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Mitchell A, Assadi G. Using simulation exercises to improve student skills and patient safety. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2021; 30:1198-1202. [PMID: 34761989 DOI: 10.12968/bjon.2021.30.20.1198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The COVID-19 pandemic has affected the delivery of nursing training in higher education and how workforce development programmes are delivered. Using simulated practice is an opportunity for experiential and immersive learning in a safe and supported environment that replaces real life. This article discusses the use of simulation in nurse education to improve patient safety.
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Affiliation(s)
- Aby Mitchell
- Professional Lead Simulation and Immersive Technologies and Senior Lecturer Adult Nursing, University of West London
| | - Georgiana Assadi
- Senior Lecturer Mental Health and Simulation, University of West London
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Connolly F, De Brún A, McAuliffe E. A narrative synthesis of learners' experiences of barriers and facilitators related to effective interprofessional simulation. J Interprof Care 2021; 36:222-233. [PMID: 33818255 DOI: 10.1080/13561820.2021.1880381] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional simulation has been linked to improved self-efficacy, communication, knowledge and teamwork skills in healthcare teams. However, there are few studies that synthesize learners' perceptions of interprofessional simulation-based approaches and barriers or facilitators they encounter in such learning approaches. The aim of this review was to explore these issues through synthesis of the published literature on healthcare staff engaging in interprofessional simulation to inform enhancement of instructional design processes. Searches of four major databases resulted in the retrieval of 2,727 studies. Following screening and full-text review, a total of 13 studies were included in the final review and deductive content analysis was used to collate the findings, which were then synthesized using a narrative approach. Three categories of barriers and facilitators were identified: characteristics of the simulation learning process, outcomes of interprofessional simulation, and interprofessional dynamics. Related to the latter, the findings indicate the instructional design of interprofessional simulation-based approaches may benefit from a greater focus on the context of healthcare teams that prioritizes teamwork. Furthermore, greater emphasis on designing realistic clinical situations promotes effectiveness of simulation. It is important to recognize the perspectives of healthcare team members engaging in these learning approaches and how they may affect clinical performance and influence patient outcomes.
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Affiliation(s)
- Fergal Connolly
- UCD Centre for Interdisciplinary Research, Education, and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, University College Dublin, Ireland
| | - Aoife De Brún
- UCD Centre for Interdisciplinary Research, Education, and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, University College Dublin, Ireland
| | - Eilish McAuliffe
- UCD Centre for Interdisciplinary Research, Education, and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, University College Dublin, Ireland
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Dick-Smith F, Power T, Martinez-Maldonado R, Elliott D. Basic Life Support Training for undergraduate nursing students: An integrative review. Nurse Educ Pract 2020; 50:102957. [PMID: 33421680 DOI: 10.1016/j.nepr.2020.102957] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Revised: 12/10/2020] [Accepted: 12/11/2020] [Indexed: 11/27/2022]
Abstract
The aim of this review was to identify the role of basic life support training interventions in international undergraduate nursing education, that support optimal acquisition and retention of knowledge, psychomotor skills and resuscitation self-efficacy. Twenty-four articles were identified and analysed using an integrative review approach. Studies were reviewed for quality using a Critical Appraisal Skills Programme checklist. Common objective and standardised methods of basic life support education practice were identified: instructor led, simulation experiences, self-directed learning, skills training combined with clinical practicum, and computer-based training. Evaluation of competency was collected primarily from multiple-choice questionnaires or researcher-designed checklists, with a lack of objective performance data noted. Importantly, current teaching approaches do not guarantee acquisition or retention of basic life support skills. Objective feedback from technologies supporting cardiopulmonary resuscitation training may be useful in acquisition and retention of psychomotor skills, and therefore requires further exploration. Development of robust, psychometrically sound instruments are needed to accurately and consistently measure nursing students' skills performance.
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Affiliation(s)
- Felicity Dick-Smith
- University of Technology, PO BOX 123, BROADWAY, Sydney, NSW, 2007, Australia.
| | - Tamara Power
- University of Technology, PO BOX 123, BROADWAY, Sydney, NSW, 2007, Australia.
| | | | - Doug Elliott
- University of Technology, PO BOX 123, BROADWAY, Sydney, NSW, 2007, Australia.
