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THE ACADEMIC LANDSCAPE
GOTTFREÐSDÓTTIR, H. and NIEUWENHUIJZE, M.J., 2018. Midwifery education: Challenges for the future in a dynamic environment. Midwifery, 59, pp. 78-80.
O'LYNN, C., 2018. Where is the ''radical transformation'' in nursing education? JBI Database of Systematic Reviews & Implementation Reports, 16(4), pp. 802-804.
TAI, S., et al, 2018. Competing agendas and other tensions in developing patient-centred communication in audiology education: a qualitative study of educator perspectives. International Journal of Audiology, 57(4), pp. 274-282.
THEOBALD, K.A., et al, 2018. Engaging students in a community of learning: Renegotiating the learning environment. Nurse Education in Practice, 29, pp. 137-142.
TUFFOUR, I., 2018. From bursaries to loans: are nursing students being turned into consumers? British Journal of Nursing, 27(8), pp. 460-461.
WARD, M., et al, 2018. The flip side of traditional nursing education: A literature review. Nurse Education in Practice, 29, pp. 163-171.
YAMBO, T.W., 2018. Academic Progression in Nursing Education: Advancing Seamless Educational Mobility. Nurse educator, 43(2), pp. 60-62.
ATTITUDES & PERCEPTIONS
ARRUE, M., et al, 2018. Nursing students’ alternative beliefs regarding care for patients suffering from depression. Nurse Education in Practice, 29, pp. 185-190.
DURKIN, M., et al, 2018. Qualities, teaching, and measurement of compassion in nursing: A systematic review. Nurse education today, 63, pp. 50-58.
GARDNER, J. and EMORY, J., 2018. Changing students’ perceptions of the homeless: A community service learning experience. Nurse Education in Practice, 29, pp. 133-136.
KRONING, M., 2018. Student Perceptions of Spirituality and Spiritual Care. Journal of Christian Nursing, 33(2), pp. E17-E20.
PEARSON, M., 2018. Educating student midwives about compassion: A critical reflection. British Journal of Midwifery, 26(4), pp. 261-263.
PERCY, M. and RICHARDSON, C., 2018. Introducing nursing practice to student nurses: How can we promote care compassion and empathy. Nurse Education in Practice, 29, pp. 200-205.
COMPETENCE
DAVISON, C., et al, 2018. Midwifery students’ understanding and knowledge of normal birth before ‘delivery’ of curriculum. Midwifery, 58, pp. 77-82.
KIELO, E., et al, 2018. Graduating student nurses' and student podiatrists' wound care competence – An integrative literature review. Nurse Education in Practice, 29, pp. 1-7.
STEC, M.A. and ARBOUR, M.W., 2018. Labor and Delivery Nursing Experience: A Prerequisite for Midwifery Education? Journal of midwifery & women's health, 63(2), pp. 157-160.
STOMSKI, N., et al, 2018. The influence of situation awareness training on nurses' confidence about patient safety skills: A prospective cohort study. Nurse education today, 63, pp. 24-28.
WANGENSTEEN, S., et al, 2018. Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey. Nurse education today, 62, pp. 101-106.
ZIEBER, M. and SEDGEWICK, M., 2018. Competence, confidence and knowledge retention in undergraduate nursing students — A mixed method study. Nurse education today, 62, pp. 16-21.
CONTINUOUS LEARNING
GREENSHIELDS, S., 2018. Exploring the impact training and resources have on school nurses' knowledge and confidence. British Journal of School Nursing, 13(3), pp. 122-127.
OXTOBY, K., 2018. CPD funding for practice nurses -- why is it so variable? Nursing in Practice: The Journal for Today's Primary Care Nurse, (101), pp. 12-16.
RYDER, M., et al, 2018. Fit for purpose? Evaluation of CPD courses for nurses in an Irish university teaching hospital. British Journal of Nursing, 27(8), pp. 434-441.
EQUALITY & DIVERSITY
CHOI, J. and KIM, J., 2018. Effects of cultural education and cultural experiences on the cultural competence among undergraduate nursing students. Nurse Education in Practice, 29, pp. 159-162.
