Vicarious learning and communication self-efficacy: A pediatric end-of-life simulation for pre-licensure nursing students
Baccalaureate Communication Death OTO; NOTNLM; Humans;Child; Students; Nursing; Nursing/psychology; Clinical Competence; Education
BACKGROUND: End-of-life clinical experiences, particularly in pediatrics, are quite limited for pre-licensure nursing students. Though effective, end-of-life simulations can be costly, require facilitators trained in palliative and end-of-life care, and are restricted by limited space and time availability. Such barriers prompt the question as to whether there is an effective alternative to simulation by which students can gain improved self-efficacy in therapeutic communication during pediatric end-of-life situations. PURPOSE: Bandura's Social Cognitive Theory and work exploring self-efficacy posits that vicarious learning provides learners opportunities to gain experience and knowledge through observation of peers in simulated settings. This study evaluated the effectiveness of vicarious versus active learning on pre-licensure nursing students' perceived self-efficacy in providing therapeutic communication during a pediatric end-of-life situation. METHOD: Data were collected over three time points - pre-simulation, post-simulation, and post-debriefing - using a modified Self-Efficacy in Communication Scale. RESULTS: Learners in both groups had significant improvement in self-efficacy across all time points. Only two items had significant differences between vicarious and active learner groups, but the effect was minor. CONCLUSION: Vicarious learning presents as a viable pedagogical approach for providing pre-licensure nursing students important learning opportunities related to pediatric end-of-life simulations during both the scenario and debriefing.
Clark SB; Lippe MP
Journal of Professional Nursing
2022
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/" target="_blank" rel="noreferrer noopener"></a>
Assessing preferences about the DNR order: does it depend on how you ask?
Female; Humans; Male; Attitude to Health; Treatment Outcome; Choice Behavior; Resuscitation Orders; Quality-Adjusted Life Years; Research Design; Probability; Reproducibility of Results; Non-U.S. Gov't; Research Support; Students; Questionnaires/standards; Effect Modifiers (Epidemiology); Nursing/psychology; Resuscitation/adverse effects
Despite increasing emphasis on advance directives, there has been little methodologic work to assess preferences about the "do not resuscitate" (DNR) order. This developmental work assessed, in a non-patient group, the performance of a probability-trade-off task designed to assess DNR attitudes, in terms of framing effects and stability of preferences. 105 female nursing students each completed one of two versions of the task. In version I (n = 58), the trade-off moved to increasingly negative descriptions of the outcomes of resuscitation (decreasing chance of survival and increasing risk of brain death), whereas in version II (n = 47), the trade-off moved to increasingly positive descriptions. One week later, repeat assessments were obtained for versions I (n = 35) and II (n = 28). The DNR preference scores were lower and more stable when the task moved to increasingly positive descriptions; perhaps this version of the task tends to weaken risk aversion. These results imply that care should be used in applying a probability trade-off task to the assessment of DNR preferences, since artefactual effects could be induced.
1995
Percy ME; Llewellyn-Thomas HA
Medical Decision Making
1995
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
Journal Article
<a href="http://doi.org/10.1177/0272989x9501500303" target="_blank" rel="noreferrer">10.1177/0272989x9501500303</a>
Do we have the power to create our own future as oncology nurses?
Female; Humans; Male; Leadership; Nurse's Role; Sex Factors; Power (Psychology); Students; Nursing; Oncologic Nursing; Societies; Nursing/psychology
2005
Steele R
Canadian Oncology Nursing Journal
2005
Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).
Journal Article
<a href="http://doi.org/10.5737/1181912x1511520" target="_blank" rel="noreferrer">10.5737/1181912x1511520</a>