Research - Ongoing studies including members of RiNS
Practical skill performance for patient safety in nursing education - comparison of learning opportunities in the Scandinavian countries (SPINE)
Ongoing Studies:
Studies and research questions
Phase I concerns the mapping of practical skills learning in the simulation centres in the educational institutions (SPINE 1)
a) Which practical skills are taught and practiced in simulations centres at Scandinavian universities and university colleges?
b) What are the typical teaching approaches used in simulation centres?
c) What kind of pedagogical set up do the universities use in simulations lab and what are the argumentations for the choices?
Phase II concerns the mapping of practical skills learning in the clinical setting (SPINE 2).
a) Which practical skills do nursing students have the opportunity to practice in real patient situations during their clinical placements?
b) What kind of supervision is available for the students when they perform practical nursing skills during internships?
Phase III concerns the development and pilot-testing of an intervention, based on data collected during phase I and II (SPINE 3). The intervention will consist of an ”evidence-based best practice” educational model targeting teaching and learning across the two learning arenas; simulation and clinical setting. The educational approach aims to support students, clinical supervisors and teachers to structure, carry out and evaluate practical skill learning that ensures quality and patient safety in performance of central practical skills in the bachelor in nursing curriculum.
Ongoing Studies:
Studies and research questions
Phase I concerns the mapping of practical skills learning in the simulation centres in the educational institutions (SPINE 1)
a) Which practical skills are taught and practiced in simulations centres at Scandinavian universities and university colleges?
b) What are the typical teaching approaches used in simulation centres?
c) What kind of pedagogical set up do the universities use in simulations lab and what are the argumentations for the choices?
Phase II concerns the mapping of practical skills learning in the clinical setting (SPINE 2).
a) Which practical skills do nursing students have the opportunity to practice in real patient situations during their clinical placements?
b) What kind of supervision is available for the students when they perform practical nursing skills during internships?
Phase III concerns the development and pilot-testing of an intervention, based on data collected during phase I and II (SPINE 3). The intervention will consist of an ”evidence-based best practice” educational model targeting teaching and learning across the two learning arenas; simulation and clinical setting. The educational approach aims to support students, clinical supervisors and teachers to structure, carry out and evaluate practical skill learning that ensures quality and patient safety in performance of central practical skills in the bachelor in nursing curriculum.
