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Wu JH, Lin PC, Lee KT, Liu HL, Lu PY, Lee CY. Situational simulation teaching effectively improves dental students' non-operational clinical competency and objective structured clinical examination performance. BMC MEDICAL EDUCATION 2024; 24:533. [PMID: 38745156 PMCID: PMC11092032 DOI: 10.1186/s12909-024-05546-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 05/10/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict during clerkship training. Therefore, this study explored the relationship among student participation in a situational simulation course (SSC), academic performance, clerkship performance, and objective structured clinical examination (OSCE) performance. METHODS This study was conducted with a sample of fifth-year dental students undergoing clerkship training. After implementing a situational simulation course to investigate the relationship among participation in SSC, academic performance, clerkship performance, and OSCE performance, a path analysis model was developed and tested. RESULTS Eighty-seven fifth-year dental students were eligible for the SSC, and most (n = 70, 80.46%) volunteered to participate. The path analysis model revealed that academic performance had a direct effect on OSCE performance (β = 0.281, P = 0.003) and clerkship performance (β = 0.441, P < 0.001). In addition, SSC teaching had a direct effect on OSCE performance (β = 0.356, P < 0.001). CONCLUSIONS SSCs can enhance dental students' non-operational clinical competency and OSCE performance effectively. Simulated patient encounters with feedback, incorporated into the dental curricula, have led to improved communication. Based on our findings, we suggest implementing SSC teaching before the OSCE to improve communication and cognitive skills.
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Affiliation(s)
- Ju-Hui Wu
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Pei Chen Lin
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Kun-Tsung Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Hsin-Liang Liu
- Graduate Institute of Adult Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
- Department of Emergency Medicine, Kaohsiung Medical University Hospital, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Peih-Ying Lu
- Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
- School of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
- College of Humanities and Social Sciences, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Chen-Yi Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, No. 100, Shih-Chuan 1st Road, 80708.
- Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.
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Kassabry MF. The effect of simulation-based advanced cardiac life support training on nursing students' self-efficacy, attitudes, and anxiety in Palestine: a quasi-experimental study. BMC Nurs 2023; 22:420. [PMID: 37946174 PMCID: PMC10633911 DOI: 10.1186/s12912-023-01588-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 11/01/2023] [Indexed: 11/12/2023] Open
Abstract
BACKGROUND Cardiac Arrest (CA) is one of the leading causes of death, either inside or outside hospitals. Recently, the use of creative teaching strategies, such as simulation, has gained popularity in Cardio Pulmonary Resuscitation (CPR) instruction. This study aimed to assess the effect of High-Fidelity Simulation (HFS) training on nursing students' self-efficacy, attitude, and anxiety in the context of Advanced Cardiac Life Support (ACLS). METHODOLOGY The study design is quasi-experimental employing a pre-test and post-test approach during April and May 2023. A convenient sample of 60 undergraduate nursing students in a 4-year class from a nursing college at the Arab American University/ Palestine (AAUP) participated in this study. The data were analyzed using a paired sample t-test in SPSS program version 26. Three data collection tools were used pre- and post-intervention; the Resuscitation Self-Efficacy Scale (RSES), The Attitudinal instrument, and the State Anxiety Inventory (SAI). RESULTS The total number of nursing students was 60, out of them (56.7%) were female, while the mean age was (22.2) years. Improvements were seen in all four domains of self-efficacy following HFS training: recognition, debriefing, recording, responding and rescuing, and reporting. (t (59) = 26.80, p < 0.001, confidence interval [29.32, 34.05]). After receiving HFS training on ACLS, the post-intervention for the same group attitude scores significantly increased from 32.83 (SD = 15.35) to 54.58 (SD = 8.540) for emotion, from 6.72 (SD = 2.44) to 10.40 (SD = 1.40) for behavior, and from 7.03 (SD = 2.03) to 10.33 (SD = 1.42) for cognitive. The anxiety level decreased post-simulation from 3.53 (SD = 0.3) to 2.14 (SD = 0.65), which was found to be statistically significant (t(59) = 16.68, p < 0.001, 95% CI [1.22 to 1.55]). Female students (M = 73.18), students who observed a real resuscitation (M = 71.16), and who were satisfied with their nursing major (M = 72.17) had significantly higher self-efficacy scores post-simulation. CONCLUSION The HFS can be recommended as an effective training strategy among nursing students. The ACLS training-based HFS was effective in improving the students' self-efficacy and attitudes and decreasing their anxiety.
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Affiliation(s)
- Maysa Fareed Kassabry
- Nursing College, Arab American University, Arab American University- Palestine, P.O Box 240, 13 Zababdeh, Jenin, Palestine.
