Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence in Learning and their Perceived Presence of 5 Instructional Design Characteristics_ Crimson Publishers
Increasing patient acuity and complex health care demand the need for preparing competent graduate nurses. However, reduced availability of clinical setting exists translating to difficulties obtaining patient care experiences for nursingstudents. This ongoing issue demands nurse educators to seek alternative teaching strategies. High-fidelity simulation experiences can provide learning environment very similar to the clinical setting. The purpose of this descriptive co-relational quantitative research study was to examine what relationships, if any, existed between associate degree nursing students' self-confidence in learning and their perceived presence of five instructional design characteristics in a high-fidelity simulation learning experience.
The nursing students' perceived experiences were measured by the NLN (National League for Nursing) Self-Confidence in Learning and Simulation Design Survey instruments. Study participants were asked to rate the level of importance of each variable (Self-Confidence and Simulation Design Instruments) on a Likert scale with the following rating: 1= strongly disagree to 5= strongly agree. The results of this study identified students' perceptions on the importance of realism and debriefing (feedback/guided reflection) in a simulation experience. Additional findings highlighted the importance to students of definitive objectives and information, which influence their self-confidence in learning within a simulation learning environment.
It is evident the use of simulation as an educational tool is becoming more prevalent in the health care settings. This is especially important in response to the growing shortage of accessible clinical sites and available faculty. The findings of this study support the need for more quantitative research to evaluate the use of high-fidelity simulation experiences on nursing students learning outcomes
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000513.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
Accelrated Perioperative Nursing Education- Pilot Project (ORNAC 2013)Elirn
Slides presented at the International Alliance for Perioperative Best Practice ORNAC 23rd National & International Conference with IFPN April 21-25, 2013. This presentation outlined a pilot project from Saskatchewan to accelerate the graduation rate of Operating Room nurses.
The second part of the presentation discusses mobile learning and development of perioperative nursing education programs.
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
The Effectiveness of Low Fidelity Simulation in the Training of Undergraduate...ijtsrd
Background This study entitled “the effectiveness of low fidelity simulation training technology in nursing education in Buea municipality” was aimed at examining the effectiveness of low fidelity simulation in the training of nursing students. Low fidelity simulators have been utilized quite effectively by students to practice psychomotor skills in a controlled environment. Methodology A cross sectional descriptive design was used employing a concurrent nested mixed method approach. All students enrolled for undergraduate degree nursing program were involved in the study. Data was collected from 85 nursing students using a semi structured questionnaire from three nursing institutions. Open ended questions were analyzed thematically with the help of exploratory tables whereby umbrella terms codes or themes were derived and integrated in the predefined list of indicators. Close ended questions’ data were entered using EpiData Version 3.1 and analysed with the support of SPSS version 21.0. All statistics were presented at the 95 Confidence Level CL , level of significance or Alpha set at 0.05. Results Findings revealed that nursing students know what a mannequin is 94.1 and identified low fidelity simulation as a support to clinical practice 83.5 . Set objectives were met following simulation activities 78.8 despite its low reality with transfer of knowledge from theory to practice 87.1 indicating increase in frequency of use in training from once a month in first year 57.6 to more than three times a month in the fourth year 51.8 . Also, it was identified from the coded themes that learners enjoy participating in simulations and find them rewarding and educationally satisfying with students indicating that it results in learning, acquisition of knowledge and practical skills amongst others and that more time should be allocated for the simulation activity. Conclusion It is based on these findings that the researcher concludes that low fidelity simulation is an effective teaching and learning method when best practices are adhered to. The researcher therefore recommends that Simulation activities should be carried out more frequently to enable the students become familiar with case scenarios for better understanding when they occur in real clinical practice. Niying Mirabelle Ngoin "The Effectiveness of Low-Fidelity Simulation in the Training of Undergraduate Nursing Students: Survey of Fourth Year Students in Buea Municipality, Fako Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60073.pdf Paper Url: https://www.ijtsrd.com/biological-science/other/60073/the-effectiveness-of-lowfidelity-simulation-in-the-training-of-undergraduate-nursing-students-survey-of-fourth-year-students-in-buea-municipality-fako-division/niying-mirabelle-ngoin
Interprofessional Simulation: An Effective Training Experience for Health Car...Dan Belford
Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
Accelrated Perioperative Nursing Education- Pilot Project (ORNAC 2013)Elirn
Slides presented at the International Alliance for Perioperative Best Practice ORNAC 23rd National & International Conference with IFPN April 21-25, 2013. This presentation outlined a pilot project from Saskatchewan to accelerate the graduation rate of Operating Room nurses.
The second part of the presentation discusses mobile learning and development of perioperative nursing education programs.
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...
