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While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.

• Mask Ed simulation adapted for online teaching enabled lecturers to continually engage students in interesting and appealing online teaching sessions. • Mask Ed is part of student learning through their online courses. • Mask Ed simulation is beneficial in online assessment tasks. The onset of the COVID-19 pandemic toppled education delivery worldwide. Nursing education was no exception. The pandemic required nurse educators to quickly shift from face-to-face learning environments to remote and more virtual interactions. Educators were compelled to create and employ strategies to support nursing learners as they assimilated critical and complex knowledge, and skills from their homes, instead of classrooms and simulation laboratories. One modality of simulation which maintained engagement and connection with learners in the online environment was Mask-Ed™ Simulation. This paper presents a snapshot of Mask-Ed™ simulation activities across four higher education institutions globally during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

• Theoretical perspectives and principles of instructional design are critical for purposeful construction of Tag Team Patient Safety Simulation. • This discussion paper adds to the scholarship of simulation by describing the theoretical foundations and instructional design principles that underpin TTPSS • A design framework to facilitate constructive alignment and guide the development of quality learning experiences using this methodology is offered Tag Team Patient Safety Simulation (TTPSS) draws on cognitive, social, and constructivist theoretical perspectives to inform and provide contemporary simulation teaching practice that address the challenges associated with providing large numbers of learners with engaging simulation experiences. In doing so, TTPSS fosters critical conversations about patient safety that empower students and build resilience. Popularity of the method has seen its use extend from clinically based education addressing the Australian National Safety and Quality Health Service Standards to broader application of theoretical concepts informing practice internationally. The success of the method lies in understanding the theoretical perspectives informing design and the careful construction and alignment of methodological attributes that come together to facilitate learning. This discussion paper adds to the scholarship of simulation by describing the underpinning theoretical foundations of the methodology and offers a design framework to facilitate constructive alignment and guide the development of quality learning experiences using this methodology. This paper translates the principles of learning and instruction that apply to TTPSS materials, activities, resources, and evaluation and provides direction to those seeking to design effective educational simulations using the TTPSS methodology. [ABSTRACT FROM AUTHOR]

Tag Team Patient Safety Simulation (TTPSS) was developed to prepare work-ready nursing graduates in the context of patient safety. This descriptive study examined nursing students' (n = 721) satisfaction with the TTPSS and validated the Satisfaction with Patient Safety Simulation Experience Scale (SPSSES). Students reported higher levels of overall satisfaction with TTPSS. Themes from open-ended responses, Observing and being observed and Learning to respond to unexpected , provided insight to the satisfying components of the learning experience. The SPSSES is a valid survey instrument, verifying student's satisfaction with this large group simulation approach in preparing them to respond to patient safety issues. [ABSTRACT FROM AUTHOR]

Nurses deliver intimate care to patients in a variety of ways, especially when attending to showering, bathing, toileting and managing chronic or surgical wounds located in body regions such as the genitalia or breasts. Neophyte undergraduate nursing students can experience fear and anxiety at the thought of carrying out this level of care; hence, there is a need for preparation prior to undertaking clinical placements when students encounter real patients. The preparation should begin in the laboratory context of their tertiary educational settings. Traditionally, task trainers and manikins have been used to demonstrate and practise this care in such environments. However, the realism of experiencing true human responses, by both the patient and student, can be lost through these modalities. In recent years, a simulation approach, Mask-Ed, has enabled intimate care to be taught to students in a university setting in Australia where the laboratory context provides a safety net. Mask-Ed involves the informed educator wearing highly realistic silicone props that include torsos, faces and hands. Having donned the props, the educator then transforms into another person. The newly created person has a backstory designed to enable the educator to become a platform for teaching and to coach students through the clinical experience. The following discussion explains the background to Mask-Ed and the underlying framework that is used to implement the technique to teach intimate care. Mask-Ed is considered one of the most realistic approaches to simulation and is used in healthcare facilities and tertiary educational institutions globally. [ABSTRACT FROM AUTHOR]

The aim of this paper is to report the results of a cross-national study that evaluated a range of simulation sessions using an observation schedule developed from evidence-based quality indicators. Observational data were collected from 17 simulation sessions conducted for undergraduate nursing students at three universities in Australia and the United Kingdom. The observation schedule contained 27 questions that rated simulation quality. Data were collected by direct observation and from video recordings of the simulation sessions. Results indicated that the highest quality scores were for provision of learning objectives prior to the simulation session (90%) and debriefing (72%). Student preparatiosn and orientation (67%) and perceived realism and fidelity (67%) were scored lower than other components of the simulation sessions. This observational study proved to be an effective strategy to identify areas of strength and those needing further development to improve simulation sessions. [ABSTRACT FROM AUTHOR]

