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Wang Y, Peng Y, Huang Y. The effect of "typical case discussion and scenario simulation" on the critical thinking of midwifery students: Evidence from China. BMC MEDICAL EDUCATION 2024; 24:340. [PMID: 38532375 DOI: 10.1186/s12909-024-05127-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2022] [Accepted: 02/02/2024] [Indexed: 03/28/2024]
Abstract
BACKGROUND Assessment ability lies at the core of midwives' capacity to judge and treat clinical problems effectively. Influenced by the traditional teaching method of "teacher-led and content-based", that teachers involve imparting a large amount of knowledge to students and students lack active thinking and active practice, the clinical assessment ability of midwifery students in China is mostly at a medium or low level. Improving clinical assessment ability of midwifery students, especially critical thinking, is highly important in practical midwifery education. Therefore, we implemented a new teaching program, "typical case discussion and scenario simulation", in the Midwifery Health Assessment course. Guided by typical cases, students were organized to actively participate in typical case discussions and to promote active thinking and were encouraged to practice actively through scenario simulation. In this study, we aimed to evaluate the effect of this strategy on the critical thinking ability of midwifery students. METHOD A total of 104 midwifery students in grades 16-19 at the West China School of Nursing, Sichuan University, were included as participants through convenience sampling. All the students completed the Midwifery Health Assessment course in the third year of university. Students in grades 16 and 17 were assigned to the control group, which received routine teaching in the Midwifery Health Assessment, while students in grades 18 and 19 were assigned to the experimental group, for which the "typical case discussion and scenario simulation" teaching mode was employed. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and Midwifery Health Assessment Course Satisfaction Questionnaire were administered after the intervention. RESULTS After the intervention, the critical thinking ability of the experimental group was greater than that of the control group (284.81 ± 27.98 and 300.94 ± 31.67, p = 0.008). Furthermore, the experimental group exhibited higher scores on the four dimensions of Open-Mindedness (40.56 ± 5.60 and 43.59 ± 4.90, p = 0.005), Analyticity (42.83 ± 5.17 and 45.42 ± 5.72, p = 0.020), Systematicity (38.79 ± 4.70 and 41.88 ± 6.11, p = 0.006), and Critical Thinking Self-Confidence (41.35 ± 5.92 and 43.83 ± 5.89, p = 0.039) than did the control group. The course satisfaction exhibited by the experimental group was greater than that exhibited by the control group (84.81 ± 8.49 and 90.19 ± 8.41, p = 0.002). CONCLUSION The "typical case discussion and scenario simulation" class mode can improve the critical thinking ability of midwifery students and enhance their curriculum satisfaction. This approach carries a certain degree of promotional significance in medical education.
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Affiliation(s)
- Yuji Wang
- Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University/Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), No. 20 Third Section, Renmin South Road, Chengdu, Sichuan Province, 610041, China
| | - Yijuan Peng
- Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University/Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), No. 20 Third Section, Renmin South Road, Chengdu, Sichuan Province, 610041, China
| | - Yan Huang
- Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University/Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), No. 20 Third Section, Renmin South Road, Chengdu, Sichuan Province, 610041, China.
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Harada S, Suga R, Suzuki K, Kitano S, Fujimoto K, Narikawa K, Nakazawa M, Ogawa S. Usefulness of Self-Selected Scenarios for Simple Triage and Rapid Treatment Method Using Virtual Reality. J NIPPON MED SCH 2024; 91:99-107. [PMID: 38072419 DOI: 10.1272/jnms.jnms.2024_91-111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2024]
Abstract
BACKGROUND Repeated triage training is necessary to maintain and improve the accuracy of simple triage and rapid treatment (START), a popular triage method. Virtual reality (VR) may be more effective than conventional training methods. This study aimed to verify the educational usefulness of START using VR originally developed for students. METHODS A VR was initially developed with a function that allowed students to select the triage procedure and its evaluation. Triage was performed using a simple modified START method, and eight scenarios were developed. The participants included 70 paramedic students classified into VR and live lecture groups. They took a 20-question written test that evaluated their academic ability before the course. After the course, a practical test and a 20-question written test were conducted. The total score of the practical test was 43 points. Triage procedure (1 point), observation and evaluation (1-5 points), and triage categories (1 point) were evaluated in this test. RESULTS The VR and live lecture groups consisted of 33 and 29 participants, respectively. No significant differences were observed pre- and post-test. In the practical test, the median (interquartile range) score was 29 (26-32) and 25 (23-29) for the VR and live lecture groups, respectively, with the VR group scoring significantly higher (P=0.03). CONCLUSION Our results confirmed the educational usefulness of selective VR for active learning of START. Therefore, VR combined with live lectures and simulations would be an optimal educational technique.