EMAMI, A., et al, 2018. In support of diversity in doctoral nursing education. Journal of advanced nursing, 74(4), pp. 758-759.
GREENWOOD, S. and FYERS, K., 2018. Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education. Journal of Nursing Education, 57(4), pp. 229-232.
HICKERSON, K., et al, 2018. Sexual Orientation/Gender Identity Cultural Competence: A Simulation Pilot Study. Clinical Simulation in Nursing, 16, pp. 2-5.
YOUNG-BRICE, A., et al, 2018. Being Invisible: Stereotype Threat in an Undergraduate Nursing Program. Journal of Nursing Education, 57(3), pp. 159-162.
ETHICS
BOOZARIPOUR, M., et al, 2018. Ethical values in nurse education perceived by students and educators. Nursing ethics, 25(2), pp. 253-263.
MONTEVERDE, S. and DEFILIPPIS, T.S., 2018. Framing tomorrow’s ethics education: Two steps back and three steps forward. Nursing ethics, 25(2), pp. 131-132.
MOORE, H.A. and GAVIOLA, M.S., 2018. Engaging Nursing Students in a Culture of Integrity. Journal of Nursing Education, 57(4), pp. 237-239.
EVALUATION
ALHAJ ALI, A. and MUSALLAM, E., 2018. Debriefing Quality Evaluation in Nursing Simulation-Based Education: An Integrative Review. Clinical Simulation in Nursing, 16, pp. 15-24.
BAGLEY, K.A., et al, 2018. Nonspecialty Nurse Education: Evaluation of the Oncology Intensives Initiative, an oncology curriculum to improve patient care. Clinical journal of oncology nursing, 22(2), pp. E44-E51.
BUSH, M.A., et al, 2018. Considerations for Developing a Student Evaluation of Teaching Form. Teaching & Learning in Nursing, 13(2), pp. 125-128.
CEVIK, A.A., et al, 2018. The role of emergency medicine clerkship e-Portfolio to monitor the learning experience of students in different settings: a prospective cohort study. International Journal of Emergency Medicine, 11(1), pp. 1-1.
CHO, J.I.L., et al, 2018. Influential Factors of Student Evaluations of Teaching in a Nursing Program. Teaching & Learning in Nursing, 13(2), pp. 86-94.
EXAMS & ASSESSMENTS
CRAWFORD, D., 2018. LEARNING CURVE. Team testing teaches collaboration. Nursing, 48(4), pp. 18-20.
DAY, C., et al, 2018. Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education. Nurse educator, 43(2), pp. 83-86.
SPENDLOVE, Z. and BEST, R., 2018. Innovation in assessment: Building student confidence in preparation for unfamiliar assessment methods. British Journal of Midwifery, 26(3), pp. 180-184.
TURJAMAA, R., et al, 2018. Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions. Nurse Education in Practice, 29, pp. 53-58.
INTERPROFESSIONAL LEARNING
GRANHEIM, B.M., et al, 2018. The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse education today, 62, pp. 118-127.
KIRKPATRICK, A., et al, 2018. Intraprofessional Simulation's Impact on Advanced Practice and Baccalaureate Student Self-Efficacy. Clinical Simulation in Nursing, 16, pp. 33-39.
MORGAN, S., 2018. High fidelity simulation to improve multidisciplinary team working with pre-registrants. Nursing Management - UK, 24(10), pp. 35-39.
PHILLIPS, J., 2018. An Interprofessional Learning Experience for Health Professions Students. AORN Journal, 107(3), pp. 373-376.
LEARNING STYLES
BYRNE, A., et al, 2018. Impact of Enquiry Based Learning (EBL) on student midwife praxis. Midwifery, 58, pp. 83-85.
NANAVATY, J., 2018. Using visual thinking strategies with nursing students to enhance nursing assessment skills: A qualitative design. Nurse education today, 62, pp. 39-42.
LEARNING DESIGN
KOIVISTO, J., et al, 2018. Design-based research in designing the model for educating simulation facilitators. Nurse Education in Practice, 29, pp. 206-211.
