American Journal of Nursing Research
ISSN (Print): 2378-5594 ISSN (Online): 2378-5586 Website: http://www.sciepub.com/journal/ajnr Editor-in-chief: Apply for this position
Open Access
Journal Browser
Go
American Journal of Nursing Research. 2019, 7(4), 581-588
DOI: 10.12691/ajnr-7-4-20
Open AccessArticle

Adopting Scenario Based Learning in Critical Care Nursing Education: Students’ Achievement and Feedback

Hanaa Hussein Ahmed1,

1Critical Care and Emergency Nursing Department, Mansoura University, Egypt

Pub. Date: June 04, 2019

Cite this paper:
Hanaa Hussein Ahmed. Adopting Scenario Based Learning in Critical Care Nursing Education: Students’ Achievement and Feedback. American Journal of Nursing Research. 2019; 7(4):581-588. doi: 10.12691/ajnr-7-4-20

Abstract

Scenario based learning (SBL) is up-to-date inventive teaching method that providing directive discussion for nursing students. Effective designed scenarios are considered the corner stone for teachers to integrate learning objectives into nursing students’ learning experience. Many studies reported that is a broad dynamic interactive teaching and learning strategy. It enhances students’ decision making skills and self-learning abilities. Aim: the current study aimed to explore fourth level nursing students’ achievement and feedback about scenario based learning at Faculty of Nursing, Mansoura University. Method: a descriptive research design was used. A total of 251 fourth level nursing students registered in critical care nursing course in the second semester of the academic year 2016-2017 were involved in the study. Two tools were used to collect data for the present study which was developed by the researcher. Tool one “Students’ Achievement Sheet” that involved eight main domains. Tool two is “Students’ Feedback about SBL” which folded 18 statements. Results: The majority of the students analyzed scenarios clearly by discovering the cues and inferences related to the scenario problem with high score ranged from good to excellent (61.25-96.25). Despite around 70% of the students’ perceived SBL as a very stressful learning method, it was exciting and enjoyable (62.7%) for them. Also, most of them (75%) agreed that the teachers were a good guide and facilitator for them. Conclusion: The findings of the current study support the argument that SBL is an effective and dynamic learning method and easy to be conducted. It enhances the nursing students’ skills and learning abilities to bridge the theory-practice gap.

Keywords:
scenario based learning critical care nursing education students’ achievement students’ feedback

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Din, A. M., & Jabeen, S. Scenario-based assessment exercises and the perceived learning of mass communication students. Asian Association of Open Universities Journal. 9(1): 93-103. (2014).
 
[2]  Hursen, C., & Fasli, F. G. Investigating the efficiency of scenario based learning and reflective learning approaches in teacher education. European Journal of Contemporary Education. 6(2): 264-279. 2017.
 
[3]  Özçınar, H. Mapping teacher education domain: A document co-citation analysis from 1992 to 2012. Teaching and Teacher Education. 47: 42-61. 2015.
 
[4]  Selmo, L., & Orsenigo, J. Learning and sharing through reflective practice in teacher education in Italy. Procedia – Social and Behavioral Sciences, 116: 1925-1929. 2014.
 
[5]  Skaalvik, E.M., & Skaalvik, S. Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education. 26, 1059-1069. 2010.
 
[6]  Huffman, J. L., McNeil, G., Bismilla, Z., & Lai, A. Essentials of scenario building for simulation- based education. Comprehensive Healthcare Simulation: Pediatrics. 2016.
 
[7]  Ku, T. K., & Ha, M. The application of problem based learning in undergraduate nursing education: A strategy for curriculum reform. Journal of Biosciences and Medicines. 4: 52-59. 2016.
 
[8]  Nagle, B. M., McHale, J. M., Alexander, G. A., & French, B. M. Incorporating scenario-based simulation into a hospital nursing education program. J Contin Educ Nurs. 40(1):18-25. 2009.
 
[9]  Alkaissi, A. Problem based learning in critical care nursing course: The students´ experiences, a qualitative study. Conference: Fourth International Nursing Conference: “The Tipping Point: Creative Solutions to Health and Nursing Challenges”. Two oral presentations: At: Amman – Jordan. January 2013.
 
