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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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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
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Updated: Mar 27, 2026

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Simulation workshops with first year midwifery students.

Christine Catling1, Rosemarie Hogan1, Deborah Fox1

  • 1Faculty of Health, University of Technology, Sydney, Australia.

Nurse Education in Practice
|January 19, 2016
PubMed
Summary
This summary is machine-generated.

Simulated teaching methods significantly boosted midwifery students' confidence and skills for clinical practice. Post-simulation and post-clinical experience, students reported higher understanding and abilities in essential midwifery competencies.

Keywords:
Clinical skillsConfidenceMidwifery studentsPre and post testSimulationTeaching and learning

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Area of Science:

  • Medical Education
  • Nursing Education
  • Simulation-Based Learning

Background:

  • Simulated teaching methods offer a safe, structured, and reflective learning environment.
  • Preparing students for clinical practice is crucial for developing competent healthcare professionals.

Purpose of the Study:

  • To evaluate the effectiveness of a 2-day simulation project in preparing first-year midwifery students for clinical practice.
  • To assess changes in students' understanding, confidence, and abilities in clinical midwifery skills.

Main Methods:

  • A quasi-experimental pre-test/post-test design was employed.
  • Qualitative data were gathered through open-ended surveys and analyzed using content analysis.
  • Quantitative data included confidence intervals and p-values to measure changes in self-rated skills.

Main Results:

  • 71 midwifery students participated, reporting increased understanding, confidence, and abilities post-simulation.
  • Qualitative analysis revealed themes of enhanced learning experience, confidence-building, identification of needs, communication skills, and practical application.
  • Self-rated skills significantly improved after simulation and further consolidated during clinical placement.

Conclusions:

  • Simulation workshops effectively prepare midwifery students for the clinical workplace.
  • Simulation-based learning enhances self-perceived competence in clinical midwifery skills.
  • Further longitudinal research is recommended to explore the impact of simulation on student retention and facility feedback.