NERP » nursing education

How to Implement Educational E-Learning Material to Enhance Clinical Skills of Undergraduate Nursing Students: A Narrative Literature Review

Igor Korotkich — Mon, 28 Aug 2023 12:14:58 +0000

Summary. The online education period with COVID-19 showed that it is crucial to develop effective and supportive e-learning practices to teach necessary clinical skills in nursing. The purpose of this narrative literature review was to describe good practices on the implementation of educational e-learning material to enhance the clinical skills of undergraduate nursing students. This review aims to identify and describe some of the various factors that might have positive influence on students’ learning results.

A literature search was conducted on PubMed, CINAHL and ERIC databases. Inclusion was limited to research studies in which e-learning was the major educational / pedagogical approach and that it presented evidence of the effects of e-learning in practical or clinical subjects. Twentyfour studies were included in the review. The data were analyzed using inductive content analysis. The three main categories identified through the content analysis were pedagogical, content and usability related good practices.

The results indicated that the students’ knowledge and skill requirements need to be considered, a simple-to-complex or simple-to-deep design could be preferable in e-learning. The importance of authenticity and realism of the materials was considered important. Students preferred unlimited accessibility, allowing flexibility of their study time and ease of use also with mobile devices. It was emphasized that the content should keep students behaviorally engaged through various activities and instant feedback.

As a conclusion, pedagogical, content and usability related good practices need to be implemented to keep students behaviorally engaged with e-learning material to acquire clinical skills.

Implementation of Professional Competences in the Nursing Curricula at Selected Slovak Universities

Igor Korotkich — Sun, 14 Jan 2018 21:59:12 +0000

The aim of this paper was to summarise the theoretical background of key competences in undergraduate nursing education at selected Slovak universities based on international recommendations for training of nurses. The objective was to assess whether the content of nursing education was focused on patient safety.
Methods. The curricula of nursing programmes at selected Slovak universities were analysed and compared in accordance with eight key competences of the amended EU Directive 2013/55/EC and-Competency Framework of nursing practice issued by the European Federation of Nurses.
Results. The Competency Framework and eight key competences listed in the Directive determine the minimum competence level to perform the nursing profession. The content of nursing programmes at selected Slovak universities reflects current advancements in nursing such as orientation of health care towards disease prevention, long-term care and community-based care, patient safety, e-health and information computer technologies development, and research and evidence-based practice. The analysis presumes that all higher education institutions in Slovakia deliver nursing education that assures necessary competences for graduates to perform nursing. The accreditation process fosters the improvements of nursing programmes to assure quality of nursing education in colleges and universities in Slovak Republic.
Conclusions. Curricula of nursing programmes at selected Slovak universities are in compliance with the Competency Framework of the European Federation of Nurses (EFN) and imply eight professional competences listed in the EU Directive 2013/55/EC. The content of subjects in nursing programmes should be studied with an emphasis on the development of professional competences for patient safety.