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Affiliation(s)
- Satoshi Harada
- Department of Emergency Medical Science, Faculty of Medical and Health Science, Nippon Sport Science University
- Graduate School of Medical and Health Science, Nippon Sport Science University
| | - Ryotaro Suga
- Graduate School of Medical and Health Science, Nippon Sport Science University
- Department of Emergency and Critical Care Medicine, Nippon Medical School
| | - Kensuke Suzuki
- Department of Emergency Medical Science, Faculty of Medical and Health Science, Nippon Sport Science University
- Graduate School of Medical and Health Science, Nippon Sport Science University
| | - Shinnosuke Kitano
- Department of Emergency and Critical Care Medicine, Nippon Medical School Tama Nagayama Hospital
| | | | - Kenji Narikawa
- Department of Emergency Medical Science, Faculty of Medical and Health Science, Nippon Sport Science University
- Graduate School of Medical and Health Science, Nippon Sport Science University
| | - Mayumi Nakazawa
- Department of Emergency Medical Science, Faculty of Medical and Health Science, Nippon Sport Science University
- Graduate School of Medical and Health Science, Nippon Sport Science University
| | - Satoo Ogawa
- Department of Emergency Medical Science, Faculty of Medical and Health Science, Nippon Sport Science University
- Graduate School of Medical and Health Science, Nippon Sport Science University
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Brown N, Margus C, Hart A, Sarin R, Hertelendy A, Ciottone G. Virtual Reality Training in Disaster Medicine: A Systematic Review of the Literature. Simul Healthc 2023; 18:255-261. [PMID: 35696131 DOI: 10.1097/sih.0000000000000675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT Disaster medicine (DM) training aims to recreate stressful, mass casualty scenarios faced by medical professionals in the field with high fidelity. Virtual (VR) and augmented reality (AR) are well suited to disaster training as it can provide a safe, socially distant simulation with a high degree of realism. The purpose of this literature review was to summarize the current use of VR or AR for simulation training of healthcare providers in DM education. A systematic review of peer-reviewed articles was performed from January 1, 2000, to November 21, 2020, on PubMed, Embase, and OVID. Exclusion criteria included non-English articles, computer-generated models without human participants, or articles not relating to DM, VR or AR. Thirty-two articles were included. Triage accuracy was evaluated in 17 studies. Participants reported improved confidence and positive satisfaction after the simulations. The studies suggest VR or AR can be considered for disaster training in addition to other, more traditional simulation methods. More research is needed to create a standardized educational model to incorporate VR and AR into DM training and to understand the relationship between disaster simulation and improved patient care.
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Affiliation(s)
- Natasha Brown
- From the Division of Disaster Medicine (N.B., C.M., A.Ha., R.S., A.He., G.C.), Department of Emergency, Medicine Beth Israel Deaconess Medical Center; Department of Emergency Medicine (N.B., C.M., R.S., G.C.), Harvard Medical School, Boston, MA; Department of Emergency Medicine (A.Ha.), Hartford Hospital, Hartford, CT; and Department of Information Systems and Business (A.He.), Analytics College of Business, Florida International University, Miami, FL
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Pandit K, Healy E, Todman R, Kingon A, Wright M, Raymond M, Hill J, Jeffrey J, Papanagnou D, Tedeschi C. Disaster Triage Skills Training: An Introductory Virtual Simulation for Medical Students. Cureus 2023; 15:e39417. [PMID: 37250611 PMCID: PMC10212746 DOI: 10.7759/cureus.39417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/23/2023] [Indexed: 05/31/2023] Open
Abstract
Background Disaster triage training equips learners with the critical skills to rapidly evaluate patients, yet few medical schools include formal triage training in their curriculum. Simulation exercises can successfully teach triage skills, but few studies have specifically evaluated online simulation to teach these skills to medical students. Aims We sought to develop and evaluate a largely asynchronous activity for senior medical students to practice their triage skills in an online format. Methods We developed an online, interactive triage exercise for fourth-year medical students. For the exercise, the student participants acted as triage officers for an emergency department (ED) at a large tertiary care center during an outbreak of a severe respiratory illness. Following the exercise, a faculty member led a debriefing session using a structured debriefing guide. Pre- and post-test educational assessments used a five-point Likert scale to capture the helpfulness of the exercise and their self-reported pre- and post-competency in triage. Change in self-reported competency was analyzed for statistical significance and effect size. Results Since May 2021, 33 senior medical students have completed this simulation and pre- and post-test educational assessments. Most students found the exercise "very" or "extremely" helpful for learning, with a mean of 4.61 (SD: ±0.67). Most students rated their pre-exercise competency as "beginner" or "developing" and their post-exercise competency as "developing" or "proficient" on a four-point rubric. The average increase in self-reported competency was 1.17 points (SD: ±0.62), yielding a statistically significant difference (p < 0.001) and large effect size (Hedges' g: 1.94). Conclusions We conclude that a virtual simulation can increase students' sense of competence in triage skills, using fewer resources than in-person simulation of disaster triage. As a next step, the simulation and the source code are publicly available for anyone to engage with the simulation or adapt it for their respective learners.
