Sedgwick, Monique

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Now showing 1 - 5 of 6
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    MAiD in southern Alberta: report of findings
    (University of Lethbridge, 2022) Brassolotto, Julia; Manduca-Barone, Alessandro; Sedgwick, Monique
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    Nurses' perceptions of climate sensitive vector-borne diseases: a scoping review
    (Wiley, 2023) Vandenberg, Shannon Y.; Chircop, Andrea; Sedgwick, Monique; Scott, David R.
    Objective Nurses are well positioned to play an integral role in the mitigation of climate change and climate-driven vector-borne diseases, however, they lack awareness and knowledge about their role. The purpose of this scoping review was to map existing literature on nurses’ perceptions, knowledge, attitudes, and experiences with vector-borne diseases, specifically Lyme disease and West Nile virus. Design A scoping review was conducted using Joanna Briggs Institute (JBI) scoping review methodology. CINAHL, ProQuest Nursing & Allied Health Premium, MEDLINE, APA PsycINFO, ProQuest Dissertations & Theses, and Web of Science were searched for English-language publications. The PRISMA-ScR was used. After initial screening as per study protocol, a total of 33 items were reviewed independently by four reviewers. Results Thirty-three articles, including seven sources from grey literature, met the criteria for this scoping review. Results were mapped according to the five domains of the Guidelines for Undergraduate Nursing Education on Climate-Driven Vector-Borne Diseases. Conclusions Findings from the review indicate that nurses play a role in climate-related health effects and should be knowledgeable about vector-borne diseases. However, scant literature exists on nurses’ knowledge, perceptions, attitudes toward vector-borne diseases, and practice readiness, signifying a need for further research on this emerging topic.
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    A scoping review of the integration of ethics education in undergraduate nursing high-fidelity human simulation-based learning
    (Wiley, 2020) Sedgwick, Monique G.; Yanicki, Sharon M.; Harder, Nicole; Scott, David R.
    Aims and objectives: To systematically assemble, examine and map the extant literature pertaining to the integration of ethics education in high-fidelity simulation-based learning experiences in nursing undergraduate programs. Background: The value of ethics education for undergraduate nursing students is well established in the literature. Whether high-fidelity human simulation (HFHS) supports the development of ethical reasoning, or positively impacts the acquisition of ethical knowledge and reasoning skills in undergraduate nursing students is inconsistently addressed. Design: A scoping review was conducted using the Arksey and O’Malley framework. Method: CINAHL, ProQuest Nursing & Allied Health Source, ProQuest Dissertations & Theses A&I, MEDLINE, Web of Science, ERIC, Scopus, PsycINFO, and the Joanna Briggs Institute EBP databases were searched for English language manuscripts published between 2012-2020. The PRISMA-ScR was used. Results: Eight papers that met the inclusion criteria were extracted for this review. Three broad categories were identified: the ‘what’ in ethics education, the ‘how’ of ethics education and, the ‘when’ of ethics education in high-fidelity human simulation. Conclusion: The integration of ethics education into simulation-based learning has the potential to positively promote nursing students’ ability to develop knowledge of and skills in ethical practice. However, the inclusion of ethics education scenarios in HFHS is a relative new teaching innovation in undergraduate nursing education. As such, there continues to be no consensus on the ‘what’, ‘how’ or ‘when’ of ethics education for best practice in ethics education for undergraduate nursing programs. Relevance to Clinical Practice: Quality improvement processes and research studies are needed to determine: the types of ethical dilemmas and debriefing sessions and optimal timing of HFHS ethics simulation in undergraduate nursing education, student support needed for running HFHS, and the learning needs of nurse educators seeking to incorporate ethics within HFHS.
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    Pilot study: nursing students' perceptions of the environment in two different clinical models
    (Elsevier, 2016) Perry, Robert D.; Press, Madeline M.; Rohatinsky, Noelle; Compton, Roslyn M.; Sedgwick, Monique G.
    Purpose: This pilot study aimed to assess the reliability and validity of a modified Dundee Ready Educational Environment Measure (m-DREEM) tool used to evaluate the effects of different pedagogical approaches in a clinical learning environment on nursing students' learning perceptions. Methods: A sample consisting of 130 nursing students in two different models of clinical education was surveyed. Results: This pilot study demonstrated that m-DREEM yields a high internal consistency. This tool can be used to evaluate nursing students' perceptions of their clinical learning environment on the basis of five sub-scales: students' learning perceptions, facilitators, academic self-perception, atmosphere, social self-perception, and mentorship. Conclusion: A definitive and inferential relationship between sub-scales and clinical models, namely, block and non-block dispersed models, could not be determined because of the small sample size of the block clinical model. Hence, further research should be performed.
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    A quantitative study exploring undergraduate nursing students' perception of their critical thinking and clinical decision making ability while using apps at the point of care
    (Sciedu Press, 2016) Sedgwick, Monique G.; Awosoga, Olu A.; Grigg, Lance; Durnin, Jenna-Marie
    The purpose of this study was to explore how a smartphone app influences undergraduate nursing students’ perceptions of their critical thinking and clinical decision making ability at the point of care. Using a pretest-posttest approach, the findings suggest that there were no statistically significant differences in the participants’ perception of their critical thinking and clinical decision making ability over time. Statistically significant findings on four questionnaire items pertaining to participants’ perception in their ability to engage in evidence based practice over time suggests that experience with the app, led the participants to believe the app provided them with the information they needed in order to engage in evidence based practice. Consequently, they were less likely to seek information from other sources. Although having learning resources available in clinical practice environments mightenhancecriticalthinkingability,perhapscounterintuitively,thefindingsinthisstudysuggestthathavingaccesstoaclinical mobile app did not positively influence the participants’ perceived critical thinking ability. Nurse educators therefore, must teach students how to be active learners as well as role model the proper use of critical thinking skills. Students need to be reminded to use institutional policies and procedure manuals as well as other appropriate sources of information. Last, students need to see registered nurses use critical thinking and clinical decision making dispositions by asking comprehensive questions, exploring assumptions and inferences, and incorporating varying resources into their decisions.