ABSTRACT
BACKGROUND: Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach. METHOD: Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum. RESULTS: Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills. CONCLUSION: Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. [J Nurs Educ. 2024;63(X):XXX-XXX.].
ABSTRACT
AIM: To conceptualize how undergraduate nursing students' reason and think during Simulation-Based experiences (SBE) and explore the indicators of sound clinical judgment. BACKGROUND: Nursing students' clinical reasoning processes during Simulation Based Experiences (SBE) are not well understood and underexplored. The purpose of this study is to conceptualize how undergraduate nursing students' reason and think during SBE. DESIGN: A constructivist grounded theory methodology was used to explore nursing students' clinical reasoning during SBE METHOD: A grounded theory methodology was used to explore nursing students' clinical reasoning during SBE. A purposive sample was used to recruit participants including 32 third-year nursing students. Data collection using semi-structured interviews conducted over 9 months in 2020-2021. The interviews were recorded and transcribed verbatim and the data were analyzed using the logic of constant comparison supported by memoing, theoretical sampling and conceptual mapping. RESULTS: Seeking autonomy is the core category that emerged from the participants' responses that conceptualizes the students' reasoning process during SBEs. CONCLUSION: Evidence from this grounded theory study adds validation to the practice of using SBEs to support students' clinical reasoning process and prepare them to be competent in clinical practice.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Clinical Reasoning , Education, Nursing, Baccalaureate/methods , Grounded Theory , Humans , Problem SolvingABSTRACT
Acute care NPs are in an ideal position to diagnose and manage non-ST-segment elevation (NSTE)-acute coronary syndrome (ACS) by implementing guideline-driven medical interventions. Utilizing mnemonics improves efficiency of clinicians in practice. This article introduces a mnemonic to assist NPs in their response to patients with NSTE-ACS.
