Abstract:

Skill training is an essential component of nursing students’ education programs. However, it demands extensive teaching resources and students describe lack of confidence and anxiety when facing practical skills. Due to the lack of skill training centers in many European nursing educational institutions, it is essential to develop strategies to ensure that students are prepared for clinical practice.

This abstract describes the development of a digital learning app (Digisim) for use on mobile devices that aims to supply student nurses with an innovative pedagogical tool to enhance their clinical skills. The project is funded by Erasmus + (Digisim 2017-2020) and collaborating institutions are University of Stavanger, University of Nottingham and Catholic University of Valencia.In order to succeed, a well-planned developing strategy is regarded important. This abstract describes strategies utilized so far in the developing of the Digisim app.

Short presentation of the Digsim app:
The Digisim app is addressing various essential nursing procedures. Following the underpinning principles of the Practical Skill Performance Model (Bjork, 1999) each simulation scenario uses three stages to enhance students’ skills training:
- Stage one: preparing the student for the skill training (video of the procedure)
- Stage two: actively train the correct skills and sequential execution of the procedure. Simulation is conducted in collaboration with a peer student.
- Stage three: to improve the students' confidence and “flow and speed” in performing clinical skills procedures. (Practice skill independently using the audio feature).

Developing strategies:
The project group is interdisciplinary and includes educational staff, technical staff, researchers and nursing students.
Step 1: Consensus was reached regarding the inclusion of procedures that were relevant for all three partners.
Step 2: Preliminary draft films were conducted by the use of simple mobile cameras. Draft films were shared and differences in the procedures across the countries were revealed.
Step 3: Differences were discussed due to national guidelines and culture. Based on this, it was decided which procedures that needed to be filmed for each country and which ones that allowed for one film suiting all contexts.
Step 4: Film manuscripts were developed by using a manuscript template including specifications of scene description, voiceover, text, and time and provided space for comments from all three countries.
Step 5: A pilot film was carried out (subcutaneous injection). The pilot was discussed in workshops that included nursing students and has guided further film production of the remaining procedures.
Forthcoming steps:
A test version of the app solution will be published and evaluation from academic staff and feedback from students will guide the completion of the Digisim app.

Discussion and preliminary conclusions:
So far we have had successful progress and gained useful experiences regarding the value of interdisciplinary cooperation, a visible working platform, and the value of innovative collaborative solutions. Feedback from students and academic staff have indicated that Digisim has potential of being a value contribution to nursing student’s skill training.

References:
[1] Bjork IT. (1999) Practical skill development in new nurses. Nursing Inquiry; 6: 34-47.

Keywords:

Nursing students, clinical skills, digital Learning.