Similar to Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence in Learning and their Perceived Presence of 5 Instructional Design Characteristics_ Crimson Publishers
The Effectiveness of Low Fidelity Simulation in the Training of Undergraduate...ijtsrd
Background This study entitled “the effectiveness of low fidelity simulation training technology in nursing education in Buea municipality” was aimed at examining the effectiveness of low fidelity simulation in the training of nursing students. Low fidelity simulators have been utilized quite effectively by students to practice psychomotor skills in a controlled environment. Methodology A cross sectional descriptive design was used employing a concurrent nested mixed method approach. All students enrolled for undergraduate degree nursing program were involved in the study. Data was collected from 85 nursing students using a semi structured questionnaire from three nursing institutions. Open ended questions were analyzed thematically with the help of exploratory tables whereby umbrella terms codes or themes were derived and integrated in the predefined list of indicators. Close ended questions’ data were entered using EpiData Version 3.1 and analysed with the support of SPSS version 21.0. All statistics were presented at the 95 Confidence Level CL , level of significance or Alpha set at 0.05. Results Findings revealed that nursing students know what a mannequin is 94.1 and identified low fidelity simulation as a support to clinical practice 83.5 . Set objectives were met following simulation activities 78.8 despite its low reality with transfer of knowledge from theory to practice 87.1 indicating increase in frequency of use in training from once a month in first year 57.6 to more than three times a month in the fourth year 51.8 . Also, it was identified from the coded themes that learners enjoy participating in simulations and find them rewarding and educationally satisfying with students indicating that it results in learning, acquisition of knowledge and practical skills amongst others and that more time should be allocated for the simulation activity. Conclusion It is based on these findings that the researcher concludes that low fidelity simulation is an effective teaching and learning method when best practices are adhered to. The researcher therefore recommends that Simulation activities should be carried out more frequently to enable the students become familiar with case scenarios for better understanding when they occur in real clinical practice. Niying Mirabelle Ngoin "The Effectiveness of Low-Fidelity Simulation in the Training of Undergraduate Nursing Students: Survey of Fourth Year Students in Buea Municipality, Fako Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60073.pdf Paper Url: https://www.ijtsrd.com/biological-science/other/60073/the-effectiveness-of-lowfidelity-simulation-in-the-training-of-undergraduate-nursing-students-survey-of-fourth-year-students-in-buea-municipality-fako-division/niying-mirabelle-ngoin
Interprofessional Simulation: An Effective Training Experience for Health Car...Dan Belford
Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
GNM Nursing Admission Joint Entrance Coaching Center in Kolkata Howrah OnlineGyankosh Academy
GNM Nursing Admission Joint Entrance Coaching Center in Kolkata Online Offline
Nursing can be described as an art, a science, a heart, and a mind. It has a fundamental respect for human dignity and an intuition for a patient’s needs. This is supported by the mind, in the form of rigorous core learning. Due to the vast range of specialism and complex skills in the nursing profession, each nurse will have specific strengths, passions, and expertise. We are the GNM nursing coaching center in Kolkata for WBJEE nursing joint entrance. We provide better qualified and quality coaching in Kolkata for WBJEE ANM GNM nursing admission in Government colleges in West Bengal. Our students successfully qualify the nursing joint entrance exam in previous years. Now we have started the GNM online coaching in Kolkata campus for a new batch. Interested candidates can directly apply for admission to our institution, seat is available for the ANM GNM joint entrance coaching course in Kolkata. Now we discuss some important parts of nursing courses.
All of the above wills happened when you qualify for the WBJEE exam. Gyankosh Academy is one of the leading GNM joint entrance coaching center in Kolkata for direct admission to Government nursing colleges through counseling.
GNM Admission Coaching Center Kolkata: https://www.gyankoshacademy.com/gnm-general-nursing-midwifery/
ANM GNM Joint Entrance Coaching Center Kolkata: https://www.gyankoshacademy.com/jenpas-ug-jenpauh-neet-coaching-gnm-bsc-nursing/
Obesity Treatment Challenge simulation for medical students. Clinical Tools, Inc
Tanner B, Rossie K. Obesity Treatment Challenge simulation for medical students. International Meeting on Simulation in Health Care; 2017 January 29; Orlando, FL.
By administering assessments and analyzing the results, targeted aTawnaDelatorrejs
By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.
Allocate at least 2 hours in the field to support this field experience,
Part 1: Assessment and Interventions
Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.
Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect upon the following:
· Describe each intervention, including teacher, student, and family roles, where applicable.
· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.
· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
6
Annotated Bibliography
Student’s Name
Course
Instructor’s name.
Institutional Affiliation
October 7, 2021.
Annotated Bibliography
Ali, H., Ibrahem, S. Z., Al Mudaf, B., Al Fadalah, T., Jamal, D., & El-Jardali, F. (2018). Baseline assessment of patient safety culture in public hospitals in Kuwait. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2960-x
The researchers conducted a cross-sectional study in 16 public hospitals in Kuwait using the Hospital Survey on Patient Safety Culture (HSOPSC). The study aimed to assess patient safety culture in public hospitals as perceived by hospital staff and relate the findings similar to regional and international ...
INTEGRATION OF NURSING EDUCATION INTO NURSING SERVICES.pptxrangappa
The nursing profession is faced with increasingly complex health care issues driven by technological & medical advancements, an ageing population, increased numbers of people living with chronic disease and increased costs of health care services.
Collaboration is a substantive idea repeatedly discussed in health care circles.
Though the benefits are well validated, collaboration is seldom practiced.
OSCE Tool for Improving B. Sc. Nursing Students' Antenatal , Examinationiosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice.The journal publishes original papers, reviews, special and general articles, case management etc.
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Portfolio My class is NURSING RESEARCH 28358.pdfsdfghj21
course materials
Similar to Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence in Learning and their Perceived Presence of 5 Instructional Design Characteristics_ Crimson Publishers (20)
Caring has been the cornerstone of nursing since the time of its
conception. It has been the legacy that each nurse has been instilled
to all those they have interactions with. Many nursing experts have
looked into caring as a science of nursing. It has been well studied
by many nursing experts. All of these prove that nurses’ best asset
is to make others feel that they are ‘cared for’. However, very few
have stated that behaviors that nurses possess [1].
Occupational Health Nurse’s in Champagne County from the Occupational Health ...Crimsonpublisherscojnh
The Early XXIth marked the beginning sof a new era for nurses
working in Occupational Health Ward. They won’t come any more
to this service to end up their career by only doing routine analysis
or vaccinations. In France, it was as from as 20 years ago, that a
specific occupational health diploma was created for nurses. Work
evolution and nurse skills’ recognition have never stopped growing.
The permanent decline of demographics in occupational
health physicians was the subject of considerable discussion
since ten years. The best solution has been to recruit nurses in the
occupational health wards. The aim of occupational health services
is to assess and identify risks for employees at their workstation
and then, to put forward new ideas to the company so it could
improve by job adjustment. In the past, there were only medical
consultations by physicians. Nowadays, occupational health nurses’
consultations may take stock, at first, on the state of employees’
health. These nurses’ consultations identify the risks of the job
and ensure that the company can offer personal and collective
protective equipment (primary prevention). Furthermore, the
nurse’s “paramedical” skills enable to search effectively for
symptoms suggestive of disorders that are likely to be related to job
exposures (secondary prevention).
The occupational health physician must accomplish many tasks.
Then, he cannot ensure alone, in particular, all the appointments. In
fact, he needs to refocus on its main functions, with an emphasis on
the missions that require a high degree of medical expertise.
The missions entrusted to nurses have evolved as much as the
doctor-nurse duo has improved in this particular societal context.
The nurse must perform these consultations according to a protocol
established by the doctor. Therefore, occupational health physician
and nurse must share and exchange informations on employee
files. They also study together the implementation of actions in the
workplace environment.
