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Auteur Tamara Power |
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trié(s) par (Pertinence décroissant(e), Titre croissant(e)) Faire une suggestion Affiner la rechercheBasic Life Support Training for undergraduate nursing students: An integrative review / Felicity Dick-Smith in Nurse Education in Practice, Vol. 50 (January 2021)
Titre : Basic Life Support Training for undergraduate nursing students: An integrative review Type de document : Article Auteurs : Felicity Dick-Smith ; Tamara Power ; Roberto Martinez-Maldonado ; Doug Elliott Année de publication : 2021 Article en page(s) : 102957 Note générale : https://doi.org/10.1016/j.nepr.2020.102957 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Formation ; Réanimation cardiopulmonaire ; Soins de réanimationRésumé : The aim of this review was to identify the role of basic life support training interventions in international undergraduate nursing education, that support optimal acquisition and retention of knowledge, psychomotor skills and resuscitation self-efficacy. Twenty-four articles were identified and analysed using an integrative review approach. Studies were reviewed for quality using a Critical Appraisal Skills Programme checklist. Common objective and standardised methods of basic life support education practice were identified: instructor led, simulation experiences, self-directed learning, skills training combined with clinical practicum, and computer-based training. Evaluation of competency was collected primarily from multiple-choice questionnaires or researcher-designed checklists, with a lack of objective performance data noted. Importantly, current teaching approaches do not guarantee acquisition or retention of basic life support skills. Objective feedback from technologies supporting cardiopulmonary resuscitation training may be useful in acquisition and retention of psychomotor skills, and therefore requires further exploration. Development of robust, psychometrically sound instruments are needed to accurately and consistently measure nursing students' skills performance. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=264213
in Nurse Education in Practice > Vol. 50 (January 2021) . - 102957[article]
Titre : A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper Type de document : Article Auteurs : Evelyn Palominos ; Tracy Levett-Jones ; Tamara Power ; Roberto Martinez-Maldonado Année de publication : 2022 Article en page(s) : 103500 Note générale : https://doi.org/10.1016/j.nepr.2022.103500 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Erreurs médicales ; Formation par simulationMots-clés : Gestion des erreurs médicales Apprentissage à partir des erreurs Echec productif Résumé : Background Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education. Aims To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model. Design The Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations. Methods We describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example. Results The model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice. Conclusion This discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300282
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103500[article]
Titre : Feedback as a balancing act: Qualitative insights from an experienced multi-cultural sample of doctoral supervisors in nursing Type de document : Article Auteurs : Debra Jackson ; Tamara Power ; Kim Usher Année de publication : 2021 Article en page(s) : 103125 Note générale : https://doi.org/10.1016/j.nepr.2021.103125 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Recherche qualitative ; Soins infirmiers ; SupervisionMots-clés : Doctorat Résumé : Aim
To better understand the views and experiences of experienced doctoral supervisors in nursing when providing feedback and critique to nursing doctoral students. Background: Feedback refers to information from a provider, intended to inform a receiver about the quality of their work in order for them to be able to see where improvements might occur and to signpost issues to be carried into future work. Feedback, particularly on student writing is central to successful doctoral supervision and is time consuming and labour-intensive for supervisors. Design: Qualitative. Methods: Following ethics approval and informed consent procedures, we gathered 962 min of interview data over a six-week period from 21 participants in four countries. During conversational-style interviews, participants shared their experiences of supervisionand elucidated on their experiences of providing feedback to doctoral students. Data were thematically analysed. Findings: Participants had more than 400 combined doctoral completions. As supervisors, participants aimed to strike a balance between helpful and empowering comments that motivated students to approach their work with renewed vigour and enthusiasm; and those that had the opposite effect of crushing and demoralising the student. ‘Feedback as a balancing act’ comprised four contributing themes with sub-themes. Findings reveal that feedback on student writing can remain a challenge for the duration of candidature. However, writing is an essential aspect of doctoral studies. It is through supervision that new nursing scholars are tutored and coached