The article aimed to identify the key themes regarding the factors influencing nurses’ education and students’ perceptions of these factors. Nine respondents were interviewed, and later their responses were analyzed with Colaizzi’s method. Six themes were identified: (a) the emotional spectrum, (b) practice, (c) technology-assisted learning, (d) how fidelity impacts learning, (e) the role of instruction, and (f) the significance of peers. Students came up with inventive ways to learn nursing techniques. The research results helped us understand how students experience learning nursing skills more fully. The topic generally reflects the important factors involved in a successful skills checkoff preparation.
The article presents qualitative research on the effect of mindfulness training on burnout rates among nursing students. Students are susceptible to stress and anxiety throughout their training and may not be using or aware of coping mechanisms that might help them be more resilient. Students who receive mindfulness-based instruction in stress reduction and self-care may use these techniques as licensed nurses during their nursing school and after graduation. Hence, including resilience and mindfulness training is an important part of skills checkoff, which educational facilities should consider.
This project aimed to create meaningful clinical experiences for nursing students that were meaningful to improve their pediatric assessment abilities, lessen their anxiety, and increase their competency in nursing procedures. A virtual pediatric physical exam checkoff and a pediatric escape chamber were developed as two simulated clinical experiences. Students used their resources to demonstrate their assessment abilities while the pediatric physical assessment checkoff was conducted in a remote, virtual setting. As a result, the pediatric escape chamber and the virtual pediatric physical exam checkoff were fun and useful instructional activities that aided students’ learning.
Junior nursing students provided a targeted history and assessment, gave drugs, and educated senior students about patients through a near-peer simulation. 179 juniors and seniors completed the immediate post-survey. The “agree” response received a mean score of 2.14. The simulation offers a range of learning opportunities, according to nearly three-quarters of students (73%) who agree or strongly agree with this statement. Improved Communication, Connecting Nursing Content, Peer Feedback, Interaction, and Awareness of Community Resources were the five themes that emerged.
The review includes eight articles on peer mentoring and its effect on learning outcomes. According to a review, undergraduate nursing students who participate in peer mentorship have less stress and situational or short-term worry. Hence, peer mentoring is an effective strategy of preparation for the skills checkoff.
References
Aldridge, M. D., & Hummel, F. (2019). Nursing students’ perceptions of skills learning: A phenomenological study.Nurse educator, 44(3), 170-174. Web.
Burner, L. R., & Spadaro, K. C. (2022). Self-Care Skills to Prevent Burnout: A Pilot Study Embedding Mindfulness in an Undergraduate Nursing Course. Journal of Holistic Nursing, 08980101221117367.
Cook, T. C., & Camp-Spivey, L. J. (2022). Innovative teaching strategies using simulation for pediatric nursing clinical education during the pandemic: A case study. Academic Medicine, 97(3), S23.
George, T. P., Gainey, K. L., Kershner, S. H., Weaver, D. L., & Hucks, J. M. (2020). Junior and senior nursing students: a near-peer simulation experience. Journal of Nursing Education, 59(1), 54-56.
Kachaturoff, M., Caboral-Stevens, M., Gee, M., & Lan, V. M. (2020). Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review. Journal of Professional Nursing, 36(4), 223-228.