The Risk Factors that Affecting the Anterior Cruciate Ligament (ACL) Injury i...Crimsonpublisherscojnh
The purpose of the present study was to determine of some risk factors influencing of non-contact Anterior Cruciate Ligament (ACL) injury in Soccer, basketball and Taekwondo players. If an athlete injured anterior cruciate ligament the most important thing is to identify factors that affect the injury. However, a growing research implicates hormonal, anatomical, environmental and neuromuscular factors that may predispose athletes to these injuries. For this research selected 510 athlete for assess ACL injury factors by two different methods
a. Questionnaire and
b. Interview that information collected among athletes who were play soccer, basketball and taekwondo.
Our results indicate 61.4% of ACL injury occurred in practice time and 38.6% of ACL injury was during competition. Also our finding showed that 69% mechanism of injury was non-contact, 4.7% via accident and 26.3% with unknown reason. Furthermore dynamic alignment at the time of the injury included: Knee-in & Toe- out 44%, Knee-out & Toe-in 22.5 and Hyperextension 11.1%.
The ACL prevents the femur from moving forward during weight bearing. It also helps to prevent rotation of the joint. Injury of the ACL most often occurs when an athlete is pivoting, decelerating suddenly or landing from a jump. The injury can also be caused by another player falling across the knee. ACL injuries are, probably, the most common devastating knee ligament injuries amongst sports persons. Usually these injuries are isolated, mainly in non-contact sports, but many often are a part of more complex ligamentous injuries. They occur more often in contact sports, such as soccer, basketball or taekwondo. In conclusion, our study produced strong evidence in support of a significant some factors influencing of ACL injury in Soccer, basketball and Taekwondo players.
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000518.php
For more open access journals in Crimson Publishers
Please click on the Link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on the Link: https://crimsonpublishers.com/cojnh/
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders. The program has been established for eleven years and is based with two university schools of nursing and two children's hospitals in the United States and the United Kingdom. The purpose of this article is to showcase this program and introduce a vehicle for introducing nursing students to caring for diverse people through successful programs such as this one
The profession of nursing has become globally based and nurses are now expected to practice with a wealth of knowledge regarding the increasing diversity of the world's population and emerging cultures. Nurses that practice both in the United States, as well as abroad throughout the world, are learning about the customs of people of multiple cultures and emerging diversities. The Sullivan Report on diversity in the health care professions additionally showcased the need for an increase in diversity of the members in the health professions, as well as for those in the health professions to engage their knowledge in learning and becoming culturally competent in understanding the world's dynamically changing population [2]. Nurses in today's dramatically evolving health care environment must be aware of cultural differences and similarities in patient populations and be prepared for caring for patients from a wealth of cultures, as well as unique backgrounds
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders
Multiple Chemical Sensitivity (MCS) and Electromagnetic Hypersensitivity (EHS...Crimsonpublisherscojnh
Multiple chemical sensitivity (MCS) and electromagnetic hypersensitivity are disabling conditions hallmarked by adverse reactions to chemicals and electromagnetic frequencies at levels generally considered safe. MCS is underpinned by a vicious cycle of escalating sensitivity initiated by exposure to seven classes of neurotoxicants. Our case study concerns a family sensitized to foods, chemicals and electromagnetic radiation after heavy exposure to phenoxy herbicides and organophosphate pesticides. Also addressed are a number of conditions frequently co-morbid with MCS, which also frequently involve an environmental sensitivity component-which include migraine, rheumatoid arthritis, irritable bowel syndrome, ADHD, hypertension and certain cardiac problems.
Multiple chemical sensitivity (MCS) and electromagnetic hypersensitivity (EHS) are disabling medical conditions with ramifications for not only affected individuals and their families but for wider society as well. Sensitised individuals react adversely to everyday chemicals and/or electromagnetic frequencies at levels customarily considered innocuous; indeed, their reactive threshold may be orders of magnitude below the norm. In one instance the difference in electromagnetic sensitivity was estimated at 1010 [15]. This woman also reacted to minute traces of lemon oils picked up by a family member; he had merely been in a room with a bowl of lemons, yet hyperosmia-a hallmark of MCS-allowed her to detect their presence, and hypersensitivity to react to it
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000516.php
For more open access journals in Crimson Publishers
Please click on the Link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Nurses' Spiritual Well-Being and Patients' Spiritual Care in Iran by Sepideh ...Crimsonpublisherscojnh
Spirituality is known to play a significant role in patients' well-being and quality of life. Responding to patients' spiritual needs is considered to be an essential element of high quality medical care. Consequently, it seems logical that there is a professional requirement for nurses to achieve competence in the delivery of spiritual care. This study aims to examine the impact of nurses' spiritual well-being on patients' spiritual care. A total of 210 nurses working in critical care units completed Basic Psychological Needs questionnaire and Spiritual Care Competence Scale. 5.8% of nurses provided spiritual care at a poor level; 53.4% at an optimal level; and 39.8% at a highly desirable level. There were negative significant relations between the average scores of spiritual well-being with: age (p<0.04); and clinical experience (p<0.02).
There were positive significant relations between the receipt of training by nurses in the principles of spirituality with: the level of spiritual well-being (p<0.003); and the level of spiritual care (p<0.02). Overall, a significant relationship was observed between spiritual well-being and spiritual care (p<0.001). The study has demonstrated that there was a positive relationship between nurses' spiritual well-being and the provision of spiritual care. Implementation of strategies that might develop spiritual well-being in nurses would be of great benefit in catering for the spiritual needs of patients
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000514.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Isolation, Characterization and Sequencing of Biofilm Bacterial Consortia fro...Crimsonpublisherscojnh
Drinking water distribution system biofilms were investigated for the presence of hygienically relevant microorganisms. In this study we collected four PVC pipes from different Drinking water and studied the biofilm morphology, Characterizing the formation of biofilm on Polyvinyl chloride (PVC) pipe lines were analyzed by using the techniques, X-ray diffraction (XRD), Raman microscopy (RMS), X-rayfluorescence spectroscopy (XRF), Fourier transform infrared spectroscopy (FT-IR), and Scanning electron microscopy (SEM EDAX). Biofilm formation in drinking water PVC pipelines is due to many factors including pH, temperature, salt etc. In this study, microbiological aspects of biofilm formation and their role on electrochemical studies are presented.
