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  1. Article ; Online: Interprofessional simulation to promote teamwork and communication between nursing and respiratory therapy students: A mixed-method research study.

    Kleib, Manal / Jackman, Deirdre / Duarte-Wisnesky, Uirá

    Nurse education today

    2021  Volume 99, Page(s) 104816

    Abstract: Background: Collaboration and teamwork are vitally important for safe patient care. Experiential learning through interprofessional simulation helps prepare students for the expansive requirements of today's complex healthcare environment.: Purpose: ... ...

    Abstract Background: Collaboration and teamwork are vitally important for safe patient care. Experiential learning through interprofessional simulation helps prepare students for the expansive requirements of today's complex healthcare environment.
    Purpose: To develop and evaluate an interprofessional simulation educational activity to promote teamwork and communication between respiratory therapy and nursing students.
    Design: A mixed method design employing surveys, observation, and focus groups with educators and students was used. Thirty-six students from two institutions in Western Canada participated in this study. Data was analyzed using descriptive statistics and content analysis.
    Results: Baseline assessment revealed students were most familiar and comfortable with team functioning and communication interprofessional competencies, familiar but uncomfortable with collaborative leadership, conflict resolution, patient-centered care, and role clarification competencies. Correlation between communication and teamwork and collaborative leadership suggests these competencies play an important role in students' ability to enact more complex skills, such as conflict resolution competency. Overall, participants were highly satisfied and shared invaluable insights for improving this simulation experience in the future.
    Conclusion: This evaluation study demonstrated feasibility of interprofessional simulation and its potential to enhance acquisition of interprofessional competencies. A future study will incorporate additional disciplines, such as medicine and pharmacy, applying a controlled evaluation design.
    MeSH term(s) Canada ; Communication ; Cooperative Behavior ; Humans ; Interprofessional Relations ; Patient Care Team ; Respiratory Therapy ; Students, Nursing
    Language English
    Publishing date 2021-02-11
    Publishing country Scotland
    Document type Journal Article
    ZDB-ID 1062570-7
    ISSN 1532-2793 ; 0260-6917
    ISSN (online) 1532-2793
    ISSN 0260-6917
    DOI 10.1016/j.nedt.2021.104816
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  2. Article ; Online: Development of an instructor guide tool: 'Three Stages of Holistic Debriefing'.

    Góes, Fernanda Dos Santos Nogueira de / Jackman, Deirdre

    Revista latino-americana de enfermagem

    2020  Volume 28, Page(s) e3229

    Abstract: Objective: to describe the development of an English and Brazilian Portuguese Holistic Debriefing Tool focused on nursing educator to promote a reflective learning.: Method: a methodology study, with three phases: integrative literature review; tool ... ...

    Abstract Objective: to describe the development of an English and Brazilian Portuguese Holistic Debriefing Tool focused on nursing educator to promote a reflective learning.
    Method: a methodology study, with three phases: integrative literature review; tool development and review of a panel of nursing experts. The literature review tracked a systematic process. For the tool development were used literature review results, Lederman's Debriefing Process and Zabala's learning framework as theoretical referential to promote a reflective learning in High-Fidelity Simulation. The panel of nursing experts analysed the quality of the tool.
    Results: literature review evidenced gaps about educator pedagogical preparation and indicated no holistic debriefing tool exists which captures formative and summative aspects of debriefing guidance to assist the educator to debrief. Debriefing tool was purposed with two pages: first page were recommended how conduct debriefing and second page is a questions guidance. The tool evaluation was undertaken for a total of three modifications for congruence and concept reader clarity.
    Conclusion: it was proposed a holistic debriefing tool focused on nursing educator. This study provides an overall picture of the process to promote a reflexive learning in High-Fidelity Simulation and to contribute to formal nursing educator training to apply best pedagogical practice.
    MeSH term(s) Clinical Competence ; Education, Nursing, Baccalaureate/methods ; Humans ; Learning ; Models, Educational ; Simulation Training
    Language Spanish
    Publishing date 2020-02-03
    Publishing country Brazil
    Document type Guideline ; Journal Article ; Systematic Review
    ZDB-ID 2105698-5
    ISSN 1518-8345 ; 0104-1169
    ISSN (online) 1518-8345
    ISSN 0104-1169
    DOI 10.1590/1518-8345.3089.3229
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  3. Article ; Online: Academic Electronic Health Records in Undergraduate Nursing Education: Mixed Methods Pilot Study.