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Martínez-Arce A, Rodríguez-Almagro J, Vélez-Vélez E, Rodríguez-Gómez P, Tovar-Reinoso A, Hernández-Martínez A. Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students. BMC Nurs 2023; 22:344. [PMID: 37770843 PMCID: PMC10537079 DOI: 10.1186/s12912-023-01515-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 09/17/2023] [Indexed: 09/30/2023] Open
Abstract
BACKGROUND Clinical simulation provides a practical and effective learning method during the undergraduate education of health professions. Currently there is only one validated scale in Spanish to assess nursing students' satisfaction with the use of high-fidelity simulation, therefore, our objective is to validate a brief version of this scale in undergraduate nursing students with or without clinical experience. METHOD A cross-sectional descriptive study was performed. Between 2018 and 2020, the students from all academic courses of the Fundación Jiménez Díaz nursing school completed the satisfaction scale at the end of their simulation experiences. To validate this scale, composed of 33 items and eight dimensions, exploratory factor analysis (EFA) of the principal components was performed, the internal consistency was studied using Cronbach's alpha, and the corrected item-test correlation of each of the items of the total scale was reviewed. RESULTS 425 students completed the scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett's sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. CONCLUSION The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience.
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Affiliation(s)
| | - Julián Rodríguez-Almagro
- Department of Nursing, Faculty of Nursing of Ciudad Real, University of Castilla-La Mancha, Ciudad Real, Spain.
| | | | | | | | - Antonio Hernández-Martínez
- Department of Nursing, Faculty of Nursing of Ciudad Real, University of Castilla-La Mancha, Ciudad Real, Spain
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Kojima T, Kawatsu Y. A Feasible Web-Conference-Style Remote Simulation using Demonstration Video Clips in Anaesthesia under the COVID-19 Outbreaks: A Preliminary Survey Study. Turk J Anaesthesiol Reanim 2023; 51:341-346. [PMID: 37587677 PMCID: PMC10440481 DOI: 10.4274/tjar.2023.221166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 02/02/2023] [Indexed: 08/18/2023] Open
Abstract
Objective The Coronavirus disease-2019 (COVID-19) outbreak has deprived simulation-based medical education for health care workers. Attendees are strictly prohibited to converge at a simulation training venue because of the COVID-19 outbreaks. To address this issue, we developed a web-conference-style remote simulation program using demonstration video clips. This report introduced the method and described participants' satisfaction. Methods This preliminary survey study evaluated learners' satisfaction in multiple institutions. The Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation (SSHF) by a 5-degree scale was used to evaluate participants' satisfaction. The survey was conducted immediately after completing the simulation sessions. Results Ten (100%) participants (7 anaesthesia individuals, 2 anaesthesia residents and 1 nurse anaesthetist) from nine institutions responded to the survey. All median values of the satisfaction scores were ≥4.0, whereas the median values of scores for environmental fidelity and psychological insecurity were 3.5 and 3.0, respectively (P=0.005). Conclusion A web-conference-style remote simulation using demonstration video clips is a feasible method for conducting simulation-based medical education under COVID-19 that showed high satisfaction scores. Further, additional studies are required to explore the internal and external validity and the effectiveness of mastery learning.
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Affiliation(s)
- Taiki Kojima
- Department of Anaesthesiology, Aichi Children’s Health and Medical Center, Aichi, Japan
- Division of Comprehensive Pediatric Medicine, Nagoya University Graduate School of Medicine, Aichi, Japan
| | - Yuta Kawatsu
- Department of Anaesthesiology, Aichi Children’s Health and Medical Center, Aichi, Japan
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Adánez-Martínez MG, Jiménez-Ruiz I, Carrillo-García C, Díaz-Agea JL, Ramos-Morcillo AJ, Molina-Rodríguez A, Ruzafa-Martínez M, Leal-Costa C. Telephone-Based Structured Communication Simulation Program for the Follow-Up of COVID-19 Cases and Contacts in Primary Care. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073915. [PMID: 35409597 PMCID: PMC8997775 DOI: 10.3390/ijerph19073915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 03/17/2022] [Accepted: 03/22/2022] [Indexed: 11/16/2022]
Abstract
(1) The COVID-19 pandemic has had many consequences on health systems worldwide. In the Spanish health system, telephone-based consultations were coupled to in-person consultations. This type of consultation was mainly a challenge for the primary care teams, who had to assume the greatest load of care provision. The objective of the present study was to discover the satisfaction and perception of health professionals related to a training program on efficient communication based on high-fidelity simulation. (2) Methods: A cross-sectional descriptive study based on a convergent and parallel mixed method. The satisfaction and perception of 275 health professionals associated with COVID-19 training based on the structured communication model CERCAR© was analyzed. (3) Results: The assessment of the satisfaction with the training and methodology was high. With respect to the transfer of information, the participants gave a high score to the categories of consolidation of learning, applicability to their work, and benefits for the institution. The qualitative results supported these findings. (4) Conclusions: The training program and its virtual modality were well received, and had a high degree of transference. The application of active, online learning methodologies is a relevant format for continuous education.
