Article
Education, Scientific Disciplines
Ginger Schroers, Shalini Shrikanth, Jill Pfieffer
Summary: This study investigated nursing students' experiences with skills and the quality of supervision and feedback in clinical settings. The findings revealed that students performed few skills and assessments during their clinical experiences, highlighting the need for increased clinical opportunities to enhance their competence. These findings contribute to the limited knowledge regarding the clinical learning experiences of undergraduate nursing students and can inform strategies to improve new nurse preparedness.
NURSE EDUCATION TODAY
(2023)
Article
Nursing
Yuko Yoshida, Tomoko Uno, Hiroaki Tanaka, Itsuka Hakosaki, Katsusuke Shigeta, Rika Yano
Summary: This study explores the cognitive changes of nursing students as they acquire psychomotor skills through blended learning. The findings suggest that in a blended learning environment, students are able to practice and improve their skills at their own pace, even without frequent advice from instructors. Metacognitive skills play a crucial role in the development of psychomotor skills and the ability to provide care. Therefore, focusing on the development of metacognitive skills in the early stages of basic education programs can contribute to the development of nursing students' practical skills.
NURSE EDUCATION IN PRACTICE
(2022)
Article
Education, Scientific Disciplines
Jessie Yuk Seng Chung, William Ho Cheung Li, Laurie Long Kwan Ho, Ankie Tan Cheung, Joyce Oi Kwan Chung
Summary: The study found that newly graduated nurses perceive clinical handover as essential for continuous patient care, but also experience frustration and anxiety, alongside encountering barriers such as inadequate professional judgement and unsystematic reporting.
NURSE EDUCATION TODAY
(2021)
Review
Nursing
Hugh Davies, Deborah Sundin, Suzanne Robinson, Elisabeth Jacob
Summary: This study aimed to investigate whether extended immersive ward-based simulation programmes improve the preparedness of nursing students for professional practice. The findings show that students who participated in these programmes reported high satisfaction and were able to practice the skills needed for professional practice in a safe learning environment. Further research is needed to determine the impact of these programmes on workplace performance and retention of graduate nurses.
JOURNAL OF CLINICAL NURSING
(2021)
Review
Education, Scientific Disciplines
Lisa C. Smith, Heather Watson, Linda Fair, Grace Carter, Periwinkle Mackay, Kelly Lykens, Jackie Bradstock, Kristen Arnold, Madeleine Whalen
Summary: This integrative review explores the best practice for establishing and maintaining a hospital-based nurse preceptor program. The results suggest implementing an evidence-based, standardized curriculum, providing ongoing education and support for preceptors, and improving their essential competencies.
NURSE EDUCATION TODAY
(2022)
Review
Nursing
Jane Currie, Cristina Thompson, Pam Grootemaat, Patrea Andersen, Alan Finnegan, Michael Carter, Elizabeth Halcomb
Summary: This scoping review aims to synthesize current evidence on the clinical skill development of preregistration registered nurses in Australia, UK, Ireland, US, Canada, and New Zealand, in order to inform nurse education, policy, and clinical practice.
JOURNAL OF CLINICAL NURSING
(2023)
Article
Nursing
Sanela Pivac, Brigita Skela-Savic, Duska Jovic, Mediha Avdic, Sedina Kalender-Smajlovic
Summary: This study aimed to explore nurse educators' perceptions of implementing active learning methods in nursing education, revealing their positive impacts on students' communication and critical thinking skills, as well as promoting a safe learning environment. Findings suggest that the use of various active learning methods in simulation settings can enhance nursing students' critical thinking and communication skills.
Review
Oncology
Helen Kerr, Monica Donovan, Oonagh McSorley
Summary: This integrative literature review aimed to evaluate outcomes associated with the role of the Clinical Nurse Specialist in cancer care, finding positive contributions in improving patient outcomes with psychological support, information provision, symptom management, service coordination, and patient satisfaction.
EUROPEAN JOURNAL OF CANCER CARE
(2021)
Article
Health Care Sciences & Services
H. Osp Egilsdottir, Lena Gunterberg Heyn, Espen Andreas Brembo, Kirsten Roland Byermoen, Anne Moen, Hilde Eide
Summary: The study used a participatory design approach to co-design a suite of mLearning tools by evaluating various digital learning resources with students. Students reported that the digital learning resources stimulated learning in various ways and emphasized the importance of including all selected resources to support B-PAS learning. The suite of mLearning tools supports skills training and knowledge transfer between multiple learning contexts.
