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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Preclinical development consists of a series of tests that ensure the safety and efficacy of a new therapeutic compound before it is tested in humans. There are four main phases to this process. First, safety pharmacology tests are conducted to ensure the drug does not produce any acutely harmful effects. These tests examine parameters such as bronchoconstriction, cardiac dysrhythmias, blood pressure changes, and ataxia. Next, preliminary toxicological testing is performed to determine the...
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Preparing students for clinical placements: The student's perspective.

Nancy McNamara1

  • 1Wintec, Private Bag 3036, Waikato Mail Centre, Hamilton 3240, New Zealand.

Nurse Education in Practice
|January 15, 2015
PubMed
Summary
This summary is machine-generated.

This study found that a simulation program significantly enhanced learning for first-year undergraduate nursing students in essential clinical skills and documentation. The innovative approach is highly recommended for future nursing education.

Keywords:
Nursing educationRole-play clinical placementsSimulation

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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Undergraduate Medical Training

Background:

  • 21st-century nursing education faces challenges including reduced clinical placement availability and quality due to budget cuts and increased patient acuity.
  • Simulated nursing practice emerges as an innovative strategy to mitigate these challenges in undergraduate nursing programs.
  • The integration of simulation aims to bridge the gap between theoretical knowledge and practical application in clinical settings.

Purpose of the Study:

  • To evaluate the effectiveness of a newly implemented simulation program for first-year undergraduate nursing students.
  • To assess student perspectives on their learning experiences within the simulation program.
  • To identify specific areas of skill development and knowledge acquisition facilitated by the simulation.

Main Methods:

  • A descriptive research design was employed, utilizing Kolb's experiential learning theory as a theoretical framework.
  • A cohort of 158 first-year undergraduate nursing students participated in a four-day simulation program.
  • Data were collected via a questionnaire administered upon program completion, featuring Likert scale and categorical response items.

Main Results:

  • Students reported significant improvements in basic clinical skills acquisition.
  • Enhanced learning was observed in clinical documentation and collaborative care practices.
  • The simulation program was overwhelmingly recommended by 100% of participating students for continuation.

Conclusions:

  • Simulation-based education is a valuable tool for preparing undergraduate nursing students for clinical placements.
  • The program effectively improved essential nursing competencies, including clinical skills and documentation.
  • Student feedback strongly supports the continued implementation and expansion of simulation in nursing curricula.