The use of puppets in health care is emerging as a mode of simulation that combines elements of engaging with the child through play whilst at the same time providing education. This review examines the impact when nurses use play therapy or puppets as a simulation modality in nursing education and in the clinical paediatric nursing environment. Electronic search was conducted using CINAHL, PubMed, Scopus, Web of Science and PsycINFO data bases, between 1980 and January 2015 with the combinations of play therapy; puppetry; nursing education; nursing; simulation; health professionals and puppets. Twelve articles were identified that highlight the use of puppet simulation in the education of nursing students and children in the healthcare environment. Puppet modelling and puppet simulation is predominantly adopted in the areas of health education and specifically diabetes education. Identified gaps in the use of puppet simulation in nursing, nurse education and puppet simulation as a three-way communication process; thus identifying the need for further research on puppet simulation and its application and benefits in nursing and nurse education. [ABSTRACT FROM AUTHOR]

Background Although nursing programs are exploring approaches to pediatric simulation, the use of puppets is underreported. A childlike procedural puppet was trialled to teach nursing students a pediatric patient procedure. Methods A qualitative study was conducted to explore students' perceptions of how the procedural puppet facilitated learning a pediatric procedure. Results The puppet was “real but not too real” and allowed students to learn how to interact with the child like a nurse would in undertaking nursing procedures. The activity facilitated learning on recognizing physiological and behavioral changes evident in children. Balancing play, education, and obtaining vital signs “stays in your mind” and was considered good preparation for clinical practice. Conclusion Using a procedural puppet to teach pediatric nursing procedures had a very positive effect on engagement and learning. [ABSTRACT FROM AUTHOR]

Simulation-based resuscitation education has emerged as a key to improving patient safety and numerous healthcare organisations have invested in high-fidelity simulation training centres. However, the high purchasing cost, limited portability, technical expertise and organisational skills required to coordinate these high-fidelity simulation centres are factors that limit their use as a wide-spread teaching and learning method. Creative innovation is required. The aim of this study was to pilot an inexpensive, portable, novel high fidelity humanistic simulation modality, for educating nurses and doctors in recognising and responding to the deteriorating patient. Analysis of five focus group discussions revealed the main theme of engagement in the simulation experience with three main subthemes of realism of the character, believability of the experience and being more connected. In conclusion, this innovative simulation modality offers a viable alternative for resuscitation training. [ABSTRACT FROM AUTHOR]

Active participation in immersive simulation experiences can result in technical and non-technical skill enhancement. However, when simulations are conducted in large groups, maintaining the interest of observers so that they do not disengage from the learning experience can be challenging. We implemented Tag Team Simulation with the aim of ensuring that both participants and observers had active and integral roles in the simulation. In this paper we outline the features of this innovative approach and provide an example of its application to a pain simulation. Evaluation was conducted using the Satisfaction with Simulation Experience Scale. A total of 444 year nursing students participated from a population of 536 (response rate 83%). Cronbach's alpha for the Scale was .94 indicating high internal consistency. The mean satisfaction score for participants was 4.63 compared to 4.56 for observers. An independent sample t test revealed no significant difference between these scores ( t (300) = −1.414, p = 0.16). Tag team simulation is an effective approach for ensuring observers' and participants’ active involvement during group-based simulations and one that is highly regarded by students. It has the potential for broad applicability across a range of leaning domains both within and beyond nursing. [ABSTRACT FROM AUTHOR]

Student evaluation of the implementation of evidence-based quality indicators for simulation experiences in undergraduate nursing programs in 2012 was explored in this study. The evaluation instrument used five specific measures derived from quality indicators. Students evaluated 10 simulation learning experiences in the first and second years of undergraduate nursing programs at two universities in Australia. Overall, students ( n = 85) reported that simulation contributed to their achievement of objectives, but they did not always feel supported in these sessions. Student preparation and orientation was scored lower than other components of the simulation experience. Students reported very good scores for perceived realism and fidelity of simulation sessions, particularly the silicone mask and high-fidelity sessions, which implies that learning from simulation is transferable into the clinical practice setting. However, patient charts and other clinical documents were not always considered to be realistic. Debriefing was scored very highly overall and for both approaches used for debriefing. The student-evaluation instrument was an effective means of measuring student-related quality indicators across a range of simulation sessions. It identified areas for the improved delivery of simulation sessions. [ABSTRACT FROM AUTHOR]