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Affiliation(s)
| | - Ismael Jiménez-Ruiz
- Faculty of Nursing, University of Murcia, El Palmar, 30120 Murcia, Spain; (C.C.-G.); (A.J.R.-M.); (A.M.-R.); (M.R.-M.)
- Correspondence: (I.J.-R.); (C.L.-C.); Tel.: +34-868-889-771 (C.L.-C.)
| | - César Carrillo-García
- Faculty of Nursing, University of Murcia, El Palmar, 30120 Murcia, Spain; (C.C.-G.); (A.J.R.-M.); (A.M.-R.); (M.R.-M.)
- Professional Development Unit, General Directorate of Human Resources, Murcian Health Service, 30003 Murcia, Spain
| | - José Luis Díaz-Agea
- Faculty of Nursing, Catholic University of Murcia, Guadalupe, 30107 Murcia, Spain;
| | - Antonio Jesús Ramos-Morcillo
- Faculty of Nursing, University of Murcia, El Palmar, 30120 Murcia, Spain; (C.C.-G.); (A.J.R.-M.); (A.M.-R.); (M.R.-M.)
| | - Alonso Molina-Rodríguez
- Faculty of Nursing, University of Murcia, El Palmar, 30120 Murcia, Spain; (C.C.-G.); (A.J.R.-M.); (A.M.-R.); (M.R.-M.)
| | - María Ruzafa-Martínez
- Faculty of Nursing, University of Murcia, El Palmar, 30120 Murcia, Spain; (C.C.-G.); (A.J.R.-M.); (A.M.-R.); (M.R.-M.)
| | - César Leal-Costa
- Faculty of Nursing, University of Murcia, El Palmar, 30120 Murcia, Spain; (C.C.-G.); (A.J.R.-M.); (A.M.-R.); (M.R.-M.)
- Correspondence: (I.J.-R.); (C.L.-C.); Tel.: +34-868-889-771 (C.L.-C.)
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Román-Cereto M, Martí-García C, García-Mayor S, Kaknani-Uttumchandani S, García-Gámez M, Fernández Ordoñez E, León-Campos Á, Gutiérrez-Rodríguez L, Morales-Asencio JM. Spanish validation of the national league for nursing questionnaires for clinical simulation. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2021.11.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Satisfaction and Beliefs on Gender-Based Violence: A Training Program of Mexican Nursing Students Based on Simulated Video Consultations during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182312284. [PMID: 34886009 PMCID: PMC8656794 DOI: 10.3390/ijerph182312284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 11/11/2021] [Accepted: 11/21/2021] [Indexed: 11/28/2022]
Abstract
The increase in gender-based violence in light of the COVID-19 pandemic is a public health problem that needs to be addressed. Our study aimed to describe the satisfaction with a training program in gender violence victim’s attention through simulated nursing video consultations, analyze the beliefs on gender violence in Mexican undergraduate nursing students, and understand the skills that need to be improved. A descriptive cross-sectional study using a mixed-method was carried out with 27 students using a validated satisfaction questionnaire (quantitative data) and conducting scripted interviews (qualitative data) analyzed through the interpretive paradigm. All nursing students expressed a high overall satisfaction with simulated nursing video consultations and positive perceptions about this training program. From the students’ perceptions, three first-level categories and their related second-level and specific categories emerged: belief and myths, skills to improve, and learning improvements. A training program in gender violence victim’s attention through simulated nursing video consultations, in the middle of a pandemic, was a satisfactory experience for nursing students and beneficial for them, as they gained new knowledge and socioemotional skills. This training program mainly improved the acquisition of communication and emotional management skills for an adequate gender violence victim’s attention.