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Hwang WJ, Kim JA. Development and Evaluation of a Home-visit Simulation Scenario for Elderly People with Diabetes Mellitus Who Live Alone. J Community Health Nurs 2020; 37:89-102. [PMID: 32233948 DOI: 10.1080/07370016.2020.1736399] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Purpose: Developing and evaluating a simulation scenario for community nursing practicum students.Design: One group, pretest posttest design with 87 nursing students.Methods: Data were collected through questionnaires. The simulation was based on Jeffries' simulation model and used a standardized patient.Findings: Self-efficacy and critical thinking increased with the developed simulation. Positive correlations were identified among critical thinking, learning effectiveness, and self-efficacy.Conclusions: The home-visit simulation scenario was effective in providing students with a problem-solving experience in conditions similar to reality.Clinical Evidence: Further research is needed to develop various types of community simulation scenarios to enhance competency for community health practice.
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Affiliation(s)
- Won Ju Hwang
- College of Nursing Science, East-west Nursing Institute, Kyung Hee University, Dongdaemun-gu, Seoul, Korea
| | - Jin Ah Kim
- Department of Nursing, Gyeongju University, Gyeongju-si, Gyeongsangbuk-do, Korea
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Onan A, Simsek N, Elcin M, Turan S, Erbil B, Deniz KZ. A review of simulation-enhanced, team-based cardiopulmonary resuscitation training for undergraduate students. Nurse Educ Pract 2017; 27:134-143. [PMID: 28892727 DOI: 10.1016/j.nepr.2017.08.023] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 08/16/2017] [Accepted: 08/31/2017] [Indexed: 11/25/2022]
Abstract
Cardiopulmonary resuscitation training is an essential element of clinical skill development for healthcare providers. The International Liaison Committee on Resuscitation has described issues related to cardiopulmonary resuscitation and emergency cardiovascular care education. Educational interventions have been initiated to try to address these issues using a team-based approach and simulation technologies that offer a controlled, safe learning environment. The aim of the study is to review and synthesize published studies that address the primary question "What are the features and effectiveness of educational interventions related to simulation-enhanced, team-based cardiopulmonary resuscitation training?" We conducted a systematic review focused on educational interventions pertaining to cardiac arrest and emergencies that addressed this main question. The findings are presented together with a discussion of the effectiveness of various educational interventions. In conclusion, student attitudes toward interprofessional learning and simulation experiences were more positive. Research reports emphasized the importance of adherence to established guidelines, adopting a holistic approach to training, and that preliminary training, briefing, deliberate practices, and debriefing should help to overcome deficiencies in cardiopulmonary resuscitation training.
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Affiliation(s)
- Arif Onan
- Department of Medical Education and Informatics, Hacettepe University, Faculty of Medicine, Sihhiye Campus, 06100 Altindag, Ankara, Turkey.
| | - Nurettin Simsek
- Department of Computer Education & Instructional Technology, Ankara University, Institute of Educational Sciences, 06590 Cebeci, Ankara, Turkey.
| | - Melih Elcin
- Department of Medical Education and Informatics, Hacettepe University, Faculty of Medicine, Sihhiye Campus, 06100 Altindag, Ankara, Turkey.
| | - Sevgi Turan
- Department of Medical Education and Informatics, Hacettepe University, Faculty of Medicine, Sihhiye Campus, 06100 Altindag, Ankara, Turkey.
| | - Bülent Erbil
- Department of Emergency Medicine, Hacettepe University Faculty of Medicine, Sihhiye Campus 06100 Altindag, Ankara, Turkey.
| | - Kaan Zülfikar Deniz
- Graduate School of Educational Sciences, Ankara University, Institute of Educational Sciences 06590 Cebeci, Ankara, Turkey.
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Money Is Not Required. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Bryant SG. First-year students as first responders: Initiating their first code. TEACHING AND LEARNING IN NURSING 2016. [DOI: 10.1016/j.teln.2016.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Adamson K. A Systematic Review of the Literature Related to the NLN/Jeffries Simulation Framework. Nurs Educ Perspect 2015; 36:281-91. [PMID: 26521495 DOI: 10.5480/15-1655] [Citation(s) in RCA: 60] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
AIM The purpose of this manuscript it to disseminate findings from a systematic review of the literature related to the NLN/Jeffries Simulation Framework. BACKGROUND This review was initiated by the National League for Nursing to illuminate what is currently known about best simulation practices, research to support these practices, and priorities for future research. It is part of a larger project aimed at further developing the NLN/Jeffries Simulation Framework. METHOD Searches using CINAHL, the journal Simulation in Healthcare, and reference lists from key documents yielded 1,533 relevant publications for the period January 2000 to September 2014. RESULTS The final review of the literature includes 153 studies. Three themes, along with key issues, gaps, and best practices supported by the literature, were identified. CONCLUSION This systematic review provides empirical support for the major components of the NLN/Jeffries Simulation Framework and contributes to its further development.