Aims. To explore the attitudes, experiences and opinions of registered nurses regarding supervision of undergraduate nursing students while administering medication in the healthcare setting. Background. Medication errors present a considerable risk to safety in the healthcare setting. By virtue of their role in the administration of medication, registered nurses are considered as major contributors to this problem. Undergraduate nursing students administer medication in the clinical setting, but little attention has been paid to the implications for patient safety. Design. This research was conducted using exploratory qualitative methodology. Methods. Focus group interviews were conducted with 13 registered nurses. The participants were asked to describe their experiences and opinions regarding the supervision of undergraduate nursing students. Data were analysed using the framework approach. Results. Three main themes from this work are presented in this paper: 'standard of supervision', 'a beneficial experience' and 'preparation'. Conclusions. The participants regarded supervision as an important process in fostering student learning and ensuring safety. Preparation on the part of the healthcare facility, students and the university were essential to maximise the benefits for all concerned. Relevance to clinical practice. The ability to administer medication safely is an important skill for all registered nurses. Nursing students need the opportunity to develop these skills as part of their undergraduate educational programme. Registered nurses must supervise students in a rigorous and supportive manner to enhance learning and to promote quality care. [ABSTRACT FROM AUTHOR]

Summary: Cultural competence is now widely recognised as an essential characteristic for undergraduate nursing students. Clinical experience in foreign countries has become increasingly popular as a strategy to enhance cultural awareness and competence. However, published research articulating the experience and outcomes of these initiatives is relatively rare, particularly from an Australian perspective. This paper presents the findings of a qualitative, exploratory research project. Individual semi-structure interviews were conducted with eight undergraduate nursing students before, during and at the conclusion of a four week clinical placement in Surin, Thailand. Data analysis identified the following major themes: first interview – anticipation; second interview – making a difference; contrasting worlds; and part of the group; third interview — reality check and group dynamics. These findings suggest that international clinical experience has potential benefits beyond the development of cultural competence. The importance of caring in nursing and the importance of group dynamics were particularly valued by student participants. [Copyright &y& Elsevier]

Reid-Searl K, Moxham L, Happell B. International Journal of Nursing Practice 2010; 16: 225–232 Enhancing patient safety: The importance of direct supervision for avoiding medication errors and near misses by undergraduate nursing students Medication errors have been the focus of considerable research attention in nursing; however, the extent to which nursing students might contribute to errors has not been researched. Using a grounded theory approach, in-depth semi-structured interviews were conducted with undergraduate nursing students based in a university in Queensland to explore their experiences of administering medication in the clinical setting. Almost a third of the participants reported making an actual medication error or a near miss. Where medication errors occurred, participants described not receiving direct and appropriate supervision by a registered nurse. Medication errors by nursing students have the potential to impact significantly on patient safety, quality of health care, and on nursing students' perceptions of their professional competence. Ensuring direct supervision is provided at all times must become an urgent priority for undergraduate nursing education. [ABSTRACT FROM AUTHOR]

Background. The administration of medication is an important skill nursing students need to learn in the clinical setting to develop safe practices. Legally within Queensland, registered nurses are required to provide personal supervision for this process. Research undertaken by the authors suggests the supervision students receive frequently falls short of what is legally required. Aims and objectives. The aim of the study was to examine the factors that influence the experiences of final-year undergraduate nursing students when administering medications in the clinical setting. Design. A grounded theory approach was used with constant comparative analysis to identify categories from the data. Methods. The experiences of final-year nursing students were explored using a grounded theory approach. In-depth, semi-structured interviews were conducted with 28 final-year undergraduate nursing students in Queensland, Australia. Results. Supervision was found to be the central issue influencing medication administration for students. Three main factors were identified as influencing the supervision provided by registered nurses: attitudes of the registered nurse, communication from the university, and busyness and having time. Conclusions. The extent to which registered nurses provide direct supervision to nursing students when administering medication is influenced by factors inherent within the clinical environment. Relevance to clinical practice. The factors influencing the supervision provided by registered nurses needs further exploration that effective strategies can be implemented to ensure safe practices in relation to medication administration can be implemented. [ABSTRACT FROM AUTHOR]

Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach's alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students' comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. [ABSTRACT FROM AUTHOR]