished a vivid pedagogical way for the unique nursing profession. Positive results of the study support the application of differentiated instruction in the evidence-based nursing course. The study indicates that the application of differentiated instruction in mixed-ability classrooms in the evidence-based nursing course improved students' learning outcomes, attitudes towards evidence-based nursing, evidence-based nursing knowledge and learning satisfaction. In clinical settings where nurses are even more diverse in academic education, clinical experiences and learning preferences, differentiated instruction can be a suitable application for in-service training and education to promote nurses' enthusiasm for professional learning.

Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: An experimental design

AimTo examine the effectiveness of a psychiatric nursing board game in an undergraduate psychiatric nursing course. BackgroundDidactic teaching fails to assist students in deepening their understanding of abstract concepts in psychiatric nursing. The game-based learning of professional courses can address the demands of digital-age students, which may improve their learning outcomes. DesignA parallel two-arm experimental design was adopted in a nursing college in southern Taiwan. MethodsThe participants were fourth-year students enroled in a college nursing programme in southern Taiwan. Simple random sampling was used to divide the class into intervention and control groups. The former participated in an eight-week game-based intervention course, while the latter continued to receive traditional instruction. In addition to collecting the students’ demographic data, three structural questionnaires were developed to examine the variation in students’ nursing knowledge and attitudes toward psychiatric nursing, as well as their learning satisfaction before and after the intervention. ResultsThere were a total of 106 participants, with 53 in each group. After the intervention, the two groups were significantly different in terms of their psychiatric nursing knowledge, attitudes and self-reported learning satisfaction. The intervention group’s scores were significantly higher than those of the control group across all three dimensions. This suggests the positive effects of the board game intervention on students’ learning outcomes. ConclusionThe research outcome can be applied in formative and undergraduate nursing education in teaching psychiatric nursing globally. The game-based learning materials developed can be used to train psychiatric nursing teachers. Future studies should recruit a larger sample and increase the follow-up time for assessing students’ learning outcomes, as well as examine the similarities and differences in the learning outcomes of students from different educational systems.

Mental Health and Technology: The Use of Mobile Mental Health Apps in an Undergraduate Psychiatric-Mental Health Nursing Course.

Assistant Professor, Nursing Department, York College, The City University of New York (CUNY), Jamaica, New York. Correspondence: Professor Bratton-Robinson, Nursing Department, York College, CUNY, 94-20 Guy R. Brewer Blvd, Jamaica, NY 11451 ([email protected]). The author declares no conflict of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: February 14, 2023 Early Access: March 1, 2023

Deliberate practice and cardiopulmonary resuscitation: Integration in the classroom, lab, and simulation

Deliberate practice offers a foundation for learning experiences based on real-life situations through repetition. Single demonstrations of a skill are often ineffective in determining mastery in undergraduate nursing students. Ninety-eight fourth-semester learners enrolled in the critical care course of a pre-baccalaureate program. A deliberate practice approach to learning was implemented in a fourth-semester undergraduate nursing course to evaluate learner knowledge, skills, and performance, as a quality improvement initiative. Multiple activities comprised of skills stations, lecture, an ECG review, and a simulation-based experience were used to allow learners to gain mastery. Evidence revealed that a combined SBE in classroom and simulation lab help learners retain knowledge. Learners reported this approach also improved their ability to critically think and confidence in performance. The implementation of deliberate practice in the simulation environment allows for exposure to real life circumstances in a controlled atmosphere, helping learners preserve information and understanding.

Introducing Nursing Students to Pastoral Care Providers Via Simulation.

During a mock code simulation scenario in a medical-surgical undergraduate nursing course, two priests as pastoral care providers were included as interprofessional team members. Perceptions of the inclusion of pastoral care in an end-of-life simulation were assessed as part of a mixed-method study that included a qualitative analysis of debriefing sessions. Students reported an increase in awareness of the role of pastoral care in healthcare and learned to consider the spiritual aspects of end-of-life care. Participation of priests in an end-of-life simulation enhanced students' learning of spirituality as an aspect of nursing care.

Palliative care in nursing training: higher education course coordinators' perception.

to analyze undergraduate nursing course coordinators' perception about nursing training in palliative care. a descriptive study, with a qualitative approach and thematic content analysis, carried out with coordinators of nursing courses in Higher Education Institutions in Rio Grande do Norte. three thematic categories emerged: Nursing training in palliative care; Potentialities for teaching palliative care; and Challenges of teaching in palliative care. The coordinators described as potentialities: transversality, theoretical and practical approach, optional subject, university extensions, interdisciplinarity and transdisciplinary approach, and as challenges: biomedical model in health education and insufficient professor training. palliative care teaching in the researched institutions in the nursing education process is approached in an incipient and fragmented way, and almost always without having a specific curricular component on the subject, being present as one of its contents.