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Carrero-Planells A, Pol-Castañeda S, Alamillos-Guardiola MC, Prieto-Alomar A, Tomás-Sánchez M, Moreno-Mulet C. Students and teachers' satisfaction and perspectives on high-fidelity simulation for learning fundamental nursing procedures: A mixed-method study. NURSE EDUCATION TODAY 2021; 104:104981. [PMID: 34062333 DOI: 10.1016/j.nedt.2021.104981] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 04/30/2021] [Accepted: 05/17/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND High-fidelity clinical simulation enables skills to be acquired safely and securely by bridging the gap between theory and clinical practice. This method has traditionally been used to address complex clinical scenarios. Students often report high levels of satisfaction and self-confidence, as this method allows them to put techniques and procedures into practice in a safe environment. Most studies assess simulation solely from the students' perspective, disregarding the opinions of teaching staff. OBJECTIVES To assess the implementation of high-fidelity simulation as a teaching tool for fundamental nursing procedures from the perspectives of students and teachers. DESIGN A two-phase mixed-methods study. SETTING A simulation centre environment at the University of the Balearic Islands (Spain) during the 2018 academic year. PARTICIPANTS Second-year nursing students and staff teaching practical classes on basic patient assessment and monitoring of vital signs. METHODS Satisfaction with clinical experience simulation scale, including an open-ended question for students, was used. A focus group session was also held with teachers. RESULTS A total of 91 students completed the scale, yielding an overall satisfaction score of 9.3 out of 10. The practical dimension attained the highest scores. Motivation to attend class was the lowest-rated aspect of this dimension, although students' expectations and satisfaction increased during the class. In the open-ended question and the debriefing session, students described the simulation as a playful learning method allowing them to put their theoretical knowledge into practice and helping them to manage their fears before coming into contact with real care settings. In the focus group session, teachers analysed their own experiences and described how they perceived students' satisfaction and practical skills. CONCLUSIONS High-fidelity simulation produces good academic outcomes and is highly satisfying for students and teachers.
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Affiliation(s)
- Alba Carrero-Planells
- Department of Nursing and Physiotherapy, University of the Balearic Islands, Palma, Spain; Care, Chronicity, and Health Evidences Research Group, University of the Balearic Islands, 07122 Palma, Spain.
| | - Sandra Pol-Castañeda
- Department of Nursing and Physiotherapy, University of the Balearic Islands, Palma, Spain; Care, Chronicity, and Health Evidences Research Group, Health Research Institute of the Balearic Islands (IdISBa), 07010 Palma, Spain.
| | | | - Araceli Prieto-Alomar
- Department of Nursing and Physiotherapy, University of the Balearic Islands, Palma, Spain; Hospital de Manacor, 07500 Manacor, Spain
| | - Marc Tomás-Sánchez
- Department of Nursing and Physiotherapy, University of the Balearic Islands, Palma, Spain; Hospital Universitari Son Llàtzer, 07198 Palma, Spain
| | - Cristina Moreno-Mulet
- Department of Nursing and Physiotherapy, University of the Balearic Islands, Palma, Spain; Care, Chronicity, and Health Evidences Research Group, Health Research Institute of the Balearic Islands (IdISBa), 07010 Palma, Spain.
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Farrés-Tarafa M, Bande D, Roldán-Merino J, Hurtado-Pardos B, Biurrun-Garrido A, Molina-Raya L, Raurell-Torredà M, Casas I, Lorenzo-Seva U. Reliability and validity study of the Spanish adaptation of the "Student Satisfaction and Self-Confidence in Learning Scale" (SCLS). PLoS One 2021; 16:e0255188. [PMID: 34297773 PMCID: PMC8301674 DOI: 10.1371/journal.pone.0255188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 07/11/2021] [Indexed: 12/05/2022] Open
Abstract
The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.
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Affiliation(s)
- Mariona Farrés-Tarafa
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
- Secretaria Research Group GRISCA (Grupo en Recerca Enfermera en Simulación en Cataluña y Andorra), Barcelona, Spain
| | - David Bande
- Servicio Anestesiología, Reanimación y Tratamiento del dolor, Parc de Salut Mar, Barcelona, Spain
| | - Juan Roldán-Merino
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Research Group GEIMAC (Consolidated Group 2017-1681: Group of Studies of Invarianza of the Instruments of Measurement and Analysis of Change in the Social and Health Areas), Barcelona, Spain
- Coordinator Research Group GIRISAME (International Researchers Group of Mental Health Nursing Care), Barcelona, Spain
- * E-mail:
| | - Barbara Hurtado-Pardos
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRIN (Grupo consolidado de recerca Infermeria, SRG:664), Barcelona, Spain
| | - Ainoa Biurrun-Garrido
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Lorena Molina-Raya
- Campus Docent, Sant Joan de Déu-Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Marta Raurell-Torredà
- Universidad de Barcelona, Barcelona, Spain
- Presidenta Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain
- President Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
| | - Irma Casas
- Universitat Autònoma de Barcelona, Barcelona, Spain
- Preventive Medicine Service, Hospital Germans Trias i Pujol, Badalona, Spain
- Research Group Innovation in Respiratory Infections and Tuberculosis Diagnosis (Group Consolidat 2017 SGR 494)
| | - Urbano Lorenzo-Seva
- Universitat Rovira I Virgili, Tarragona, Spain
- ResearcherID: Lorenzo-Seva, U.G-4228-2011
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Arrogante O, González-Romero GM, López-Torre EM, Carrión-García L, Polo A. Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction. BMC Nurs 2021; 20:92. [PMID: 34103020 PMCID: PMC8186200 DOI: 10.1186/s12912-021-00614-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 05/17/2021] [Indexed: 11/12/2023] Open
Abstract
BACKGROUND Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. METHODS Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. RESULTS Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students' complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. CONCLUSION The best solution to reduce students' complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.