    Kleib, Manal / Jackman, Deirdre / Duarte Wisnesky, Uirá / Ali, Shamsa

    JMIR nursing

    2021  Volume 4, Issue 2, Page(s) e26944

    Abstract: Background: Teaching students about electronic health records presents challenges for most nursing programs, primarily because of the limited training opportunities within clinical practice settings. A simulated electronic health record is an ... ...

    Abstract Background: Teaching students about electronic health records presents challenges for most nursing programs, primarily because of the limited training opportunities within clinical practice settings. A simulated electronic health record is an experiential, learner-centered strategy that enables students to acquire and apply the informatics knowledge needed for working with electronic records in a safe learning environment before the students have encounters with real patients.
    Objective: The aim of this study is to provide a preliminary evaluation of the Lippincott DocuCare simulated electronic health record and determine the feasibility issues associated with its implementation.
    Methods: We used one-group pretest-posttest, surveys, and focus group interviews with students and instructors to pilot the DocuCare simulated electronic health record within an undergraduate nursing program in Western Canada. Volunteering students worked through 4 case scenarios during a 1-month pilot. Self-reported informatics knowledge and attitudes toward the electronic health record, accuracy of computerized documentation, satisfaction, and students' and educators' experiences were examined. Demographic and general information regarding informatics learning was also collected.
    Results: Although 23 students participated in this study, only 13 completed surveys were included in the analysis. Almost two-thirds of the students indicated their overall understanding of nursing informatics as being fair or inadequate. The two-tailed paired samples
    Conclusions: This study demonstrated the feasibility and suitability of the DocuCare program as a tool to enhance students' learning about informatics and computerized documentation in electronic health records. Recommendations will be made to academic leadership in undergraduate programs on the basis of this study. Furthermore, a controlled evaluation study will be conducted in the future.
    Language English
    Publishing date 2021-04-27
    Publishing country Canada
    Document type Journal Article
    ISSN 2562-7600
    ISSN (online) 2562-7600
    DOI 10.2196/26944
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  4. Article ; Online: Crisis and continuity: Rural health care students respond to the COVID-19 outbreak.

    Jackman, Deirdre / Konkin, Jill / Yonge, Olive / Myrick, Florence / Cockell, Jim

    Nurse education in practice

    2020  Volume 48, Page(s) 102892

    Abstract: The COVID-19 outbreak in Winter (2020) has caused widespread disruption for health sciences students undergoing clinical placements-vital periods of experiential learning that cannot be substituted with distance alternatives. For students placed in rural ...