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Affiliation(s)
- Kiran Pandit
- Emergency Medicine, Albert Einstein College of Medicine, New York, USA
| | - Emma Healy
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | - Raleigh Todman
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | - Ashley Kingon
- Center for Teaching and Learning, Columbia University, New York, USA
| | - Melissa Wright
- Center for Engaged Pedagogy, Barnard College, New York, USA
| | - Marc Raymond
- Center for Teaching and Learning, Columbia University, New York, USA
| | - Jason Hill
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | - John Jeffrey
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | | | - Christopher Tedeschi
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
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Mallory LA, Doughty CB, Davis KI, Cheng A, Calhoun AW, Auerbach MA, Duff JP, Kessler DO. A Decade Later-Progress and Next Steps for Pediatric Simulation Research. Simul Healthc 2022; 17:366-376. [PMID: 34570084 DOI: 10.1097/sih.0000000000000611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
SUMMARY STATEMENT A decade ago, at the time of formation of the International Network for Pediatric Simulation-based Innovation, Research, and Education, the group embarked on a consensus building exercise. The goal was to forecast the facilitators and barriers to growth and maturity of science in the field of pediatric simulation-based research. This exercise produced 6 domains critical to progress in the field: (1) prioritization, (2) research methodology and outcomes, (3) academic collaboration, (4) integration/implementation/sustainability, (5) technology, and (6) resources/support/advocacy. This article reflects on and summarizes a decade of progress in the field of pediatric simulation research and suggests next steps in each domain as we look forward, including lessons learned by our collaborative grass roots network that can be used to accelerate research efforts in other domains within healthcare simulation science.
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Affiliation(s)
- Leah A Mallory
- From the Tufts University School of Medicine (L.A.M.), Boston, MA; Department of Medical Education (L.A.M.), The Hannaford Center for Simulation, Innovation and Education; Section of Hospital Medicine (L.A.M.), Department of Pediatrics, The Barbara Bush Children's Hospital at Maine Medical Center, Portland, ME; Section of Emergency Medicine (C.B.D.), Department of Pediatrics, Baylor College of Medicine; Simulation Center (C.B.D.), Texas Children's Hospital, Pediatric Emergency Medicine, Baylor College of Medicine; Section of Critical Care Medicine (K.I.D.), Department of Pediatrics, Baylor College of Medicine, Texas Children's Hospital, Houston, TX; Departments of Pediatrics and Emergency Medicine (A.C.), University of Calgary, Calgary, Canada; Division of Pediatric Critical Care (A.W.C.), University of Louisville School of Medicine and Norton Children's Hospital, Louisville, KY; Section of Emergency Medicine (M.A.A.), Yale University School of Medicine, New Haven, CT; Division of Critical Care (J.P.D.), University of Alberta, Alberta, Canada; and Columbia University Vagelos College of Physicians and Surgeons (D.O.K.), New York, NY
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Levy AR, Khalil E, Chandramohan M, Whitfill TM, Cicero MX. Efficacy of Computer-Based Simulation as a Modality for Learning Pediatric Disaster Triage for Pediatric Emergency Nurses. Simul Healthc 2022; 17:329-335. [PMID: 34652326 DOI: 10.1097/sih.0000000000000616] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
SUMMARY STATEMENT Pediatric disaster triage (PDT) is challenging for healthcare personnel. Mistriage can lead to poor resource utilization. In contrast to live simulation, screen-based simulation is more reproducible and less costly. We hypothesized that the screen-based simulation "60 Seconds to Survival" (60S) to learning PDT will be associated with improved triage accuracy for pediatric emergency nursing personnel.During this prospective observational study, 138 nurse participants at 2 tertiary care emergency departments were required to play 60S at least 5 times over 13 weeks. Efficacy was assessed by measuring the learners' triage accuracy, mistriage, and simulated patient outcomes using JumpStart.Triage accuracy improved from a median of 61.1 [interquartile range (IQR) = 48.5-72.0] to 91.7 (IQR = 60.4-95.8, P < 0.0001), whereas mistriage decreased from 38.9 (IQR = 28.0-51.5) to 8.3 (IQR = 4.2-39.6, P < 0.0001), demonstrating a significant improvement in accuracy and decrease in mistriage. Screen-based simulation 60S is an effective modality for learning PDT by pediatric emergency nurses.