JMIR MHEALTH AND UHEALTH
(2021)
Article
Education & Educational Research
Yanrui Zhang, Mark Maconochie
Summary: Peer-assisted learning is an effective method for medical students to improve their clinical knowledge and skills. Compared with traditional teacher-led passive learning, peer-assisted learning leads to better learning outcomes.
BMC MEDICAL EDUCATION
(2022)
Article
Nursing
Sujin Shin, Inyoung Lee, Jeonghyun Kim, Eunyoung Oh, Eunmin Hong
Summary: This study investigated the effects of a critical reflection competency program for clinical nurse educators on their critical thinking disposition, nursing reflection competency, and teaching efficacy. The program was found to improve the critical thinking disposition and teaching efficacy of nurse educators. Therefore, the implementation of critical reflection in nursing education is necessary.
Review
Nursing
Orlaith Hernon, Edel McSharry, Iain MacLaren, Peter J. Carr
Summary: This state-of-the-art review examines the current use of educational technologies in nursing and midwifery education for teaching clinical psychomotor skills. The most commonly studied technologies include simulation, video, and virtual reality. The majority of studies report positive educational outcomes and student satisfaction with the use of educational technology in teaching and assessing clinical psychomotor skills.
JOURNAL OF PROFESSIONAL NURSING
(2023)
Article
Nursing
Elyne De Baetselier, Nienke E. Dijkstra, Luis M. Batalha, Paulo A. Carvalho Ferreira, Izabela Filov, Vigdis A. Grondahl, Jana Heczkova, Ann K. Helgesen, Jo Hirdle, Sue Jordan, Petros Kolovos, Gero Langer, Sabina Licen, Manuel Lillo-Crespo, Alba Malara, Hana Padysakova, Mirko Prosen, Dorina Pusztai, Bence Raposa, Jorge Riquelme-Galindo, Jana Rottkova, Carolien G. M. Sino, Francesco Talarico, Styliani Tziaferi, Bart Van Rompaey, Tinne Dilles
Summary: This study assessed the pharmaceutical care competences of nursing students at different educational levels. It found that final-year nursing students had relatively low knowledge scores, suggesting that some students may be insufficiently prepared in certain areas. Most students considered themselves skilled to perform pharmaceutical care and had positive attitudes towards their participation in pharmaceutical care.
NURSE EDUCATION IN PRACTICE
(2022)
Article
Education, Scientific Disciplines
Mohamad M. Saab, Josephine Hegarty, David Murphy, Margaret Landers
Summary: The study explored nursing students' perspectives of incorporating virtual reality in nurse education. Participants believed that virtual reality is captivating, innovative, and empowering, providing a novel and engaging means of learning. However, challenges such as resource allocation and the need for continuous feedback were also identified.
NURSE EDUCATION TODAY
(2021)
Article
Nursing
Ylva Palsson, Gunilla Martensson, Christine Leo Swenne, Ester Mogensen, Maria Engstrom
Summary: The study observed the collaboration between first-year nursing students in their clinical practice using peer learning, finding that their involuntary collaboration led to growth in different competencies. When working together in a real-life context, nursing students were observed practicing nursing skills, establishing knowledge through helping each other understand, sharing thoughts and feelings, and expressing them in words to improve themselves.