into the practices essential to creating disciplinary knowledge through writing. Our sample was drawn from multiple countries and included perspectives from various cultures. Despite the variation in countries and cultures, there was little variation in issues around feedback with all participants striving to provide clear, respectful feedback aimed at developing students and enhancing their skills. Conclusions: Supervision of doctoral student frequently involves working internationally and what while our sample was drawn from multiple countries and cultural perspectives, there was little variation in issues around provision of feedback to doctoral students. When considering feedback, our findings emphasise the importance of recognising feedback as a crucial educative process and one that is central to the production of a doctoral thesis. We argue that there is a need for nursing to move to developing and articulating meaningful and inclusive pedagogies of writing and doctoral supervision. We recommend universities support the development of such pedagogies and ensure that academic staff engaging in supervision are supported with the appropriate knowledge and skills to be optimally effective.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272756
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103125[article]
Titre : The development and evaluation of an integrated virtual patient case study and related online resources for person-centred nursing practice Type de document : Article Auteurs : Fiona Orr ; Michelle Kelly M. ; Claudia Virdun ; Tamara Power ; Angela Phillips ; Joanne Gray Année de publication : 2021 Article en page(s) : 102981 Note générale : https://doi.org/10.1016/j.nepr.2021.102981 Langues : Anglais (eng) Descripteurs : HE Vinci
E-learning ; Institut de formation en soins infirmiers ; Présentations de cas ; Simulation sur patients standardisés ; Soins infirmiers centrés sur la personneRésumé : Ensuring students develop person-centred practice for diverse groups of people across health care settings is an important outcome of undergraduate nursing education. This paper presents the development and evaluation of a learning innovation, an integrated virtual patient case study and complementary online resources for person-centred nursing practice. The virtual patient case study of an Australian Aboriginal woman diagnosed with breast cancer was integrated within four core subjects of a Bachelor of Nursing program, for a total of 600 second-year students. The evaluation of this learning strategy was encouraging. Students reported that the online learning activities were engaging, particularly due to the level of realism, their understanding of Aboriginal Peoples’ healthcare needs increased, and they developed therapeutic communication skills, applicable in a variety of healthcare contexts. Staff concerns about student wellbeing when learning sensitive content online were unfounded. When carefully planned, a virtual patient case study and online learning resources can support students to enhance their person-centred nursing practice. Further evaluation, including student outcomes through assessment, is an important next step. Disponible en ligne : Oui En ligne : https://www.sciencedirect.com/science/article/abs/pii/S1471595321000172 Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=266119
in Nurse Education in Practice > Vol. 51 (February 2021) . - 102981[article]
Titre : ‘With my heart and eyes open’: Nursing students; reflections on placements in Australian, urban Aboriginal organisations Type de document : Article Auteurs : Tamara Power ; Cherie Lucas ; Carolyn Hayes ; Debra Jackson Année de publication : 2020 Article en page(s) : 102904 Note générale : https://doi.org/10.1016/j.nepr.2020.102904 Langues : Anglais (eng) Descripteurs : HE Vinci
Australie ; Elève infirmier ; Sécurité ; Services de santé pour autochtones ; Stage de formationRésumé : Research has demonstrated that students who have immersive experiences in Indigenous settings emerge with a greater understanding of their own values and attitudes and increased appreciation for Indigenous Peoples and culture. Up to 80% of Indigenous people in Australia live in urban settings, yet research on nursing students' placements in urban Indigenous organisations is scarce. This manuscript presents qualitative findings from the analysis of eight third year nursing students' reflective essays, written iteratively across a three-week placement in urban Aboriginal organisations. Reflective journaling was employed as a pedagogical method.
All the students reported experiencing profound personal and professional growth. Thematic analysis resulted in three themes ‘Working with experience and uncertainty’, ‘Developing acceptance and understanding’ and Becoming allies and advocates'.
From the findings, it is evident that despite the logistical issues of a small Indigenous population and a vast nursing cohort, it is important to ensure that all nursing students have opportunities to engage authentically with Indigenous people, in places and spaces of Indigenous authority, and opportunities to reflect on their learnings in the context of their previous understandings.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=262032
in Nurse Education in Practice > Vol. 49 (November 2020) . - 102904[article]