CHARANIA, N.A.M.A., et al, 2018. Designing Assignments to Establish a Foundation for Evidence‐Based Practice in an Undergraduate Clinical Nursing Course. Worldviews on Evidence-Based Nursing, 15(2), pp. 149-151.
HAWKINS, J.E., et al, 2018. The Experiences of Nurse Educators in Developing and Implementing Concurrent Enrollment Associate Degree in Nursing–Bachelor of Science in Nursing Programs. Teaching & Learning in Nursing, 13(2), pp. 78-83.
HUDSON, A., et al, 2018. The value of a learning needs analysis to establish educational priorities in a new clinical workforce. Nurse Education in Practice, 29, pp. 82-88.
JAYASEKARA, R., et al, 2018. The effectiveness of clinical education models for undergraduate nursing programs: A systematic review. Nurse Education in Practice, 29, pp. 116-126.
MUIR‐COCHRANE, E., et al, 2018. Reshaping curricula: Culture and mental health in undergraduate health degrees. International Journal of Mental Health Nursing, 27(2), pp. 652-661.
NAUGHTON, C., et al, 2018. A dementia communication training intervention based on the VERA framework for pre-registration nurses: Part I developing and testing an implementation strategy. Nurse education today, 63, pp. 94-100.
NAUGHTON, C., et al, 2018. A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part II impact on student experience. Nurse education today, 63, pp. 87-93.
TURKEL, M.C., et al, 2018. Thoughts About Nursing Curricula: Dark Clouds and Bright Lights. Nursing science quarterly, 31(2), pp. 185-189.
WIGGINS, L.L., 2018. Using Evidence-Based Best Practices of Simulation, Checklists, Deliberate Practice, and Debriefing to Develop and Improve a Regional Anesthesia Training Course. AANA Journal, 86(2), pp. 119-126.
MENTORSHIP & GUIDANCE
ANDERSEN, T. and WATKINS, K., 2018. The Value of Peer Mentorship as an Educational Strategy in Nursing. Journal of Nursing Education, 57(4), pp. 217-224.
HANSON, S.E., et al, 2018. ‘It's complicated’: Staff nurse perceptions of their influence on nursing students' learning. A qualitative descriptive study. Nurse education today, 63, pp. 76-80.
SPENCER, R. and YUILL, O., 2018. Support for pre-registration midwifery students and mentors in clinical practice: a small scale evaluation of the duty teacher role. MIDIRS Midwifery Digest, 28(1), pp. 11-16.
NOVEL LEARNING TECHNIQUES
ARVEKLEV, S.H., et al, 2018. Learning About Conflict and Conflict Management Through Drama in Nursing Education. Journal of Nursing Education, 57(4), pp. 209-216.
JOHNSEN, H.M., et al, 2018. Nursing students' perceptions of a video-based serious game's educational value: A pilot study. Nurse education today, 62, pp. 62-68.
LAMBERT, A.W., et al, 2018. Enhancing Community Education Through Innovative Teaching Strategies in a Baccalaureate Nursing Program. Journal of Nursing Education, 57(4), pp. 240-244.
LAWRENCE, J. and WIER, J., 2018. The use of drama within midwifery education to facilitate the understanding of professional behaviour and values. Midwifery, 59, pp. 59-61.
PIERCE, L.L. and REUILLE, K.M., 2018. Instructor-Created Activities to Engage Undergraduate Nursing Research Students. Journal of Nursing Education, 57(3), pp. 174-177.
SAYUMI, M.D., et al, 2018. Conversation wheel as education strategy in health for nursing. Revista de Pesquisa: Cuidado e Fundamental, 10(2), pp. 379-384.
URCOLA-PARDO, F., et al, 2018. Perceptions of nursing students after performing an individual activity designed to develop their critical thinking: The “critical card” tool. Nurse Education in Practice, 29, pp. 35-40.
XIAOFEI, L.I. and JIE, L.E.I., 2018. Discussion of the Application of Micro-lecture in the Clinical Training of Thoracic Surgery. Chinese Journal of Lung Cancer, 21(4), pp. 251-255.