We report the design and evaluation of PCR primers 63f and 1387r for amplification of 16SrRNA genes from bacterial isolates, Phylogenetic analysis of partially sequenced 16SrRNA gene sequences revealed the diversity of bacterial and fungal strains in the PVC pipeline 7 different bacterial phyla were detected. In addition, localized biofilm of the PVC pipeline in the presence of the consortia was observed by scanning electron microscopy analysis and morphology was seen in EPI fluorescence microscopy, The dominant bacterial species identified in the PVC pipeline biofilm samples were Sphingobacterium sp respectively, several types of bacteria may be involved in biofilm arising and the potential role of each species in biofilm formation is discussed. Therefore, calcium carbonate and the allied calcium compounds are responsible for the biofilm formation in PVC pipes and these inferences may lead to develop effective water purification measures
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000512.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Cardiorespiratory Arrest Associated with Propranolol use in Thyrotoxic Heart ...Crimsonpublisherscojnh
Beta-blockers are commonly used to treat tachyarrhythmia's in thyroid storm. However, there have been several cases in which cardiovascular collapse has been reported after administration of Propranolol [1]. This phenomenon seemed to be more common in Chinese [1]. The article presented an unusual case. A 14-year-old girl with thyrotoxicosis presented with wide complex tachycardia in an electrocardiogram (ECG). The rhythm was converted to a trial tachycardia after cardio version. Propranolol was started to control atrial tachycardia. The girl developed cardiorespiratory arrest soon after taking Propranolol. She required high-dose inotropic support and the use of an intra-aortic balloon pump after resuscitation. Propranolol should be used highly cautiously in patients with thyrotoxic heart failure; cardiac assessment can be performed before medication prescription; short-acting beta-blockers may be a safer option for these patients.
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000509.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Reliability and Validity of the Turkish Version of the Brief Scales for Copin...Crimsonpublisherscojnh
Background: Work related stress is very important issue among workers. It causes many different health problems. Coping strategies are key factors for dealing with and controlling job stress. The Brief Stress Coping Profile (BSCP) is documented to assess coping profiles of workers.
Purpose: The aim of this study is to adapt the BSCP scale to Turkish and to investigate its psychometric propertiesamong textile workers.
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000508.php
COJ Nursing & Healthcare: Crimson Publishers
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com
For More Articles on COJ Nursing & Healthcare
Please click on: https://crimsonpublishers.com/cojnh/
Recording Recovery Opportunities at Work and Functional Fatigue after Work: T...Crimsonpublisherscojnh
Objectives: The importance of considering need for recovery after work and recovery opportunities at the workplace is relevant for occupational groups supporting clients in the workplace. Therefore, it is important that these concepts may be estimated with valid and reliable instruments within also a Swedish context. Thus, the aim of the study was to adapt the Need for Recovery (NFR) scale and the Recovery Opportunities (RO) scale to Swedish conditions and to assess the psychometric properties of the scales
COJ Nursing & Healthcare: Crimson Publishers
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com
For More Articles on COJ Nursing & Healthcare
Please click on: https://crimsonpublishers.com/cojnh/
A Concept Analysis of Interdisciplinary Collaboration in Mental Healthcare by...Crimsonpublisherscojnh
Given the complexity of bio-psycho-social-spiritual influences, people with mental illness should be provided with multifaceted treatment and multi-system intervention. Mental health care teams are therefore expected to achieve interdisciplinary collaboration (IDC) to ensure delivery of safe, high-quality and well coordinated health care. There is increasing evidence to suggest that IDC leads to better patient outcomes. A growing body of research has shown that IDC is more effective than standard care in terms of clinical outcomes such as improved quality of life and alleviated depressed mood in people with mental disorders-with reducing healthcare costs. Despite advances in research, there is still a lack of conceptual clarity of IDC, resulting in inconsistent models of care and inconsistent findings. The ambiguous conceptualization of IDC impedes the standardisation of evidence-based practice and also limits practical applicability and comparability. Thorough understanding of the meaning of IDC in the context of mental healthcare is of vital importance in guiding further studies and evidence-based practice
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000506.php
COJ Nursing & Healthcare: Crimson Publishers
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com
For More Articles on COJ Nursing & Healthcare
Please click on: https://crimsonpublishers.com/cojnh/
The Use of Artificial Neural Network and Logistic Regression to Predict the I...Crimsonpublisherscojnh
The Use of Artificial Neural Network and Logistic Regression to Predict the Influence of Lifestyle on Cardiovascular Risk Factors by Jahandideh S*, Jahandideh M, Asefzadeh S and Ziaee A in COJ Nursing & Healthcare
Education and Nutritional Self-Care for Basic Level School Communities in Cua...Crimsonpublisherscojnh
Education and Nutritional Self-Care for Basic Level School Communities in Cuauhtemoc, Chihuahua, Mexico by Patricia Islas Salinas*, Claudia Teresa Domínguez Chavira and Alejandra González Chávez in COJ Nursing & Healthcare
A Tailored Approach is Key: the Health Guardian for Longevity Program Uses M...Crimsonpublisherscojnh
A Tailored Approach is Key: the Health Guardian for
Longevity Program Uses Mobile Technology to Sustain
Healthy Life Behaviors by Freida Pemberton* in
COJ Nursing & Healthcare
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
Follow us on: Pinterest
Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...
Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence in Learning and their Perceived Presence of 5 Instructional Design Characteristics_ Crimson Publishers
2. How to cite this article: Geetha K. Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence In Learning and their Perceived
Presence of 5 Instructional Design Characteristics. COJ Nurse Healthcare. 2018. Nov; 1(3). COJNH.000513. DOI: 10.31031/COJNH.2018.01.000513
COJ Nursing & Healthcare
2/7
COJ Nurse Healthcare
in this study has been tested multiple times in previous studies
with an internal consistency measured by Cronbach’s alpha of
0.92 for the presence of features in the simulation design scale and
Cronbach’s alpha of 0.87 for the self-confidence in learning.
Research Problem
Increasing patient acuity and complex health care environment
demand educators to prepare nursing students who can be ready
as possible for their clinical experience. High-fidelity patient
simulator is one of the best tools to train nursing students to
develop higher learning and be competent in the care of complex
patients. It provides a real learning environment with real obstacles
in which nursing students can apply the nursing care. High-fidelity
patient simulator provides a learning environment that is free of
distractions and interruptions [3]. While the use of simulation as an
educational tool is becoming more prevalent in health care setting,
however, studies to evaluate the learning experience of associate
degree nursing students in a high-fidelity simulation learning
environment continues to be an area requiring research [5].