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Affiliation(s)
- Oscar Arrogante
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain.
| | - Gracia María González-Romero
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
| | - Eva María López-Torre
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
| | - Laura Carrión-García
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
| | - Alberto Polo
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
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Cabañero-Martínez MJ, García-Sanjuán S, Escribano S, Fernández-Alcántara M, Martínez-Riera JR, Juliá-Sanchís R. Mixed-method study on the satisfaction of a high-fidelity simulation program in a sample of nursing-degree students. NURSE EDUCATION TODAY 2021; 100:104858. [PMID: 33713986 DOI: 10.1016/j.nedt.2021.104858] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 02/12/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Training emotionally complex communication skills with standardized patients brings realism to simulation scenarios, and moreover, is associated with high levels of satisfaction among the students. OBJECTIVES (1) To measure the satisfaction of nursing students and factors related to their satisfaction and (2) to explore the effects perceived by nursing students after having a high-fidelity simulation training program using standardized patients. DESIGN AND PARTICIPANTS Mixed design. Pre-post quasi-experimental phase in which the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation was administered in 156 students; a second, semi-structured interview qualitative phase was completed by 11 students. RESULTS Nursing students showed high satisfaction scores. The scores for utility and communication were correlated with the students' attitudes towards communication. In the second phase, two main themes and four sub-themes emerged. CONCLUSIONS Teachers could implement high-fidelity simulation programs with standardized patients for training emotionally complex communication skills to nursing students. These programs allow students to participate in their own learning processes and help them to feel motivated and satisfied about the usefulness of their learning experiences.
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Affiliation(s)
- María José Cabañero-Martínez
- Nursing Department, Health Sciences Faculty, University of Alicante, San Vicente del Raspeig, Alicante s/n-03690, P.O.B: 99, Spain.
| | - Sofía García-Sanjuán
- Nursing Department, Health Sciences Faculty, University of Alicante, San Vicente del Raspeig, Alicante s/n-03690, P.O.B: 99, Spain.
| | - Silvia Escribano
- Nursing Department, Health Sciences Faculty, University of Alicante, San Vicente del Raspeig, Alicante s/n-03690, P.O.B: 99, Spain.
| | - Manuel Fernández-Alcántara
- Health Psychology Department, Health Sciences Faculty, University of Alicante, San Vicente del Raspeig, Alicante s/n-03690, P.O.B: 99, Spain.
| | - José Ramón Martínez-Riera
- Department of Community Intervention and History, Health Sciences Faculty, University of Alicante, San Vicente del Raspeig, Alicante s/n-03690, P.O.B: 99, Spain.
| | - Rocio Juliá-Sanchís
- Nursing Department, Health Sciences Faculty, University of Alicante, San Vicente del Raspeig, Alicante s/n-03690, P.O.B: 99, Spain.
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Alconero-Camarero AR, Sarabia-Cobo CM, Catalán-Piris MJ, González-Gómez S, González-López JR. Nursing Students' Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020804. [PMID: 33477836 PMCID: PMC7832850 DOI: 10.3390/ijerph18020804] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Revised: 01/06/2021] [Accepted: 01/15/2021] [Indexed: 11/16/2022]
Abstract
Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.
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Affiliation(s)
- Ana Rosa Alconero-Camarero
- Department of Nursing, University of Cantabria, Avenida Valdecilla, s/n, 39008 Santander, Spain;
- IDIVAL—Instituto de Investigación Sanitaria Valdecilla, s/n, Calle Cardenal Herrera Oria, 39011 Santander, Spain
| | - Carmen María Sarabia-Cobo
- Department of Nursing, University of Cantabria, Avenida Valdecilla, s/n, 39008 Santander, Spain;
- IDIVAL—Instituto de Investigación Sanitaria Valdecilla, s/n, Calle Cardenal Herrera Oria, 39011 Santander, Spain
- Correspondence: ; Tel.: +34-942-202-239
| | - María José Catalán-Piris
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad de Sevilla, C/Avenzoar nº6, 41009 Seville, Spain; (M.J.C.-P.); (J.R.G.-L.)
| | | | - José Rafael González-López
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad de Sevilla, C/Avenzoar nº6, 41009 Seville, Spain; (M.J.C.-P.); (J.R.G.-L.)