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Affiliation(s)
- Arielle R Levy
- From the Departments of Pediatrics and Emergency Medicine (A.R.L.), Sainte-Justine Hospital University Center, University of Montreal; Department of Pediatrics (E.K., M.C.), McGill University, Montreal, Canada; and Section of Pediatric Emergency Medicine (T.M.W., M.X.C.), Departments of Pediatrics and Emergency Medicine, Yale University School of Medicine, New Haven, CT
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Schumacher L, Senhaji S, Gartner BA, Carrez L, Dupuis A, Bonnabry P, Widmer N. Full-scale simulations to improve disaster preparedness in hospital pharmacies. BMC Health Serv Res 2022; 22:853. [PMID: 35780151 PMCID: PMC9250711 DOI: 10.1186/s12913-022-08230-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 06/20/2022] [Indexed: 11/18/2022] Open
Abstract
Purpose Assess whether full-scale simulation exercises improved hospital pharmacies’ disaster preparedness. Methods Swiss hospital pharmacies performed successive full-scale simulation exercises at least four months apart. An interprofessional team created two scenarios, each representing credible regional-scale disasters involving approximately fifty casualties (a major road accident and a terrorist attack). Four exercise assessors used appraisal forms to evaluate participants’ actions and responses during the simulation (rating them using five-point Likert scales). Results Four hospital pharmacies performed two full-scale simulation exercises each. Differences between exercises one and two were observed. On average, the four hospitals accomplished 69% ± 6% of the actions expected of them during exercise one. The mean rate of expected actions accomplished increased to 84% ± 7% (p < 0.005) during exercise two. Moreover, the average quality of actions improved from 3.0/5 to 3.6/5 (p = 0.01), and the time required to gather a crisis management team drastically decreased between simulations (from 23 to 5 min). The main challenges were communication (reformulation) and crisis management. Simulation exercise number one resulted in three hospital pharmacies creating disaster action plans and the fourth improving its already existing plan. Conclusion This study highlighted the value of carrying out full-scale disaster simulations for hospital pharmacies as they improved overall institutional preparedness and increased staff awareness. The number of expected actions accomplished increased significantly. In the future, large-scale studies and concept dissemination are warranted.
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Affiliation(s)
- Laurence Schumacher
- Specialised Centre for Emergency and Disaster Pharmacy, Institute of Pharmaceutical Sciences of Western Switzerland, School of Pharmaceutical Sciences, University of Geneva, Geneva, Switzerland.,Pharmacy of the Eastern Vaud Hospitals, Rennaz, Switzerland
| | - Salim Senhaji
- Pharmacy, Geneva University Hospitals, Geneva, Switzerland
| | | | - Laurent Carrez
- Service of Pharmacy, Lausanne University Hospital, Lausanne, Switzerland
| | - Arnaud Dupuis
- Surgery Department, Geneva University Hospitals, Geneva, Switzerland.,Specialised Centre for War and Disaster Surgery, Geneva University Hospitals, Geneva, Switzerland
| | - Pascal Bonnabry
- Specialised Centre for Emergency and Disaster Pharmacy, Institute of Pharmaceutical Sciences of Western Switzerland, School of Pharmaceutical Sciences, University of Geneva, Geneva, Switzerland.,Pharmacy, Geneva University Hospitals, Geneva, Switzerland
| | - Nicolas Widmer
- Specialised Centre for Emergency and Disaster Pharmacy, Institute of Pharmaceutical Sciences of Western Switzerland, School of Pharmaceutical Sciences, University of Geneva, Geneva, Switzerland. .,Pharmacy of the Eastern Vaud Hospitals, Rennaz, Switzerland.
