European Journal of Molecular & Clinical Medicine

When it comes to wound care, dressing changes are a vital part of the process. Compliance with aseptic procedures and methods is critical to reducing the risk of infection in the healthcare setting. The ability to master the talents may be achieved via practise. Virtual reality is presented in this research as a means of increasing practise opportunities. In order to better understand the process of changing a basic wound dressing, an immersive virtual environment has been created. A preliminary user research on usability with an experienced nurse and an undergraduate nursing student yielded positive results. The simulation will undergo a thorough examination in order to enhance it even more.

Because they provide low-risk, immersive approaches to introduce pre-licensure students to clinical contexts while also situating the development of necessary information and skills for patient care, simulations are commonly used in undergraduate nursing education. In the field of clinical education, virtual reality (VR) simulations provide fresh options. Research in this field is exploding, with topics ranging from perceptions of virtual reality as a medium to adoption of the technology to educational outcomes that virtual reality simulations may assist achieve. In this paper, we demonstrate the application of epistemic network analysis (ENA), a quantitative ethnography (QE) technique, to model how one nursing educator facilitated clinical judgement, nurtured quality and safety education for nurses' competencies, and nurtured quality and safety education for nurses' competencies through the use of the Simulation Learning System with Virtual Reality (SLS VR) (SLS with VR). Three simulation sessions in October and November 2020, all containing a basics scenario requiring second-year nursing students to exercise basic assessment and care management, were used to create a model of the discourse. Using immersive learning environments and learning analytic tools, we want to make significant advances in research in healthcare education, especially nursing education, in order to benefit patients and the public.

Problem- Based Learning strategy (PBL) is one of the innovative teaching strategies that are used in undergraduate nursing education to help students learn how to apply knowledge effectively in a variety of clinical situations. PBL is considered as a convenient teaching and learning method for obstetric and gynecological nursing students. It also relates to its clinical practice to deal with and solve women’s problems. Purpose: This study aimed to explore nursing students’ perspectives about problem-based learning strategy used in Obstetric and Gynecological Nursing course. Design: descriptive exploratory research design was used in this study. Setting: This study was conducted at two scientific nursing departments at the Faculty of Nursing, Alexandria University namely, Obstetric and Gynecological Nursing Department and Pediatric Nursing Department. Subjects: The total number of students was 495 students. Tools: One tool was used for data collection: Nursing Students' Problem-Based Learning Strategy Perspective Questionnaire. Results: this study revealed that nearly more than three quarters of the students have a positive perspective toward PBL strategy. Conclusion: problem-based learning strategy is a valuable teaching method helped in achieving students' satisfaction regarding improving their learning skills. Recommendation: Problem-based learning strategy should be considered as a significant teaching method to be applied in different courses at the Faculty of Nursing. Moreover, Training workshops should be conducted to all nursing educators to enhance their abilities and competencies in the use of PBL strategy.