Brett Williams1, Jill French, Ted Brown. 1. Monash University, Peninsula Campus, Department of Community Emergency Health and Paramedic Practice, McMahons Road, Frankston 3199, Victoria, Australia. brett.williams@med.monash.edu.au
Abstract
PURPOSE: The study aimed to evaluate the usability of DVD simulations, the impact on student learning, clinical placement orientation, and the potential for using DVD simulations to reduce the clinical placement burden on the health care system with nursing students. METHOD: A total of 11 DVD simulations were developed by Monash University academics. Second year students (N=191) from the Bachelor of Nursing course at Monash University, viewed a range of DVDs. Students' perceptions and attitudes about the clinical relevance of the simulations were assessed by having them complete a 7-point Likert self-report scale. Qualitative data was also collected from two focus groups (N=7). RESULTS: Overall, nursing students perceived the DVD simulations positively in relation to learning attention (M=4.93, SD=1.02, CI 4.25-4.54), learning potential (M=4.45, SD= 1.30, CI 5.13-5.50), clinical relevance to practice (M=5.32, SD=0.65, CI 4.36-4.55), and information processing quality (M=5.62, SD= 1.02, CI 5.47-5.76). The following themes emerged from the focus groups: provided familiarisation for clinical placements, learning wastage occurs in varying amounts, simulations could replace some clinical placement rotations, supportive of multidisciplinary approach and integration, and simulations should have pedagogical integration into weekly clinical cases. CONCLUSION: Nursing students reported that the simulations were educationally, professionally, and clinically relevant. The cost benefit of using DVD simulations as an alternative and potential replacement to elements of nursing clinical placements should be investigated further.
PURPOSE: The study aimed to evaluate the usability of DVD simulations, the impact on student learning, clinical placement orientation, and the potential for using DVD simulations to reduce the clinical placement burden on the health care system with nursing students. METHOD: A total of 11 DVD simulations were developed by Monash University academics. Second year students (N=191) from the Bachelor of Nursing course at Monash University, viewed a range of DVDs. Students' perceptions and attitudes about the clinical relevance of the simulations were assessed by having them complete a 7-point Likert self-report scale. Qualitative data was also collected from two focus groups (N=7). RESULTS: Overall, nursing students perceived the DVD simulations positively in relation to learning attention (M=4.93, SD=1.02, CI 4.25-4.54), learning potential (M=4.45, SD= 1.30, CI 5.13-5.50), clinical relevance to practice (M=5.32, SD=0.65, CI 4.36-4.55), and information processing quality (M=5.62, SD= 1.02, CI 5.47-5.76). The following themes emerged from the focus groups: provided familiarisation for clinical placements, learning wastage occurs in varying amounts, simulations could replace some clinical placement rotations, supportive of multidisciplinary approach and integration, and simulations should have pedagogical integration into weekly clinical cases. CONCLUSION: Nursing students reported that the simulations were educationally, professionally, and clinically relevant. The cost benefit of using DVD simulations as an alternative and potential replacement to elements of nursing clinical placements should be investigated further.