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Vermeulen J, Buyl R, D'haenens F, Swinnen E, Stas L, Gucciardo L, Fobelets M. Midwifery students' satisfaction with perinatal simulation-based training. Women Birth 2020; 34:554-562. [PMID: 33384256 DOI: 10.1016/j.wombi.2020.12.006] [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: 08/31/2020] [Revised: 12/10/2020] [Accepted: 12/10/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Simulation-based training has proved to be an effective teaching and learning approach in healthcare. Nevertheless, any assessment of its effectiveness should also take the students' perspective into account. AIM To validate the Satisfaction with Simulation Experience Scale (SSES) for use with midwifery students and evaluate midwifery students' satisfaction with perinatal simulation-based training. METHODS Satisfaction with simulation was assessed using the SSES, a measurement tool translated from English to Dutch. Data was collected in four consecutive years (2016-19). A mixed methods design was used to capture both qualitative and quantitative data. Using the quantitative data, factor analysis was performed to assess the construct validity, while Cronbach's alpha was used to assess internal consistency. Qualitative data was assessed using thematic content analysis. FINDINGS 367 SSES questionnaires were completed by 251 students. The exploratory factor analysis resulted in a three-factor model covering debriefing and reflection, clinical reasoning and clinical learning. Cronbach's alpha showed good internal consistency. Students were very satisfied with perinatal simulation-based training for all three factors: 4.30 (SD=0.47) for debriefing and reflection, 3.97 (SD=0.55) for clinical reasoning and 4.10 (SD=0.46) for clinical learning. Satisfaction scores remained high and stable over the years investigated. Thematic content analysis identified 6 categories: simulation-based training is valuable, the need for more simulation-based training, fidelity, students, negative feelings, and preparation is vital. CONCLUSION Students were satisfied with the simulation-based training, experiencing it as providing added value to their education. Simulations gave them the opportunity to make and learn from mistakes in a safe learning environment.
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Affiliation(s)
- Joeri Vermeulen
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium.
| | - Ronald Buyl
- Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
| | - Florence D'haenens
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium
| | - Eva Swinnen
- Faculty of Physical Education and Physiotherapy, Rehabilitation Research, Vrije Universiteit Brussel (VUB), Pleinlaan 2, 1050 Brussels, Belgium
| | - Lara Stas
- Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
| | - Leonardo Gucciardo
- Faculty of Medicine and Pharmacy, Department of Obstetrics and Prenatal Medicine, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium; Department of Obstetrics and Prenatal Medicine, University Hospital Brussels, Laarbeeklaan 101, 1090 Brussels, Belgium
| | - Maaike Fobelets
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
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Arrogante O, González-Romero GM, Carrión-García L, Polo A. Reversible causes of cardiac arrest: Nursing competency acquisition and clinical simulation satisfaction in undergraduate nursing students. Int Emerg Nurs 2020; 54:100938. [PMID: 33190088 DOI: 10.1016/j.ienj.2020.100938] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Revised: 09/22/2020] [Accepted: 10/01/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND It is essential to determine and treat the reversible causes of cardiac arrest, so emergency nurses must acquire the competencies needed for its adequate management. METHOD 106 undergraduate nursing students participated in a cross-sectional study, using a mixed-method. Simulated scenarios recreated critically ill patients with diagnoses of potentially reversible causes of cardiac arrest in an emergency room. An internally validated questionnaire was used to analyse students' satisfaction and perceptions about clinical simulation sessions. Nursing competencies were assessed using a verification list. Data were analysed using the IBM SPSS Statistics version 24.0 (quantitative data) and ATLAS-ti version 8.0 (qualitative data) software. RESULTS Nursing students expressed a high level of satisfaction (most of the scores obtained were higher than 90%) and positive perceptions about clinical simulation sessions. Most of the students (85.6%) acquired the necessary nursing competencies for adequate management of the reversible causes of cardiac arrest. CONCLUSION Clinical simulation methodology is a useful tool for the learning process and acquisition of nursing competencies related to emergency situations management. This methodology prepares nursing students for their clinical placements and future careers in emergency care. Therefore, it is recommended to extend clinical simulation training to emergency qualified nursing staff and advanced practitioners.
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Affiliation(s)
- Oscar Arrogante
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain.
| | - Gracia María González-Romero
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain.
| | - Laura Carrión-García
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain.
| | - Alberto Polo
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain.
