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DREHER, H.M., et al, 2019. The use of "high‐stakes testing" in nursing education: Rhetoric or rigor? Nursing forum, 54(4), pp. 477-482.
HEATH, S., 2019. Next steps for student supervision and assessment. Practice Nursing, 30(10), pp. 496-500.
WILBY, K.J., et al, 2019. Assessors' interpretations of narrative data on communication skills in a summative OSCE. Medical education, 53(10), pp. 1003-1012.
CHARETTE, M., et al, 2019. Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings. Journal of Clinical Nursing (John Wiley & Sons, Inc.), 28(19), pp. 3618-3631.
MANCINI, M.E., et al, 2019. Simulation and Clinical Competency in Undergraduate Nursing Programs: A Multisite Prospective Study. Journal of Nursing Education, 58(10), pp. 561-568.
MARTIN, P., et al, 2019. Rural competencies in emerging medical practitioners: Beyond clinical skills. Australian Journal of Rural Health, 27(5), pp. 427-432.
NAIMER, M.S., et al, 2019. Improving Family Medicine Residents' Opioid Prescribing: A Nurse Practitioner-Led Model. Journal for Nurse Practitioners, 15(9), pp. 661-665.
MILLES, L.S., et al, 2019. Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development. Medical teacher, 41(10), pp. 1143-1150.
TUN, M.S., 2019. Fulfilling a new obligation: Teaching and learning of sustainable healthcare in the medical education curriculum. Medical teacher, 41(10), pp. 1168-1177.
EQUALITY AND DIVERSITY
COLEMAN, D.E., 2019. Evidence Based Nursing Practice: The Challenges of Health Care and Cultural Diversity. Journal of Hospital Librarianship, 19(4), pp. 330-338.
OIKARAINEN, A., et al, 2019. Educational interventions designed to develop nurses' cultural competence: A systematic review. International journal of nursing studies, 98, pp. 75-86.
THURMAN, W.A., et al, 2019. The social construction of disability and the capabilities approach: Implications for nursing. Nursing forum, 54(4), pp. 642-649
GENTRY, J. and JOHNSON, K.V., 2019. Importance of and Satisfaction With Characteristics of Mentoring Among Nursing Faculty. Journal of Nursing Education, 58(10), pp. 595-598.
AASE, E.L., 2019. Nurse managers' importance for the learning environment of student nurses in nursing homes. Norwegian Journal of Clinical Nursing / Sykepleien Forskning, , pp. 1-20.
WHEELER, D.J., et al, 2019. Twelve tips for responding to microaggressions and overt discrimination: When the patient offends the learner. Medical teacher, 41(10), pp. 1112-1117.
PREPARING FOR PRACTICE
BRUCE, R., et al, 2019. Transfer of Learning From University-Based Simulation Experiences to Nursing Students' Future Clinical Practice: An Exploratory Study. Clinical Simulation in Nursing, 35, pp. 17-24.
BURGIS-KASTHALA, A, S., et al, 2019. Predicting future performance in medical students. A longitudinal study examining the effects of resilience on low and higher performing students. Medical teacher, 41(10), pp. 1184-1191.
KENNEDY, M.B., et al, 2019. UK medical students' perspectives on practical prescribing teaching and learning provisions: a cross-sectional survey. European journal of clinical pharmacology, 75(10), pp. 1451-1458.
VANSTONE, M. and GRIERSON, L., 2019. Medical student strategies for actively negotiating hierarchy in the clinical environment. Medical education, 53(10), pp. 1013-1024.
AL-GHAREEB, A., et al, 2019. The influence of anxiety on student nurse performance in a simulated clinical setting: A mixed methods design. International journal of nursing studies, 98, pp. 57-66.
ARMOUR, T., et al, 2019. Anaesthetic Nurses' Perceptions of Learning During Interprofessional Simulation Education. Clinical Simulation in Nursing, 35, pp. 5-9.
AVERY, J.J. and OVERTON, S.H., 2019. The Wheel in the Lab: Innovative Learning Strategy With Simulation. Clinical Simulation in Nursing, 35, pp. 1-4.
LEE, J.Y., et al, 2019. How prior knowledge affects problem-solving performance in a medical simulation game: Using game-logs and eye-tracking. Computers in Human Behavior, 99, pp. 268-277.
MUCKLER, V.C. and THOMAS, C., 2019. Exploring Suspension of Disbelief Among Graduate and Undergraduate Nursing Students. Clinical Simulation in Nursing, 35, pp. 25-32.
STEWART, L.S., et al, 2019. Interprofessional Simulation for Nursing and Divinity Students: Learning Beyond Checklists. Clinical Simulation in Nursing, 35, pp. 10-16.
SKILLS, KNOWLEDGE AND SPECIALITIES
BÜYÜK, E.T., 2019. The effect of training program on the knowledge level of midwifery students about child abuse. Journal of Nursing & Midwifery Sciences, 6(4), pp. 171-176.
