Nurse Education in Practice最新文献

{"title":"Effectiveness of high versus mixed-level fidelity simulation on undergraduate nursing students: A randomised controlled trial","authors":"Carolina Chabrera ,&nbsp;Laura Curell ,&nbsp;Encarnación Rodríguez-Higueras","doi":"10.1016/j.nepr.2024.104206","DOIUrl":"10.1016/j.nepr.2024.104206","url":null,"abstract":"<div><h3>Aim</h3><div>This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students.</div></div><div><h3>Background</h3><div>High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies.</div></div><div><h3>Design</h3><div>A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2).</div></div><div><h3>Method</h3><div>This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale.</div></div><div><h3>Results</h3><div>Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p &lt; 0.05), clinical skills (6.8 and 6.6, p &lt; 0.05), communication (8.0 and 8.3, p &lt; 0.05) and ethics (7.6 and 7.5, p &lt; 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10).</div></div><div><h3>Conclusions</h3><div>High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104206"},"PeriodicalIF":3.3,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142700480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of an e-book in enhancing knowledge, coping behaviors and preventive strategies for sexual harassment prevention among new nurses: A randomized controlled study","authors":"Ting-Shan Chang ,&nbsp;Ya-Ling Tzeng ,&nbsp;Yu-Kuei Teng ,&nbsp;Chih-Hung Chen","doi":"10.1016/j.nepr.2024.104198","DOIUrl":"10.1016/j.nepr.2024.104198","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of an interactive e-book in improving new nurses' knowledge, coping behaviors and preventive strategies for sexual harassment prevention, while also assessing its impact on learning motivation.</div></div><div><h3>Background</h3><div>Sexual harassment has a detrimental effect on nurses' physical and mental well-being, as well as on patient safety, with new nurses being particularly vulnerable.</div></div><div><h3>Design</h3><div>A single centre, randomized controlled study.</div></div><div><h3>Methods</h3><div>The study included 102 new nurses with less than 6 months of experience, recruited from a medical center in Taiwan. Participants were randomly assigned to the intervention group (e-book, n = 51) or the control group (video and manual, n = 51). Scales assessing sexual harassment prevention knowledge, coping behaviors, prevention strategies and learning motivation were used at baseline (T1), post-course (T2) and 2 weeks after the course (T3).</div></div><div><h3>Results</h3><div>Baseline measurements were similar between groups. The intervention group had significantly higher scores in prevention knowledge, strategies and learning motivation (p = 0.001; p = 0.05; p &lt; 0.001) compared with the control group, though coping behavior scores were not statistically different (p = 0.228). Group and time effects were significant at T3 for prevention knowledge (p = 0.039), strategies (p = 0.042) and learning motivation (p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>The e-book may enhance new nurses' knowledge and learning motivation for sexual harassment prevention, offering potential advantages over video/manual-based methods. Incorporating interactive e-books into nurse training programs could improve the effectiveness of sexual harassment prevention education.</div></div><div><h3>Trial registration</h3><div>This study was registered at the Clinical Research Information Service (NCT04139720.) on 30 January 2020 and the participant recruitment was initiated in 11 April 2020.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104198"},"PeriodicalIF":3.3,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Features influencing surface acting of different clusters of nursing students in vocational college based on interpretable machine learning: A cross-sectional study","authors":"Chaojin Da ,&nbsp;Chen Wu ,&nbsp;Zhenying Ji ,&nbsp;Yuxin Zhang ,&nbsp;Nanzhu Sun ,&nbsp;Lu Yang ,&nbsp;Qiuyan Zhao ,&nbsp;Wenjuan He ,&nbsp;Yanjin Huang ,&nbsp;Qi Wang","doi":"10.1016/j.nepr.2024.104204","DOIUrl":"10.1016/j.nepr.2024.104204","url":null,"abstract":"<div><h3>Aim</h3><div>To explore and explain the mechanisms that influence surface acting in nursing students with different characteristics.</div></div><div><h3>Background</h3><div>Nurses are now expected to deliver patient-centered care which necessitates the emotional labor. Surface acting, a form of emotional labor, can lead to negative outcomes. Given that nursing students are the backbone of the future nursing profession, there is an urgent need to investigate their surface acting tendencies and identify potential factors for early intervention.