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Davidson TJ, Waxenegger H, Mohamed I, McConnell DS, Sanderson PM. SPECTRa: An Online Tool for Simulating Prehospital Patient Care. HERD-HEALTH ENVIRONMENTS RESEARCH & DESIGN JOURNAL 2022; 15:375-394. [PMID: 35437057 DOI: 10.1177/19375867221090984] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVES To (1) develop a simulation software environment to conduct prehospital research during the COVID-19 pandemic on paramedics' teamwork and use of mobile computing devices, and (2) establish its feasibility for use as a research and training tool. BACKGROUND Simulation-based research and training for prehospital environments has typically used live simulation, with highly realistic equipment and technology-enhanced manikins. However, such simulations are expensive, difficult to replicate, and require facilitators and participants to be at the same location. Although virtual simulation tools exist for prehospital care, it is unclear how best to use them for research and training. METHODS We present SPECTRa-Simulated Prehospital Emergency Care for Team Research-an online simulated prehospital environment that lets participants care concurrently for single or multiple patients remotely. Patient scenarios are designed using Laerdal's SimDesigner. SPECTRa records data about scenario states and participants' virtual interaction with the simulated patients. SPECTRa's supporting environment records participants' verbal communication and their visual and physical interactions with their interface and devices using Zoom conferencing and audiovisual recording. We discuss a pilot research implementation to assess SPECTRa's feasibility. RESULTS SPECTRa allows researchers to systematically test small-team interaction in single- or multipatient care scenarios and assess the impact of mobile devices on participants' assessment and care of patients. SPECTRa also supports pedagogical features that could allow prehospital educators to provide individual trainees or teams with online simulation training and evaluation. CONCLUSIONS SPECTRa, an online tool for simulating prehospital patient care, shows potential for remote healthcare research and training.
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Affiliation(s)
- Thomas J Davidson
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Harald Waxenegger
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Ismail Mohamed
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Duncan S McConnell
- School of Medicine, Griffith University, Nathan, Queensland, Australia.,St John Ambulance, Casuarina, Northern Territory, Australia
| | - Penelope M Sanderson
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
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Hugelius K, Edelbring S, Blomberg K. Prehospital major incident management: how do training and real-life situations relate? A qualitative study. BMJ Open 2021; 11:e048792. [PMID: 34556511 PMCID: PMC8461747 DOI: 10.1136/bmjopen-2021-048792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To explore the relationship between preparations and real-life experiences among prehospital major incident commanders. DESIGN An explorative, qualitative design was used. SETTING Prehospital major incidents in Sweden. Data were collected between December 2019 and August 2020. PARTICIPANTS Prehospital major incident commanders (n=15) with real-life experiences from major events, such as fires, bus accidents, a bridge collapse and terrorist attacks, were included. All but one had participated in 2-day training focusing on the prehospital management of major incidents. In addition, about half of the participants had participated in simulation exercises, academic courses and other training in the management of major incidents. METHODS Data from two-session individual interviews were analysed using inductive thematic analysis. RESULTS The conformity between real-life major incidents and preparations was good regarding prehospital major incident commanders' knowledge of the operational procedures applied in major incidents. However, the preparations did not allow for the complexities and endurance strategies required in real-life incidents. Personal preparations, such as mental preparedness or stress management, were not sufficiently covered in the preparations. To some extent, professional experience (such as training) could compensate for the lack of formal preparations. CONCLUSIONS This study identified perceived gaps between preparations and real-life experiences of being a prehospital major incident commander. To minimise the gaps between demands and expectations on perceived control and to better prepare individuals for being prehospital major incident commanders, the training and other preparations should reflect complexities of real-life incidents. Preparations should develop both technical skills required, such as principles and methodology used, and personal preparedness. Personal preparations should include improving one's mental preparedness, self-knowledge and professional self-confidence required to successfully act as a prehospital incident commander. Since little is known about what pedagogical methods that should be used to enhance this, further research is needed.