PLACEMENTS & WORK-BASED LEARNING
BRADSHAW, C., et al, 2018. Preparing midwifery students for practice: The value of elective placements in enhancing midwifery practice. Midwifery, 59, pp. 112-114.
HOGAN, R., et al, 2018. Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource. Nurse Education in Practice, 29, pp. 89-94.
JACK, K., et al, 2018. “My mentor didn't speak to me for the first four weeks”: Perceived Unfairness experienced by nursing students in clinical practice settings. Journal of Clinical Nursing, 27(5), pp. 929-938.
LORI, J.R., et al, 2018. Achieving universal coverage: Understanding barriers to rural placement for final year midwifery students. Midwifery, 58, pp. 44-49.
NEVALAINEN, M., et al, 2018. Work-based learning in health care organisations experienced by nursing staff: A systematic review of qualitative studies. Nurse Education in Practice, 29, pp. 21-29.
SMITH, S. and HUNT, J., 2018. Acute burns management: placement reflections of a children's nursing student. Nursing Children & Young People, 30(2), pp. 21-24.
THEW, M.M. and HARKNESS, D., 2018. Predictors of practice placement and academic outcomes in master’s-level pre-registration occupational therapy students. British Journal of Occupational Therapy, 81(4), pp. 234-242.
SIMULATION
ANDERSEN, P., et al, 2018. Snapshots of Simulation: Innovative Strategies Used by International Educators to Enhance Simulation Learning Experiences for Health Care Students. Clinical Simulation in Nursing, 16, pp. 8-14.
BLEICH, M.R., et al, 2018. Beyond High-Fidelity Simulation: Emerging Technologies in Leadership Development. Journal of continuing education in nursing, 49(3), pp. 105-108.
BORG SAPIANO, A., et al, 2018. The effectiveness of virtual simulation in improving student nurses' knowledge and performance during patient deterioration: A pre and post test design. Nurse education today, 62, pp. 128-133.
CAROLAN-OLAH, M., et al, 2018. Communicating out loud: Midwifery students' experiences of a simulation exercise for neonatal resuscitation. Nurse Education in Practice, 29, pp. 8-14.
COCKROFT, M. and OPPEWAL, S., 2018. Beyond the Front Door: A Complex Home Visit Simulation. Nurse educator, 43(2), pp. 57-59.
CROWE, S., et al, 2018. The impact of simulation based education on nursing confidence, knowledge and patient outcomes on general medicine units. Nurse Education in Practice, 29, pp. 70-75.
EDWARDS, T., et al, 2018. Using an Unfolding Simulation With Maternity and Pediatric Nursing Students. Teaching & Learning in Nursing, 13(2), pp. 122-124.
KELLY, S.H., et al, 2018. An Advanced Medication Administration Experience to Promote Students' Knowledge Acquisition in the Skill of Administering Medications. Teaching & Learning in Nursing, 13(2), pp. 104-107.
LIAW, S.Y., et al, 2018. Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration. Nurse education today, 62, pp. 74-79.
ORIQUE, S.B. and PHILLIPS, L.J., 2018. The Effectiveness of Simulation on Recognizing and Managing Clinical Deterioration: Meta-Analyses. Western journal of nursing research, 40(4), pp. 582-609.
REYNOLDS, S., et al, 2018. Real-time simulation: first-hand experience of the challenges of community nursing for students. British journal of community nursing, 23(4), pp. 180-183.
RUYAK, S.L., et al, 2018. Role development in midwifery education: A place for simulation. Midwifery, 59, pp. 141-143.
VANDYK, A.D., et al, 2018. The use of psychiatry‐focused simulation in undergraduate nursing education: A systematic search and review. International Journal of Mental Health Nursing, 27(2), pp. 514-535.
WEILER, D.T., et al, 2018. The effect of role assignment in high fidelity patient simulation on nursing students: An experimental research study. Nurse education today, 63, pp. 29-34.
THE STUDENT EXPERIENCE
AGNEW, T., 2018. New standards will prepare students for the rigours of modern nursing. Nursing Standard, 33(1), pp. 14-17.
