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Nursing Education Perspective最新文献

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A Mixed‐Methods, International, Multisite Study to Develop and Validate a Measure of Nurse‐to‐Physician Communication in Simulation 一项混合方法，国际，多地点的研究，以开发和验证护士与医生在模拟中的沟通措施
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/15-1644
Cynthia L. Foronda, Jeanne L Alhusen, C. Budhathoki, M. Lamb, Kim Tinsley, Brent R. Macwilliams, Jessie Daniels, Diana Baptiste, Kathie Kushto Reese, Eric B. Bauman
{"title":"A Mixed‐Methods, International, Multisite Study to Develop and Validate a Measure of Nurse‐to‐Physician Communication in Simulation","authors":"Cynthia L. Foronda, Jeanne L Alhusen, C. Budhathoki, M. Lamb, Kim Tinsley, Brent R. Macwilliams, Jessie Daniels, Diana Baptiste, Kathie Kushto Reese, Eric B. Bauman","doi":"10.5480/15-1644","DOIUrl":"https://doi.org/10.5480/15-1644","url":null,"abstract":"AIM This study examined the reliability and validity of the ISBAR Interprofessional Communication Rubric (IICR). BACKGROUND Improving education regarding communication in health care is a global priority. Communication is difficult to measure and no evaluation rubrics were located that uniquely focused on nurse‐to‐physician communication in simulation. METHOD This study used a mixed‐methods design and included five sites. RESULTS The IICR was determined reliable among nurse educator raters (rs = 0.79). The scale was found valid as assessed by nurse and physician experts (content validity index = 0.92). When describing their experience of using the tool, nurse educator raters described three categories: overall acceptability of the tool, ease of use, and perceptions of the importance of communication skills for patient safety. CONCLUSION Teaching and evaluating communication in simulation with a standardized rubric is a research area in need of further exploration and refinement.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126632376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 25
Enhancing Empathy in Undergraduate Nursing Students: An Experiential Ostomate Simulation 护理本科学生同理心的增强:体验式模拟
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/15-1578
A. Maruca, Desiree A. Díaz, J. Kuhnly, P. Jeffries
{"title":"Enhancing Empathy in Undergraduate Nursing Students: An Experiential Ostomate Simulation","authors":"A. Maruca, Desiree A. Díaz, J. Kuhnly, P. Jeffries","doi":"10.5480/15-1578","DOIUrl":"https://doi.org/10.5480/15-1578","url":null,"abstract":"AIM The aim of this study was to implement and evaluate an experiential learning simulation created to enhance nursing students’ empathy during patient care encounters. BACKGROUND The investigators proposed that an ostomy simulation experience would be an efficient method for providing this educational content. METHOD Content analysis was conducted on essays using Krippendorff's technique to quantify the simulation. RESULTS Each unit of measure, or paper, contained between 1 to 14 empathic comments. Of the total sample, 22.8 percent had three or five empathic comments; 10 percent had four, and 9 percent had six or more comments per paper. Eighty‐five percent of participants felt this simulation experience was beneficial for enhancing empathy in clinical practice. CONCLUSION The assignment was an effective, objective method that utilized simulation to teach empathy to baccalaureate nursing students.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127921484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Improving Attitudes and Perceived Competence in Caring for Dying Patients: An End‐of‐Life Simulation 改善临终病人护理的态度和感知能力:生命终结模拟
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/14-1540
Megan P Lippe, H. Becker
{"title":"Improving Attitudes and Perceived Competence in Caring for Dying Patients: An End‐of‐Life Simulation","authors":"Megan P Lippe, H. Becker","doi":"10.5480/14-1540","DOIUrl":"https://doi.org/10.5480/14-1540","url":null,"abstract":"AIM The aim of this study was to assess learning outcomes from a simulation on providing care to a critically ill patient from whom care is ultimately withdrawn. BACKGROUND Nursing students have anxiety and low perceived competence for caring for dying patients. Effective strategies for teaching communication, assessment, and basic nursing skills are needed. METHOD A pretest‐posttest design compared perceived competence and attitudes in caring for dying patients with three separate cohorts of undergraduate nursing students performing the simulation. RESULTS The cohorts had significantly improved scores on the perceived competence (p < .001) and attitude (p < .01) measures following the simulation. Reliability for a new instrument to assess perceived competence in caring for dying patients was also established. CONCLUSION This study's simulation offers a robust teaching strategy for improving nursing students’ attitudes and perceived competence in caring for dying patients.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115353722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 65
