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https://hdl.handle.net/1959.11/20373
Title: | Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: A pilot study | Contributor(s): | East, Leah (author)![]() |
Publication Date: | 2015 | DOI: | 10.1016/j.nedt.2015.04.009 | Handle Link: | https://hdl.handle.net/1959.11/20373 | Abstract: | Background: 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. Objectives: The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit. Design: Pilot cross-sectional quantitative survey. Setting: An Australian university. Participants: 32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy. Methods: 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. Results: 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. Conclusion: 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. | Publication Type: | Journal Article | Source of Publication: | Nurse Education Today, 35(12), p. 1252-1256 | Publisher: | Elsevier Ltd | Place of Publication: | United Kingdom | ISSN: | 1532-2793 0260-6917 |
Fields of Research (FoR) 2008: | 111099 Nursing not elsewhere classified | Fields of Research (FoR) 2020: | 420599 Nursing not elsewhere classified | Socio-Economic Objective (SEO) 2008: | 920210 Nursing | Socio-Economic Objective (SEO) 2020: | 200307 Nursing | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article |
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