The effectiveness of the using scenario and video in distance nursing education during COVID-19 pandemic.

To determine the effects of using case scenarios and skill videos in distance education as a practical teaching-learning strategy on student satisfaction, professional perception, and professional values among nursing students during the COVID-19 pandemic. This is a quasi-experimental study with a one-group, pretest-post-test design. The study was conducted with 166 baccalaureate nursing students who attended online classes for 13 weeks, which included 80-minute theoretical and 120-minute practical training each week. A Student Information Form, the Student Satisfaction Scale-Short Form, the Nursing Profession Perception of Scale (NPPS), and the Nurses' Professional Values Scale-Revised (NPVS-R). We found significant differences between the students' pre- and post-test scores for the scales NPPS and the NPVS-R (p < .05), who attended online classes during the pandemic. However, our findings demonstrated that distance education had no effect on the level of student satisfaction (p > .05). The using case scenarios and skill videos in distance education as a strategy to deliver nursing course during the pandemic showed positive effects on the adoption of professional values and the perception about nursing profession among nursing students.

Effect of Scenario-Based Simulation Training on the Obstetrics and Gynecology Nursing Clinical Practicum.

BACKGROUND: Simulation practices in obstetrics and gynecology (OB-GYN) nursing are used in education, practice, assessment, and the investigation of interventional and behavioral skills related to both routine and emergency conditions. PURPOSE: This study was conducted in an OB-GYN nursing course to determine the effect of simulation practices on clinical practice satisfaction, clinical stress, and self-confidence in nursing students. METHODS: A cluster randomized controlled experimental trial was conducted on 122 students (experimental group, n = 58; control group, n = 64). After theoretical training, all of the students applied six scenarios in the OB-GYN nursing simulation laboratory. The students in the experimental group began clinical practice after simulation training, whereas their peers in the control group began clinical practice without prior simulation training. Data in this study were collected using a personal information form, the Pagana Clinical Stress Questionnaire, a self-confidence scale, and a satisfaction subscale from the Clinical Learning Environment Scale on, respectively, the first day and final day of clinical practice. RESULTS: At the end of the clinical practice, average clinical stress in the control group was higher than that in the experimental group (p = .001). No intergroup difference was found in self-confidence levels (p > .05). For the control group, at posttest, the average satisfaction with the clinical learning environment was higher (p = .046) and the average satisfaction with the clinical learning environment was lower (p = .05). In contrast, no mean pretest-posttest differences were found in clinical stress and self-confidence levels in the experimental group (p > .05). In the control group, no mean pretest-posttest difference was found for the clinical learning environment (p > .05), whereas mean clinical stress (p < .001) and self-confidence (p = .012) levels were higher at posttest (p < .05). CONCLUSIONS/IMPLICATIONS FOR PRACTICE: The findings of this study indicate that simulation training interventions reduce clinical satisfaction and stress in students but do not influence self-confidence. Nursing educators may provide scenario-based simulation training to students taking OB-GYN courses to enhance their preparedness for clinical practice.