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Toubasi S, Alosta MR, Darawad MW, Demeh W. Impact of simulation training on Jordanian nurses' performance of basic life support skills: A pilot study. NURSE EDUCATION TODAY 2015; 35:999-1003. [PMID: 25935665 DOI: 10.1016/j.nedt.2015.03.017] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2014] [Revised: 03/17/2015] [Accepted: 03/30/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Providing efficient basic life support (BLS) training is crucial for practicing nurses who provide direct patient care. Nevertheless, data addressing the impact of BLS courses on the skills and performance of Jordanian nurses are scarce. This study aimed to assess the effectiveness of a BLS simulation training on Jordanian nurses' skill improvement in cardiopulmonary resuscitation. METHODS A prospective quasi-experimental, single group pretest-posttest design was used to study the effect of BLS simulation; using a 9-item checklist; on the spot training; American Heart Association, on a group of Jordanian nurses. A pre-test was conducted following a CPR scenario to test the skills using 9-item checklist extrapolated from the American Heart Association guidelines. After debriefing, an interactive on spot training was provided. Later, participants undertook an unscheduled post-test after four weeks that included the same nine items. RESULTS Thirty registered nurses with a mean clinical experience of 6.1years participated in the study. Comparing pre-test (M=4.6, SD=2.9, range=0 to 9) with post-test results (M=7.5, SD=1.7, range=4 to 9) showed an overall improvement in skills and BLS scores after the simulation training program (t=7.4, df=29, p<0.0001). CONCLUSIONS BLS simulation training sessions are associated with significant improvement in skills and performance among Jordanian nurses. A refreshment BLS training session for nurses is highly recommended to guarantee nurses' preparedness in actual CPR scenarios.
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Affiliation(s)
- Samar Toubasi
- Faculty of Nursing, The University of Jordan, Amman 11942, Jordan.
| | | | | | - Waddah Demeh
- Faculty of Nursing, The University of Jordan, Amman 11942, Jordan; Al-Farabi College for Dentistry and Nursing, Al-Farabi College, Riyadh 11514, Saudi Arabia.
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Jeffries PR, Rodgers B, Adamson K. NLN Jeffries Simulation Theory: Brief Narrative Description. Nurs Educ Perspect 2015; 36:292-293. [PMID: 26521496 DOI: 10.5480/1536-5026-36.5.292] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Aqel AA, Ahmad MM. High-fidelity simulation effects on CPR knowledge, skills, acquisition, and retention in nursing students. Worldviews Evid Based Nurs 2014; 11:394-400. [PMID: 25213578 DOI: 10.1111/wvn.12063] [Citation(s) in RCA: 77] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/30/2014] [Indexed: 11/28/2022]
Abstract
BACKGROUND There is a gap in the literature regarding learning outcomes linked to the use of high-fidelity simulators compared to that of traditional teaching methods. AIM To examine the effect of using high-fidelity simulators on knowledge and skills acquisition and retention with university students. METHODS A randomized two-arm trial using two different educational approaches on 90 nursing students assigned randomly to two groups was used at two points of time. FINDINGS The results showed significant differences in favor of the participants in the high-fidelity simulator group on both the acquisition and retention of knowledge and skills over time. However, a significant loss of cardiopulmonary resuscitation knowledge and skills occurred at 3 months after training in both groups. CONCLUSIONS The findings of this study may assist educators in integrating high-fidelity simulators in education and training. In addition, the findings may help nursing educators to arrange additional cardiopulmonary resuscitation training sessions in order to improve cardiac arrested patients' outcomes. LINKING EVIDENCE TO ACTION High-fidelity simulation (HFS) provides students with interactive learning experiences in a safe controlled environment. HFS enables teachers to implement critical clinical scenarios, such as cardiac arrest, without risk to patients. Integrating the simulation training into nursing curricula will help to overcome the challenges that face many courses, specifically the shortage of clinical areas for training and the increase in numbers of nursing students.
