trié(s) par (Pertinence décroissant(e), Titre croissant(e)) 

Basic Life Support Training for undergraduate nursing students: An integrative review / Felicity Dick-Smith in Nurse Education in Practice, Vol. 50 (January 2021)  

[article]  inNurse Education in Practice > Vol. 50 (January 2021) . - 102957 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 réanimation Résumé : 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 [article]

A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper / Evelyn Palominos ; Tracy Levett-Jones ; Tamara Power ; Roberto Martinez-Maldonado in Nurse Education in Practice, Vol. 65 (November 2022)  

[article]  inNurse Education in Practice > Vol. 65 (November 2022) . - 103500 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 simulation Mots-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 [article]