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Farrés-Tarafa M, Roldán-Merino J, Lorenzo-Seva U, Hurtado-Pardos B, Biurrun-Garrido A, Molina-Raya L, Morera-Pomarede MJ, Bande D, Raurell-Torredà M, Casas I. Reliability and validity study of the Spanish adaptation of the "Educational Practices Questionnaire" (EPQ). PLoS One 2020; 15:e0239014. [PMID: 32941464 PMCID: PMC7497994 DOI: 10.1371/journal.pone.0239014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Accepted: 08/27/2020] [Indexed: 11/19/2022] Open
Abstract
The Educational Practices Questionnaire is an instrument for assessing students perceptions of best educational practices in simulation. As for other countries, in Spain, it is necessary to have validated rubrics to measure the effects of simulation. The objective of this study was to carry out a translation and cultural adaptation of the Educational Practices Questionnaire into Spanish and analyze its reliability and validity. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 626 nursing students. Psychometric properties were analyzed in terms of reliability and construct validity by confirmatory and exploratory factor analysis. The exploratory and confirmatory factor analyses showed that the one-dimensional model is acceptable for both scales (presence and importance). The results show that the participants' scores can be calculated and interpreted for the general factor and also for the four subscales. Cronbach's alpha and the Omega Index were also suitable for all the scales and for each of the dimensions. The Educational Practices Questionnaire is a simple and easy-to-administer tool to measure how nursing degree students perceive the presence and importance of best educational practices.
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Affiliation(s)
- Mariona Farrés-Tarafa
- Campus Docent, Sant Joan de Déu—Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
- Secretaria Research Group GRISCA (Grupo en Recerca Enfermera en Simulación en Cataluña y Andorra), Barcelona, Spain
| | - Juan Roldán-Merino
- Campus Docent, Sant Joan de Déu—Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Research Group GEIMAC (Consolidated Group 2017–1681: Group of Studies of Invarianza of the Instruments of Measurement and Analysis of Change in the Social and Health Areas), Barcelona, Spain
- Coordinator Research Group GIRISAME (International Researchers Group of Mental Health Nursing Care), Barcelona, Spain
| | | | - Barbara Hurtado-Pardos
- Campus Docent, Sant Joan de Déu—Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
- Member Research Group GRIN (Grupo Consolidado de Recerca Infermeria, SRG:664), Barcelona, Spain
| | - Ainoa Biurrun-Garrido
- Campus Docent, Sant Joan de Déu—Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Lorena Molina-Raya
- Campus Docent, Sant Joan de Déu—Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - Maria-Jose Morera-Pomarede
- Campus Docent, Sant Joan de Déu—Fundació Privada, School of Nursing, University of Barcelona, Barcelona, Spain
- Research Group GIES (Grupo de investigación en Enfermería, Educación y Sociedad), Barcelona, Spain
| | - David Bande
- Anesthesiologist, Servicio Anestesiología, Reanimación y Tratamiento del Dolor, Parc de Salut Mar, Barcelona, Spain
| | - Marta Raurell-Torredà
- Universidad de Barcelona, Barcelona, Spain
- Presidenta Sociedad Española de Enfermería Intensiva y Unidades Coronarias (SEEIUC), Madrid, Spain
- President Research Group GRISIMula (Grupo emergente 2017 SGR 531; Grupo en Recerca Enfermera en Simulación), Barcelona, Spain
| | - Irma Casas
- Universitat Autònoma de Barcelona, Barcelona, Spain
- Preventive Medicine Service, Hospital Germans Trias i Pujol, Barcelona, Spain
- Research Group Innovation in Respiratory Infections and Tuberculosis Diagnosis (Group Consolidat 2017 SGR 494)
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Effectiveness of simulation-based cardiopulmonary resuscitation training programs on fourth-year nursing students. Australas Emerg Care 2020; 24:4-10. [PMID: 32933888 DOI: 10.1016/j.auec.2020.08.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Revised: 07/23/2020] [Accepted: 08/27/2020] [Indexed: 11/22/2022]
Abstract
BACKGROUND Cardiopulmonary resuscitation (CPR) training for nursing students is important. The aim of study is to examine the effectiveness of a simulation-based CPR training program on the knowledge, practices, satisfaction, and self-confidence of nursing students. METHODS The study was conducted with a mixed-method design. The quantitative data were obtained by using the "CPR Knowledge Questionnaire," the "Students' Satisfaction and Self-Confidence Scale," and the "CPR Skills Observation Checklist", and the qualitative data were collected by using the "Semistructured Interview Form" in four focus group sessions, each consisting of six participants. RESULTS The mean pretest CPR knowledge score of the students before the simulation-based CPR training was 5.66 ± 1.97 out of 10.0. The mean posttest CPR knowledge score (8.38 ± 1.30) increased significantly after the simulation (p < 0.001). In addition, the mean posttest CPR skills score was significantly higher than the mean pretest CPR skills score (p < 0.001). Themes from the qualitative data revealed that the students considered the simulation to be an interesting and useful teaching method. These themes were "worries before simulation" and "satisfaction following simulation". CONCLUSION Simulation-based CPR training improved the levels of knowledge and skills of nursing students. In addition, after the simulation training, satisfaction and self-confidence scores were found to be high.
