Evaluation of a blended learning, simulation-based delirium education package for first-year nursing students

Pryor, Claire; park, laura

Abstract

Delirium is a neuropsychiatric syndrome that is sudden in onset and represents an acute medical emergency. Nurses must be able to recognise this change in presentation and seek support to assess and treat the underpinning conditions driving delirium. This paper reports a study undertaken at one university in the North-East of England. The study adopted a mixed methods approach to evaluate and explore first-year student nurses’ perceptions and experiences of a blended delirium education package (online and in person). It also explores if students believe this will change or influence their practice.

Data were collected via an online questionnaire from 49 students following the completion of an online supported learning package and linked classroom-based simulation. Quantitative data were analysed using descriptive statistics. Qualitative data were thematically analysed using Braun and Clarke’s (2006) thematic analysis principles. Both data strands were integrated to highlight core experiential themes.

Two themes were identified: Acknowledging the complexity of delirium and bridging the online-supported learning and classroom teaching and learning activity. This study demonstrated that a blended approach to delirium education is well-received and positively supports student nurses’ understanding of delirium and confidence in practice. Still, there is a need for further refinement in educational practice.

Citation

Pryor, C., & park, L. (2024). Evaluation of a blended learning, simulation-based delirium education package for first-year nursing students. #Journal not on list, 6(1), https://doi.org/10.37074/jalt.2023.6.S1.15

• Journal Article Type: Article
• Acceptance Date: Jan 19, 2024
• Online Publication Date: Feb 12, 2024
• Publication Date: Feb 12, 2024
• Deposit Date: Sep 3, 2024
• Publicly Available Date: Sep 11, 2024
• Journal: Journal of Applied Learning and Teaching
• Electronic ISSN: 2591-801X
• Peer Reviewed: Peer Reviewed
• Volume: 6
• Issue: 1
• DOI: https://doi.org/10.37074/jalt.2023.6.S1.15