FENIZIA, E., et al, 2019. Psychometric testing of the Caring Behaviors Inventory for nursing students. Journal of Clinical Nursing (John Wiley & Sons, Inc.), 28(19), pp. 3567-3574.
GREGORY, L., et al, 2019. The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study. Journal of Clinical Nursing (John Wiley & Sons, Inc.), 28(19), pp. 3651-3659.
MASSEY, D., et al, 2019. Top tips when starting a career in academic nursing. Journal of Clinical Nursing (John Wiley & Sons, Inc.), 28(19), pp. 3371-3373.
STRONGE, K. and BURCH, J., 2019. Education in stoma care: a survey and interviews with stoma care nurses. Gastrointestinal Nursing, 17(8), pp. 26-31.
JENKINS, E.K., et al, 2019. Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study. Nurse education today, 81, pp. 13-18.
SKINNER, D., et al, 2019. Mental Health Simulation: Effects on Students' Anxiety and Examination Scores. Clinical Simulation in Nursing, 35, pp. 33-37.
VALLY, Z., 2019. Do doctoral training programmes actively promote a culture of self-care among clinical and counselling psychology trainees? British Journal of Guidance & Counselling, 47(5), pp. 635-644.
RASO, A., et al, 2019. The hidden curriculum in nursing education: a scoping study. Medical education, 53(10), pp. 989-1002.
STEINAUER, J.E., et al, 2019. Characterizations of motivation and identity in medical students' reflections about challenging patient interactions. Medical teacher, 41(10), pp. 1178-1183.
STUBBING, E.A., et al, 2019. Medical student views of and responses to expectations of professionalism. Medical education, 53(10), pp. 1025-1036.
WEURLANDER, M., et al, 2019. Emotional challenges of medical students generate feelings of uncertainty. Medical education, 53(10), pp. 1037-1048.
BEST, S., et al, 2019. Enabling mental health student nurses to work co-productively. Journal of Mental Health Training, Education & Practice, 14(6), pp. 411-422.
BI, M., et al, 2019. Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Medical teacher, 41(10), pp. 1124-1128.
CANHAM, S.L. and MAHMOOD, A., 2019. The use of personas in gerontological education. Gerontology & geriatrics education, 40(4), pp. 468-479.
DORNAN, T., et al, 2019. Experience Based Learning (ExBL): Clinical teaching for the twenty-first century. Medical teacher, 41(10), pp. 1098-1105.
EVANS, C.A., 2019. Tabletop exercises in the nursing classroom: An introduction for nurse educators. Nursing forum, 54(4), pp. 669-674.
HANSON, J., et al, 2019. Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study. Nurse education today, 81, pp. 19-25.
LOVERDE, J.A., et al, 2019. Manipulatives in nursing education: A concept analysis. Nursing forum, 54(4), pp. 629-635.
OH, J., et al, 2019. Development and evaluation of flipped learning using film clips within a nursing informatics course. Japan Journal of Nursing Science, 16(4), pp. 385-395.
PATESTOS, C., et al, 2019. Incorporating holism in nursing education through the Integrative Student Growth Model (ISGM). Applied Nursing Research, 49, pp. 86-90.
PILCHER, J., 2019. The Flipped Classroom Format and Nursing Professional Development. Journal of continuing education in nursing, 50(10), pp. 449-454.
HOOGLAND, M.A., 2019. How Medical Students Discover and Use Medical Information Tools Medical reference services quarterly, 38(4), pp. 347-357.
JONES, E.P. and WISNIEWSKI, C.S., 2019. Gamification of a Mobile Applications Lecture in a Pharmacy Course. Medical reference services quarterly, 38(4), pp. 339-346.
MCGOWAN, B.S., 2019. Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students. Journal of the Medical Library Association, 107(4), pp. 572-578.
TRANSITIONING TO THE WORKPLACE
ASHFORTH, K. and KITSON-REYNOLDS, E., 2019. Fairy tale midwifery 10 years on: re-evaluating the lived experiences of newly qualified midwives. British Journal of Midwifery, 27(10), pp. 649-654.
ELEY, D.S., et al, 2019. The personalities of most medical students are suited to rural practice: Implications for rural education program recruitment. Medical teacher, 41(10), pp. 1160-1167.
HAMPTON, D. and WELSH, D., 2019. Work Values of Generation Z Nurses. Journal of Nursing Administration, 49(10), pp. 480-486.
SCHMITT, C.A. and LANCASTER, R.J., 2019. Readiness to Practice in Generation Z Nursing Students. Journal of Nursing Education, 58(10), pp. 604-606.
SPEIGHT, C., et al, 2019. Strategies to promote the professional transition of new graduate nurse practitioners: A systematic review. Nursing forum, 54(4), pp. 557-564.