Development of a simulation-based assessment to evaluate the clinical competencies of Korean nursing students

A Simulation-Based Clinical Nursing Education Framework for a Low-Resource Setting: A Multimethod Study

Simulation-based clinical education is a useful strategy for teaching, learning, and assessing clinical competence in health professions education. However, the use of simulation-based clinical nursing education (SBCNE) in low-resource settings such as Ghana has been hampered by the lack of a context-specific framework to guide its design, implementation, and evaluation. This study sought to develop a context-specific framework to guide the design, implementation, and evaluation of SBCNE in a low-resource setting. The study employed a sequential multimethod design, comprising a scoping review; qualitative descriptive design (situational analysis) made up of two parts–focus group discussions (FGDs) with post-registration nurses and nursing students, and semi-structured interviews with nurse educators; and narrative synthesis of the scoping review and situational analysis data, used to develop a draft SBCNE framework for a low-resource setting. The draft SBCNE framework was evaluated by stakeholders of nursing education and practice using nominal group discussions. The framework is comprised of five constructs (context, planning, design, community of learning, and outcomes). The user-centric, comprehensive, context-specific SBCNE framework has the potential to enhance the implementation of simulation in nursing education and the development of clinical competence in a low-resource setting. As a result, we urge nursing leaders and nurse educator unions to take the lead in lobbying regulatory bodies, the central government, and their development partners to provide the necessary financial support and resources for the implementation of the framework and adoption of SBCNE in low-resource settings.

Simulation-based training in asthma exacerbation for medical students: effect of prior exposure to simulation training on performance

OBJECTIVES

To evaluate the effect of prior exposure to simulation-based training on medical students' performance in simulation-based training in asthma exacerbation.

METHODS

Third-year novice medical students, who had no prior experience in simulation education and completed diagnostics and internal medicine courses, were recruited in this prospective observational study and divided into the pre-exposure and unexposed groups. Each group received a four-hour asthma exacerbation simulation-based training. The pre-exposure group was exposed to a myocardial infarction simulation training two weeks prior to the asthma simulation training. The main outcome was the performance scores in clinical skills and abilities. Performance and task checklist completion were recorded during the training. In addition, the knowledge level was tested before and after the simulation training. Students' satisfaction was evaluated using a feedback questionnaire.

RESULTS

In a class of 203 third-year novice medical students, 101 (49.8%) and 102 (50.2%) were assigned to the unexposed and pre-exposure groups, respectively. Scores were higher in the post-simulation test compared with the pre-simulation test. Checklist completion was greater in the pre-exposure group compared with the unexposed group (p < 0.001). Performances in communication and medical humanistic care were better in the pre-exposure group than in the unexposed group (p < 0.001). There were no differences in medical history taking, physical examination, auxiliary examination interpretation and treatment formulation between the two groups (p > 0.001). Totally 73.21% and 26.13% of students strongly agreed and agreed, respectively, that asthma exacerbation simulation-based training was necessary and valuable.

CONCLUSIONS

Prior exposure to simulation training can improve performance in medical students, including communication skills, medical humanistic care and checklist completion in subsequent asthma exacerbation simulation-based training.

Simulation as a Method of Competency Assessment Among Health Care Providers: A Systematic Review

AIM

The aim of this study was to review and assess current research on simulation as a method of competency assessment among health care professionals and the efficacy of simulation-based competency assessment compared to standard methods.

BACKGROUND

Simulation has been proven to be an effective instructional methodology for many health care specialties. However, there is a limited amount of research on simulation as a method of competency assessment.

METHOD

Articles regarding competency assessment by simulation in health care professionals were reviewed from academic databases based on inclusion/exclusion criteria.

RESULTS

The effectiveness of simulation as a method of competency assessment needs further study in order to provide conclusive evidence of benefits. Assessment of high-risk, low-frequency skills promotes patient safety in situations that may occur infrequently enough to prevent continued practice of skills.

CONCLUSION

This systematic review indicates that simulation may be a safe and effective method of competency assessment in health care professionals.