Also, there are varieties of studies conducted in various
populations and in other settings. Therefore, this proposed study
was conducted on the nursing students enrolled in an associate
degree nursing program. The proposed quantitative research
examined the relationship between associate degree nursing
students’ self-confidence in learning and their perceived presence
of five instructional design characteristics (objectives and
information, support, problem-solving, feedback/guided reflection,
and fidelity/ realism) in a high-fidelity simulator learning
experience as measured by National League for Nursing (NLN) tool
on self-confidence in learning and Simulation design scale.
Definition of Terms
Associate degree nursing students
The students are generally enrolled in the first medical-surgical
second semester course from an associate degree nursing program
after successful completion of the fundamental nursing course.
High-fidelity Patient Simulator
Walker defined it as a full-sized mannequin that can represent
the physical characteristics of an adult patient with pre-
programmed human physiology. The human patient simulation
(HPS) mirrors real-time human physiology that allows the nursing
students to understand various patient clinical conditions that may
not be available to them in the real clinical environment.
Learner’s Satisfaction
According to Kalisch and Lee & Rochman and Ozturk and
Bahcecik & Baumann, it is the degree to which the learner is able
to provide maximum care service to the patient with a positive
attitude, stay patient focused, and demonstrates the skill to work as
a team to care for patients in the complex health care setting.
Learner’s Self-Confidence
The degree, to which the learner believes to do what is expected
of them, understands the definite patient care process, stays
motivated and make appropriate care decisions while caring for
their patients without any doubt, reducing medical errors.
Simulation
According to Jeffries & Rogers [6-9], simulation is defined as
teaching activities that closely mimic reality to clinical situations
and involves various interactive activities that allow students to
demonstrate critical thinking and decision-making skills.
Teaching Tool
The nurse educators seek alternative teaching strategy
(simulation) to clinical settings that can help the learner’s
opportunity to gain the necessary skills to care for the patients [3].
Objective and Information
The students get enough information at the beginning of the
simulation experience with clearly listed purposes that can guide
the student’s performance.
Support
The student’s in the simulation experience get timely help and
guidance from the facilitator for an effective learning process.
Problem Solving
The simulation is designed in way that can help the learners
to problem solve the situation, prioritize the care and reach the
planned goals for the patients.
Feedback/Guided Reflection
The facilitator gives the learners constructive and timely
response to their action during the debriefing process that can help
the learners to build adequate knowledge and skills to another
level.
Fidelity
The real-life factors, conditions, and variables used to build the
simulation experience that will help the learners to relate their
experience to the real clinical situations.
Need For the Study
Alfes [10] found high fidelity simulation could be used for
beginning nursing students to prepare them to communicate
effectively and provide comfort care measures to patients. Further,
Brewer [3] stipulated the use of high-fidelity patient simulators
provides a learning environment that is free of distractions
and interruptions. Yet, Alfes [10] indicated the need for more
research to support the need for simulation as a learning strategy
for nursing students. According to Murray, high-fidelity patient
simulator is an effective teaching strategy offering nursing students
a nonthreatening learning environment improving their comfort
level to care for patients before they encounter real patients.
Moreover, nursing students who are comfortable and
satisfied with the design characteristics of a simulation learning
3. How to cite this article: Geetha K. Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence In Learning and their Perceived
Presence of 5 Instructional Design Characteristics. COJ Nurse Healthcare. 2018. Nov; 1(3). COJNH.000513. DOI: 10.31031/COJNH.2018.01.000513
3/7
COJ Nurse HealthcareCOJ Nursing & Healthcare
environment think critically know what is expected of them, make
appropriate care decisions while caring for their patients and are
able to set goals for their patients. In addition, debriefing after a
simulation experience describes an analysis of a situation helping
the nursing students to develop the knowledge and understanding
of the appropriateness of actions and identification of strategies for
future application in similar situations. However, nurse educators
must be equipped with a valid and reliable tool to measure student’s
learning outcomes and their confidence level in learning in a high-
fidelity patient simulation environment [11].
This proposed study will add to the body of knowledge for nurse
educators to identify the degree to which five instructional design
characteristics of a high-fidelity simulator learning experience
relate to associate degree nursing students’ self-confidence in
learning experience as measured by the National League for
Nursing (NLN) tool on self-confidence in learning and Simulation
design scale.
Research Purpose
The purpose of this study was to determine the degree to which
fiveinstructionaldesigncharacteristics(objectivesandinformation,
support, problem-solving, feedback/guided reflection, and fidelity/
realism) of a high-fidelity simulator learning experience relate
to associate degree nursing students’ self-confidence in learning
experience as measured by National League for Nursing (NLN) tool
on self-confidence in learning and Simulation design scale.
Research Question(s)
What is the relationship between associate degree nursing
students’ self-confidence in learning and their perceived presence
of5instructionaldesigncharacteristics(objectivesandinformation,
support, problem solving, feedback/guided reflection, and fidelity/
realism) in a high- fidelity simulator learning experience.
Methodology
A co-relational quantitative research study was used to examine
the relationship between the degree to which five instructional
design characteristics (objectives and information, support,
problem-solving, feedback/guided reflection, and fidelity/ realism)
of a high-fidelity simulator learning experience relate to associate
degree nursing students’ self-confidence in a learning experience
as measured by National League for Nursing (NLN) tool on self-
confidence in learning and simulation design scale. The NLN tool
used in this study has been tested multiple times in previous
studies with an internal consistency measured by Cronbach’s alpha
of 0.92 for the presence of features in the simulation design scale
and Cronbach’s alpha of 0.87 for the self-confidence in learning.
After approval from the school’s IRB (Institutional Review
Board) and the nursing director of associate degree nursing
program in Maryland, the researcher gained consent from the
second- semester associate degree nursing students to complete
the research instrument post-high-fidelity patient simulation
experience. As a part of the course, all students were expected to
participate in high-fidelity patient simulation experience. However,
the study participants completing the research instrument post
high-fidelitysimulationexperienceweregivenadesignatednumber
as an identifier and the same was used throughout the research
study. During the scheduled on-campus days, second-semester
associate degree nursing students were scheduled to complete
simulation experience in the simulation laboratory. Following
participation in the simulation scenario, and a debriefing, the study
participants were invited to complete the instruments (National
League for Nursing Self-Confidence and Simulation Design Scale)
for the research study.