    Abstract The COVID-19 outbreak in Winter (2020) has caused widespread disruption for health sciences students undergoing clinical placements-vital periods of experiential learning that cannot be substituted with distance alternatives. For students placed in rural areas, already coping with isolation, precarious supply chains and shortages of essential personnel, the effects of the COVID-19 outbreak may have far-reaching implications for psychosocial wellness, self-efficacy and clinical judgment. Four nursing and eight medical students (n = 12) supplied photographs and commentary documenting the experience of withdrawing suddenly from clinical sites in rural Alberta. Collaborative, thematic analysis revealed continuities between pre- and post-outbreak life, both for the students and their rural hosts. Social determinants of health such as seclusion, environmental hazards, and health-seeking behaviors carried over and compounded the effects of the outbreak on the placement communities and clinical sites. Other continuities included the reliance on technology for clinical and social connectivity, and capitalizing on natural settings to cope with isolation and confinement. Prolonged liminality, lack of closure, and the loss of team identity were the greatest stressors brought on by the suspension of clinical activities. However, the participants felt well equipped to deal with these circumstances through the resilience, adaptability, and community ethos acquired during their placements.
    MeSH term(s) Alberta/epidemiology ; COVID-19 ; Coronavirus Infections/epidemiology ; Disease Outbreaks ; Humans ; Pandemics ; Photography ; Pneumonia, Viral/epidemiology ; Preceptorship/organization & administration ; Rural Health Services/organization & administration ; Students, Medical/psychology ; Students, Nursing/psychology
    Keywords covid19
    Language English
    Publishing date 2020-09-22
    Publishing country Scotland
    Document type Journal Article
    ZDB-ID 2058575-5
    ISSN 1873-5223 ; 1471-5953
    ISSN (online) 1873-5223
    ISSN 1471-5953
    DOI 10.1016/j.nepr.2020.102892
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  5. Article ; Online: Crisis and continuity

    Jackman, Deirdre / Konkin, Jill / Yonge, Olive / Myrick, Florence / Cockell, Jim

    Nurse Education in Practice

    Rural health care students respond to the COVID-19 outbreak

    2020  Volume 48, Page(s) 102892

    Keywords General Nursing ; Education ; General Medicine ; covid19
    Language English
    Publisher Elsevier BV
    Publishing country us
    Document type Article ; Online
    ZDB-ID 2058575-5
    ISSN 1873-5223 ; 1471-5953
    ISSN (online) 1873-5223
    ISSN 1471-5953
    DOI 10.1016/j.nepr.2020.102892
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  6. Article: Crisis and continuity: Rural health care students respond to the COVID-19 outbreak

    Jackman, Deirdre / Konkin, Jill / Yonge, Olive / Myrick, Florence / Cockell, Jim

    Nurse Educ Pract

    Abstract: The COVID-19 outbreak in Winter (2020) has caused widespread disruption for health sciences students undergoing clinical placements-vital periods of experiential learning that cannot be substituted with distance alternatives. For students placed in rural ...

    Abstract The COVID-19 outbreak in Winter (2020) has caused widespread disruption for health sciences students undergoing clinical placements-vital periods of experiential learning that cannot be substituted with distance alternatives. For students placed in rural areas, already coping with isolation, precarious supply chains and shortages of essential personnel, the effects of the COVID-19 outbreak may have far-reaching implications for psychosocial wellness, self-efficacy and clinical judgment. Four nursing and eight medical students (n = 12) supplied photographs and commentary documenting the experience of withdrawing suddenly from clinical sites in rural Alberta. Collaborative, thematic analysis revealed continuities between pre- and post-outbreak life, both for the students and their rural hosts. Social determinants of health such as seclusion, environmental hazards, and health-seeking behaviors carried over and compounded the effects of the outbreak on the placement communities and clinical sites. Other continuities included the reliance on technology for clinical and social connectivity, and capitalizing on natural settings to cope with isolation and confinement. Prolonged liminality, lack of closure, and the loss of team identity were the greatest stressors brought on by the suspension of clinical activities. However, the participants felt well equipped to deal with these circumstances through the resilience, adaptability, and community ethos acquired during their placements.
    Keywords covid19
    Publisher WHO
    Document type Article
    Note WHO #Covidence: #779478
    Database COVID19

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  7. Article ; Online: 'We have to drive everywhere': rural nurses and their precepted students.

    Yonge, Olive / Jackman, Deirdre / Luhanga, Florence / Myrick, Florence / Oosterbroek, Tracy / Foley, Vicki

    Rural and remote health

    2019  Volume 19, Issue 3, Page(s) 5347

    Abstract: Introduction: Travel safety culture is a vital aspect of nursing in rural western Canada, where long distances and severe weather are commonplace. However, this culture is poorly understood owing to the absence of official policy, and the tendency of ... ...