Augmentative and alternative communication (AAC) for nursing students; equipping the next generation of nursing professionals

BackgroundAugmentative and alternative communication (AAC) is often used for patients who are temporarily non-speaking. However, considering AAC for these patients in intensive care units (ICUs) has only recently started to gain the attention of health care providers in the hospital setting. Currently, few nursing programs include content in their curricula as relates to this population. ObjectivesTo investigate the feasibility of embedding a brief inservice into an existing undergraduate nursing course, and to determine the feasibility and relevance of AAC use during their clinical ICU rotation. DesignA longitudinal survey study using three time points: pre- and post-inservice, and post implementation following a clinical rotation. SettingUniversity nursing program classroom during an Adult Health and Illness course. ParticipantsTwenty-seven undergraduate nursing students enrolled in the Adult Health and Illness course. MethodsThe participants were given a brief inservice educating them on the use of AAC. The students were given AAC boards to use during their ICU clinical rotation. Survey data was collected before and after the inservice and at the end of the clinical rotation. ResultsPre-service nursing students responded favorably to a brief inservice embedded into an existing nursing course. Survey data indicated an increase in the students' knowledge of AAC (z = 4.52, p < .05) and awareness that AAC can improve communication between patients and staff (z = 2.24, p < .05). ConclusionAn interdisciplinary activity between Communication Sciences and Disorders and Nursing departments about AAC could be a new and promising solution to increase communication with non-speaking patients in the ICU.

Las tecnologías digitales de la información y comunicación en la enseñanza de enfermería

Objective. The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing. Methods. Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out. Results. DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp® groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC. Conclusion. Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.

Improving Confidence in Clinical Assessment Skills Through Service-Learning Experiences Among Nursing Students.

Service-learning (SL) was incorporated into a nonclinical undergraduate nursing course. This study examined the effects of SL on nursing students' confidence in performing patient health assessments. Nursing students completed an experiential SL vital signs assessment and a subsequent reflective journal. Of 112 reflective journals, 30 journals were randomly selected for qualitative analysis to understand the experiences of SL for nursing students. A rapid analytic framework was used for data analysis. The following domains were identified: overcoming initial fear, building confidence in clinical assessment skills, practicing therapeutic communication and patient education, and developing problem solving skills. This project highlights that SL experiences are not limited only to clinical settings but also are appropriate for nontraditional preclinical settings as well. Such experiences introduce nursing students to patient care and critical reasoning prior to transitioning to subsequent clinical nursing courses. [J Nurs Educ. 2022;61(5):272-275.].

Evaluation of software for mental health promotion of undergraduate nursing students in the early years of college.

To evaluate mental health promotion software for students in the early years of undergraduate nursing course. Descriptive study developed with 41 undergraduates from a private higher education institution in an inland city of the state of São Paulo, approved by the Research Ethics Committee. Data collection was carried out remotely from April to October 2021, using a sociodemographic characterization questionnaire and student assessment of the software. The results were analyzed by descriptive statistics. Most respondents rated the tool and the clarity of its content as excellent. The modules considered most relevant were those related to solving problems with future implications. The students considered the advice very applicable to everyday life and a good correspondence between problem situations and real life. This type of intervention is configured as one more option in the list of strategies to promote nursing students' mental health, although it does not replace face-to-face care.

Legislation and quality of nursing education in the context of the COVID-19 pandemic.

to reflect on the governmental normative acts issued for higher education during the COVID-19 pandemic and on the repercussions of these acts on the quality of nursing education in Brazil. this is a reflection on the repercussions for the quality of nursing education, based on the normative acts applied to higher education, enacted from March to December 2020, available on the Ministry of Education website and in the current literature on the subject anchored in the National Curriculum Guidelines for the Undergraduate Nursing Course. educational legislation, in the context of the pandemic, distanced education from the world of work, as well as from the quality of training established in the guidelines. remote teaching in nursing makes it difficult to train professionals with the capacity to effectively teach and learn in the real world of care and health promotion in the Unified Health System.

Problem based learning case construct in undergraduate medical and nursing course: should there be difference?