NURSE EDUCATION IN PRACTICE
(2021)
Article
Health Care Sciences & Services
Christina Aggar, Jacqueline G. Bloomfield, Cynthia Stanton, Catherine Baynie, Christopher J. Gordon
AUSTRALIAN JOURNAL OF PRIMARY HEALTH
(2016)
Article
Nursing
Christina Aggar, Jacqueline G. Bloomfield, Astrid Frotjold, Tamsin H. T. Thomas, Fung Koo
Article
Nursing
Tamsin H. T. Thomas, Jacqueline G. Bloomfield, Christopher J. Gordon, Christina Aggar
Article
Education, Scientific Disciplines
Jacqueline G. Bloomfield, Christina Aggar, Tamsin H. T. Thomas, Christopher J. Gordon
NURSE EDUCATION TODAY
(2018)
Article
Nursing
Christina Aggar, Christopher J. Gordon, Tamsin H. T. Thomas, Linda Wadsworth, Jacqueline Bloomfield
NURSE EDUCATION IN PRACTICE
(2018)
Article
Education, Scientific Disciplines
Ollyvia Freeska Dwi Marta, Shu-Yu Kuo, Jacqueline Bloomfield, Hsin-Chien Lee, Faqih Ruhyanudin, Mia Yuangi Poynor, Ageng Brahmadhi, Indah Dwi Pratiwi, Nur Aini, Erma Wahyu Mashfufa, Faizul Hasan, Hsiao-Yean Chiu
NURSE EDUCATION TODAY
(2020)
Review
Oncology
Su Htet Htet Aung, Kate White, Jacqueline Bloomfield
Summary: Head and neck cancer affects caregivers physically, psychosocially, and financially, highlighting the need for ongoing informational, financial, and educational support for caregivers. Clinicians should consider caregivers as partners in HNC management and provide relevant support and education programs to meet their needs.
Article
Education, Scientific Disciplines
Jacqueline G. Bloomfield, Carl R. Schneider, Stuart Lane, Paulina Stehlik, Astrid Frotjold
Summary: This study evaluated the impact of a large-scale interprofessional workshop on attitudes towards interprofessional socialisation among first year medical, nursing, and pharmacy students. Over 80% of participants rated their workshop experience as good/very good, with nursing and pharmacy students showing significantly higher post-workshop questionnaire scores.
NURSE EDUCATION TODAY
(2021)
Review
Nursing
Jaunna Gauci, Jacqueline Bloomfield, Sharon Lawn, Susan Towns, Katharine Steinbeck
Summary: There is limited evidence on the effectiveness of self-management programmes specifically developed for adolescents with chronic illness. Booster sessions have been identified as an effective strategy to improve adherence but are often omitted in interventions. Future research should focus on rigorous studies with quantitative outcome measures to guide the development of future programmes.
JOURNAL OF ADVANCED NURSING
(2021)
Article
Education, Scientific Disciplines
Jacqueline G. Bloomfield, Tonia Crawford, Murray Fisher
Summary: The study found that almost all nursing students believed that academic dishonesty constitutes a breach of professional codes of conduct and should be viewed as professional misconduct. Nearly half of the participants reported engaging in at least one type of academic dishonesty, highlighting the ongoing issue of academic dishonesty in nursing education.
NURSE EDUCATION TODAY
(2021)
Editorial Material
Medicine, General & Internal
Lynn V. Monrouxe, Jacqueline G. Bloomfield
FRONTIERS IN MEDICINE
(2021)
Article
Medicine, Research & Experimental
Jaunna Gauci, Jacqueline Bloomfield, Sharon Lawn, Susan Towns, Annabelle Hobbs, Katharine Steinbeck
Summary: This study describes a randomized controlled trial of a self-management intervention program for adolescents aged 15-18 with chronic conditions. It aims to provide evidence regarding self-management programs for this age group and address important gaps in current literature.
Article
Environmental Sciences
Lily Pham, Rebekah J. Moles, Claire L. O'Reilly, Stephen Carter, Camille Raynes-Greenow, Timothy F. Chen, Corina Raduescu, Sue Randall, Jacqueline Bloomfield, Clara Strowel, Andrea Murphy, David Gardner, Sarira El-Den
Summary: This study explored perinatal women's views on community pharmacist-delivered perinatal depression (PND) screening and care. The findings indicate that participants generally have positive attitudes towards these services, as long as pharmacists receive proper training and referral pathways are established.
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
(2022)
Article
Health Policy & Services
Christina Aggar, Tamsin Thomas, Christopher Gordon, Jacqueline Bloomfield, James Baker
Summary: Social prescribing, also known as community referral, is an effective way to refer individuals to local non-clinical health, welfare, and social support services, improving their quality of life and health status while reducing burden on health services. The first social prescribing pilot program in Australia, conducted in Sydney in 2016/2017, demonstrated significant improvements in participants' quality of life and health status, showing the potential for scalability in geographically isolated communities.
COMMUNITY MENTAL HEALTH JOURNAL
(2021)
Article
Nursing
Christina Aggar, Jacqueline Bloomfield, Tamsin H. Thomas, Christopher J. Gordon