[10]  Akins, M., & Crichton, S. Scenario Based Learning - Geography in the Field Using GIS / GPS for Curriculum Integration. National Educational Computing Conference. Washington, USA. 2003.
 
[11]  Errington, E. P. Mission possible: Using near-world scenarios to prepare graduates fort the professions. International Journal of Teaching and Learning in Higher Education. 23(1): 84-91. 2011.
 
[12]  Tocher, J. M., & Smith, G. D. The experience of scenario-based-learning in undergraduate nurse education in Edinburg. Macau Journal of Nursing. 7(2): 33-39. 2008.
 
[13]  Jung, D., Lee, S. H., Kang, S. J., & Kim, J. H. Development and evaluation of a clinical simulation for new graduate nurses: A multi-site pilot study. Nurse Education Today. 49: 84-89. 2017.
 
[14]  Amorim, P. G., Morcillo, A. M., Fraga, A. M., Brandão, M. B., Belluomini, F., & Baracat E. C. Realistic simulation in pediatric emergency: evaluation of strategy as a teaching tool for medical students. Arch Emerg Med Crit Care. 3(1): 1036. 2018.
 
[15]  Persico, L. A Review: Using simulation-based education to substitute traditional clinical rotations. JOJ Nurse Health Care. 9(3): 555762. 2018.
 
[16]  D’Souza, M. S., Venkatesaperumal, R., Chavez, F. S., Parahoo, K., & Jacob, D. Effectiveness of simulation among undergraduate students in the critical care nursing. International Archives of Nursing and Health Care. 3(4): 2017.
 
[17]  Edgecombe, K., Seaton, P., Monahan, K., Meyer, S., LePage, S., & Erlam, G. Clinical simulation in nursing: A literature review and guidelines for practice. Ako Aotearoa, National Centre for Tertiary Teaching Excellence. June 2013. http://akoaotearoa.ac.nz/communities/collaboration-clinical-simulation-leading-way.
 
[18]  Rahmani, A., Mohammadi, A., & Moradi, Y. Effectiveness of scenario-based education on the performance of the nurses in the critical cardiac care unit for patients with acute coronary syndrome. International Journal of Medical Research & Health Sciences. 5(8): 218-224. 2016.
 
[19]  Valler-Jones, T., Meechan, R., & Jones, H. Simulated practice: A panacea for health education? British Journal of Nursing. 20(1): 628-631. 2011.
 
[20]  Murray, C., Grant. M., Howarth, M., & Leigh, J. The use of simulation as a teaching and learning approach to support practice learning. Nurse Education in Practice. 8: 5-8. 2008.
 
[21]  Battista, A. An activity theory perspective of how scenario-based simulations support learning: a descriptive analysis. BioMed Central. 2:23 2017.
 
[22]  ACARA. Australian Curriculum Assessment and Reporting Authority. General capabilities in the Australian Curriculum. 2012. http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabilities.
 
[23]  Barrie, S. Rethinking generic graduate attributes. HERDSA News 27, 1-6. 2005. http://www.herdsa.org.au/wp-content/uploads/2007/06/1_herdsa_news_april_2005.
 
[24]  Abdou, F. A., & Dogham, R. S. Impact of Using Simulation on Critical Care Nursing Students' Knowledge and Skills of Acute Respiratory Distress Syndrome. IOSR Journal of Nursing and Health Science. (5): 28-425. 2016.
 
[25]  Bultas, M., Hassler, L., Ercor, N., & HaasF, .Enhancing the pediatric undergraduate nursing curriculum through simulation. Journal of Pediatric Nurse. 2013; 26(3):224-9.
 
[26]  Thomsen, B. C., Renaud,C. C., Savory, S. J., Romans, E. J., Mitrofanov, O., Rio, M. et al. Introducing scenario based learning: Experiences from an undergraduate electronic and electrical engineering course. Conference Paper · May 2010.
 
