Journal article
Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: a pilot study
Nurse Education Today, Vol.35(12), pp.1252-1256
2015
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Abstract
<p><h4 id="x-x-x-x-absSec_1">Background</h4> <p id="x-x-x-x-sp0005">Simulation is frequently being used as a learning and teaching resource for both undergraduate and postgraduate students, however reporting of the effectiveness of simulation particularly within the pharmacology context is scant. <h4 id="x-x-x-x-absSec_2">Objectives</h4> <p id="x-x-x-x-sp0010">The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit. <h4 id="x-x-x-x-absSec_3">Design</h4> <p id="x-x-x-x-sp0015">Pilot cross-sectional quantitative survey. <h4 id="x-x-x-x-absSec_4">Setting</h4> <p id="x-x-x-x-sp0020">An Australian university. <h4 id="x-x-x-x-absSec_5">Participants</h4> <p id="x-x-x-x-sp0025">32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy. <h4 id="x-x-x-x-absSec_6">Methods</h4> <p id="x-x-x-x-sp0030">As a part of an undergraduate online pharmacology unit, students were required to watch a filmed simulated pharmacological clinical scenario. To evaluate student learning, a measurement instrument developed from Bloom's cognitive domains (knowledge, comprehension, application, analysis, synthesis and evaluation) was employed to assess pharmacological knowledge conceptualisation and knowledge application within the following fields: medication errors; medication adverse effects; medication interactions; and, general pharmacology. <h4 id="x-x-x-x-absSec_7">Results</h4> <p id="x-x-x-x-sp0035">The majority of participants were enrolled in an undergraduate nursing or midwifery programme (72%). Results demonstrated that the majority of nursing and midwifery students (56.52%) found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to Bloom's cognitive domains indicated that the filmed scenario was a valuable learning tool. Analysis of variance indicated that health science students reported higher levels of learning compared to midwifery and nursing. <h4 id="x-x-x-x-absSec_8">Conclusion</h4> <p id="x-x-x-x-sp0040">Students' self-report of the learning benefits of a filmed simulated clinical scenario as a teaching resource suggest enhanced critical thinking skills and knowledge conceptualisation regarding pharmacology, in addition to being useful and complementary to other teaching and learning methods.</p>
Details
- Title
- Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: a pilot study
- Creators
- Leah East - Deakin UniversityMarie Hutchinson - Southern Cross University
- Publication Details
- Nurse Education Today, Vol.35(12), pp.1252-1256
- Identifiers
- 2946; 991012821261802368
- Academic Unit
- Faculty of Health; School of Health and Human Sciences; Nursing
- Resource Type
- Journal article