| CHOJECKI et al.; (88. Chojecki P, Lamarre J, Buck M, St-Sauveur I, Eldaoud N, Purden M. Perceptions of a peer learning approach to pediatric clinical education. Int J Nurs Educ Scholarsh. 2010;7(1):Article 39.) 2010 |
Students attending the second year of the Nursing Course (n=10) and nursing tutors (n=2). |
Learning in pairs, in the context of clinical teaching. |
Facilitated communication and learning, physical and emotional support. Technical and psychomotor skills: leadership, critical thinking, specific knowledge regarding context, understanding and promoting cooperation in learning. |
Qualitative |
| CHRISTIANSEN e BELL; (99. Christiansen A, Bell A. Peer learning partnerships: exploring the experience of pre-registration nursing students. J Clin Nurs. 2010;19(5-6):803-10.) 2010 |
Students of the first and third year of the Nursing Course (n=54). |
Tutoring program among students. |
Reduction of the feelings of social isolation and anxiety, promotion of emotional support, mechanisms of coping, acquisition of reference models of action, and effective communication. |
Qualitative |
| GARRET et al.; (1010. Garrett B, MacPhee M, Jackson C. High-fidelity patient simulation: considerations for effective learning. Nurs Educ Perspect. 2010 Oct;31(5):309-13.) 2010 |
Nursing senior setudents (n=30). |
High fidelity simulation. Viewing the recording, debate and oriented reflection. |
Teamwork exercise, recognition of the impact of their interventions, a sense of confidence and security to intervene. |
Qualitative |
| MORRISON e CANTAZARO; (1111. Morrison AM, Catanzaro AM. High-fidelity simulation and emergency preparedness. Public Health Nurs. 2010 Apr;27(2):164-73.) 2010 |
Students of the last year of the Nursing Course. |
Simulation of a public health emergency. Theoretical lecture with powerpoint, videos and participation of experts. Written reflection and discussion session. |
Reinforcement of previously acquired competences and development of new competences: coordination, leadership and teamwork. |
Qualitative and quantitative |
| RUTH-SAHD et al.; (1212. Ruth-Sahd LA, Beck J, McCall C. Transformative learning during a nursing externship program: the reflections of senior nursing students. Nurs Educ Perspect. 2010 Mar-Apr;31(2):78-83.) 2010 |
Students of the last year of the Nursing Course (n=78). |
Summer clinical course ( Externship Nursing Program ). |
Communication, the emphasis on individualized care, the importance of time to care, the meaning of being “a good nurse.” |
Qualitative |
| SANDAHL et al.; (1313. Sandahl SS. Colaborative testing as a learning strategy in nursing education. Nurs Educ Perspect. 2010 May-Jun;31(3):142-7.) 2010 |
Nursing senior setudents (n=110). |
Peer learning in the context of theoretical examination. |
Collaboration, knowledge development, critical thinking, decision making and intergroup relations. It promotes interaction, discussion, discussion of ideas, active listening, and respect for others in decision-making. |
Quantitative |
| WATTet al.; (1414. Watt E, Murphy M, Pascoe E, Scanlon A, Gan S. An evaluation of a structured learning programme as a component of the clinical practicum in final year bachelor of nursing programme: a pre–post-test analysis. J Clin Nurs. 2011;20(15-16):2286-93.) 2010 |
Students of the last year of the Nursing Course (n=118). |
Group learning, peer counseling, reflective debates, and low fidelity simulations. |
Reduction of anxiety and increased self-efficacy. |
Quantitative |
| KAPLAN e URA; (1515. Kaplan B, Ura D. Use of multiple patient simulators to enhance prioritizing and delegating skills for senior nursing students. J Nurs Educ. 2010;49(7):371-7.) 2010 |
Students (n=97) attending the last semester of the last year of the Nursing Course. |
Simulation with multiple mannequins (three clients simultaneously). Meetings for debate and critical reflection. |
Critical, indispensable thinking, decision making and teamwork. Ability to communicate, prioritize, lead, delegate and implement nursing actions to clients simultaneously. |
Quantitative and qualitative |
| HUSEBø et al.; (1616. Husebø SE, Rystedt H, Friberg F. Educating for teamwork-nursing students’ coordination in simulated cardiac arrest situations. J Adv Nurs. 2011;67(10):2239-55.) 2011 |
Students to attend the last semester of the third year (n = 81). Nurses (n = 5). |
Simulation of cardiorespiratory emergency of a client. Before training, they had been trained on European resuscitation guidelines. |
Verbal and non-verbal communication in team intervention. |
Qualitative and quantitative |
| VOGT et al.; (1717. Vogt MA, Chavez R, Schaffner B. Baccalaureate nursing student experiences at a camp for children with diabetes: the impact of a service-learning model. Pediatr Nurs. 2011 Mar-Apr;37(2):69-73.) 2011 |