[27]  Yeh, Y. C. Undergraduate nursing students’ perceptions of high fidelity simulation-based learning. International Archives of nursing and Health Care. 2(3): 2016.
 
[28]  Uysal, N. Improvement of nursing students’ learning outcomes through scenario-based skills training. Rev. Latino-Am. Enfermagem. 24:e2790; 2016.
 
[29]  Soliman, S. M., Abd El -Mouty, S. M., & Salem, N. M. Postgraduate nursing students' acquire skills upon applying problem based learning. IOSR Journal of Nursing and Health Science. 6(2): 05-11. 2017.
 
[30]  Othman, S. Y., & Anwar S. S. Students’ perception and acceptance of problem-based learning approach in critical care nursing practice. Scientific Cooperation International Workshops on Medical Topics, Ankara-TURKEY. 52-67. 2014.
 
[31]  Rhodes, M. How Two Intuitive Theories Shape the Development of Social Categorization?  Child Development Perspective. 7(1): 12-16. 2013.
 
[32]  Hsu, L. L., Chang, W. H., & Hsieh, S.I. The effects of scenario-based simulation course training on nurses' communication competence and self-efficacy: a randomized controlled trial. Journal of Professional Nursing. 31(1): 37-49. 2015.
 
[33]  Clark, C. M., Faan, A., Ahten, S. M., & Macy, R. Using problem-based learning scenarios to prepare nursing students to address incivility. Clinical Simulation in Nursing. 9, e75-e83. 2013.
 
[34]  Tosterud, R. Simulation used as a learning approach in nursing education: Students’ experiences and validation of evaluation questionnaires. Faculty of Health, Science and Technology, Gjøvik University College. Karlstad University Studies. 2015:1.
 
[35]  Li, A. M. Simulation-based clinical skill training to promote effective clinical learning with simulation evaluation rubrics in nursing education. International Journal of Information and Education Technology. 6(3): 237-242. 2016.
 
[36]  Abd El-Raouf, S. E., & Ahmed, A. I. Nursing students' experiences with problem based learning: a teaching strategy applied in community health course med. J. Cairo Univ.79(1): 323-333. 2014.
 
[37]  Mikkelsen, J., Reime, M. H., & Harris, A. K. Nursing students’ learning of managing cross-infections – scenario-based simulation training versus study groups. Nurse Education Today. 28, 664-671. 2008.
 
[38]  Staun, M., Bergström, B., & Wadensten, B. Evaluation of a PBL strategy in clinical supervision of nursing students: Patient-centred training in student-dedicated treatment rooms. Nurse Education Today. 30(7):631-7. 2010.
 
[39]  Devlin, J. W., Marquis, F., Riker, R. R., Robbins, T., Garpestad, E., Fong, J. J., et al. Combined didactic and scenario-based education improves the ability of intensive care unit staff to recognize delirium at the bedside. Critical Care. 12(R19): 2008.
 
[40]  Nasef, M. M., El-Tayeb, I. M., Mawgoud, R. A., & Hammam, D. A. Active learning versus lecture-based approaches in occupational training programs of intensive care nursing staff at Al-Ahrar Hospital, Zagazig City, Egypt. Gaziantep Medical Journal. 20(2):147-59. 2014.
 
[41]  Jeffries, P., & Rizzola, M. Designing and implementing models for the innovative use of simulation in teaching nursing care of ill adults and children: A national, multi-site, multi-method study. New York, NY: National League for Nursing. 2012. Retrieved from:www.nln.org/research/LaerdalReport.
 
[42]  Bambini, D., Washburn, J., & Perkins, R. Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment. Nursing Education Perspectives. 30(2):79-82. 2013.
 
[43]  Nevin, M., Neill, S., & Mulkerrins, N. Measuring student perceptions of clinical competence. Journal of Nurse Education. 42(12):548-54. 2014.
 
[44]  Kaddoura, M. New graduate nurses’ perceptions of the effects of clinical simulation on their critical thinking, learning, and confidence. Journal of Continuing Education in Nursing. 41(11):506-16. 2014.
 