Simulation STEPS Ahead: Preparing to Engage in Systematic Evaluations of Simulation Activities 模拟向前迈进:准备参与模拟活动的系统评估
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/15-1661
Rachelle J. Lancaster, P. Anderson, J. Jambunathan, Kathleen M. Elertson, Catherine A Schmitt
{"title":"Simulation STEPS Ahead: Preparing to Engage in Systematic Evaluations of Simulation Activities","authors":"Rachelle J. Lancaster, P. Anderson, J. Jambunathan, Kathleen M. Elertson, Catherine A Schmitt","doi":"10.5480/15-1661","DOIUrl":"https://doi.org/10.5480/15-1661","url":null,"abstract":"&NA; Nursing programs need to be prepared to engage in systematic evaluations of simulation activities specifically linked to course and program outcomes. This article describes how components of the Jeffries simulation framework and S.T.E.P. Educator Preparation Plan were used to guide construction, implementation, and evaluation of cost‐effective, program‐wide simulation experiences with the addition of “S” for systematic evaluation. Expanding the Jeffries plan to STEPS offers a strategic way to evaluate simulation systematically in nursing programs.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130683162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Qatar Simulation Consortium (QSC): National Simulation Collaboration 卡塔尔模拟联盟(QSC):国家模拟合作
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/15-1667
R. Pyburn, J. Davies
{"title":"The Qatar Simulation Consortium (QSC): National Simulation Collaboration","authors":"R. Pyburn, J. Davies","doi":"10.5480/15-1667","DOIUrl":"https://doi.org/10.5480/15-1667","url":null,"abstract":"&NA; This article describes the formation and work of a nationwide Qatar Simulation Consortium. In 2013, members included the schools of medicine, nursing, and allied health in Qatar, as well as the public health care system and a private, publicly funded hospital. The mission of the consortium is to foster simulation collaboration among health care and educational institutions and advance simulation education, research, and practice to align with current global standards.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116604390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Clinical Boot Camp: An Innovative Simulation Experience to Prepare Nursing Students for Obstetric and Pediatric Clinicals 临床训练营:一个创新的模拟经验，准备护理学生产科和儿科临床
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/15-1677
Connie Hogewood, Tedra S. Smith, S. Etheridge, S. Britt
{"title":"Clinical Boot Camp: An Innovative Simulation Experience to Prepare Nursing Students for Obstetric and Pediatric Clinicals","authors":"Connie Hogewood, Tedra S. Smith, S. Etheridge, S. Britt","doi":"10.5480/15-1677","DOIUrl":"https://doi.org/10.5480/15-1677","url":null,"abstract":"&NA; Obstetric and pediatric patients require unique specialized care not included in traditional adult health education. To prepare nursing students for clinical rotations beginning the second week of class, faculty developed an innovative one‐day simulation seminar, the OB/PEDS Boot Camp, in which groups of students rotated through six stations of obstetric and pediatric simulation exercises. This article provides insight on the development and implementation of the OB/PEDS Boot Camp.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117014874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education 协同课堂模拟(CCS):在护理教育中应用模拟的创新教学法
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/14-1420
J. Berndt, G. Dinndorf-Hogenson, R. Herheim, C. Hoover, Nicole M. Lang, J. Neuwirth, Bethany Tollefson
{"title":"Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education","authors":"J. Berndt, G. Dinndorf-Hogenson, R. Herheim, C. Hoover, Nicole M. Lang, J. Neuwirth, Bethany Tollefson","doi":"10.5480/14-1420","DOIUrl":"https://doi.org/10.5480/14-1420","url":null,"abstract":"&NA; Collaborative Classroom Simulation (CCS) is a pedagogy designed to provide a simulation learning experience for a classroom of students simultaneously through the use of unfolding case scenarios. The purpose of this descriptive study was to explore the effectiveness of CCS based on student perceptions. Baccalaureate nursing students (n = 98) participated in the study by completing a survey after participation in the CCS experience. Opportunities for collaboration, clinical judgment, and participation as both observer and active participant were seen as strengths of the experience. Developed as a method to overcome barriers to simulation, CCS was shown to be an effective active learning technique that may prove to be sustainable.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131101020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 26
Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for Further Research 跨学科灾害演练模拟:为进一步研究奠定基础
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/14-1544
K. A. Zapko, M. Ferranto, Cheryl A. Brady, Andrea Corbisello, D. Hill, Ruth Mullen, Phyllis Jean DeFiore-Golden, Lorene S Martin
{"title":"Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for Further Research","authors":"K. A. Zapko, M. Ferranto, Cheryl A. Brady, Andrea Corbisello, D. Hill, Ruth Mullen, Phyllis Jean DeFiore-Golden, Lorene S Martin","doi":"10.5480/14-1544","DOIUrl":"https://doi.org/10.5480/14-1544","url":null,"abstract":"AIM The aim of this study was to examine the effect of using serial simulations with progression through the nursing curriculum. BACKGROUND Simulation provides a way to learn without fear of failure and increase critical thinking and clinical decision‐making skills. Learning in an interdisciplinary simulation provides a greater understanding of teamwork and communication skills. METHOD The NLN/Jeffries Simulation Framework was used in an interactive disaster drill with role‐playing patient actors and manikins. In a debriefing session, nursing and radiology students co‐presented scenarios. RESULTS Students displayed critical thinking and clinical decision‐making skills. They reported an increase in selfconfidence in caring for patients during a disaster, an increase in empathy, and learning by observing others. CONCLUSION This pilot study revealed that an interdisciplinary disaster drill simulation experience was a positive learning experience for both nursing and radiology students.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123833332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 25
Integrating Collaborative Interprofessional Simulation into Pre‐Licensure Health Care Programs 将协作跨专业模拟集成到许可证前医疗保健计划中
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/13-1108
S. N. New, Deborah Cooley Huff, L. Hutchison, T. Bilbruck, Patricia Sue Ragsdale, Joy E. Jennings, T. M. Greenfield
{"title":"Integrating Collaborative Interprofessional Simulation into Pre‐Licensure Health Care Programs","authors":"S. N. New, Deborah Cooley Huff, L. Hutchison, T. Bilbruck, Patricia Sue Ragsdale, Joy E. Jennings, T. M. Greenfield","doi":"10.5480/13-1108","DOIUrl":"https://doi.org/10.5480/13-1108","url":null,"abstract":"&NA; This interprofessional education activity incorporated National League of Nursing unfolding case studies and patient simulation with nursing, pharmacy, and medical students. Faculty developed a full‐day simulation experience; the most unique element was a team meeting where nursing students presented home health findings to an interprofessional team, and students worked together to design a comprehensive plan of care. All students were in their geriatric specialty program rotations. The interprofessional simulation introduced students across disciplines for the purpose of enhancing communication, developing mutual respect, and identifying role clarity through team learning.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121024931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
An Introduction to Unexpected Grief for Pre‐Licensure Nursing Students: A Simulation and Interprofessional Expert Panel Regarding Fetal Demise 关于胎儿死亡的模拟和跨专业专家小组:关于执照前护理学生意外悲伤的介绍
Nursing Education Perspective Pub Date : 2015-11-01 DOI: 10.5480/14-1302
Candace C. Knight, Kelly D Dailey, Erin R. Currie
{"title":"An Introduction to Unexpected Grief for Pre‐Licensure Nursing Students: A Simulation and Interprofessional Expert Panel Regarding Fetal Demise","authors":"Candace C. Knight, Kelly D Dailey, Erin R. Currie","doi":"10.5480/14-1302","DOIUrl":"https://doi.org/10.5480/14-1302","url":null,"abstract":"&NA; To provide pre‐licensure nursing students with a safe, clinically appropriate learning experience in unexpected grief in the obstetric setting, a simulation scenario involving intrauterine fetal demise was implemented. Narrative feedback from students following the simulation indicated that the death of a fetus and the grief of the family were upsetting. For this reason, an interdisciplinary panel to provide pastoral care and grief support was invited to take part in debriefing during subsequent simulations. Evaluations of subsequent simulations were positive.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132167478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
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