Adult Gerontology Acute Care Nurse Practitioner Student and Prelicensure Registered Nurse Student Perceptions of Intradisciplinary, High-Fidelity Rapid Response Team Simulations

Multi-level classroom learning prepares nurses for future collaboration in palliative care: an educational initiative

BACKGROUND

Palliative care (PC) education should be an important part of both the graduate and undergraduate nursing curriculum. Nursing's philosophy of holistic care, which aims to improve the quality of life of patients and families, aligns with the primary objective of PC, positioning nurses to take the lead in expanding and improving PC delivery to all patients with a life-threatening diagnosis. The best way to facilitate this level of care is when staff nurses and advanced practice nurses work collaboratively.

AIM

To establish a new standard for nursing education that emphasises intradisciplinary care.

METHODS

To fill the gap in PC education for nursing students, a dedicated elective PC class was developed for undergraduate and graduate students at a large midwestern University in the United States.

FINDINGS

Through an interactive approach to learning, both groups were able to experience and more fully understand how they would work collaboratively with each other to provide high-quality PC.

CONCLUSIONS

Intradisciplinary PC education is an opportunity for students to learn the precepts of PC in an environment that will mirror their post-graduation practice environment.

Final Year Undergraduate Nursing Students' Experience of High-Fidelity Simulation: Results of a Survey

BACKGROUND

Within a Bachelor of Nursing program, high fidelity simulation optimises student preparation for the clinical environment and promotes consolidation of clinical skills. It is important to research evaluate high fidelity simulation experiences as satisfied students engage in more meaningful learning, which in turn facilitates active and purposeful participation in their simulation experiences.

OBJECTIVE

The aim of this study was to describe undergraduate nursing students' experience of high-fidelity simulation.

DESIGN

An exploratory descriptive design.

SETTING

Three simulation centres within a university located across metropolitan, regional and rural Victoria.

PARTICIPANTS

Undergraduate students (n= 567) from three campuses completing their final clinical nursing unit were invited to participate in the study.

METHODS

Students participated in a high-fidelity simulation scenario and immediately after the experience completed a survey that included the Satisfaction with Simulation Experience Scale. Data were analysed using the Statistical Package for the Social Sciences for Windows version 27.0.

RESULTS

A total of 288 students participated in this study. The majority of students strongly agreed or agreed that high fidelity simulation enhanced their learning (98.9%), developed their clinical reasoning skills (97.2%) and clinical decision making ability (96.9%), and that simulation was a valuable learning experience (99.3%).

CONCLUSION

Students perceived high-fidelity simulation positively and considered high-fidelity simulation to be a useful teaching and learning strategy.

Acute Care Nurse Practitioner Students' Perceptions of a Debriefing Experience After a Cardiac Emergency High-Fidelity Simulation: A Qualitative Study

Acute care nurse practitioners need specialized training to prepare for their advanced role. Limited research investigates acute care nurse practitioners' leadership skills related to team dynamics and evidence-based practices. This study explored students' perceptions of a simulation and debriefing experience and the effects of debriefing on their ability to transfer their leadership-related learning. A qualitative exploratory approach was used. Students (N = 28) were divided between a video-assisted debriefing group (n = 16) and a verbal debriefing group (n = 12). Focus group interviews were conducted in order to explore students' experience of acting as team leader when managing emergency dysrhythmias during high-fidelity simulation code scenarios. Three themes emerged: leadership training, video-assisted debriefing and verbal debriefing, and transferability. This study adds valuable information about how simulation technology could be used in leadership skills learning by and training for nurse practitioners.