Students of the Nursing Course (n=26). |
On-line training with discussion of case studies related to the context. Participation in a holiday camp for diabetic children, with subsequent written reflection (in the form of reflective journals). |
Interpersonal communication and multiprofessional collaboration, leadership exercise, critical thinking, management of care and participation in daily decision making. |
Qualitative and quantitative |
| BAXTER et al.; (1818. Baxter P, Aktar-Danesh N, Landeen J, Norman G. Teaching critical management skills to senior nursing students: videotaped or interactive hands-on instruction? Nurs Educ Perspect. 2012 Mar-Apr;33(2):106-10.) 2012 |
Volunteer students of the fourth year of the Nursing Course (n=27). |
Pedagogical strategies (video, classroom and practical), in response to simulated emergency situations. |
Learning and cooperation in emergency intervention. |
Quantitative |
| FAY-HILLIER et al.; (1919. Fay-Hillier TM, Regan RV, Gallagher Gordon M. Communication and patient safety in simulation for mental health nursing education. Issues Ment Health Nurs. 2012;33:718-26.) 2012 |
Students (n=9) who attended the Mental Health curricular unit of the Nursing Course. |
Simulations with the use of Standardized Patients (SPs). Delivery of teaching material. Critical discussion. |
Knowing how to do it, learning from mistakes, analyzing beliefs and prejudices, improving communication, encouraging collaborative practices; Reflexive criticism. |
Qualitative |
| SHARPNACK e MADIGAN; (2020. Sharpnack PA, Madigan EA. Using low-fidelity simulation with sophomore nursing students in a baccalaureate nursing program. Nurs Educ Perspect. 2012 Jul-Aug;33(4):264-8.) 2012 |
Students attending the second year of the Nursing Course (n=32). |
Low-fidelity and role-play simulations. Electronic systems: Electronic Health Records (EHR), Computer Assisted instruction (CAI) and Captivate® software. |
Implementation of theory in practice. The debate after the simulation allows the consolidation of the knowledge and the critical reflection of the interventions. |
Quantitative and qualitative |
| SPENCE et al.; (2121. Spence D, Valiant S, Roud D, Aspinall C. Preparing registered nurses depends on “us and us and all of us”. Nurs Prax N Z. 2012;28(2):5-13.) 2012 |
Students of the second (n=8) and third year (n=1 or n=2). Nurses and teaching nurses (n=21). |
Clinical teaching, with insertion in the hospital context. |
Inclusion in the nursing team, with the possibility of developing their capacity to collaborate with it. |
Qualitative and quantitative |
| SVEJDA et al.; (2222. Svejda M, Goldberg J, Belden M, Potempa K, Calarco M. Building the clinical bridge to advance education, research, and practice excellence. Nurs Res Pract. 2012;2012:826061.) 2012 |
Students in the first year of the Nursing Course, target of the new clinical teaching model (n=61). Students in the traditional teaching context (n=61), in the first year of the same school. |
Clinical training, high- fidelity simulations and portfolios. |
Trust and development of the competence to intervene in care, integration in the health team, development of relationships and a sense of belonging to the profession. |
Qualitative |
| YONGE et al.; (2323. Yonge OJ, Myrick F, Ferguson L, Grundy Q. “You have to rely on everyone and they on you”: interdependence and the team-based rural nursing preceptorship. Online J Rural Nurs Health Care. 2013;13(1):4-25.) 2013 |
Students in the last year of the Nursing Course (n=4). Nursing counselors (n=4). |
Clinical training in rural areas. Narrated photos. |
Feeling of belonging, and confidence in the autonomy to act. The interdependence, the recognition of their role and the rest of the professionals. |
Qualitative |
| ZANDEE et al.; (2424. Zandee, GL, Bossenbroek D, Slager D, Gordon B. Teams of community health workers and nursing students effect health promotion of underserved urban neighborhoods. Public Health Nurs. 2013;30(5):439-47.) 2013 |
Students of the Nursing Course. Residents from three disadvantaged neighborhoods. |
Community clinical training. |
Competencies to intervene in a team to respond to public/community health needs. |
Quantitative |
| ZARSHENAS et al.; (2525. Zarshenas L, Sharif F, Molazem Z, Khayyer M, Zare N, Ebadi A. Professional socialization in nursing: a qualitative content analysis. Iran J Nurs Midwifery Res. 2014 Jul;19(4):432-8.) 2014 |
Nursing students (n=35) attending semesters (from the second to the eighth). Nurses (n=8). |
Clinical training |
Integration in health team, division of labor, assumes responsibility, feeling of identification with the profession. |
Qualitative |
Source: Research data, 2015.