Population and Sample
The second-semester associate degree nursing students were
drawn from the characteristics of the larger population from
where the study was conducted. According to the associate degree
nursing program enrolment status in Maryland, an average of 90-
100 students completes the fundamental course successfully and
enrol in the first medical-surgical nursing course.
The sample size was based on the expected confidence level,
desired precision of the research findings, and the degree of
variability. The confidence level was set at 95%, so that 95 out
of 100 samples would have the potential for the true population
value within the range of precision specified (±5%). During the
course of study, the actual student enrolment was 43 students in
the first medical-surgical nursing course, 5 students dropped from
the course before participating in the simulation experience. The
remaining 38 students completed the NLN instrument after the
simulation experience and debriefing. The study participants were
between the ages of 18-65 years and were enrolled in the first
medical-surgical nursing course.
A nonprobability convenience sampling method was used. This
method provided easy access to the study participants and the
study included learners who were willing to participate.
Data Collection Procedures
This research study was conducted at a community college
located in the south-east region of the United States on the associate
degree nursing students during the scheduled on-campus labs. The
second semester clinical group of students (first medical- surgical
nursing course students) came to the college during their scheduled
on-campus lab days for the simulation experience. The simulated
experience was facilitated by the respective clinical instructor for
the clinical groups. Following the simulation experience, the study
participants completed the post simulation instrument/survey
in a classroom at the community college. To have access to the
study participants in the simulation lab, the researcher conducted
the study in her own educational institution. Confidentiality and
anonymity was maintained with the use of a research assistant
assigned who met with the participants, provided informed consent
data, answered study participant questions, and then administer
and collect the surveys with identification number. Any student
identifiers were removed and the data analyzed and reported in the
aggregate.
4. How to cite this article: Geetha K. Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence In Learning and their Perceived
Presence of 5 Instructional Design Characteristics. COJ Nurse Healthcare. 2018. Nov; 1(3). COJNH.000513. DOI: 10.31031/COJNH.2018.01.000513
COJ Nursing & Healthcare
4/7
COJ Nurse Healthcare
After the approval from the school’s IRB and the nursing
director of the associate degree nursing program in Maryland, the
researcher gained consent from second-semester associate degree
nursing students to complete the research instrument (National
League for Nursing Self-Confidence and Simulation Design Scale)
post-high-fidelity patient simulation experience. The consent letter
explained the purpose of the research, the length of the study,
the process of the study, who were involved in the study, how the
confidentiality of the study information was maintained, who could
be approached for any concerns or questions and if the nursing
student want to be a part of the study. Following the consent letter,
the associate degree nursing students were informed that as a part
of the course requirement, all students will participate in the high-
fidelity patient simulation learning experience. The simulation
learning experience was mandatory, but participation in research
study was not.
The study participants completed the NLN tool post-simulation
experience who were given a designated number as an identifier,
which was used throughout the research study. The second-
semester nursing students participated in the high-fidelity patient
scenario simulation experience during their scheduled on-campus
lab day. The study was conducted over three-week period when
the students had their scheduled on-campus labs. Following
participation in simulation scenario, and a debriefing, study
participants were invited to complete the instruments (National
League for Nursing Self-Confidence and Simulation Design Scale)
for the research study immediately after the simulation experience.
The researcher analyzed the data with the Statistical Package
for the Social Sciences (SPSS) for windows. The data were prepared
and analyzed after the study participants completed the research
instrument post high-fidelity patient simulation experience. The
relationships between associate degree nursing students’ self-
confidence in learning and their perceived presence of the five
instructional design characteristics (objectives and information,
support, problem solving, feedback/guided reflection, and fidelity/
realism) in a high-fidelity simulation learning experience was
analyzed. Descriptive statistics (mean and standard deviation)
was first employed to answer each research question followed by
further statistical analyses including correlations and regression
models.
Data Analysis and Results, Conclusion and Summary
Evaluating the use of simulation with beginning nursing
students, Alfes [10] recommended incorporating simulation in
the nursing curricula for all nursing learners. Today’s health care
setting demands newly graduated nurses who are confident and can
handle real-life situations dealing with patients and their illnesses.
A nursing learner who is confident can engage in challenging goals
and commits to achieve those goals successfully [12-14]. Results
of this study concluded that students consider the importance of
realism and debriefing (feedback/guided reflection) in a simulation
experience. The study results also concluded that having definite
objectives and information can predict nursing student’s self-
confidence in learning in a simulation learning environment. A
few tables below are presented to explain the findings of the study
(Table 1 & 2). Table 2 data displays the correlation between Self-
Confidence in Learning and fidelity/realism component section
in the SDS. The Fidelity (Realism) correlations noted two items
of the Self-Confidence of Learning with positive relationships and
significance (Table 2).
Table 1: Pearson product-moment correlations between feedback/guided reflection component section in the simulation design scale
and self-confidence in learning, question 2.
I Am Confident that I Am
Mastering the Content of
The Simulation Activity
that My Instructors
Presented to Me.
My Instructors Used
Helpful Resources to
Teach the Simulation.
It is My Responsibility as
a Student to Learn what
I Need to Know from this
Simulation Activity.
I know how to Use
Simulation Activities to
Learn Critical Aspects of
these Skills.
Feedback provided was
constructive.
0.214 .408* 0.163 .566**
0.198 0.011 0.329 0
Feedback was provided in a
timely manner.
.340* .370* 0.066 .558**
0.037 0.022 0.693 0
The simulation allowed me
to analyze my own behavior
and actions.
0.546 0.486 0.235 .723**
0 0.002 0.156 0
There was an opportunity
after the simulation to
obtain guidance/feedback
from the teacher in order to
build knowledge to another
level.
.547** .449** 0.139 .698**
0 0.005 0.405 0
5. How to cite this article: Geetha K. Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence In Learning and their Perceived
Presence of 5 Instructional Design Characteristics. COJ Nurse Healthcare. 2018. Nov; 1(3). COJNH.000513. DOI: 10.31031/COJNH.2018.01.000513
5/7
COJ Nurse HealthcareCOJ Nursing & Healthcare
Table 2: Pearson Product-Moment Correlations between Self-Confidence in Learning and Fidelity (Realism) Component Section in the
Simulation Design Scale (SDS), Question 2.
The Scenario Resembled a Real-Life
Situation.
Real Life Factors, Situations, and Variables
were Built into the Simulation Scenario.