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>This study was surveyed in a vocational college in Gansu, China. Participants completed the general information questionnaire, Bem Sex Role Inventory, Professional Identity Questionnaire of Nursing Students and Surface Acting Scale. K-means cluster analysis was performed, followed by random forest algorithm and SHapley Additive exPlanations based on Python program.</div></div><div><h3>Results</h3><div>A total of 1241 nursing students from vocational college were investigated and were clustered into 4 groups. The five dimensions of professional identity had higher feature importance in all four groups, with professional self-image having the highest feature importance in Cluster 3. Professional self-image and understanding retention benefits and turnover risks were negative predictors of surface acting in all four groups. Social comparison and self-reflection, independence of career choice and social modeling regarding nursing profession were positively correlated with surface acting in specific groups. In Cluster 1, there exists a positive correlation between professional self-image and the constructs of social comparison and self-reflection; as well as a negative correlation between maternal education and understanding of retention benefits and turnover risks.</div></div><div><h3>Conclusions</h3><div>Professional identity significantly influences surface acting behaviors among nursing students, with professional self-image serving as a key negative predictor. Positive family conditions, access to educational resources, parental literacy, masculine or feminine gender roles and first-year nursing students, these traits have implications when dimensions of professional identity are used to predict surface acting behaviors.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104204"},"PeriodicalIF":3.3,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional identity development of advanced practice nurses: Evaluating its integration in curricula and relevance for professional practice","authors":"Kathleen Clark ,&nbsp;Alexander Rödlach ,&nbsp;Andrea Simek ,&nbsp;Joyce Miller ,&nbsp;Mariana Ballesteros ,&nbsp;Rebecca Davis ,&nbsp;LeAnn Holmes ,&nbsp;Margo Minnich ,&nbsp;Alexandra Schultz","doi":"10.1016/j.nepr.2024.104202","DOIUrl":"10.1016/j.nepr.2024.104202","url":null,"abstract":"<div><h3>Aim</h3><div>To demonstrate how students, alums and faculty view the effectiveness of the integration of university mission statements into curriculum and their significance for preparing for professional practice.</div></div><div><h3>Background</h3><div>This study builds on previous research exploring the influence of mission, vision and values statements in informing DNP program curricula and contributing to the development of students' professional identity by analyzing how the themes found were integrated into curricula and their perceived relevancy for practice.</div></div><div><h3>Design</h3><div>A mixed-methods approach was used called Group Concept Mapping, which built on the previous qualitative data found using quantitative analysis. A DNP program in the U.S. American Midwest participated in this research. Participants included thirty-one students, alumni and faculty from this DNP program.</div></div><div><h3>Methods</h3><div>32 statements were generated from the previous study, where participants completed a sorting and rating activity in the Group Wisdom software system. Next, the participants sorted these same statements into groups based on their perceived similarity and the results were analyzed using two bivariate statistical methods that created concept maps. Lastly, participants further identified how each statement was clearly articulated in their DNP educational experiences and how relevant these themes were for professional practice.</div></div><div><h3>Results</h3><div>The results suggest that the participants found most themes to be clearly articulated in the curriculum and found them relevant to practice.</div></div><div><h3>Conclusions</h3><div>This study provides evidence that educational experiences that allow nurses to develop a professional identity are well-integrated into the DNP curriculum and that these themes have relevance to professional practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104202"},"PeriodicalIF":3.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142693152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of a mindful self-compassion workshop incorporating sandtray on burnout in undergraduate nursing students: A mixed methods, pre-post study","authors":"Danielle J. Durant ,&nbsp;V. Fawn Colburn ,&nbsp;Claudia Guerrazzi-Young","doi":"10.1016/j.nepr.2024.104203","DOIUrl":"10.1016/j.nepr.2024.104203","url":null,"abstract":"<div><h3>Aim</h3><div>To assess the impact of a 4-hour, hands-on mindful self-compassion workshop incorporating sand tray exercises on undergraduate nursing student understanding of mindfulness and self-compassion, as well as feelings of burnout.