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Background: The rapid advancement of technology-enhanced learning opportunities has resulted in requests of applying improved pedagogical design features of digital educational resources into nursing education. Digital educational resources refers to technology-mediated learning approaches. Efficient integration of digital educational resources into nursing education, and particularly into clinical placement, creates considerable challenges. The successful use of digital educational resources requires thoughtful integration of technological and pedagogical design features. Thus, we have designed and developed a digital educational resource, digiQUALinPRAX, by emphasizing pedagogical design features. The nurse educators' experiences of the usefulness of this digital educational resource is vital for securing improved quality in placement studies. Aim: To obtain an in-depth understanding of the usefulness of the pedagogical design features of a digital educational resource, digiQUALinPRAX, in supporting nurse educators' educational role in nursing home placements in the first year of nursing education. Methods: An explorative and descriptive qualitative research design was used. Individual semi-structured interviews were conducted with six nurse educators working in first year of a Bachelor's of Nursing programme after using the digital educational resource, digiQUALinPRAX, during an eight-week clinical placement period in nursing homes in April 2022. Results: Two main categories were identified: (1) supporting supervision and assessment of student nurses and (2) supporting interactions and partnerships between stakeholders. Conclusion: The pedagogical design features of the digiQUALinPRAX resource provided nurse educators with valuable pedagogical knowledge in terms of supervision and assessment of student nurses, as well as simplified and supported interaction and partnership between stakeholders. [ABSTRACT FROM AUTHOR]

Background: Co-creation is an emerging approach in nursing education, wherein academics engage in multi-stakeholder collaborations to generate knowledge, ideate solutions, promote sustainability, and enhance educational quality. However, knowledge on stakeholders’ experiences in participation in co-creation initiatives for nursing education is scarce. This study aimed to explore the experiences of student nurses, nurse educators, and e-learning designers in co-creation initiatives to design and develop a digital educational resource for clinical nursing education. Methods: The study adopted an exploratory qualitative design. Data were collected via three separate semi-structured focus group interviews with student nurses (n = 7), nurse educators (n = 8), and e-learning designers (n = 3) who participated in co-creation workshops. Collected data were then thematically analyzed. Results: Three themes related to the participants’ experiences emerged: (1) The co-creation workshops were enjoyable, useful, and instructive; (2) power imbalances influenced the students’ engagement; and (3) contextual factors influenced the participants’ overall engagement. Conclusions: This study shows that co-creation through workshops is a novel, enjoyable, and instructive approach that facilitates knowledge exchange. It also highlights the needs and experiences of stakeholders, especially student nurses. However, the use of co-creation in nursing education presents some challenges. Recognizing and managing power differentials are essential for successful co-creation in clinical nursing education, alongside a mindset of collaboration and mutuality. Future research is required to systematize knowledge about the benefits and impacts of the processes and outcomes of co-creation initiatives, including stakeholders’ motivation, barriers, and facilitators to participation in co-creation, to improve the quality of clinical nursing education. [ABSTRACT FROM AUTHOR]

Aims: To explore and describe nurse educators' suggestions regarding a digital educational resource addressing quality in placement studies for first‐year student nurses in nursing homes. Design: A qualitative, explorative, and descriptive research design. Methods: Focus group interviews with eight nurse educators and individual interviews with six nurse educators. The interviews were audio‐recorded and transcribed verbatim; subsequently, data were analysed in lines with content analysis as described by Graneheim and Lundman. Results: The analysis revealed three main categories: 'Suggestions for a digital educational resource to strengthen and support nurse educators' role in follow‐up students', 'Suggestions for a digital educational resource to complement and support interaction between stakeholders in placement', and 'Suggestions for a digital educational resource to facilitate student nurses' learning processes'. The categories were captured by the overarching theme, 'A digital educational resource facilitating interaction between stakeholders and students' learning processes. Conclusion: This study revealed nurse educators' suggestions regarding design elements, content, and use of a digital educational resource addressing placement studies for first‐year student nurses' in nursing homes. Implications for the profession and/or patient care: Nurse educators should be involved in designing, developing, and implementing digital educational resources aiming to support student learning in nursing education placement studies. Impact: This study explored nurse educators' suggestions for a digital educational resource. They suggested a digital educational resource to strengthen and support their role, support interaction between stakeholders, and facilitate student nurses' learning processes. Further, they suggested a digital educational resource to be used as a supplement rather than as a replacement for nurse educators' physical presence in placements. Reporting method: The Consolidated Criteria for Reporting Qualitative Research reporting guidelines were used. No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Nursing education relies on nurses to supervise students in practical skill learning during their clinical placement periods, yet literature is sparse regarding what this supervision actually entails. The study aimed to explore the learning actions that characterised nurses' and students' interaction during supervision of peripheral vein cannulation attempts on patients in hospital, and how these learning actions influenced the students' practise. In this study, 38 video-recorded attempts of the practical skill peripheral vein cannulation conducted of nine nursing students were analysed. Of the 38 attempts, 10 were successful. In successful and failed attempts both, students and nurses primarily engaged in learning actions that informed, reminded, or corrected the students; students and nurses rarely engaged in learning actions characterised by reflection and discussion. A surface approach to learning was insufficient for most students to successfully insert a vein cannula during their clinical placement. [ABSTRACT FROM AUTHOR]