Problem Based Learning (PBL) has been implemented in medical and nursing education programs to facilitate students’ deep learning. These two educational programs have some disciplines in common, but they have distinct educational outcomes. For these common disciplines to be congruent with the educational outcome, their respective curricula describe differences in their understanding level. Since the PBL case constructs largely determine the achievement of curricular objectives, they warrant a distinct approach while preparing a PBL case. Both the programs use clinical context for constructing PBL cases to deliver basic science content, but the focus needs to be turned towards their required clinical expertise. While PBL cases need to prioritize the diagnosis and treatment of the disease along with patient care for medical undergraduates, nursing undergraduates require focus on providing holistic nursing care, supporting and helping the patient during illness. This enables the understanding of basic science content comprehensively as applicable to their clinical practice.

Teaching End-of-Life Decision Making to Undergraduate Nursing Students

This presentation highlights the development, implementation, and results of an educational session with undergraduate nursing students about end-of-life decision making. The purpose of this qualitative thematic analysis study was to explore student perspectives of end-of-life decision making following an education session. The aims were to 1) develop themes from student feedback on end-of-life decision making and 2) refine educational strategies to teach end-of-life decision making to nursing students. The study was conducted with 72 junior level baccalaureate nursing students enrolled in an undergraduate gerontological nursing course. An interactive lecture was developed, following short philosophical ethics readings, which brought the students up to date on the history of end-of-life discussions, key cases, and different frameworks to approach a cluster of ethical issues associated with end-of-life care. A debate pedagogical model was employed as an engaging activity in which students directly applied recently learned concepts. In the debate activity, students were divided into two teams. Each team was assigned a position, which was a specific response to the case question: Should practitioners assist in their patient’s committing suicide? Should practitioners offer medical aid in dying? Each team conferred, presented their position, responded to the arguments or reasons from the opposing position. The session ended with a debrief by the course instructors. In the first semester, 31 nursing students completed four open-ended questions following the class. Results included increased student confidence discussing end-of-life issues and identification of two concepts commonly referred to in end-of-life care discussions and in bioethics, autonomy and dignity.

Problem-Based Learning as reinforcement for remote teaching in times of COVID-19 using the moodle learning environment

In times of pandemic, the social distance made the teaching practice suffer several adjustments to meet emerging demands, thus the aim of this study was to report the experience of the authors with problem-based learning as reinforcement to remote teaching in times of COVID-19 utilizing the moodle learning environment, as a way to implement changes in the discipline Interdisciplinary Project II of the Undergraduate Nursing course, which has always been offered in the face-to-face modality. The study was conducted from March to July 2021 with students enrolled in the course. The results of this study indicate that the use of problem-based learning resources during remote teaching can become an efficient resource for professional training.

Responding to a simulated disaster in the virtual or live classroom: Is there a difference in BSN student learning?

AimThis study aim was to investigate if prelicensure baccalaureate nursing students gained more knowledge from a live or virtual disaster simulation. The study goal was to inform the use of e-learning or traditional textbooks in undergraduate nursing population health courses. BackgroundWeather-related disasters have increased in frequency and severity in the past ten years, with 2020 being the most active storm season ever seen (National Oceanographic and Atmospheric Administration, 2021.) Even with advances in early warning systems and mitigation efforts, educating student nurses in disaster response remains a priority. Due to the impact of Covid-19 quarantine policies, many in-person student learning labs and clinical experiences were cancelled. However, virtual simulation offers an alternative to developing nursing student skills and clinical reasoning ability (Aebersold, 2018; Fogg et al., 2020). DesignA randomized quasi-experimental, repeated measures 2 × 2 crossover design (Kim, 2018) was applied, which allowed students to participate in both the live and virtual simulations. MethodsAnalysis was conducted using paired samples t-test to evaluate knowledge gains. To measure students’ self-assessment of knowledge, Unver et al. (2018) 12-item survey was administered. To explore students’ own perceptions about the disaster simulations, semi-structured interview questions were offered through private Wiki postings. The responses were analyzed using Saldaña’s in vivo coding (2015) and thematic analysis. ResultsStudents retained more empirical knowledge following the virtual assignment as compared to the disaster simulation, except in two items addressing triage. Neither age, years of education, or GPA impacted test results. However, students’ own assessment of learning did not differ between live and virtual simulations. In all but three items, students perceived a significant increase (p < .05) in their learning following the simulation, regardless whether it was live or virtual.In narrative responses, students overwhelmingly cited the benefit of an in-person simulation. However, they did not believe that they were prepared adequately for the live simulation. They also expressed that they would be more prepared if the simulation was repeated. Students expressed discomfort, even distress, regarding not being able to care adequately for everyone, even though it was a simulation (See Table 5). This highlighted that live simulations can affect students emotionally, and follow-up debriefing is essential to help in both acknowledging and processing student feelings. ConclusionThese findings, which support the use of virtual disaster training in nursing education, are especially important in the light of Covid-19 and increasing threat of storm disasters.