</div></div><div><h3>Background</h3><div>Burnout is the primary reason nurses leave the profession. Given widespread nursing shortages, it is important to address burnout early, with proven approaches. Mindfulness-based interventions have shown to reduce burnout in healthcare workers.</div></div><div><h3>Design</h3><div>This is a mixed methods interventional study with a pre-post design.</div></div><div><h3>Methods</h3><div>A pre- and 2-month post-survey of demographic, lifestyle questions and the Maslach Burnout Inventory-Student Edition (MBI-S) was administered to participants and controls. Open-ended questions assessed participants’ understanding of the concepts of mindfulness and self-compassion. A qualitative post-workshop survey assessed participants’ reactions to the workshop. Multivariate regression analysis using a difference-in-differences approach assessed changes in the domains of burnout and overall feelings of burnout. Thematic analysis assessed changes in understanding of mindfulness and self-compassion and effectiveness of the workshop.</div></div><div><h3>Results</h3><div>A convenience sample of 133 undergraduate nursing students (68 participants, 65 controls) was recruited. The proportion of respondents indicating they feel burned out once a week or more was significantly lower for participants post-intervention than controls, with participants experiencing 71 % reduced odds (OR =.289, <em>P</em>=.085). Additionally, the intervention improved understanding of mindfulness and self-compassion and was considered effective at improving emotional awareness and control.</div></div><div><h3>Conclusion</h3><div>A mindful self-compassion workshop using sandtray exercises improved student nurse understanding of these concepts, was well-received and decreased the frequency with which students feel burned out.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104203"},"PeriodicalIF":3.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142692941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of game-based learning on the acquisition of intramuscular injection skills","authors":"Mucahide Gokcen Gokalp ,&nbsp;Sebnem Cinar Yucel ,&nbsp;Ozgun Yilmaz","doi":"10.1016/j.nepr.2024.104172","DOIUrl":"10.1016/j.nepr.2024.104172","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to determine the efficiency of game-based learning in nursing students' IMI skills training.</div></div><div><h3>Background</h3><div>Today, with the unstoppable development of digital technologies, the skills required by modern health services and the needs of nursing students have changed. For this reason, new teaching methods have been researched instead of traditional methods. Game-based learning will choose a dynamic learning environment for the use of game design elements in the acquisition of knowledge and the teaching of psychomotor skills, based on the theory of experimental learning while improving learning experiences with active student participation. However, its use in nursing education is limited.</div></div><div><h3>Design</h3><div>A pretest-posttest randomized controlled experimental study design was used.</div></div><div><h3>Methods</h3><div>The study was conducted at Ege University Faculty of Nursing in western Turkey. The sample size was determined through stratified randomization method and 135 nursing students participated in the study. Data were gathered by questionnaire method with the Student Descriptive Characteristics Form (SDCF), Intramuscular Injection Knowledge Form (IMIKF), Intramuscular Injection Implementation Checklist (IMIIC), Student Satisfaction and Confidence in Learning Scale (SSCLS) and Visual Comparison (Comfort) Scale (VCS). The chi-square test, the Mann-Whitney U test and the Brunner Langer method were performed in the SPSS 25.0 program.</div></div><div><h3>Results</h3><div>After the Intramuscular Injection Game-Based Learning Practice (IMIGBLP), the mean score of IMIICL (61±4.4) of the intervention group was significantly higher than the mean score of the control group (38±2.1) (p&lt;0.05). The mean score of the students in the intervention group was determined to be significantly higher than the mean score of the control group (p&lt;0.05). A significant difference was detected between the intervention and control group students in terms of their VCS scores after IMIGBLP (p&lt;0.05).</div></div><div><h3>Conclusion</h3><div>Considering the results of the study, it is recommended to use the game-based learning method in psychomotor skill training in nursing.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104172"},"PeriodicalIF":3.