BACKGROUND: Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived. METHOD: Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection. RESULTS: Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences. CONCLUSION: This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching-learning experience. [J Nurs Educ. 2020;59(9):522-525.]. Copyright 2020, SLACK Incorporated.
BACKGROUND: Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived. METHOD: Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection. RESULTS: Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences. CONCLUSION: This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching-learning experience. [J Nurs Educ. 2020;59(9):522-525.]. Copyright 2020, SLACK Incorporated.
Authors: Cherry Ann C Ballad; Leodoro Jabien Labrague; Arcalyd Rose R Cayaban; Oscar M Turingan; Siham Mahmoud Al Balushi Journal: Nurs Forum Date: 2021-10-21
Authors: Wipada Kunaviktikul; Emily Ang; Ns Syamikar Baridwan; Alexandra Belle Bernal; Luz Barbara P Dones; Jo Leah Flores; Rachel Freedman-Doan; Areewan Klunklin; Wan Ling Lee; Chia-Chin Lin; Tzu Tsun Luk; Anh T H Nguyen; Mohd Said Nurumal; Agus Setiawan; Thandar Soe Sumaiyah Jamaluddin; T Q Huy; Patraporn Tungpunkom; Ns Dwi Nurviyandari Kusuma Wati; Xinyi Xu; Shefaly Shorey Journal: Nurse Educ Today Date: 2022-02-21 Impact factor: 3.906