Background and Purpose: Many newly graduated nurses lack proficiency in practical skill performance. Presently, nursing students' practical skill is assessed by summative instruments with overarching items. The purpose of this study was to develop a more detailed instrument to use in summative assessment of nursing students' practical skill performance and to assess its psychometric properties. Methods: A 50-item instrument was developed. Video-recorded performances were rated by experienced clinical supervisors. A multifacet measurement design was developed. Relevant parameters were estimated by generalizability analysis. Results: Findings indicated that error of measurement were mainly caused by raters far more than by items. Conclusions: The present study suggested that summative assessment in realistic settings may not apply one rater only. Two to three/four raters appear necessary to dependably measure most skills. [ABSTRACT FROM AUTHOR]

Background: Peripheral vein cannulation is one of the most common invasive practical nursing skills performed by registered nurses. However, many registered nurses lack competence in this practical skill. Learning peripheral vein cannulation associated with successful placement and maintenance is not well understood. Framework: Ryle's ways of knowing, "knowing that" and "knowing how", can be used during peripheral vein cannulation learning to guide development and competence in this practical skill. Aim: The aim of the article was to provide an overview of Ryle's ways of knowing and to make recommendations for best practices for nurse teachers and nurses teaching students peripheral vein cannulation. Conclusion: Ryle's ways of knowing can assist nursing students in their learning and development of peripheral vein cannulation. [ABSTRACT FROM AUTHOR]

Background: Many newly qualified nurses lack competence in practical nursing skills. Peripheral vein cannulation is particularly challenging to learn and perform. Simulation-based skill learning is often developed from the reproduction and memorizing of knowledge and guidelines. Learning peripheral vein cannulation associated with successful placement requires a deeper and more comprehensive approach to learning. It should be questioned whether nursing educational institutions construct satisfactory relationships between learning goals, learning activities and assessment methods in student learning of peripheral vein cannulation. Framework: Marton and Säljö's ways of knowing, a surface and a deep approach to learning, can be used during simulation-based learning of peripheral vein cannulation to guide development and competence in this practical nursing skill. Aim: The aim of this theoretical article was to provide knowledge and understanding of two approaches to simulation-based skill learning, a surface and a deep approach, and how these can enhance teaching and learning of peripheral vein cannulation. Conclusion: Nursing students' learning and development of peripheral vein cannulation influence nurse teachers' choice of methodology. Simulation-based skill learning could be improved by introducing the theory of surface and deep learning to guide nurse teachers towards successful teaching approaches and outcomes. [ABSTRACT FROM AUTHOR]

Aims and objectives To explore, describe and compare learning actions that nursing students used during peripheral vein cannulation training on a latex arm or each other's arms in a clinical skills centre. Background Simulation-based training is thought to enhance learning and transfer of learning from simulation to the clinical setting and is commonly recommended in nursing education. What students actually are doing during simulation-based training is, however, less explored. The analysis of learning actions used during simulation-based training could contribute to development and improvement of simulation as a learning strategy in nursing education. Design A qualitative explorative and descriptive research design, involving content analysis of video recordings, was used. Methods Video-supported observation of nine nursing students practicing vein cannulation was conducted in a clinical skills centre in late 2012. Results The students engaged in various learning actions. Students training on a latex arm used a considerably higher number of learning actions relative to those training on each other's arms. In both groups, students' learning actions consisted mainly of seeking and giving support. The teacher provided students training on each other's arms with detailed feedback regarding insertion of the cannula into the vein, while those training on a latex arm received sparse feedback from the teacher and fellow students. Conclusion The teacher played an important role in facilitating nursing students' practical skill learning during simulation. The provision of support from both teachers and students should be emphasised to ensure that nursing students' learning needs are met. Relevance to clinical practice This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms. [ABSTRACT FROM AUTHOR]

Learning practical nursing skills is an important part of the baccalaureate in nursing. However, many newly qualified nurses lack practical skill proficiency required to ensure safe patient care. The invasive skill peripheral vein cannulation (PVC) is particularly challenging to learn and perform. This study explored conditions influencing nursing students’ learning and performance of the technical implementation of a PVC during their clinical placement period. A qualitative and descriptive case study design with two students in Norway practicing PVC during their clinical placement was conducted. One student who mastered the vein cannulation was compared with one student who did not. Data were collected in late 2012 using multiple data sources: semistructured interviews, ad hoc conversations, and video recordings. Video recordings of the two students’ cannula implementations were used to help clarify and validate the descriptions and to identify gaps between what students said and what they did. Thematic analysis of the transcribed text data enabled identifying themes that influenced skill performance. There were two overall themes: individual and contextual conditions influencing the technical implementation of a peripheral vein cannula. These findings were evaluated in terms of Benner’s work on scientific and practical knowledge, defined as “knowing that” and “knowing how.” [ABSTRACT FROM AUTHOR]