Social media providing an international virtual elective experience for student nurses

The advances in social media offer many opportunities for developing understanding of different countries and cultures without any implications of travel. Nursing has a global presence and yet it appears as though students have little knowledge of the health and social care needs and provision outside their local environment. Our collaboration across three countries, New Zealand, United Kingdom, and the United States of America, brought the two themes together with the aim of senior student nurses having a communication channel to explore public health issues in each country. Using a closed Facebook™ page, third year undergraduate adult nursing students were invited to take part in a three month pilot study to test the feasibility of virtual collaboration through exchanging public health issues. Here we report upon the collaboration, operation of the social media, and main findings of the study. Three core areas will be reported upon, these being the student’s views of using social media for learning about international perspectives of health, seeing nursing as a global profession and recommendations for future development of this positively reviewed learning technique. To conclude consideration will be given to further development of this work by the collaborative team expanding the countries involved

Joining Forces: Enriching RN to BSN Education with Veteran-Centered Learning

This article highlights the commitment of the American Association of Colleges of Nursing to engage nursing schools to support the Joining Forces initiative by enhancing the education and preparation of the nation’s nurses to care for veterans, service members, and their families. The progress toward meeting the Joining Forces pledge and integrating veteran-centered learning in an online RN to BSN program is described

Adding to the midwifery curriculum through internationalisation and promotion of global mobility

Despite the obvious need for student midwives to be exposed to meaningful learning experiences that consider engagement in the wider context of international health care and the associated benefits, there is a lack of information on how this is achieved within midwifery curricula both nationally and internationally. At the University of Nottingham, work has been undertaken to ensure the midwifery curriculum is internationalised and global mobility is promoted to all midwifery students. Processes and strategies have been put in place to encourage students' mobility including the Erasmus+ programme, elective placements and short-term ad hoc international opportunities. Thanks to the strategies that have been implemented, the Division of Midwifery has seen an increase in students undertaking an international placement from 5% in 2013/14 to 18% in 2015/16. Moving forward, future works will aim to develop ‘virtual mobility’ projects and evaluate the Erasmus+ programme in conjunction with European partners

Environmental and Occupational Health Risks: Educating Undergraduate (ADN-BSN) Nursing Students for Safer Practice

Background: Globally, adverse health effects, including deaths and disabilities, occur from living or working in unhealthy domains where exposure to environmental and occupational hazards exists. A multitude of these hazards are present in clinical settings in the healthcare environment where nurses care for patients and risk ongoing exposures to toxic substances. Problem: Environmental and occupational health education is rarely included in the standard undergraduate nursing curriculum, contributing to a deficit among nurses in environmental health awareness and knowledge. Methods: The study design was a pre/post evaluation of a single cohort (n=32) of undergraduate nursing students to assess environmental and occupational health awareness and knowledge after participating in an educational intervention. Knowledge acquisition was the outcome measure used to indicate the effectiveness of the intervention. Data analysis was performed in Qualtrics. Intervention: The intervention was a self-paced, interactive online educational module on environmental and occupational health risks, with a virtual reality of a simulated patient’s room, supplemented with content and resources for extended learning. The virtual reality activity took students into a simulated hospital patient room in two separate visits, where they encountered exposures to occupational hazards. Results: Correct answers to the nine content questions increased by 156% (mean) and 52% (median) from pre- to post-evaluation. The range of increase in correct answers for seven questions ranged from 32% to 1100%. Correct answers to two questions decreased by 6% and 14%. Qualitative results indicated greater engagement and satisfaction when participants compared their experiences with conventional classroom and textbook learning. Keywords: ADN-BSN, education, environmental, hazard, nurse, occupationa

The Effect of Virtual Clinical Gaming Simulations on Student Learning Outcomes in Medical-Surgical Nursing Education Courses

The purpose of this study was to determine what the effects of virtual clinical simulation instruction were on the learning outcomes of students in higher education medical-surgical nursing education courses. This study fills a gap in the literature by adding data to the body of knowledge related to the use of this strategy for practical application in the classroom. This study used a causal comparative design. Data were acquired from the ATI Content Mastery Series (CMS) 2.1 Medical Surgical Examination ™ information for the fall 2006 through fall 2008 academic semesters. Additionally, data were collected using a pre- and post-course Medical-Surgical Nursing Self-Assessment Survey administered to the medical-surgical virtual clinical simulation comparison group during the fall 2008 semester. Participants were higher education undergraduate medical surgical nursing students at one urban private university enrolled during the 2008-2009 academic year. Students were fluent English speakers and had a grade point average (GPA) of 2.5 or greater in nursing coursework. Participation in the survey was voluntary. Benefits of the research included positive effects of using virtual clinical simulation to deliver medical-surgical nursing content. Findings revealed that students who received virtual clinical simulation instruction significantly demonstrated (p = .000) for medical surgical content mastery and 100% of students demonstrated positive growth (p = .000) in perceived competency. Results empower nursing stakeholders such as administrators, program chairs, faculty, and students with information for decision-making about learning outcomes, limitations, and recommendations related to the use of virtual clinical simulations in medical-surgical nursing education courses

‘Google this, google that’ : Nursing Students' Perspective on Virtual Studies in JAMK University of Applied Sciences

