8.4.1 Problem based learning (P.B.L) and simulation as instructional methodologies in attaining clinically relevant undergraduate competencies in the management of challenging acute nursing episodes (C.A.N.E) (384)

Irene Hartigan, College Lecturer, School of Nursign & Midwifery, University College Cork, Cork, Ireland Co authors: Nuala Walshe, Angela Flynn & Siobhan Murphy i.hartigan@ucc.ie

Abstract:

Problem based learning (P.B.L) and simulation are two student-centred teaching methodologies when used in combination give undergraduate nurses potential to develop clinical competencies. This study incorporated PBL and simulation as instructional methodologies in a fourth year nursing module. The aim was to determine the effectiveness these instructional methodologies in achieving clinical competencies in the management of C.A.N.E. A panel of clinical nursing experts was chosen to identify clinically relevant module content and to create and validate descriptors to assess student’s competency.

Methods:

A descriptive exploratory design was used. Ethical approval was granted and all participants gave consent to participate. A purposive sample of clinical expert’s formed the focus groups to identify the priority C.A.N.E and the descriptors of competent practice. Focus group interviews were transcribed and analysed. Identified themes were formulated to inform the development of the module problems and simulations. Themes relating to descriptors of practice were included in newly devised assessment rubric and used to summatively assess clinical competencies in simulated environment.

Results:

Analysis of data is in progress. Initial findings indicate that PBL and simulation enhanced the competency of undergraduate nurses in simulated environments. Consulting with clinical experts ensured clinically relevant content and learning. Further data relating to the reliability and validity of the rubric will be presented.

Discussion:

Innovative teaching methods prepare students for the real world of nursing with efficiency in managing workplace complexities. These methods represent a change in higher education and relate to critical thinking, clinical reasoning skills, synthesis of knowledge and confidence in practicing real-life situations 1. The contribution of clinical staff gives merit to the module and the assessment descriptors as a clinically relevant focus that promotes the theory-practice link.