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Virtual Reality Simulation in a Health Assessment Laboratory Course: A Mixed-methods Explanatory Study Examining Student Satisfaction and Self-confidence. 健康评估实验课程中的虚拟现实模拟：考察学生满意度和自信心的混合方法解释性研究。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-03-18 DOI: 10.1097/NNE.0000000000001635
Jill Vihos, Andrea Chute, Sue Carlson, Mamta Shah, Karen Buro, Nirudika Velupillai
{"title":"Virtual Reality Simulation in a Health Assessment Laboratory Course: A Mixed-methods Explanatory Study Examining Student Satisfaction and Self-confidence.","authors":"Jill Vihos, Andrea Chute, Sue Carlson, Mamta Shah, Karen Buro, Nirudika Velupillai","doi":"10.1097/NNE.0000000000001635","DOIUrl":"10.1097/NNE.0000000000001635","url":null,"abstract":"<p><strong>Background: </strong>The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course.</p><p><strong>Methods: </strong>Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier's Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews.</p><p><strong>Results: </strong>Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students' satisfaction and self-confidence.</p><p><strong>Conclusions: </strong>VRS experiences are correlated with high student satisfaction and self-confidence.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177763","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}
引用次数: 0
Simulated End-of-Life Nursing Care Teaching: Clinical Simulation Investigation House. 模拟临终护理教学：临床模拟调查之家。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-10-23 DOI: 10.1097/NNE.0000000000001631
Cynthia Bickings, Heather Keperling, Colleen Rhoads
{"title":"Simulated End-of-Life Nursing Care Teaching: Clinical Simulation Investigation House.","authors":"Cynthia Bickings, Heather Keperling, Colleen Rhoads","doi":"10.1097/NNE.0000000000001631","DOIUrl":"10.1097/NNE.0000000000001631","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177762","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}
引用次数: 0
Communication and Collaboration: Having Students "Walk the Walk" Using a Virtual Escape Room. 交流与合作：利用虚拟逃生室让学生 "走在路上"。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-05-09 DOI: 10.1097/NNE.0000000000001656
Maureen J Baker, Theresa Raphael-Grimm
{"title":"Communication and Collaboration: Having Students \"Walk the Walk\" Using a Virtual Escape Room.","authors":"Maureen J Baker, Theresa Raphael-Grimm","doi":"10.1097/NNE.0000000000001656","DOIUrl":"10.1097/NNE.0000000000001656","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140904214","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}
引用次数: 0
Student Wellness and Engagement: Strategies for Enhancing Classroom Instruction. 学生健康与参与：加强课堂教学的策略》。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-06-20 DOI: 10.1097/NNE.0000000000001692
Erica Sciarra, John Patro, Cristianna Cardinale
{"title":"Student Wellness and Engagement: Strategies for Enhancing Classroom Instruction.","authors":"Erica Sciarra, John Patro, Cristianna Cardinale","doi":"10.1097/NNE.0000000000001692","DOIUrl":"10.1097/NNE.0000000000001692","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433398","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}
引用次数: 0
The Student Voice: Perceptions of Durable Learning. 学生的声音：对持久学习的看法。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-05-03 DOI: 10.1097/NNE.0000000000001653
Crista Reaves, Erin Kitt-Lewis, Marci Mechtel, Paul Logan
{"title":"The Student Voice: Perceptions of Durable Learning.","authors":"Crista Reaves, Erin Kitt-Lewis, Marci Mechtel, Paul Logan","doi":"10.1097/NNE.0000000000001653","DOIUrl":"10.1097/NNE.0000000000001653","url":null,"abstract":"<p><strong>Background: </strong>Durable learning is the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education (NE).</p><p><strong>Purpose: </strong>The purpose of this study was to understand the perceptions of how learners acquire and retain knowledge.</p><p><strong>Methods: </strong>Nursing students and recent graduates were recruited from 2 large universities. Focus groups (n = 7) were audio-recorded, and transcripts were analyzed.</p><p><strong>Results: </strong>Thematic analysis of learners' perceptions revealed (1) effective learner-initiated techniques, (2) effective instructor-initiated techniques, (3) learner-initiated techniques that were not effective, and (4) instructor-initiated techniques in the classroom, clinical practice, and simulation that were not effective.</p><p><strong>Conclusion: </strong>Additional research is needed to understand faculty perspectives on durable learning techniques and their effectiveness. Findings from student, graduate, and faculty perspectives will guide the development of a validated, reliable tool to evaluate durable learning in NE.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140892522","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}
引用次数: 0
Exposure of Undergraduate Nursing Students to Standing Environments: A Longitudinal Study on Plantar Force and Pressure Distribution. 护理专业本科生接触站立环境：关于足底力和压力分布的纵向研究。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-05-09 DOI: 10.1097/NNE.0000000000001651
Rafael A Bernardes, Sílvia Caldeira, Minna Stolt, Inês F Almeida, Jéssica Simões, Íris Paulo, Ana Sofia Magalhães, Arménio Cruz