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of an escape room as a gamification evaluation tool on clinical reasoning and teamwork skills among nursing students: A quasi-experimental study","authors":"Esraa Elsayed Rushdan ,&nbsp;Marwa Ahmed El-Sayed Mohamed ,&nbsp;Ghada Elsayed Abdelhalim ,&nbsp;Ayman Mohamed El-Ashry ,&nbsp;Heba Fakieh Mansy Ali","doi":"10.1016/j.nepr.2024.104188","DOIUrl":"10.1016/j.nepr.2024.104188","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigates the impact of using escape rooms as a gamification evaluation tool on nursing students' clinical reasoning and teamwork skills.</div></div><div><h3>Background</h3><div>Escape rooms, originating in Japan in 2007, are team-based live-action games requiring participants to solve puzzles within a time limit. They develop essential skills such as teamwork, leadership, logic, creativity, critical thinking, communication and problem-solving. Educational escape rooms’ focuses on learning goals connected to curricula and are tailored to specific student groups.</div></div><div><h3>Design</h3><div>Pretest and posttest quasi-experimental study with a study and control groups were conducted.</div></div><div><h3>Methods</h3><div>The study involved 160 fourth-year nursing students, divided into study (80) and control (80) groups over four months, from October 2023 to the end of January 2024, in Egyptian, Alexandria nursing college. The tools used included the Teamwork Skills Questionnaire, the Nurses Clinical Reasoning Scale and a socio-demographic and academic data questionnaire.</div></div><div><h3>Results</h3><div>The study group showed significant improvements in clinical reasoning and teamwork skills post-intervention. Positive correlations between clinical reasoning and teamwork skills indicated that the escape room experience has a significant impact on students' critical thinking and collaborative abilities.</div></div><div><h3>Conclusion</h3><div>Escape rooms are effective educational tools for enhancing nursing students' clinical reasoning and teamwork skills, bridging the gap between theoretical knowledge and practical application. Escape rooms can be valuable additions to traditional teaching methods, better preparing students for clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"82 ","pages":"Article 104188"},"PeriodicalIF":3.3,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing training transfer among stroke specialist nurses: Insights from latent profile analysis","authors":"Wenqiong Lin ,&nbsp;Panpan Zhang ,&nbsp;Yaru Li ,&nbsp;Songyao Li ,&nbsp;Ziru Fang ,&nbsp;Hongmei Zhang","doi":"10.1016/j.nepr.2024.104180","DOIUrl":"10.1016/j.nepr.2024.104180","url":null,"abstract":"<div><h3>Aim</h3><div>Using Latent Profile Analysis (LPA) to identify distinct categories within stroke specialist nurses training transfer and to explore the factors influencing these categories.</div></div><div><h3>Background</h3><div>Stroke represents a significant worldwide health challenge. During the treatment and rehabilitation of stroke, stroke specialist nurses play an essential role. However, despite significant resources devoted in the training of stroke specialist nurses, the effectiveness of training transfer is still at a moderate or low level. Therefore, there is an urgent need to identify the factors affecting the training transfer of stroke specialist nurses and to formulate effective strategies for improvement based on these findings.</div></div><div><h3>Design</h3><div>This is a cross-sectional study.</div></div><div><h3>Method</h3><div>From August to September 2023, demographic questionnaires, stroke specialist nurses training transfer scales, nursing work environment scales, and job crafting questionnaire were used to survey 413 stroke specialist nurses in 5 tertiary hospitals in Henan Province, China. LPA was used to analyze the latent characteristics of nurse training transfer and to explore the predictive factors of different categories using univariate analysis and logistic regression.</div></div><div><h3>Results</h3><div>A total of 397 stroke specialist nurses were included, identifying three categories of training transfer: \"low training transfer group\" (20.40 %), \"medium training transfer group\" (31.74 %), and \"high training transfer group\" (47.86 %). Work experience, employment type, training duration, nursing work environment, and job crafting significantly influence the training transfer categories.