Nursing faculty development program for digital teaching competence.

BACKGROUND: Nursing faculties need to develop digital competencies to effectively use information, communication, and technology-based nursing education. PURPOSE: The study aimed to develop and apply a theory-guided faculty development program on digital teaching competencies. METHODS: A faculty development program was developed. Between March and April 2020, three five-hour web workshops participated by ninety-three faculty members were held. The program was assessed via mixed methods, combining satisfaction surveys post-workshop with content analysis of open-ended questionnaires to gauge participant evaluation of program content and learning experience. RESULTS: Participants were highly satisfied with the program contents and their opportunity for integrating digital technology into education and improving faculty proficiency in digital teaching technology. CONCLUSIONS: The program provides faculties with the self-confidence and essential skills to teach students using information, communication, and technology-based nursing education by enhancing their digital teaching competencies. It is critical to integrate both digital proficiency and nursing practice education.

Development and assessment of a curriculum model for virtual simulation in nursing: curriculum development and pilot-evaluation.

BACKGROUND: To introduce virtual simulation as a strategy of nursing education and provide valid educational content, the best curriculum model of virtual simulation needs to be developed. METHODS: Curriculum development process and pilot evaluation was used. The curriculum content and structure was developed by analyzing literature including previous studies and major nursing classification systems, and key words derived from focus group interviews of 14 nurses and 20 faculty members with expertise in simulation education. 35 nursing students participated in the evaluation of the developed virtual simulation curriculum. RESULTS: The curriculum developed for virtual simulation in nursing education contained three domains of content areas: (1) enhancing clinical decision-making, (2) experiencing low-exposed situations, and (3) building professional resilience. In addition, seven subdomains of content areas and 35 representative topics in the virtual simulation curriculum were derived. Scenarios of nine representative topics were created, translated into 3D modeling and pilot-evaluated. CONCLUSIONS: Considering that nursing education is encountering new demands and challenges from students and the changing society, the newly suggested curriculum for virtual nursing simulation can help nurse educators to plan better educational opportunities for students.

[Collaborative Disaster Governance Recognized by Nurses during a Pandemic].

PURPOSE: We aimed to identify collaborative disaster governance through the demand and supply analysis of resources recognized by nurses during the COVID-19 pandemic. METHODS: We used a descriptive study design with an online survey technique for data collection. The survey questions were developed based on focus group interviews with nurses responding to COVID-19 and expert validity testing. A 42-question online survey focusing on disaster governance was sent to nurses working in COVID-19 designated hospitals, public health offices, and schools. A total of 630 nurses participated in the survey. Demand and supply analysis was used to identify the specific components of disaster governance during a pandemic situation and analyze priority areas in disaster governance, as reported by nurses. RESULTS: Demand and supply analysis showed that supplies procurement, cooperation, education, and environment factors clustered in the high demand and supply quadrant while labor condition, advocacy, emotional support, and workload adjustment factors clustered in the high demand but low supply quadrant, indicating a strong need in those areas of disaster governance among nurses. The nurses practicing at the public health offices and schools showed major components of disaster governance plotted in the second quadrant, indicating weak collaborative disaster governance. CONCLUSION: These findings show that there is an unbalanced distribution among nurses, resulting in major challenges in collaborative disaster governance during COVID-19. In the future and current pandemic, collaborative disaster governance, through improved distribution, will be useful for helping nurses to access more required resources and achieve effective pandemic response.

Effective instructional design template for virtual simulations in nursing education.

