According to previous studies on nursing education, although the use of games can produce positive results, the vast majority are based on questions and answers or on clinical situations. As an ...alternative, the ‘Escape Room’ teaching game is a much more dynamic option to asses theoretical and practical knowledge, and it may also promote teamwork and the ability to perform under pressure.
To analyse nursing students' opinions and study motivations after using the nursing ‘Escape Room’ teaching game.
Cross-sectional descriptive study.
Second-year nursing students enrolled in the ‘Adult Nursing 1’ subject.
After completing the teaching game, the students who had taken part in it were asked to fill in an ad-hoc questionnaire on the matter. In this game, students have 30 min in which they must solve the riddles and puzzles presented, and thus escape. In doing so, they must demonstrate both theoretical and practical knowledge, and a teacher will remain in the classroom to assess whether the nursing techniques in question are correctly performed.
The nursing students who took part in the game strongly believed that this ‘helped them learn the subject’ (4.8 points) and that ‘more games of this type should be included in their nursing studies’ (4.8 points). Overall, they considered that ‘the game was enjoyable’ (4.6 points), ‘helped them in the exam’ (4.6 points), and ‘motivated them to study’ (4.5 points).
The ‘Escape Room’ is a useful game; it stimulates learning, is fun to play, and motivates studying.
The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs.
Concerns have been raised about ...whether professional values to guide nursing practice are consistently instilled within nursing education programs.
Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample.
ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance.
Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process.
The findings of six previously conducted studies indicated that the HESI (E) was highly accurate in predicting NCLEX-RN success. The purpose of this study—the seventh study to investigate the ...validity of the E—was to examine the accuracy of three parallel versions of the Ein predicting licensure success and to describe program practices regarding E benchmark scores, remediation programs, and retesting policies. The findings of this study again indicated that the E was highly accurate in predicting NCLEX-RN success. Additionally, all three versions of the E were found to have a predictive accuracy above 90%. The most common E benchmark score designated by faculty at the participating schools was 850, and most schools required students to retest with different versions of the E until the faculty-designated E benchmark score was achieved. Remediation seemed to be effective in raising students’ E scores, and it was recommended that future research investigate the effectiveness of specific remediation strategies.
This paper presents an international academic partnership in teaching and research with two case studies. The cases explore the integration of Strengths-Based Nursing and Healthcare (SBNH) and ...SBNH-Leadership (SBNH-L) in nursing science programs. SBNH values and foundations were integrated within an undergraduate-level community health course in Canada and SBNH-L was introduced into a graduate-level program in Brazil. Both cases comprise active learning activities promoting the uptake of the values and foundations of SBNH and the capacity to identify strengths and innate capacities. This paper synthesizes the issues and provides recommendations to enhance teaching-learning strategies to support SBNH adoption by students to support the humanization of healthcare. International partnerships in education and research and facilitating factors are discussed.
There is growing recognition of the critical role nursing leadership plays in healthcare. Integrating strengths-based approaches into nursing education enables positive learning settings and empowers ...nurses as leaders who foster healing and well-being for patients and their families. This paper describes an effort to integrate Strengths-Based Nursing and Healthcare (SBNH) and Strengths-Based Nursing and Healthcare Leadership (SBNH-L) into the development, implementation and evaluation of a postgraduate pediatric nursing program in Ghana. In the evaluation of the program in Ghana, three themes emerged related to strengths-based nursing: transformation of teaching and learning, impact on relationships with colleagues and impact on relationships with patients.
The European Higher Education Area (EHEA) aims to ensure comparable, compatible and coherent systems of higher education.
The purpose of this study was to statistically analyze nursing education in ...Europe. Analysis was based on the quantitative determinants essential in describing the implementation of nursing education. First, nursing education in the 45 member countries of the EHEA was analyzed. Second, nursing education in the 29 original member countries was analyzed in more detail. Both analyses focused on the similarities and differences between nations.
A systematic literary review design was used. Data collection was conducted based on key quantitative determinants used to describe the implementation of nursing education. These determinants were based on the European Union standards and recommendations by the EHEA. Data were collected from three sources: research articles, internet databases and emails. The literature was analyzed using deductive content analysis. The data were quantified, studied and compared and the results were described based on frequencies and percentages and presented in tables.
More similarities than differences in nursing education were noted between the different EHEA member countries. A full academic pathway of studying for a bachelor's degree, a master's degree and a doctorate in nursing was offered in 60% of the countries. Nevertheless, there are still countries offering education only on the diploma level, demonstrating that the differences between countries are at points rather significant.
Based on the analyses, it is evident that there are still rather significant differences between countries and that support for aligning national practices and mobility is needed. A common ground in terminology and evidence-based recommendations published in English would be beneficial for countries currently developing nursing education programs. We also suggest creating an online database containing information on nursing education for all 45 member countries to support the mobility of nursing students, nurses and researchers.
Purpose: Cultural competence is an essential component in nursing. The purpose of this study was to evaluate the level of cultural competence of graduating nursing students, to identify associated ...background factors to cultural competence, and furthermore to establish whether teaching multicultural nursing was implemented in nursing education. Design: A structured Cultural Competence Assessment Tool was used in a correlational design with a sample of 295 nursing students in southern Finland. Findings and Conclusions: The level of cultural competence was moderate, and the majority of students had studied multicultural nursing. Minority background (p = .001), frequency of interacting with different cultures (p = .002), linguistic skills (p = .002), and exchange studies (p = .024) were positively associated to higher cultural competence. Implications for Practice: To improve cultural competence in students, nursing education should provide continuous opportunities for students to interact with different cultures, develop linguistic skills, and provide possibilities for internationalization both at home and abroad.
A novice director of nursing education and professional practice started her first formal leadership role in a new hospital and a new organization. This article will discuss tactics used within the ...first 6 months in the role that helped the director integrate into the hospital and leadership teams, improve team structure and processes, and improve employee engagement scores.
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