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Descriptors:
Psychomotor Skills; Skill Development; Computer Simulation; Clinical Experience; Nursing Students; Undergraduate Students; Student Experience; Learning Processes; Interviews; Content Analysis; Video Technology; Reflection

Abstract:
Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision[TM], which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Control Groups; Family Violence; Patients; Nurses; Nursing Education; Listening Skills; Hospitals; Victims; Identification

Abstract:
The current study applies the Listening Styles Profile (LSP16) to nurses and nursing students. Compared to a control group (n = 102), nurses (n = 188) and nursing students (n = 206) show marked differences in listening styles. The majority of participants were people-oriented listeners. People-oriented nurses tend to be more knowledgeable about domestic abuse, as well as hospital policies and procedures. They are also the most confident about their ability to identify and assist victims of domestic abuse. Content-oriented listening is also conducive to effective screening, but time-oriented and action-oriented listening may be detrimental to patients. Implications for nursing education and effective screening are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Nursing Students; Nursing Education; Adoption; Technology Uses in Education; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Multimedia Instruction; Achievement Gains; Instructional Material Evaluation; Intermode Differences; Control Groups; Experimental Groups; Matched Groups; Cohort Analysis; Quasiexperimental Design; Knowledge Level

Abstract:
Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased by the type and combination of educational technology used in their instruction. By testing the use of various educational technologies and various combinations of these technologies on three different groups of learners, a pre- and post-test design was conducted to identify changes in post-test knowledge scores. Findings from this study suggest the use of combined educational technology may improve a student's ability to learn material as students in the group that used a combination of technologies scored higher on the knowledge post-test than the other groups studied. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cosmetology; Nursing Education; Vocational Education; Curriculum Design; Instructional Effectiveness; Academic Achievement; Pretests Posttests; Quasiexperimental Design; Student Surveys; Nursing Students; Two Year College Students

Abstract:
In Taiwan, people are getting more aware of beauty treatments and the concept of health care. This study hopes to bring all relevant concepts such as Aromatherapy, essential scented oils, medical foods, human meridians, Chinese five elements therapy, and beauty business management into the curriculum design, and seriously considered many factors when designing the curriculum. After that, a teaching experiment was conducted to evaluate if the courses were well planned. The experiment method incorporated a one-group pretest-posttest quasi-experimental design. The sample group consisted of a training class for beauty and body shaping in Pingtung County. After the class was over, a curriculum satisfaction survey was also conducted. All data were analyzed by SPSS with descriptive statistics and t-test for dependent samples. The results are as follows: 1) After the experiment, the curriculum proved to be effective in teaching. 2) Students majoring in Nursing or Cosmetology did not show any statistical difference in learning achievement. 3) After the class was over, students' grades improved and they displayed more knowledge about Aromatherapy. 4) Most students gave positive feedback regarding the learning activities of the Aromatherapy class. 5) Participants thought that this course was helpful in promoting self-interest in Aromatherapy class in the future. Finally, the researcher provided some suggestions for further study and future reference according to the research results. (Contains 10 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Older Adults; Advanced Students; Caring; Nursing Students; Novices; Patients; Nurses; Nursing Education; Student Attitudes; Stereotypes; Health; Career Choice

Abstract:
This study investigates novice and experienced student nurses' attitudes about caring for patients across the lifespan. Students were also asked why they would enjoy or not enjoy caring for children and older adults. Both novice (n = 114) and advanced (n = 56) nursing students were relatively positive about caring for patients across the lifespan. However, novices were significantly more negative about working with older patients, particularly after experiencing a first clinical placement. In contrast, a significant quadratic effect was found for advanced students, indicating more negativity about working with both children and older adults. When giving reasons for why they would enjoy caring for older patients, novices were more likely than were advanced students to focus on stereotypical characteristics and on negative health outcomes of older adults as a group. Overall, results suggest that the attitudes driving career interests in nursing students change as training advances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Nursing Students; Intention; Electronic Learning; Nursing Education; Models; Adoption (Ideas); Computer Simulation; Role Playing; Simulated Environment; Web Based Instruction; Virtual Classrooms; Predictor Variables; Use Studies; Usability; Instructional Effectiveness; Robustness (Statistics)