[45]  Teixeira, C. R., Pereira, M. C., Kusumota, L., Gaioso, V. P., Mello, C. L., & de-Carvalho, E. C. Evaluation of nursing students about learning with clinical simulation. Rev Bras Enferm. 68(2): 284-91. 2015.
 
[46]  Sorin, R. Scenario-based learning: Transforming tertiary teaching and learning. 2013 Retrieved: form http://researchonline.jcu.edu.au/30512/3/30512%20Sorin%202013.
 
[47]  Alinier, G., Hunt, B., Gordon, R., & Harwood, C. Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education. Journal of Advanced Nursing. 54(3):359-369. 2006.
 
[48]  Maneval, R., Fowler, K. A., Kays, J. A., Boyd, T. M., Shuey, J., Harne-Britner, S., et al. The effect of high-fidelity patient simulation on the critical thinking and clinical decision-making skills of new graduate nurses. J. Contin. Educ. Nurs. 43:125-134. 2012.
 
[49]  Shinnick, M. A.,& Woo, M. A. The effect of human patient simulation on critical thinking and its predictors in prelicensure nursing students. Nurse Education Today. 33: 1062-1067. 2013.
 
[50]  Costley, J., & Han, S. L. Critical thinking and interaction changed over time: a study of an asyhchronous forum. Adv. Sci. Technol. Lett. 36:78-82. 2013.
 
[51]  Wong, M. S. A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong. Prosthet. Orthot. Int. 31(2):138-146. 2007.
 
[52]  Nestel, D., Kneebone, R., & Kidd, J. Teaching and learning about skills in minor surgery. Journal of Clinical Nursing. 12 (2): 291-6. 2003.
 
[53]  ALFozan, H., El Sayed, Y., & Habib, F. Designing, Implementing and Evaluating Preclinical Simulation Lab for Maternity Nursing Course. Journal of Education and Practice. 6(12): 152-162. 2015.
 
[54]  Sönmez, B., & Yildirim, A. Difficulties experienced by newly-graduated nurses in Turkey: a qualitative study of the first six months of employment. J. Nurs. Educ. Pract. 6,104. 2016.
 
[55]  Özsevgeç, L. C., & Kocadağ, Y. The effects of scenario based learning approach to overcome the students‘misconceptions about inheritance. H. U. Journal of Education. 28(3): 83-96. 2013.
 
[56]  Oh, P. J., Jeon, K. D., & Koh, M. S. The effects of simulation-based learning using standardized patients in nursing students: a meta-analysis. Nurse Education Today. 35:e6-e15. 2015.
 
[57]  Yuans, H., Williams, A. B., Yinl, Liu, M., Fang, B. J. & Pang, D. Nursing students' views on the effectiveness of problem-based learning China. IN Press Nurse Education Today. 2010.
 
[58]  Flint, S., & Stewart, T. Food microbiology – design and testing of a virtual laboratory exercise. Journal of Food Science Education. 9(4): 84-89. (October, 2010).
 
[59]  Seybert, A. L., Laughlin, K. K., Benedict, N. J., Barton, C. M., Rea, R. S. Pharmacy student response to patientsimulation mannequins to teachperformance-based pharmacotherapeutics. Am J Pharm Educ. 70(3): 2006.
 
[60]  Blackburn, G. Innovative eLearning: Technology shaping contemporary problem based learning: a cross-case analysis. Journal of University Teaching & Learning Practice. 12(2): 1-17. 2015.
 
[61]  Feingold, C. E., Calaluce, M., & Kallen, M. A. Computerized patient model and simulated clinical experiences: Evaluation with baccalaureate nursing students. The Journal of Nursing Education. 43: 156-163. 2004.
 
[62]  Chen, S. L., Lee, M. L., Liao, I. C., Liang, T. The development and current status of high fidelity patient simulation teaching. Hu Li Za Zhi. 60: 87-92. 2013.
 
[63]  Taplay, K., Jack, S. M., Baxter, P., Eva, K., Martin, L. The process of adopting and incorporating simulation into undergraduate nursing curricula: a grounded theory study. J Prof Nurs. 31: 26-36. 2015.