    Abstract Introduction: Travel safety culture is a vital aspect of nursing in rural western Canada, where long distances and severe weather are commonplace. However, this culture is poorly understood owing to the absence of official policy, and the tendency of rural nurses to take travel risks and burdens in stride, rather than advocating for change. Travel risks and burdens include extreme weather events such as tornadoes and blizzards; unmarked routes and hazards; distance, time and expense; and driver fatigue. In such rural settings, the safety and health of visitors, novices and students are of particular concern. The researchers sought to elicit the tacit knowledge of rural registered nurses, and their students undertaking rural nursing preceptorships, pertaining to rural travel issues and best practices for safety and wellbeing.
    Methods: Through purposive and snowball sampling, the researchers recruited seven senior nursing students and five nurse preceptors. Seven rural acute and community care sites, between 42 km and 416 km distant from the students' primary place of study, were covered by the study. Photovoice, a participant action modality, was employed to collect photographic and qualitative interview data from participants over 10 weeks, between February and April 2016. The data were analyzed thematically, in collaboration with participants, who in turn validated the results. A digital storytelling initiative was attempted, to further involve participants in dissemination of findings, but only one participant took part in this phase of the project.
    Results: The central finding of the study was that nursing students learn to accept and manage limitations - and to recognize and capitalize on opportunities - when undertaking rural preceptorships. With regard to road safety, the students were found to be particularly vulnerable to long distances, hazardous conditions, fuel and cellular data expenses, and fatigue. These issues were compounded by the students' reluctance to speak up, or to miss shifts, when they felt unsafe or unwell. Their preceptors role modeled autonomy and community ethos as the foundations of a frontline, extemporaneous road safety culture. This entailed personal safety measures borne from rural experience and background, familiarity with the countryside, and community connectedness with other healthcare sites in place of any official public alert system. The preceptors furthermore benefited from strong union protection for occupational health and safety concerns, but students being taught in rural settings had no such advantage.
    Conclusions: Nursing students should have the same occupational health and safety protections as their rural preceptors, especially the right to refuse travel, without penalty, in unsafe circumstances. Better travel subsidies and road safety measures during rural preceptorship may help increase the likelihood of students considering a rural career path. Furthermore, the frontline, community-based road safety experience of rural nurses is an untapped source of information for educators and policymakers. Such information will become more and more vital as a diminishing number of rural nurses are called upon to care for an aging client base.
    MeSH term(s) Automobile Driving/psychology ; Canada ; Geographic Information Systems ; Humans ; Interviews as Topic ; Occupational Health ; Preceptorship ; Rural Health Services ; Rural Population ; Students, Nursing/psychology ; Travel
    Language English
    Publishing date 2019-07-31
    Publishing country Australia
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2105620-1
    ISSN 1445-6354 ; 1445-6354
    ISSN (online) 1445-6354
    ISSN 1445-6354
    DOI 10.22605/RRH5347
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  8. Article ; Online: Peripheral Venipuncture Education Strategies for Nursing Students: An Integrative Literature Review.

    de Souza-Junior, Valtuir Duarte / Mendes, Isabel Amélia Costa / Marchi-Alves, Leila Maria / Jackman, Deirdre / Wilson-Keates, Barbara / de Godoy, Simone

    Journal of infusion nursing : the official publication of the Infusion Nurses Society

    2019  Volume 43, Issue 1, Page(s) 24–32

    Abstract: This integrative literature review identified strategies to teach peripheral venipuncture to nursing students. The following databases were searched for primary studies: Biblioteca Virtual em Saúde (BVS), PubMed, Web of Science, Education Resources ... ...