AHMADI, G., et al, 2018. Fear, an unpleasant experience among undergraduate midwifery students: A qualitative study. Nurse Education in Practice, 29, pp. 110-115.
ARKAN, B., et al, 2018. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurse Education in Practice, 29, pp. 127-132.
ARUNDELL, F., et al, 2018. Workplace culture and the practice experience of midwifery students: A meta‐synthesis. Journal of nursing management, 26(3), pp. 302-313.
JÄRVINEN, T., et al, 2018. Factors related to nursing students’ readiness to enter working life – A scoping literature review. Nurse Education in Practice, 29, pp. 191-199.
LEE, J.J., et al, 2018. Nursing students’ learning dynamics and influencing factors in clinical contexts. Nurse Education in Practice, 29, pp. 103-109.
MELIN-JOHANSSON, C., et al, 2018. Undergraduate nursing students' transformational learning during clinical training. International journal of palliative nursing, 24(4), pp. 184-192.
MESTDAGH, E., et al, 2018. A cross-sectional pilot study of student's proactive behavior in midwifery education: Validation of a developed questionnaire. Nurse education today, 62, pp. 22-29.
POWER, A., et al, 2018. Changemaker: Preparing student midwives for employability, qualification and beyond. British Journal of Midwifery, 26(4), pp. 264-266.
REINKE, N.B., 2018. The impact of timetable changes on student achievement and learning experiences. Nurse education today, 62, pp. 137-142.
THOMAS, C.A., 2018. Stifled Learning: Nursing Students' Experience of Incivility in Clinical Education. Journal of Christian Nursing, 33(2), pp. 106-111.
WANG, J., et al, 2018. Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students. Western journal of nursing research, 40(3), pp. 327-345.
TEAM LEARNING
ABERDEEN, S.M. and BYRNE, G., 2018. Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms. Dementia (14713012), 17(3), pp. 279-296.
HASTIE, C.R., 2018. ‘TeamUP’: An approach to developing teamwork skills in undergraduate midwifery students. Midwifery, 58, pp. 93-95.
HELLIER, S. and DAVIDSON, L., 2018. Team Teaching in Nursing Education. Journal of continuing education in nursing, 49(4), pp. 186-192.
KYUNG, E.L., 2018. Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study. Journal of Nursing Research (Lippincott Williams & Wilkins), 26(2), pp. 88-96.
TECHNOLOGY
DE SOUSA, V.,EMILLE CARVALHO, et al, 2018. Developing and Testing of a Software Prototype to Support Diagnostic Reasoning of Nursing Students. International Journal of Nursing Knowledge, 29(2), pp. 124-132.
GALLEGOS, C. and NAKASHIMA, H., 2018. Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students? Journal of Nursing Education, 57(3), pp. 170-173.
GDANETZ, L.M., et al, 2018. Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis. Journal of Nursing Education, 57(4), pp. 197-202.
KIM, H. and SUH, E.E., 2018. The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial. Asian Nursing Research, 12(1), pp. 17-25.
SCAMELL, M. and HANLEY, T., 2018. Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education. Nurse education today, 62, pp. 112-117.
STANLEY, M.J., et al, 2018. Integrating Video Simulation Scenarios Into Online Nursing Instruction. Journal of Nursing Education, 57(4), pp. 245-249.
TOOTHAKER, R., 2018. Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study. Nurse education today, 62, pp. 80-84.
TSAI, P., et al, 2018. Using an Interactive Video Simulator to Improve Certified Nursing Assistants' Dressing Assistance and Nursing Home Residents' Dressing Performance: A Pilot Study. CIN: Computers, Informatics, Nursing, 36(4), pp. 183-192.
WESTERGREN, A., et al, 2018. Computer-Based Training in Eating and Nutrition Facilitates Person-Centered Hospital Care: A Group Concept Mapping Study. CIN: Computers, Informatics, Nursing, 36(4), pp. 199-207.
WHITE, M. and SHELLENBARGER, T., 2018. Gamification of Nursing Education With Digital Badges. Nurse educator, 43(2), pp. 78-82.
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