BACKGROUND: Virtual-reality simulation (VRS) is an innovative teaching method in nursing education. However, information regarding the educational elements that should be included in the associated instructional design, and the technology necessary for its optimal implementation, is limited. OBJECTIVES: To develop an effective template for VRS-based nursing education, and to evaluate its usability. DESIGN: A methodological study. SETTING: Multimedia room in university. PARTICIPANTS: Sixteen undergraduate nursing students. METHODS: First, we developed a template, which was validated by content experts. The template was then modified based on the experts' feedback, and was then applied in three VRS scenarios. RESULTS: The developed template consisted of educational elements, virtual elements, and scenario outlines. The educational elements were learning target, learning objectives, instructional design, course flow, feedback strategies, follow-up and evaluation, debriefing structures, and human resources. The virtual elements were virtual framework, degree of virtuality, and virtual resources. The scenario outline included scenario target, learning objectives, evaluation, course flow, associated knowledge and skill, setting, scenario background, protocols, nursing intervention, algorithm and storyboard, documentation forms, mechanical supports, scenario characters, accessory items, and debriefing components. Three VRS scenarios were developed using this template. Students in focus group interviews described their learning experience. CONCLUSIONS: The template can help educators administer effective VRS-based nursing education; however, the technical level of the platform used should be considered.

Development and Evaluation of an Algorithm-Corresponding Instrument for Nursing Simulation.

BACKGROUND: This study aimed to develop and validate an assessment instrument for students engaging with an algorithm-based simulation scenario addressing emergency measures for high-risk newborns with apnea in a neonatal intensive care unit. METHOD: The study was conducted in two phases of development and evaluation of the algorithm-corresponding instrument. One hundred sixty-nine senior nursing students from two universities in South Korea were evaluated using the developed instrument. RESULTS: The developed and validated instrument consisted of three dimensions (assessment points, nursing skills, and communication) measured through 13 items. The exploratory factor analysis revealed three factors of the instrument, and the confirmatory factor analysis demonstrated a better model fit for a three-factor instrument model than for other models. CONCLUSION: The developed algorithm-corresponding assessment instrument is suitable for assessing the clinical decision-making ability of nursing students in a simulation scenario. [J Nurs Educ. 2020;59(11):617-626.].

Validation of the Simulation Effectiveness Tool in Nursing Education.

BACKGROUND: The Simulation Effectiveness Tool (SET) frequently is used to assess perceived learning and confidence in simulation. However, few studies have reported the validity of the tool. This study assessed the reliability and validity of the SET. METHOD: This retrospective analysis evaluated the tool using 568 cases conducted at three nursing schools. RESULTS: A two-factor model showed reasonable fit indices. The fit statistics for the two-factor structure were: χ2, 152.98 (df = 53, p < .001); comparative fit index, 0.94; root mean square error of approximation, 0.05 (range, 0.04 to 0.06); and standardized root mean square residual, 0.04. In addition, weak convergence was identified between the confidence in the SET and responding in the Lasater rubric. CONCLUSION: The psychometric properties of the study indicate the SET has demonstrated acceptable evidence of validity and reliability to measure simulation effectiveness in Korean nursing students. The use of this instrument for brief simulation education is recommended. [J Nurs Educ. 2020;59(4):186-193.].

Development and usability of a Hands-On Assessment Tool for Child Health: The HATCH.

AIM: To develop a comprehensive, hands-on assessment tool for assessing health in children under five in underserved regions. DESIGN: Methodological study design and usability testing were used. SAMPLE: Eight nurses working at two health posts and 261 children under five living in the migrant villages participated in the study. MEASUREMENT: The developed tool was evaluated using 10 items of a questionnaire based on the honeycomb model of Morville (2004). Community nurses administered the questionnaire then followed with a focus group interview after completing a child health exam using the developed tool. Data were collected during July 2017. RESULTS: The Hands-on Assessment Tool for Child Health is composed of developmental screening, identification of risk factors and clinical signs, growth measurement, diagnostic tests and interpretation of each subdomain, and final impressions. Management strategies include parent education, resource networking, referral to a paediatrician, and follow-up plans. Usability testing revealed high scores on the facets "valuable," "useful," "desirable," and "findable." CONCLUSIONS: Considering the demand for hands-on tools in underserved regions, the developed tool can provide nurses with resources for competent management of child assessment, interpretation, and nurses' intervention strategies, fortified with clinical judgement processes.