The study was conducted in order to produce information about nursing students’ experiences with virtual education with the aim of enabling teachers to better take into account the students’ perspective when creating virtual courses. The study was commissioned by the School of Health and Social Studies in JAMK University of Applied Sciences. The study was qualitative. It was conducted as an oral focus group interview. There were three participants all of whom were 2nd or 3rd year nursing students studying in English, each of whom had considerable experience with virtual courses. The interview was recorded, transcribed, classified and analysed. Seven phenomena arose from the data: teacher support, virtual work environment, virtual study module structure, virtual study module content, ethics in virtual studies, professional development as well as structure of nursing studies. While the students’ experiences with web-based courses have been mostly unsatisfactory, there have been positive events. The main development recommendations are to introduce Problem Based Learning into virtual courses, education about virtual studying should be provided, introductions to virtual courses should be arranged in the form of contact meetings, additional support for students should be provided as well as the virtual work environment should be improved.Tutkimuksen tarkoituksena oli tuottaa tietoa sairaanhoitajaopiskelijoiden kokemuksista virtuaaliopetuksesta. Taivoitteena oli auttaa opettajia ottamaan paremmin huomioon opiskelijoiden näkökulma verkkokurssien suunittelussa. Tutkimuksen toimeksiantaja oli Jyväskylän ammattikorkeakoulun hyvinvointilaitos. Tutkimus oli kvalitatiivinen. Se suoritettiin suullisena ryhmähaastatteluna. Haastateltavia oli kolme. Kaikki olivat joko toisen tai kolmannen vuoden englanninkielisen linjan sairaanhoitajaopiskelijoita. Jokaisella heistä oli huomattavasti kokemusta virtuaalikursseista. Haastattelu nauhoitettiin, litteroitiin, luokiteltiin ja analysoitiin. Seuraavat seitsemän ilmiötä oli havaittavissa tutkimustuloksista: opettajan tuki, verkko-oppimisymparistö, verkko-opintojakson rakenne, verkko-opintojakson sisältö, virtuaaliopintojen etiikka, ammattitaidon kehittyminen sekä sairaanhoitajaopintojen rakenne. Vaikka opiskeljoiden kokemukset verkkokursseista olivat enimmäkseen negatiivisia, löytyi niistä hyvääkin. Tärkeimmät viisi kehittämisehdotusta tutkimuksen perusteella olivat: PBL-opintoja pitäisi sisällyttää virtuaalikursseihin, opiskelijoille olisi hyvä järjestää opetusta virtuaaliopiskelemisesta, virtuaalikurssehin saisi sisältyä opastusta kontaktiopetuksena jokaisen kurssin alussa, opiskelijoille pitaisi järjestää lisää tukea sekä verkko-oppimisympäristöä tulisi kehittää

Workshop 21. Faculty Development - Equipping clinical tutors with the skills to assist students to develop their clinical reasoning in patient consultations

Workshop ObjectivesTo consider the particular challenges for clinical tutors (experts) in helping medical students (novices) develop their clinical reasoning skills.To develop awareness of innovative approaches to faculty development to help tutors develop their skills in facilitating students development of their clinical reasoning skills in patient encounters.To encourage delegates to share best practice and reflect on faculty development in their own institutions

Workshop 47. The Future of consulting: Impact of changing practice on our cognitive load as experts and educators & insights into the novice perspective

Objectives1) To consider current & future impact of remote consulting & the covid pandemic on our cognitive load as clinical reasoning ‘experts’ 2) To consider & reflect on the insights this has provided us as clinicians & educators into the student perspective (clinical reasoning ‘novices’) & their clinical reasoning development 3) To analyse delegates’ own experiences where this & similar transformative learning experiences could be deployed to drive effective learning 4) To recognise & describe the impact on traditional curricula structures

Oral 13. Unconscious Bias Training for our Simulated Patients: Showcasing a new and innovative workshop

Oral Presentation objectives1) To develop awareness of our innovative workshop delivered to our Simulated Patients to increase their understanding of unconscious biases, how these might impact their work as Simulated Patients in our teaching and assessments and to equip them with skills to challenge and interrogate their automatic thinking. 2) To consider Simulated patient feedback and reflections and my own critical reflections on the Workshop.3) To share best practice with delegates regarding their own experiences of developing Unconscious Bias training to Simulated Patients / other groups in their own institutions

The long-term impact of COVID-19 on nursing: An e-panel discussion from the International Network for Child and Family Centred Care

Aim To explore the International Network for Child and Family Centred Care (INCFCC) members\u27 experiences and views on the long-term impact of COVID-19 on the nursing workforce. Background On the 11 March 2020, the World Health Organization declared COVID-19 a global pandemic. While some countries adopted a herd immunity approach, others imposed stricter measures to reduce the transmission of the virus. Hospitals in some countries faced an avalanche of extremely sick admissions, whereas others experienced an early surge in cases or were able to control the spread. Design Discursive paper. Methods A web-based survey was e-mailed to 63 INCFCC members from 28 March to 30 April 2022, as an invitation to share their experience concerning the long-term impact of COVID-19 on their role as a nurse educator, clinician or researcher. Results Sixteen members responded, and the responses were grouped under the themes stress and anxiety, safe staffing and pay, doing things differently, impact on research, impact on teaching and learning, impact on clinical practice, nursing made visible and lessons for the future. Conclusion The INCFCC members provided their views and highlighted the impact on their role in nursing education, administration, research and/or practice. This discussion of international perspectives on the similarities and differences imposed by COVID-19 found that the impact was wide-ranging and prolonged. The overarching theme revealed the resilience of the participating members in the face of COVID-19. Relevance to Clinical Practice This study highlights the importance of all areas of nursing, be it in academia or in clinical practice, to work together to learn from the present and to plan for the future. Future work should focus on supporting organizational and personal resiliency and effective interventions to support the nursing workforce both during a disaster and in the recovery phase. Nursing workforce resilience in the face of COVID-19