المؤلفون: Vildan Kocatepe, Vesile Ünver, Hilalnur Küçükakgün, Dilek Yildirim, Selma Atay, Şengül Üzen Cura

المساهمون: Acibadem University Dspace

المصدر: Asian Nursing Research, Vol 14, Iss 3, Pp 158-164 (2020)

مصطلحات موضوعية: Male, knowledge, simulation training, Trainer, media_common.quotation_subject, education, Job Satisfaction, Task (project management), Occupational Stress, Young Adult, 03 medical and health sciences, 0302 clinical medicine, Nursing, nursing, Stress (linguistics), ComputingMilieux_COMPUTERSANDEDUCATION, Humans, 030212 general & internal medicine, Patient group, General Nursing, media_common, personal satisfaction, lcsh:RT1-120, Modalities, lcsh:Nursing, 030504 nursing, Undergraduate education, General Medicine, Self Concept, Patient Simulation, Self-confidence, Actual practice, Female, Students, Nursing, Clinical Competence, 0305 other medical science, Psychology

الوصف: WOS:000566661400004 Purpose: The aim of this study was to compare the effect of different simulation modalities on knowledge, skill, stress, satisfaction, and self-confidence levels of students receiving undergraduate education in three nursing schools. Method: This was an experimental study. Students applied the scenario of "Respiratory Sounds Assessment" which was prepared according to three different simulation modalities. In the study, the standardized patient, high-fidelity simulation, and partial task trainer were used as simulation modalities. Results: An increase was observed in postpractice knowledge levels of the three groups which had similar knowledge levels before the practice. Virtual Analog Scale stress levels of the students in the standardized patient group were higher than those of others. The students' mean scores of satisfaction in learning were higher in the standardized patient group. The students in the partial task trainer group had lower scores of self-confidence in learning. Skill scores of the students were lower in the standardized patient practice than those in others. Conclusion: Simulation-based experiences give students the opportunity of experiencing situations they may experience in the actual practice beforehand. Therefore, this may increase their performance in real practices, as reality increases in the standardized patient group. (c) 2020 Korean Society of Nursing Science. Published by Elsevier BV. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0Test/).

وصف الملف: application/pdf

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cbef51e158f25bc376eeb3cd824fc54dTest
https://hdl.handle.net/11443/1912Test

المؤلفون: Caleb Ferguson, Cherie Lucas, Tamara Power, Carolyn Hayes

مصطلحات موضوعية: 020205 medical informatics, Interprofessional Relations, education, Pharmaceutical Science, Pharmacy, Pilot Projects, 02 engineering and technology, Session (web analytics), 03 medical and health sciences, Nursing, Multidisciplinary approach, Health care, 0202 electrical engineering, electronic engineering, information engineering, Humans, Learning, Pharmacology & Pharmacy, Patient Care Team, 030504 nursing, Health professionals, business.industry, Debriefing, Interprofessional education, Models, Theoretical, Students, Pharmacy, Scale (social sciences), 1115 Pharmacology and Pharmaceutical Sciences, 1117 Public Health and Health Services, Students, Nursing, 0305 other medical science, business, Psychology

الوصف: BACKGROUND:Simulation is an effective strategy for enhancing interprofessional education (IPE) and collaboration (IPC). OBJECTIVES:A novel interprofessional learning model, The RIPE Model (Reflective Interprofessional Education Model) was applied for a pilot study during a simulation laboratory aimed to (i) enhance pharmacy and nursing students' understanding of the roles and responsibilities of professions within the multidisciplinary healthcare team; and (ii) enhance the importance of working collaboratively in team-based care. METHODS:The pilot study using a mixed-methods approach, including the administration of a 6-item student survey on a 6-point Likert-type scale as a pre-test (prior to participation in the simulation laboratory) and post-test (after participation in the simulation laboratory), and a debriefing session eliciting a follow up written reflective statement. RESULTS:Sixty-four students (n = 56 pharmacy; n = 8 nursing) participated in the study which resulted n = 52 pharmacy students and n = 8 nursing students matched data to a pre-test and post-test survey, analyzed via paired t-tests. Statistically significant results (p

وصف الملف: Print-Electronic; application/pdf

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e77c27fab55160446a9f1084ac75e6a1Test
https://hdl.handle.net/10453/141844Test