Karen McCutcheon

A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education.

AIM To determine whether the use of an online or blended learning paradigm has the potential to enhance the teaching of clinical skills in undergraduate nursing. BACKGROUND The need to adequately support and develop students in clinical skills is now arguably more important than previously considered due to reductions in practice opportunities. Online and blended teaching methods are being developed to try and meet this requirement, but knowledge about their effectiveness in teaching clinical skills is limited. DESIGN Mixed methods systematic review, which follows the Joanna Briggs Institute User guide version 5. DATA SOURCES Computerized searches of five databases were undertaken for the period 1995-August 2013. REVIEW METHODS Critical appraisal and data extraction were undertaken using Joanna Briggs Institute tools for experimental/observational studies and interpretative and critical research. A narrative synthesis was used to report results. RESULTS Nineteen published papers were identified. Seventeen papers reported on online approaches and only two papers reported on a blended approach. The synthesis of findings focused on the following four areas: performance/clinical skill, knowledge, self-efficacy/clinical confidence and user experience/satisfaction. The e-learning interventions used varied throughout all the studies. CONCLUSION The available evidence suggests that online learning for teaching clinical skills is no less effective than traditional means. Highlighted by this review is the lack of available evidence on the implementation of a blended learning approach to teaching clinical skills in undergraduate nurse education. Further research is required to assess the effectiveness of this teaching methodology.

Service-user involvement in nurse education: partnership or tokenism?

Following on from the Keogh Report, the need for a framework of service-user involvement exists not just in the health service, but also in higher education. There are wide variances globally in the levels of service-user interaction and involvement in healthcare education. Health policy internationally has indicated a move towards developing partnerships with service users, but to date this remains elusive, with the majority of user involvement consultative in approach. This article aims to discuss the health policy background and the current approaches taken in the involvement of service users in healthcare education.

A systematic review protocol on the use of online learning versus blended learning for teaching clinical skills to undergraduate health professional students

Abstract Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to face learning have been undertaken a systematic review on the impact of online learning and blended learning for teaching clinical skills has yet to be considered in undergraduate health professionals. By reviewing the students’ online learning experiences, systems can potentially be designed to ensure all health professional students’ are supported appropriately to meet their learning needs. Methods/design: The key objectives of the review are to evaluate how online learning teaching strategies assist students learn; to evaluate the students’ satisfaction with this form of teaching; to explore the variety of online learning strategies used; to determine what online learning strategies are more effective and to determine if supplementary face to face instruction enhances learning. A search of the following databases will be made MEDLINE, CINAHL, BREI, ERIC and AUEI. This review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research. Conclusion: This systematic review protocol intends to support the undertaking of a systematic literature review which will report on a combination of student experience and learning outcomes therefore increasing its utility for educators and curriculum developers involved in health care education.

Deep vein thrombosis and caesarean section

Deep vein thrombosis (DVT) presents a significant risk for women requiring Caesarean section. Venous thromboembolism (VTE) remains the leading direct cause of maternal death in the UK and is the second most common cause of maternal death worldwide, accounting for 11% of maternal deaths (RCOG 2009). This article uses a reflective cycle to explore the role of the preoperative practitioner in the prevention of DVT for women undergoing elective Caesarean section.

The principles and practice of interpreting cardiac rhythm strips: a seven-step model

This open learning zone article examines the cardiac cycle and the interpretation of cardiac rhythm strips. The article begins with a brief revision of related physiology followed by a description of normal sinus rhythm and the main cardiac rhythm abnormalities. The article concludes by providing easy to follow steps for use in the interpretation of cardiac rhythm strips with practice examples presented in the continuing professional development (CPD) task section.

Prostatic arterial embolization for the treatment of lower urinary tract symptoms in men with benign prostatic hyperplasia

This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To assess the effects of PAE for the treatment of LUTS in men with BPH.

The day surgery experience from the perspective of service users.

Although health policy would suggest that day surgery is the best service for patients undergoing a surgical procedure, it is important to consider the patient and whether this type of service is what they want. This information can be generated through a service evaluation with the results used to inform local decision-making, changes to care delivery and improvements in patient care. This article describes the results of a service evaluation performed in a single-site day surgery unit.

Four steps to interpreting arterial blood gases.

This article examines acid-base balance and the interpretation of arterial blood gases (ABG). The article begins with a brief revision of related physiology, followed by a description of the primary disorders associated with acid-base imbalance. The normal ranges and the significance of abnormal ABG results are explored. The article concludes by providing an easy to follow four-step guide to ABG interpretation with practice examples presented in the CPD task section.

hello my name is

It gives me great pleasure to introduce two new associate editors for the Journal of Perioperative Practice, Julie Quick and Daphne Martin. Although new to the role of associate editor they are not new to the Journal. Julie and Daphne have provided support and encouragement to authors for a number of years in their role as a JPP peer reviewer. The introduction of these positions as part of the editorial team is an indicator of the success and continuing popularity of the journal amongst perioperative practitioners.

Grasp the nettle

Introducing a new hobby for other people may inspire them to join with you. Reading, as one of mutual hobby, is considered as the very easy hobby to do. But, many people are not interested in this hobby. Why? Boring is the reason of why. However, this feel actually can deal with the book and time of you reading. Yeah, one that we will refer to break the boredom in reading is choosing grasp the nettle as the reading material.