    Abstract This integrative literature review identified strategies to teach peripheral venipuncture to nursing students. The following databases were searched for primary studies: Biblioteca Virtual em Saúde (BVS), PubMed, Web of Science, Education Resources Information Center (ERIC), SCOPUS, and Cumulative Index to Nursing and Allied Health Literature (CINAHL). The final sample was composed of 24 studies. The literature ranged from descriptive studies to controlled clinical trials and methodologic studies to construct products/instruments for teaching peripheral venipuncture. The most frequently identified teaching strategies were theoretical contents taught via theoretical lecture, e-learning courses, video lessons, and demonstration by specialists combined with practical exercises using a mannequin, human arms, and/or haptic devices. Despite the different methods used currently, the best patient outcomes were achieved when the student received the theoretical content in an educational setting before the practical training on a mannequin and/or a virtual simulator.
    MeSH term(s) Clinical Competence ; Education, Nursing ; Humans ; Phlebotomy ; Problem-Based Learning ; Students, Nursing
    Language English
    Publishing date 2019-12-26
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 2192558-6
    ISSN 1539-0667 ; 1533-1458
    ISSN (online) 1539-0667
    ISSN 1533-1458
    DOI 10.1097/NAN.0000000000000351
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  9. Article ; Online: Putting the (R) Ural in Preceptorship

    Florence Myrick / Deirdre Jackman / Olive Yonge

    Nursing Research and Practice, Vol

    2012  Volume 2012

    Keywords Nursing ; RT1-120 ; Medicine ; R ; DOAJ:Nursing ; DOAJ:Health Sciences
    Language English
    Publishing date 2012-01-01T00:00:00Z
    Publisher Hindawi Publishing Corporation
    Document type Article ; Online
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  10. Article ; Online: A Rural Interprofessional Educational Initiative

    Deirdre Jackman / Olive Yonge / Florence Myrick / Fred Janke / Jill Konkin

    Online Journal of Rural Nursing and Health Care, Vol 16, Iss 2, Pp 5-

    What Success Looks Like

    2016  Volume 26

    Abstract: The researchers implemented an interprofessional education (IPE) pilot program, wherein Final Year baccalaureate nursing students and 3rd Year medical students undertook preceptorships concurrently in a semi-rural acute care setting. The goal was to ... ...

    Abstract The researchers implemented an interprofessional education (IPE) pilot program, wherein Final Year baccalaureate nursing students and 3rd Year medical students undertook preceptorships concurrently in a semi-rural acute care setting. The goal was to emphasize interprofessional (IP) collaboration and team-building. The researchers sought to determine how hands-on, clinically-based IP experiences could improve classroom-based IPE, and how the rural context might mediate such experiences. This article is an exploration of how participants defined a successful rural IPE experience, and which factors promoted or hindered that success. The definition of rural as used in the context of the research is to live outside of a major city. Three nursing and four medical students who agreed to undertake rural preceptorships were recruited through their supervising faculty. Upon their placement, three registered nurses and four physicians, assigned to precept the students, also agreed to take part. The researchers collected data through midpoint and endpoint semi-structured interviews, and two focus groups. The data were coded and analysed using Glaserian grounded theory. In the participants’ view, successful rural IPE resulted in enhanced knowledge of each others’ scope of practice, firsthand insights into rural IP teamwork and increased confidence in working with other disciplines. Authenticity was a key distinguishing rural feature. Success moreover depended on buy-in and facilitation by preceptors and staff, and student initiative and self-reliance. Hinderances to success were lack of logistical support, professional inertia or turf-consciousness, and student discomfort with IP engagement. Over the course of the pilot, the students grew to emulate their rural preceptors’ interprofessional collegiality beyond the clinical setting. The results of this study support the implementation of IPE in clinical rotations as an alternative or an adjunct to classroom-based IPE. The rural context may be particularly advantageous to ...
    Keywords Nursing ; RT1-120 ; Public aspects of medicine ; RA1-1270
    Subject code 360
    Language English
    Publishing date 2016-07-01T00:00:00Z
    Publisher Rural Nurse Organization; Binghamton University
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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