Abstract:
Learners need to have good reasons to engage and accept e-learning. They need to understand that unless they do, the outcomes will be less favourable. The technology acceptance model (TAM) is the most widely recognized model addressing why users accept or reject technology. This study describes the development and evaluation of a virtual environment, the online 3D world Second Life (SL), for learning rapid sequence intubation (RSI). RSI is an increasingly frequently used method of acute airway management in healthcare settings. The intention of learners to use the system was explored based on the TAM, with the computer self-efficacy construct as an external variable. Two hundred and six nursing students participated in this study. The findings suggest that the system was perceived as useful, and that the students felt confident working with computers and intended to review RSI in SL as often as needed. However, they remained neutral regarding the ease of use of the system. Strategies were suggested for boosting the students' self-confidence in using the system. Overall use of the TAM in this context was successful, indicating the robustness of the model. The limitations of the study were discussed and further areas of research on the TAM were proposed. (Contains 4 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physics; Medicine; Science Instruction; Jargon; Units of Study; Relevance (Education); Laboratory Experiments; Science Activities; Medical Education; Nursing Education; Medical Students; Nursing Students; Physiology; College Science; Secondary School Science

Abstract:
Two of the most frustrating things for me as a teacher are the way units and jargon can get in the way of understanding concepts. When I teach pre-nursing and medical students about blood pressure, they end up memorizing a lot of information that would be obvious if they had remembered some of their basic physics--particularly the ability to change units. Of course, the other solution would be to use units that make sense to the students. Some non-majors taking physics classes are thinking about careers in the medical field, but often don't see the connection between physics and their interest in medicine. However, there are a number of ways instructors can build on students' interests to help them explore real-world applications of physics "and" medicine. This laboratory exercise provides an example of one such connection, by engaging students in considering why large "g"-forces may cause individuals to "black out." We have used this activity with success in a pre-nursing physiology class and believe it could be easily adapted for teachers of high school physics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Education; Science Education; Medical Students; Nursing Students; Older Adults; Student Attitudes; Intervention; Higher Education; Questionnaires; Service Learning

Abstract:
The purpose of this study was to explore the long term effect of a service learning project on medical and nursing students' knowledge in aging and their attitudes toward older adults. A total of 124 students were recruited and then randomized to intervention group (IG) and control group (CG). A pre-and-post-intervention design measured students' knowledge in aging (using modified Palmore's Fact on Aging Quiz) and attitudes toward older adults (using Kogan's Old People Scale). A total of 103 students completed all the activities and questionnaires. After the intervention, there were significant differences between the IG and CG on Palmore's mental health (MH) (P = 0.04), Palmore's total score (P = 0.02) and Kogan's negative attitudes toward older adults (P = 0.001). All students increased their positive attitude toward older adults after the intervention. However, both the IG and CG showed a decrease in positive attitudes 1 month after the interventon, and such decrease varied, depending on the programme which students attended. The current study showed that the 10-week service learning activities significantly increased medical and nursing students' overall knowledge of aging and their understanding of mental health needs in old age, and reduced their negative attitudes toward older adults. However, the effect is not long-lasting. On the other hand, its effect on positive attitudes toward older adults cannot be concluded. Periodic contacts with older adults via service learning activities may be needed to sustain attitude change toward older adults. (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Feedback (Response); Undergraduate Students; Study Skills; Academic Support Services; Nursing Education; Course Evaluation; Units of Study; Blended Learning; Integrated Learning Systems; Online Courses; Lecture Method; Student Attitudes; Focus Groups; Student Surveys; Nursing Students; College Instruction; Instructional Effectiveness; Mixed Methods Research; Pretests Posttests; Interviews; Statistical Analysis; Qualitative Research

Abstract:
This article describes the evaluation of an online study skills course unit designed, using evidence-based principles, to support undergraduate students. A mixed-methods approach was employed to establish the extent to which the unit was (a) fit for purpose and (b) effective. Data were obtained from an online survey (n = 63) conducted on entry to the unit and on exit several months later and from face-to-face interviews with students (n = 12). Moderate to large positive and statistically significant changes between entry and exit measures of student knowledge and confidence in a variety of study-related skills were identified in the survey data. Positive data regarding confidence were also evident in the interview data, which further revealed that, although the unit was generally seen as fit for purpose, there were some issues regarding feedback to students and the supporting face-to-face tutorials that were provided. The literature would benefit from larger-scale and more robustly designed research in this area. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Simulation; Simulated Environment; Mental Health; Nursing Students; Creativity; Nursing Education; Clinical Teaching (Health Professions); Barriers; Computer Assisted Instruction; Blended Learning; Educational Technology; Electronic Learning; Instructional Design; Instructional Effectiveness; College Instruction; College Students; Student Attitudes; Statistical Analysis; Student Surveys

Abstract:
Nursing education programs are proliferating rapidly in the United States in an effort to meet demand for nurse professionals. Multiple challenges arise from this rapid expansion. One challenge is finding sufficient clinical sites to accommodate students. Increased competition for scarce resources requires creativity in clinical contracting. This paper examines the challenges associated with providing virtual clinical--experiences and environments rich in diversity and exposure, yet safe for experimentation and learning of mental health nursing students. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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