I am confident that I am mastering the content
of the simulation activity that my instructors
presented to me.
0.307 0.272
0.061 0.099
My instructors used helpful resources to teach
the simulation.
.425** .375*
0.008 0.02
It is my responsibility as a student to learn what
I need to know from this simulation activity.
0.176 0.076
0.29 0.648
I know how to use simulation activities to learn
critical aspects of these skills.
.480** .398*
0.002 0.013
They were associated with “my instructors used helpful
resources to teach the simulation and I know how to use simulation
activities to learn critical aspects of these skills.” Though the two
items of “The scenario resembled a real-life situation and Real life
factors situations, and variables were built into the simulation
scenario” were positively correlated with three of the items from
the “Self-Confidence of the Learner”, as indicated in Table 2 above,
when the normalcy distribution of the data in the specific sections
was tested with the Kologorov-Smirnov test the result was to reject
the null hypothesis for Fidelity/Realism, which could be due to
the factor of only two statements in that component section were
available to answer with a high mean of 0.4355 (Table 3).
Table 3: Regression for Association Between Means of Self-Confidencea and Simulation Design Scale Component Sections, Question 3.
Simulation
Design Scale
Un standardized Co-efficients Standardized Coefficients
EXP(B) Sig.
95.0% Confidence Interval
for B
4
(Constant)
Objectives and
Information
B Std. Error Beta Lower Bound Upper Bound
1.752 0.461 5.766 0.001 0.817 2.687
0.309 0.132 0.423 1.362 0.025 0.041 0.577
Feedback
Guided
Reflection
0.261 0.153 0.31 1.298 0.096 -0.049 0.572
The results of the regression model in Table 3 data demonstrated
that only one of the component sections in the Simulation Design
Scale was significantly associated with the Self-Confidence
in Learning Tool. The component section of “objectives and
information” was significantly associated at 0.025 with odds of
1.362. Therefore, the items within the component section, as an
overall mean of “objectives and information” were 1.362 times
(based on odds ratios) more likely to help the students be self-
confident overall in the simulation activities [15-19].
Subsequent, each component section ‘item’ within the
Simulation Design Scale was entered to determine any associations
with the individual statements (four specific statements in the Self-
Confidence in Learning) tested for predictive association. Multiple
regression and logistic regression techniques were used. First,
multiple regression was used to test for any predictive associations
between the Self-Confidence in Learning and the five components
of the Simulation Design Scale. Backward stepwise regression
modeling was use due to the modest number of variables and the
ability to investigate the individual variables as well as subsets
(Table 4).
In the multiple regression data in Table 4, the significance, odds
ratios, and confidence intervals were reported. It was found that
students’perceivedthesimulationdesigntobespecificfortheirlevel
of knowledge with a significance of 0.036, however the odds ratios
did not support the predictive association (as reported in EXP (B)).
To analyze these variables for increased predictive associations’ the
Unstandardized Beta Coefficient was used to calculate odds ratios.
Odds ratios represent the odds of something occurring when the
outcome has been exposed to an intervention or event. Odds ratios
are noted generally within a logistic regression model; however,
odds ratios can be calculated based on the Unstandardized Beta
Coefficient and represent the increase in per unit change of a value
from an intervention or event (exposure of the dependent variable
from other independent variables). Therefore, it provides the
odds of an event or change occurring based on the impact of the
independent variables on the dependent variable [20-22].
6. How to cite this article: Geetha K. Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence In Learning and their Perceived
Presence of 5 Instructional Design Characteristics. COJ Nurse Healthcare. 2018. Nov; 1(3). COJNH.000513. DOI: 10.31031/COJNH.2018.01.000513
COJ Nursing & Healthcare
6/7
COJ Nurse Healthcare
Table 4: Regression: Outcomes on “My instructors used helpful resources to teach the simulation” Question 3.
Model
Un standardized
Coefficients
Standardized
Coefficients
Exp(B) Sig.
95.0% Confidence
Interval for B
B Std. Error Beta Lower Bound Upper Bound
13
(Constant) The cues were
appropriate and geared to
promote my understanding.
2.281 0.601 9.796 0.001 1.058 3.505
0.362 0.116 0.532 1.44 0.004 0.127 0.598
Independent problem-solving was
facilitated.
0.617 0.167 0.634 1.853 0.001 0.277 0.957
The simulation provided me an
opportunity to goal set for my
patient.
-0.193 0.107 -0.252 0.824 0.081 -0.411 0.025
Real life factors, situations, and
variables were built into the
simulation scenario.
-0.313 0.173 -0.331 0.731 0.08 -0.666 0.04
The second statement in Self-Confidence in Learning tested
was: My instructors used helpful resources to teach the simulation.
Multiple regressions modelling (see Table 4) was used with all
items in the Simulation Design Scale. Odds ratios were calculated
and inserted within the table. The regression model ran for 13
steps. In the following regression table, there are two predictive
associations noted. They are: (a) the cues were appropriate and
geared to promote my understanding, and (b) independent problem
solving was facilitated. Therefore, utilizing odds ratios, students
were 1.440 times more likely to feel that the instructor used
helpful resources as cues geared to promote their understanding
with a significance of .004 and a confidence interval of .127-.598.
The second significant finding was the students were 1.853 times
more likely to feel the instructor used helpful resources to facilitate
independent problem solving.
The research hypothesis for this study was: There is a
statistically significant relationship between the associate degree
nursing students’ self-confidence in learning and their perception
of the presence of five instructional design components (objectives
and information, support, problem solving, feedback/guided
reflection, and fidelity/ realism) in a high-fidelity simulation
learning experience [23-26].
The results of the study showed that four (support, problem
solving, feedback/guided reflection and fidelity/realism) of the five
component sections of the Simulation Design Scale did not support
the directional research hypothesis when the means were tested
for any predictive association with the Self-Confidence in Learning
Survey [27,28]. The results of the regression model (see Table 3)
noted one of the component sections in the Simulation Design Scale
was significantly associated with the Self-Confidence in Learning
Surveys (based on the means of each of the component sections in
the Simulation Design Scale). The component section of “objectives
and information” was significantly associated at 0.025 with an odd
of 1.362. Therefore, the items within the component section, as
an overall mean of “objectives and information” were more likely
to help the students be self-confident overall in the simulation
activities.