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Affiliation(s)
- Karin Hugelius
- Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Samuel Edelbring
- Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Karin Blomberg
- Faculty of Medicine and Health, Örebro University, Örebro, Sweden
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Ma D, Shi Y, Zhang G, Zhang J. Does theme game-based teaching promote better learning about disaster nursing than scenario simulation: A randomized controlled trial. NURSE EDUCATION TODAY 2021; 103:104923. [PMID: 33962185 DOI: 10.1016/j.nedt.2021.104923] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 03/15/2021] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND With the development of information technology, game-based teaching has continuously attracted the attention of nursing educators. It has been proven that games, as an auxiliary tool of traditional teaching, can improve students' learning motivation and learning effects. However, compared with the traditional scenario simulation teaching, whether game-based teaching has obvious advantages is still unknown. OBJECTIVES This study aimed to explore whether theme game-based teaching is more effective than scenario simulation in improving students' disaster nursing competency. DESIGN A randomized controlled trial. SETTING The study was conducted at a provincial vocational college in Xiaogan, Hubei, China. PARTICIPANTS A total of 104 sophomore nursing students (intervention group = 51, control group = 53) participated. METHODS After the participants were randomly assigned to the intervention group or control group, disaster-themed games were used in the intervention group, while multi-station disaster simulation was applied in the control group. Pre- and post-tests were conducted to assess the participants' disaster nursing competence using the Questionnaire of Disaster Rescue Ability. RESULTS After the intervention, disaster nursing competence levels were significantly higher in the intervention group than in the control group (4.04 ± 0.43 vs. 3.77 ± 0.45, P = 0.002). Three domains of disaster nursing competence, cognition (4.05 ± 0.56 vs. 3.75 ± 0.48, P = 0.004), skill (3.88 ± 0.50 vs. 3.62 ± 0.53, p = 0.008) and affective response (4.25 ± 0.42 vs. 4.02 ± 0.48, P = 0.010), were also significantly higher in the intervention group. CONCLUSIONS Compared with scenario simulation, theme game-based teaching is more effective in improving the disaster nursing competence of nursing students.
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Affiliation(s)
- Denghui Ma
- Wuhan University, School of Health Sciences Faculty of Nursing, No. 115 Donghu Road, Wuchang, Wuhan, Hubei Province 430071, PR China.
| | - Yuxin Shi
- Wuhan University, School of Health Sciences Faculty of Nursing, No. 115 Donghu Road, Wuchang, Wuhan, Hubei Province 430071, PR China.
| | - Guai Zhang
- Wuhan University, School of Health Sciences Faculty of Nursing, No. 115 Donghu Road, Wuchang, Wuhan, Hubei Province 430071, PR China.
| | - Jun Zhang
- Wuhan University, School of Health Sciences Faculty of Nursing, No. 115 Donghu Road, Wuchang, Wuhan, Hubei Province 430071, PR China.
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Whitfill T, Auerbach M, Diaz MCG, Walsh B, Scherzer DJ, Gross IT, Cicero MX. Cost-effectiveness of a video game versus live simulation for disaster training. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 6:268-273. [DOI: 10.1136/bmjstel-2019-000497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/16/2019] [Indexed: 11/04/2022]
Abstract
IntroductionDisaster triage training for emergency medical service (EMS) providers is unstandardised. We hypothesised that disaster triage training with the paediatric disaster triage (PDT) video game ‘60 s to Survival’ would be a cost-effective alternative to live simulation-based PDT training.MethodsWe synthesised data for a cost-effectiveness analysis from two previous studies. The video game data were from the intervention arm of a randomised controlled trial that compared triage accuracy in a live simulation scenario of exposed vs unexposed groups to the video game. The live simulation and feedback data were from a prospective cohort study evaluating live simulation and feedback for improving disaster triage skills. Postintervention scores of triage accuracy were measured for participants via live simulations and compared between both groups. Cost-effectiveness between the live simulation and video game groups was assessed using (1) A net benefit regression model at various willingness-to-pay (WTP) values. (2) A cost-effectiveness acceptability curve (CEAC).ResultsThe total cost for the live simulation and feedback training programme was $81 313.50 and the cost for the video game was $67 822. Incremental net benefit values at various WTP values revealed positive incremental net benefit values, indicating that the video game is more cost-effective compared with live simulation and feedback. Moreover, the CEAC revealed a high probability (>0.6) at various WTP values that the video game is more cost-effective.ConclusionsA video game-based simulation disaster triage training programme was more cost-effective than a live simulation and feedback-based programme. Video game-based training could be a simple, scalable and sustainable solution to training EMS providers.
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