</div></div><div><h3>Conclusion</h3><div>The majority of stroke specialist nurses fall into medium and low training transfer group. Contract employment and less work experience are the main reasons for medium and low levels of training transfer. Enhancing work experience, designing effective training courses, ensuring equal pay, improving the nursing environment, and implementing job crafting strategies could effectively improve training transfer for various types of stroke specialist nurses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104180"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing nursing education through mobile health clinics: Aligning AACN core competencies with pediatric clinical experiences in rural and indigenous communities","authors":"Shelly Hogan,&nbsp;Madeline Metcalf,&nbsp;Ann Galloway,&nbsp;Nicole Krueger,&nbsp;Laura Larsson","doi":"10.1016/j.nepr.2024.104200","DOIUrl":"10.1016/j.nepr.2024.104200","url":null,"abstract":"<div><h3>Aim</h3><div>A well-prepared nursing workforce is essential to meet the healthcare needs of rural, underserved, and Indigenous communities. This study examines nursing students' perceptions of a Mobile Health Training Program (MHTP) that integrates AACN core competencies, with a focus on culturally responsive care, interprofessional collaboration, and professional development. Over the past two years, the MHTP conducted preschool health screenings for children aged 0–5 at four Tribal nations in Montana.</div></div><div><h3>Design</h3><div>Survey followed by qualitative analysis.</div></div><div><h3>Methods</h3><div>A total of 160 nursing undergraduate nursing students completed post-clinical surveys between September 2022 and May 2024. The survey responses were analyzed qualitatively to identify themes related to rural healthcare, culturally responsive care, exposure to diverse communities and professional growth.</div></div><div><h3>Results</h3><div>The MHTP was valued by 95 % of students. Four key themes emerged: insights into rural healthcare, practicing culturally responsive care, exposure to diverse communities, and professional growth. American Indian/Alaska Native students emphasized the need for culturally reflective opportunities for all. The MHTP aligned with AACN competencies, enhancing skills in patient-centered care, cultural competence, interprofessional collaboration, and systems-based practice.</div></div><div><h3>Conclusion</h3><div>The MHTP represents a practical model for nursing education, providing immersive, pediatric patient-focused experiences while engaging with high-priority communities. This study contributes to the limited literature on rural and Tribal clinical placements, highlighting the value of balancing simulation with direct clinical practice and preparing nursing students to address healthcare challenges in underserved areas.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104200"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using virtual patient simulation with partial task trainer: A quasi-experimental study","authors":"Gul Sahin Karaduman,&nbsp;Tulay Basak,&nbsp;Senem Duman","doi":"10.1016/j.nepr.2024.104177","DOIUrl":"10.1016/j.nepr.2024.104177","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students need educational approaches that provide sufficient knowledge and practice opportunities to improve their skills.</div></div><div><h3>Aim</h3><div>To analyze the benefits of incorporating partial task trainers into virtual patients, focusing on the effectiveness, performance, self-confidence, satisfaction and knowledge scores among senior nursing students in urinary catheterization for patients with acute urinary retention.</div></div><div><h3>Design</h3><div>A randomized, quasi-experimental design.</div></div><div><h3>Methods</h3><div>The study was conducted at a nursing faculty between April-May 2023 with 71 senior nursing students: 35 in the virtual patient group (Group I) and 36 in the virtual patient and partial task trainer group (Group II). The data were gathered using: <em>Personal Information Form</em>, <em>Student Satisfaction and Self-confidence in Learning Scale</em>, <em>Simulation Effectiveness Tool</em>, <em>Performance Report and Knowledge Report</em>.</div></div><div><h3>Results</h3><div>The <em>satisfaction</em> and <em>self-confidence</em> scores for Group I were 4.67 (SD 0.49) and 4.38 (SD 0.48), whereas Group II scored 4.88 (SD 0.22) and 4.70 (SD 0.34), respectively. The differences were statistically significant (p&lt;0.05). For the Simulation Effectiveness Tool, Group I scored 31.05 (SD 3.28) for <em>confidence</em> subdimension and 85.05 (SD 7.37) for the <em>total</em> score, whereas Group II scored 32.57 (SD 2.73 and 88.48 (SD 6.60), respectively. These differences were statistically significant (p&lt;0.05). No significant differences were found between the groups in the prebriefing, learning and debriefing subdimensions of the Simulation Effectiveness Tool (p&gt;0.05). <em>Performance</em> and <em>knowledge</em> scores also showed no significant differences (p&gt;0.05). Effect sizes for all statistically significant differences were moderate.</div></div><div><h3>Conclusions</h3><div>The results show that using virtual patients with partial task trainers increases students’ <em>satisfaction</em> and <em>self-confidence</em> and is perceived as effective in developing nursing interventions for patients with acute urinary retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104177"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}