to report the experience of the Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, Universidade Federal de Minas Gerais (UFMG) and the challenges faced to offer ...quality training.
This is an experience report about the experience of Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, UFMG.
After losing the workload of 120 hours in the Psychiatric Nursing Undergraduate Course, the area developed elective disciplines with a total of 330-hour load, in addition to extension and research projects.
the precariousness of the area of Nursing training after curricular restructuring in a higher education institution, whether in relation to hour load or in the allocation of teaching vacancies, is in line with advances of the Brazilian Psychiatric Reform and epidemiological data of psychic illness and drug use.
To conduct a systematic review to appraise and review evidence on the impact of simulation-based education for undergraduate/pre-licensure nursing students, using existing reviews of literature.
An ...umbrella review (review of reviews).
Cumulative Index of Nursing and Allied Health Literature (CINAHLPlus), PubMed, and Google Scholar.
Reviews of literature conducted between 2010 and 2015 regarding simulation-based education for pre-licensure nursing students.
The Joanna Briggs Institute methodology for conduct of an umbrella review was used to inform the review process.
Twenty-five systematic reviews of literature were included, of which 14 were recent (2013–2015). Most described the level of evidence of component studies as a mix of experimental and quasi-experimental designs. The reviews measured around 14 different main outcome variables, thus limiting the number of primary studies that each individual review could pool to appraise. Many reviews agreed on the key learning outcome of knowledge acquisition, although no overall quantitative effect was derived. Three of four high-quality reviews found that simulation supported psychomotor development; a fourth found too few high quality studies to make a statistical comparison. Simulation statistically improved self-efficacy in pretest-posttest studies, and in experimental designs self-efficacy was superior to that of other teaching methods; lower level research designs limiting further comparison. The reviews commonly reported strong student satisfaction with simulation education and some reported improved confidence and/or critical thinking.
This umbrella review took a global view of 25 reviews of simulation research in nursing education, comprising over 700 primary studies. To discern overall outcomes across reviews, statistical comparison of quantitative results (effect size) must be the key comparator. Simulation-based education contributes to students' learning in a number of ways when integrated into pre-licensure nursing curricula. Overall, use of a constellation of instruments and a lack of high quality study designs mean that there are still some gaps in evidence of effects that need to be addressed.
•Simulation-based education is common in prelicensure nursing education.•Reviews show that simulation experiences can improve nursing students' knowledge.•When integrated into curricula it contributes to students' learning in numerous ways.•More high quality (experimental) research should be used to measure effects.
Virtual gaming simulation is a 2D computer game used to enhance the knowledge and skills of nursing students.
This research was conducted to investigate the effects of virtual gaming simulation on ...the nursing diagnosis, goal setting and diagnosis prioritization of first-year nursing students.
Randomized controlled trial conducted between March and April 2022.
In this study, 102 first-year nursing students registered in Fundamentals of Nursing-II were included. The students were divided at random into two groups: control (n = 51) and intervention (n = 51).
Data were collected using the descriptive characteristics form, nursing diagnosis, goal setting, diagnosis prioritization form, virtual evaluation simulation and virtual gaming simulation evaluation form. Didactic training in the nursing process was provided to all students in the classroom simultaneously. The day following the didactic training, the training scenario was explained to the control group in the classroom. On the same day, a simulation of the virtual training scenario developed for the intervention group was played in the computer lab. One week later, the control group completed the nursing diagnosis, goal setting and diagnosis prioritization form prepared for the evaluation scenario in the classroom and the intervention group played the virtual evaluation simulation that was developed based on the same case on the same day in the computer lab. Then, students' opinions regarding virtual gaming simulation were obtained.
The findings showed that the mean scores of nursing diagnosis and goal-setting knowledge of the intervention group were significantly higher than those of the control group (p < 0.05), whereas there was no significant difference between the groups regarding the mean scores of diagnosis prioritization knowledge (p > 0.05).
Virtual gaming simulation increased the mean scores of nursing diagnosis and goal-setting knowledge of the students. Most of the students stated positive statements related to virtual gaming simulations.
Aims
To investigate the work stress among Chinese nurses who are supporting Wuhan in fighting against Coronavirus Disease 2019 (COVID‐19) infection and to explore the relevant influencing factors.
...Background
The COVID‐19 epidemic has posed a major threat to public health. Nurses have always played an important role in infection prevention, infection control, isolation, containment and public health. However, available data on the work stress among these nurses are limited.
Methods
A cross‐sectional survey. An online questionnaire was completed by 180 anti‐epidemic nurses from Guangxi. Data collection tools, including the Chinese version of the Stress Overload Scale (SOS) and the Self‐rating Anxiety Scale (SAS), were used. Descriptive single factor correlation and multiple regression analyses were used in exploring the related influencing factors.
Results
The SOS (39.91 ± 12.92) and SAS (32.19 ± 7.56) scores of this nurse group were positively correlated (r = 0.676, p < .05). Multiple regression analysis showed that only children, working hours per week and anxiety were the main factors affecting nurse stress (p = .000, .048, .000, respectively).
Conclusions
Nurses who fight against COVID‐19 were generally under pressure.
Implications for Nursing Management
Nurse leaders should pay attention to the work stress and the influencing factors of the nurses who are fighting against COVID‐19 infection, and offer solutions to retain mental health among these nurses.
PDF