When the individual items in the SDS were tested with the four
individual statements in the Self-Confidence in Learning Survey,
three of the four statements supported predictive associations
within the regression model. The three statements were: I am
confident that I am mastering the content of the simulation activity
that my instructor presented to me; my instructors used helpful
resources to teach the simulation, and it is my responsibility as the
student to learn what I need to know from this simulation activity.
The null hypothesis for this study was: There is no statistically
significant relationship between associate degree nursing students’
self-confidence in learning and their perception of the presence of
five instructional design components (objectives and information,
support, problem solving, feedback/guided reflection, and fidelity/
realism) in a high-fidelity simulator learning experience. Of the four
statements tested from the Self-Confidence in Learning Survey with
the items within the component sections of the Simulation Design
Scale the statements of “I know how to use simulation activities to
learn critical aspects of these skills” was not significant within the
regression modeling.
The results of the study did not support the research hypothesis
when the means were tested for any predictive association with the
Self-Confidence in Learning survey and the means of the categories
in the Simulation Design scale (SDS). However, when the individual
items in the SDS were tested with four individual statements in Self-
Confidence in Learning, three of the four statements supported
predictive associations within the regression modelling [28].
While the use of simulation as an educational tool is becoming
more prevalent in the health care setting, studies to evaluate
learning experience of nursing students in a high-fidelity simulation
learning environment continue to be an area requiring research.
Thus, more quantitative research is recommended to evaluate
the use of high-fidelity simulation experience on nursing students
learning outcomes.
References
1. Larew C, Lessans S, Spunt D, Foster D, Covington BG, et al. (2006)
Innovations in clinical simulation: Application of Benner’s theory in an
interactive patient care simulation. Nurs Educ Perspect 27(1): 16-21.
7. How to cite this article: Geetha K. Analysis of Relationship Between Associate Degree Nursing Student’s Self-Confidence In Learning and their Perceived
Presence of 5 Instructional Design Characteristics. COJ Nurse Healthcare. 2018. Nov; 1(3). COJNH.000513. DOI: 10.31031/COJNH.2018.01.000513
7/7
COJ Nurse HealthcareCOJ Nursing & Healthcare
2. Harder BN (2010) Use of simulation in teaching and learning in health
sciences: A systematic review. J Nurs Educ 49(1): 23-28.
3. Brewer EP (2011) Successful techniques for using human patient
simulation in nursing education. J Nurs Scholarsh 43(3): 311-317.
4. Crouch L (2009) Undergraduate nursing students’ perceptions of the
simulation design, learning, satisfaction, self-concept, and collaboration
in high-fidelity human patient simulation.
5. Smith SJ, Roehrs CJ (2009) High-fidelity simulation: Factors correlated
with nursing student satisfaction and self-confidence. Nurs Educ
Perspect 30(2): 74-78.
6. Jeffries PR (2005) A framework for designing, implementing, and
evaluating simulations used as teaching strategies in nursing. Nurs
Educ Perspect 26(2): 96-103.
7. Jeffries PR (2006) Designing simulations for nursing education. Annual
Review of Nursing Education 4: 161.
8. Jeffries PR (2007) Simulation in nursing education: From
conceptualization to evaluation. National League for Nursing, New York,
p. 168.
9. Jeffries PR (2008) Getting in S.T.E.P. with simulations: simulations take
educator preparation. Nursing Education Perspectives 29(2): 70-73.
10. Alfes CM (2011) Evaluating the use of simulation with beginning nursing
students. J Nurs Educ 50(2): 89-93.
11. Adamson KA (2011) Assessing the reliability of simulation evaluation
instruments used in education: A test of concept study. ERIC.
12. Ackerman Barger PW (2010) Embracing multiculturalism in nursing
learning environments. J Nurs Educ 49(12): 677-682.
13. Aldrich C (2005) Learning by doing: A Comprehensive guide to
simulations, computer games, and pedagogy in E-learning and other
educational experiences. John Wiley & Sons, San Francisco, USA.
14. Alinier G (2011) Developing high-fidelity health care simulation
scenarios: A guide for educators and professionals. Simulation & Gaming
42(1): 9-26.
15. Allchin L (2006) Caring for the dying: Nursing student perspectives.
Journal of Hospice & Palliative Nursing 8(2): 118-119.
16. Brooks N, Moriarty A, Welyczko N (2010) Implementing simulated
practice learning for nursing students. Nurs Stand 24(20): 41-45.
17. Brown JF (2008) Applications of simulation technology in psychiatric
mental health nursing education. J Psychiatr Ment Health Nurs 15(8):
638-644.
18. Cato ML, Lasater K, Peeples AI (2009) Nursing students’ self-assessment
of their simulation experiences. Nurs Educ Perspect 30(2): 105-108.
19. Creswell JW (2009) Research design: Qualitative, quantitative, and
mixed methods approach (3rd
edn). Thousand Oaks, Sage Publications,
CA, USA.
20. Davis AH, Kimble LP (2011) Human patient simulation evaluation
rubrics for nursing education: Measuring the essentials of baccalaureate
education for professional nursing practice. J Nurs Educ 50(11): 605-
611.
21. Decker S, Sportsman S, Puetz L, Billings L (2008) The evolution of
simulation and its contribution to competency. J Contin Educ Nurs
39(2): 74-80.
22. Dreifuerst KT (2009) The essentials of debriefing in simulation learning:
A concept analysis. Nurs Educ Perspect 30(2): 109-114.
23. Lasater K (2007) High-fidelity simulation and the development of
clinical judgment: Students’ experiences. J Nurs Educ 46(6): 269-276.
24. Laschinger S, Medves J, Pulling C, McGraw DR, Waytuck B, et al. (2008)
Effectiveness of simulation on health profession students’ knowledge,
skills, confidence and satisfaction. Int J Evid Based Healthc 6(3): 278-
302.
25. Spencer C (2011) The impact of simulation on the acquisition of critical
thinking skills in nursing students enrolled in an associate degree
program.
26. Weaver A (2011) High-fidelity patient simulation in nursing education:
An integrative review. Nursing Education Perspectives 32(1): 37.
27. Wotton K, Davis J, Button D, Kelton M (2010) Third-year undergraduate
nursing students’ perceptions of high-fidelity simulation. J Nurs Educ
49(11): 632-639.
28. Wright K (2010) Do calculation errors by nurses cause medication
errors in clinical practice? A literature review. Nurse Educ Today 30(1):
85-97.