Increasing Student Competence and Clinical Confidence Using a Multimodal Approach Poster

2.50
Hdl Handle:
http://hdl.handle.net/10755/602548
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Increasing Student Competence and Clinical Confidence Using a Multimodal Approach Poster
Author(s):
Bain, Cynthia Denise; McMenamy, Nancy; Tapler, Deborah A.; Schrum, Nola; McMenamy, Nancy; Tapler, Deborah A.; Schrum, Nola
Lead Author STTI Affiliation:
Beta Beta
Author Details:
Cynthia Denise Bain, RN, CNE, Cbain@twu.edu; Nancy McMenamy, RN, CNE; Deborah A. Tapler, RN, CNE; Nola Schrum, RN, CCRN
Abstract:
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: First level nursing students are often overwhelmed with the demands of nursing school. They are taught introductory clinical skills that are basic to a solid foundation for clinical practice. To increase competency, confidence and continuity between all nursing instructors, including adjuncts, as well as decrease student anxiety; the course team developed a multimodal approach to ensure student success. The purpose of our approach was to improve first level student competence, confidence, and continuity and decreased anxiety through using a multimodal approach to teaching skills.  4 modes were utilized to achieve this.  The first mode was use of a Faculty Skill Demonstration Video which was available on blackboard for student viewing.  Each lab practicum skill was demonstrated and videotaped by a seasoned faculty member. These videos provided a resource that the student could access at any time with an internet connection. The videos reinforced the skills learned in lab. Promotion of continuity between instructors and students was enhanced by a single, correct skills procedure for validation in check-offs.  The second mode was utilizing consistent Standardized Practicum Skills Check off Sheets for students that matched the faculty video.  Each lab practicum skill was incorporated into a standardized check-off form with specific evaluation criteria including critical behaviors. The check-off forms stipulated the steps of the skill and the grading criteria. Both the students and faculty now had matching expectations for a passing score. Another method used was practicing of the skills using Simulated Experiences .  Simulated case studies with the skills integrated were developed to improve the students’ psychomotor aptitudes. The experiences provided opportunities for critical thinking with faculty guidance. Important safety procedures were demonstrated by the students when giving medications including the “5 Rights.” Lastly, we utilized Supervised Open Lab Practice Times for students to practice in a nonthreatening environment. This extra time afforded opportunities to acquire reinforcement of correct technique or remediation for incorrect techniques.  At the conclusion of the experience, students were surveyed about their experiences utilizing the various modalities. They were asked if they accessed the skills videos produced by the faculty and if they thought the videos contributed in their success. Ninety-four percent of the responding students accessed the online videos and attended the simulation. Student comments regarding the faculty skills demonstration videos were collected and were overwhelmingly positive. Eighty-six percent of students stated that the demonstration videos reduced their level of anxiety about check-offs. Eighty-two percent of students attended an open lab session for practice of skills outside of scheduled course lab time. The future recommendations of the project were that the skills demonstration videos should consistently follow the check-off procedures exactly. The fundamental scientific principles should be consistent between lab sessions and between the nursing faculty. Students now knew what the skills performance expectations were so they felt less stressed and therefore more confident during check-offs. The faculty were encouraged to stress the importance of the fundamental principles of safety and sterility in response to dynamic clinical situations.
Keywords:
student; Competence; Skills
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15CL2.6
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleIncreasing Student Competence and Clinical Confidence Using a Multimodal Approach Posteren
dc.contributor.authorBain, Cynthia Deniseen
dc.contributor.authorMcMenamy, Nancyen
dc.contributor.authorTapler, Deborah A.en
dc.contributor.authorSchrum, Nolaen
dc.contributor.authorMcMenamy, Nancyen
dc.contributor.authorTapler, Deborah A.en
dc.contributor.authorSchrum, Nolaen
dc.contributor.departmentBeta Betaen
dc.author.detailsCynthia Denise Bain, RN, CNE, Cbain@twu.edu; Nancy McMenamy, RN, CNE; Deborah A. Tapler, RN, CNE; Nola Schrum, RN, CCRNen
dc.identifier.urihttp://hdl.handle.net/10755/602548en
dc.description.abstractSession presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: First level nursing students are often overwhelmed with the demands of nursing school. They are taught introductory clinical skills that are basic to a solid foundation for clinical practice. To increase competency, confidence and continuity between all nursing instructors, including adjuncts, as well as decrease student anxiety; the course team developed a multimodal approach to ensure student success. The purpose of our approach was to improve first level student competence, confidence, and continuity and decreased anxiety through using a multimodal approach to teaching skills.  4 modes were utilized to achieve this.  The first mode was use of a Faculty Skill Demonstration Video which was available on blackboard for student viewing.  Each lab practicum skill was demonstrated and videotaped by a seasoned faculty member. These videos provided a resource that the student could access at any time with an internet connection. The videos reinforced the skills learned in lab. Promotion of continuity between instructors and students was enhanced by a single, correct skills procedure for validation in check-offs.  The second mode was utilizing consistent Standardized Practicum Skills Check off Sheets for students that matched the faculty video.  Each lab practicum skill was incorporated into a standardized check-off form with specific evaluation criteria including critical behaviors. The check-off forms stipulated the steps of the skill and the grading criteria. Both the students and faculty now had matching expectations for a passing score. Another method used was practicing of the skills using Simulated Experiences .  Simulated case studies with the skills integrated were developed to improve the students’ psychomotor aptitudes. The experiences provided opportunities for critical thinking with faculty guidance. Important safety procedures were demonstrated by the students when giving medications including the “5 Rights.” Lastly, we utilized Supervised Open Lab Practice Times for students to practice in a nonthreatening environment. This extra time afforded opportunities to acquire reinforcement of correct technique or remediation for incorrect techniques.  At the conclusion of the experience, students were surveyed about their experiences utilizing the various modalities. They were asked if they accessed the skills videos produced by the faculty and if they thought the videos contributed in their success. Ninety-four percent of the responding students accessed the online videos and attended the simulation. Student comments regarding the faculty skills demonstration videos were collected and were overwhelmingly positive. Eighty-six percent of students stated that the demonstration videos reduced their level of anxiety about check-offs. Eighty-two percent of students attended an open lab session for practice of skills outside of scheduled course lab time. The future recommendations of the project were that the skills demonstration videos should consistently follow the check-off procedures exactly. The fundamental scientific principles should be consistent between lab sessions and between the nursing faculty. Students now knew what the skills performance expectations were so they felt less stressed and therefore more confident during check-offs. The faculty were encouraged to stress the importance of the fundamental principles of safety and sterility in response to dynamic clinical situations.en
dc.subjectstudenten
dc.subjectCompetenceen
dc.subjectSkillsen
dc.date.available2016-03-21T16:31:28Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:31:28Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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