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Affiliation(s)
- Ahmad A Aqel
- Assistant Professor, Clinical Nursing Department, University of Jordan, Amman, Jordan
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Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook DA. Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. MEDICAL EDUCATION 2014; 48:657-666. [PMID: 24909527 DOI: 10.1111/medu.12432] [Citation(s) in RCA: 238] [Impact Index Per Article: 23.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2013] [Accepted: 01/22/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVES Debriefing is a common feature of technology-enhanced simulation (TES) education. However, evidence for its effectiveness remains unclear. We sought to characterise how debriefing is reported in the TES literature, identify debriefing features that are associated with improved outcomes, and evaluate the effectiveness of debriefing when combined with TES. METHODS We systematically searched databases, including MEDLINE, EMBASE and Scopus, and reviewed previous bibliographies for original comparative studies investigating the use of TES with debriefing in training health care providers. Reviewers, in duplicate, evaluated study quality and abstracted information on instructional design, debriefing and outcomes. Effect sizes (ES) were pooled using random-effects meta-analysis. RESULTS From 10 903 potentially eligible studies, we identified 177 studies (11 511 learners) that employed debriefing as part of TES. Key characteristics of debriefing (e.g. duration, educator presence and characteristics, content, structure/method, timing, use of video) were usually incompletely reported. A meta-analysis of four studies demonstrated that video-assisted debriefing has negligible and non-significant effects for time skills (ES = 0.10) compared with non-video-assisted debriefing. Meta-analysis demonstrated non-significant effects in favour of expert modelling with short debriefing in comparison with long debriefing (ES range = 0.21-0.74). Among studies comparing terminal with concurrent debriefing, results were variable depending on outcome measures and the context of training (e.g. medical resuscitation versus technical skills). Eight additional studies revealed insight into the roles of other debriefing-related factors (e.g. multimedia debriefing, learner-led debriefing, debriefing duration, content of debriefing). Among studies that compared simulation plus debriefing with no intervention, pooled ESs were favourable for all outcomes (ES range = 0.28-2.16). CONCLUSIONS Limited evidence suggests that video-assisted debriefing yields outcomes similar to those of non-video-assisted debriefing. Other debriefing design features show mixed or non-significant results. As debriefing characteristics are usually incompletely reported, future debriefing research should describe all the key debriefing characteristics along with their associated descriptors.
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Affiliation(s)
- Adam Cheng
- Department of Paediatrics, University of Calgary, Calgary, Alberta, Canada
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Garbee DD, Paige J, Barrier K, Kozmenko V, Kozmenko L, Zamjahn J, Bonanno L, Cefalu J. Interprofessional teamwork among students in simulated codes: a quasi-experimental study. Nurs Educ Perspect 2014; 34:339-44. [PMID: 24245386 DOI: 10.5480/1536-5026-34.5.339] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
AIM The purpose of this study was to evaluate the efficacy of using crisis resource management (CRM) principles and high-fidelity human patient simulation (HFHPS) for interprofessional (IP) team training of students from undergraduate nursing, nurse anesthesia, medical, and respiratory therapy. BACKGROUND IP education using simulation-based training has the potential to transform education by improving teamwork and communication and breaking down silos in education. METHOD This one-year study used a quasi-experimental design to evaluate students' acquisition and retention of teamwork and communication skills. A convenience sample consisted of 52 students in the fall semester, with 40 students returning in the spring. RESULTS Mean scores increased after training, and skills were retained fairly well. Any loss was regained with repeat training in the spring. CONCLUSION The results suggest that using CRM and HFHPS is an effective pedagogy for teaching communication and teamwork skills to IP student teams.
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Affiliation(s)
- Deborah D Garbee
- Louisiana State University Health Sciences Center, New Orleans, USA.
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Megel ME, Bailey C, Schnell A, Whiteaker D, Vogel A. High-Fidelity Simulation: How Are We Using the Videos? Clin Simul Nurs 2013. [DOI: 10.1016/j.ecns.2012.04.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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LaFond CM, Van Hulle Vincent C. A critique of the National League for Nursing/Jeffries simulation framework. J Adv Nurs 2012; 69:465-80. [DOI: 10.1111/j.1365-2648.2012.06048.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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