Effectiveness of patient simulation manikins in teaching clinical reasoning skills to undergraduate nursing students : a systematic review

Abstract: Human patient simulation manikins (HPSMs) are being used extensively in the education of health professionals, but their effectiveness in the teaching of clinical reasoning skills to undergraduate nursing students is not clear. The aim of this systematic review is to identify the best available evidence for their effectiveness in this regard. The review included all English-language randomized controlled trials from 1999 to 2009 that assessed the effectiveness of high-fidelity HPSMs in educating undergraduate nursing students. The results indicate that the use of HPSMs improves knowledge acquisition and critical thinking and enhances students’ satisfaction with the learning. There is a lack of unequivocal evidence of the effectiveness of using high-fidelity HPSMs in the teaching of clinical reasoning skills to undergraduate nursing students. Further research is required to ascertain the effectiveness of the use of HPSMs as an educational strategy to improve the clinical reasoning skills of undergraduate nursing students

Review of transnational nursing education programme curricula: Process, findings, and recommendations

Background: The University ofWollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim: The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods: The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approachwhere themes are strongly linked to the data and sourced fromthe explicitmeaning of the discourse within the interview (Braun and Clarke, 2006). Results: In total, therewere 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions: This project has demonstrated that the TNEPmakes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW

A unified call to action from Australian nursing and midwifery leaders: Ensuring that Black lives matter

Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care