{"title":"Exposure of Undergraduate Nursing Students to Standing Environments: A Longitudinal Study on Plantar Force and Pressure Distribution.","authors":"Rafael A Bernardes, Sílvia Caldeira, Minna Stolt, Inês F Almeida, Jéssica Simões, Íris Paulo, Ana Sofia Magalhães, Arménio Cruz","doi":"10.1097/NNE.0000000000001651","DOIUrl":"10.1097/NNE.0000000000001651","url":null,"abstract":"<p><strong>Background: </strong>Understanding the link between plantar force, pressure, and foot discomfort is important for nursing students' well-being, given the prevalence of foot and ankle musculoskeletal disorders among nurses. Assessing these factors can inform tailored self-care interventions, supporting holistic nursing education.</p><p><strong>Purpose: </strong>To assess the plantar force and pressure distribution of third-year nursing students at baseline and after 5 months of exposure to a clinical setting.</p><p><strong>Methods: </strong>A prospective cohort study in a Portuguese nursing school measured changes in podiatric profile at 5 months, including peak pressure, maximum force, and contact area.</p><p><strong>Results: </strong>Elevated mean peak pressure in the heel correlated positively with maximum force and contact area. Negative correlations were found between the contact area and edema. Peak pressure correlated positively with thigh pain, indicating pressure transfer to metatarsal heads.</p><p><strong>Conclusions: </strong>The findings underscore the importance of integrating ergonomic education into nursing curricula and raising awareness of self-care interventions.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140900317","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}
引用次数: 0
Evaluating the Effectiveness of Expert Modeling Videos on Nursing Student Competency Behaviors. 评估专家示范视频对护理专业学生能力行为的影响。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-05-09 DOI: 10.1097/NNE.0000000000001654
Tracy M Dodson, Janet M Reed
{"title":"Evaluating the Effectiveness of Expert Modeling Videos on Nursing Student Competency Behaviors.","authors":"Tracy M Dodson, Janet M Reed","doi":"10.1097/NNE.0000000000001654","DOIUrl":"10.1097/NNE.0000000000001654","url":null,"abstract":"<p><strong>Background: </strong>Expert modeling videos (EMVs) have shown promise in improving students' performance in simulation. However, research evaluating the impact of EMVs is limited to major performance areas, lacking exploration into specific student competency behaviors.</p><p><strong>Purpose: </strong>This study evaluated the effect of an EMV intervention on undergraduate nursing students' behavioral competencies as measured by the Creighton Competency Evaluation Instrument (CCEI).</p><p><strong>Methods: </strong>Using a quasi-experimental pragmatic evaluation design, students in a medical surgical nursing course (n = 160) viewed either an expert model demonstration video (experimental) or expert model discussion video (control). Students' behavioral competencies were measured and compared between groups using the CCEI.</p><p><strong>Results: </strong>Students who viewed an expert model demonstration video performed at a higher level of competency in 11 of the 18 CCEI behaviors.</p><p><strong>Conclusion: </strong>Using EMVs in nursing simulation may improve students' ability to achieve clinical competency in nursing specific behaviors.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140904307","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}
引用次数: 0
Demystifying the Technology Barriers of Nurse Educators. 解开护士教育者的技术障碍。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-06-17 DOI: 10.1097/NNE.0000000000001677
Will Brewer, Neysa Brown, Nikki Davenport, Ann Marie Irons, Michael Floren, Beverly Russell, Melanie Looser, W Paige Martin, Amanda Hunt
{"title":"Demystifying the Technology Barriers of Nurse Educators.","authors":"Will Brewer, Neysa Brown, Nikki Davenport, Ann Marie Irons, Michael Floren, Beverly Russell, Melanie Looser, W Paige Martin, Amanda Hunt","doi":"10.1097/NNE.0000000000001677","DOIUrl":"10.1097/NNE.0000000000001677","url":null,"abstract":"<p><strong>Background: </strong>Technology is pivotal in nursing education, with methods such as the flipped classroom, active learning, and patient simulation becoming integral. Despite this, persistent barriers hinder technology's full integration.</p><p><strong>Methods: </strong>An online survey collected data from nursing faculty members (n = 1761) in prelicensure nursing programs. The survey assessed their views on technology, barriers, training needs, and importance in classroom and simulation settings.</p><p><strong>Results: </strong>Participants highlighted financial support, commitment, and administrative support as critical for technology adoption. Statistical analysis of the results revealed differences in the rankings of the importance of technology, emphasizing the significance of these factors. Additionally, time in the classroom was noted as a significant barrier.</p><p><strong>Conclusions: </strong>Technology's role in nursing education continues to expand. Overcoming financial constraints and enhancing faculty buy-in are essential for successful technology integration, ultimately, improving informatics competencies and advancing technological nursing education.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141332500","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}
引用次数: 0
Escaping the PowerPoint: An Active Learning Strategy. 逃离 PowerPoint：主动学习策略
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-10-23 DOI: 10.1097/NNE.0000000000001623
Alice Fanning
{"title":"Escaping the PowerPoint: An Active Learning Strategy.","authors":"Alice Fanning","doi":"10.1097/NNE.0000000000001623","DOIUrl":"10.1097/NNE.0000000000001623","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139984586","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}
引用次数: 0
Leveraging Artificial Intelligence: Augmented Learning in a Graduate Nursing Informatics Course. 利用人工智能：护理信息学研究生课程中的增强学习。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2024-11-01 Epub Date: 2024-05-29 DOI: 10.1097/NNE.0000000000001662
Christopher Hickman, Penni Watts, Matthew Jennings, Curry Bordelon
{"title":"Leveraging Artificial Intelligence: Augmented Learning in a Graduate Nursing Informatics Course.","authors":"Christopher Hickman, Penni Watts, Matthew Jennings, Curry Bordelon","doi":"10.1097/NNE.0000000000001662","DOIUrl":"10.1097/NNE.0000000000001662","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141176799","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}
引用次数: 0
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