Nurse education today
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Nurse education today · Oct 2016
Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.
Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. ⋯ No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (P<0.01) and its sub-scales of evaluation and deduction (P<0.05) and in the overall metacognitive awareness score (P<0.001) after performing the PBL method.
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Nurse education today · Oct 2016
Assessment of a learning intervention in palliative care based on clinical simulations for nursing students.
Major deficiencies exist in undergraduate nursing education for Palliative Care. Opportunities to care for dying patients are often unavailable to students in traditional clinical settings. Palliative care simulation is an innovative strategy that may help to prepare undergraduate nursing students to provide quality palliative/end of life care. It is valuable to explore the student nurses' beliefs, feelings and satisfaction regarding the impact that simulation clinic applied to palliative care has and how it influenced their overall experience of caring for a dying patient and the patient's family. This study aimed to evaluate a learning intervention in palliative care using a low-fidelity clinical simulation for undergraduate nursing students from a Spanish university, based on the analytics of their expectations and learning objectives. ⋯ Our results suggest that low-fidelity clinical simulation intervention training in palliative care is an appropriate and low-cost tool for acquiring competitive skills. Learning in the simulation scenarios provides a mechanism for students to improve student communication skills.
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Nurse education today · Oct 2016
The impact of quantitative feedback on the performance of chest compression by basic life support trained clinical staff.
The quality of CPR is directly related to survival outcomes following sudden cardiac arrest but, CPR competency amongst nursing and medical staff is generally poor. The skills honed in CPR recertification training rapidly decline in quality, even as soon as eight weeks following the training. High frequency low dose training has been recommended to address this decay in skills. Automated training devices that provide feedback may be useful in conducting low dose training, which would assist hospitals to manage the often logistically difficult, and financially costly exercise of conducting training programs. Little evidence is published about the improvement in skills performance that can be derived from isolated feedback from these training devices. ⋯ The feedback provided from an automated training device was sufficient to produce an improvement in performance in chest compressions in CPR. This demonstrates an alternate staff training model that could improve patient outcomes, and allow for higher frequency training whilst potentially reducing costs and the logistical problems many medical institutions face with staff training.