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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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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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Implementation is the execution of the nursing care plan developed during the planning phase.
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Role of Communication in the Nursing Process II: Planning and Implementation01:25

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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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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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Exploring post-registration nursing students' perceptions and learning experiences of peer-led simulation: A

Fang Huang1, Karen Lai See Tham1, Emily Wai Yee Kwan1

  • 1School of Health and Social Sciences, Nanyang Polytechnic, Singapore.

Nurse Education Today
|August 21, 2024
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Summary

Peer-led simulation (PLS) enhances nursing education by allowing students to design and facilitate scenarios, improving clinical competency. This approach fosters dynamic learning environments and benefits educators by revealing student needs.

Keywords:
Adult learnersLearning experiencesPeer-led simulationPost-registration nursing studentsQualitative study

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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Post-registration Nursing

Background:

  • Traditional instructor-led simulations (ILS) dominate nursing education.
  • Peer-led simulation (PLS) offers an alternative by engaging students in scenario design and facilitation.
  • Limited research exists on the effectiveness of combined ILS and PLS for post-registration nursing students.

Purpose of the Study:

  • To investigate factors influencing the learning experience of post-registration nursing students.
  • To explore student perceptions of peer-led simulation (PLS) as an instructional strategy.
  • To identify the benefits and challenges of integrating PLS into nursing curricula.

Main Methods:

  • Qualitative study conducted from October 2022 to April 2023.
  • Participants: 20 post-registration nursing students in an Advanced Diploma (Peri-anaesthesia) program.
  • Data collection: Three semi-structured focus group discussions (FGDs) with 16 participants, guided by Delphi-validated questions.

Main Results:

  • Thematic analysis identified four key themes: learning journey, enablers, barriers, and perceived benefits.
  • A significant enabler was students' application of evidence-based practice (EBP) principles in scenario development.
  • Learners appreciated the ability to achieve conceptual fidelity in their self-designed scenarios.

Conclusions:

  • Peer-led simulation (PLS) is crucial for creating dynamic learning environments in nursing education.
  • Student involvement in scenario design and facilitation enhances understanding of concepts and clinical skills.
  • PLS offers valuable insights for educators to refine teaching strategies and improve educational outcomes.