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Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students' Perceptions. Healthcare (Basel) 2020; 8:healthcare8030280. [PMID: 32825269 PMCID: PMC7551692 DOI: 10.3390/healthcare8030280] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/10/2020] [Accepted: 08/18/2020] [Indexed: 12/21/2022] Open
Abstract
Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.
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Jiménez-Rodríguez D, Torres Navarro MDM, Plaza Del Pino FJ, Arrogante O. Simulated Nursing Video Consultations: An Innovative Proposal During Covid-19 Confinement. Clin Simul Nurs 2020; 48:29-37. [PMID: 32837633 PMCID: PMC7425773 DOI: 10.1016/j.ecns.2020.08.004] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Background In response to the closure of universities and the canceling of in-person classes due to the COVID-19 pandemic, this study was designed to focus on a solution for adapting simulation-based education to this situation. Method A mixed study was conducted to analyze nursing students' satisfaction and perceptions (n = 48) about simulated nursing video consultations. Results Nursing students expressed a high level of satisfaction and positive perceptions about this innovative proposal. Conclusions Simulated nursing video consultations could be considered as another choice of high-fidelity simulation not only in the current COVID-19 situation, but its use could be extended to other contexts.
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Affiliation(s)
- Diana Jiménez-Rodríguez
- Nursing, Physiotherapy, and Medicine Department. University of Almeria (UAL), 04120, Almeria, Spain
| | | | | | - Oscar Arrogante
- Nursing Department, University Centre of Health Sciences San Rafael, San Juan de Dios Foundation, Nebrija University, 28036, Madrid, Spain
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Góes FDSND, Jackman D. Development of an instructor guide tool: 'Three Stages of Holistic Debriefing'. Rev Lat Am Enfermagem 2020; 28:e3229. [PMID: 32022149 PMCID: PMC7000188 DOI: 10.1590/1518-8345.3089.3229] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Accepted: 09/16/2019] [Indexed: 11/23/2022] Open
Abstract
Objective: to describe the development of an English and Brazilian Portuguese Holistic Debriefing Tool focused on nursing educator to promote a reflective learning. Method: a methodology study, with three phases: integrative literature review; tool development and review of a panel of nursing experts. The literature review tracked a systematic process. For the tool development were used literature review results, Lederman’s Debriefing Process and Zabala’s learning framework as theoretical referential to promote a reflective learning in High-Fidelity Simulation. The panel of nursing experts analysed the quality of the tool. Results: literature review evidenced gaps about educator pedagogical preparation and indicated no holistic debriefing tool exists which captures formative and summative aspects of debriefing guidance to assist the educator to debrief. Debriefing tool was purposed with two pages: first page were recommended how conduct debriefing and second page is a questions guidance. The tool evaluation was undertaken for a total of three modifications for congruence and concept reader clarity. Conclusion: it was proposed a holistic debriefing tool focused on nursing educator. This study provides an overall picture of the process to promote a reflexive learning in High-Fidelity Simulation and to contribute to formal nursing educator training to apply best pedagogical practice.
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Affiliation(s)
- Fernanda Dos Santos Nogueira de Góes
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, São Paulo, Brazil
| | - Deirdre Jackman
- University of Alberta, Faculty of Nursing, Edmonton, Alberta, Canadá
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Alconero-Camarero AR, Sarabia Cobo CM, González-Gómez S, Ibáñez-Rementería I, Alvarez-García MP. Descriptive study of the satisfaction of nursing degree students in high-fidelity clinical simulation practices. ENFERMERIA CLINICA 2019; 30:404-410. [PMID: 31443936 DOI: 10.1016/j.enfcli.2019.07.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Revised: 06/12/2019] [Accepted: 07/18/2019] [Indexed: 01/06/2023]
Abstract
OBJECTIVE To describe the level of satisfaction of nursing students with clinical simulation in their undergraduate training. METHOD a descriptive observational study of a retrospective cross section was conducted in undergraduate students in Nursing during the academic years 2016-17 and 2017-18. The instrument used was the High Fidelity Clinical Simulation satisfaction scale in students (ESSAF), a validated, anonymous and self-administered questionnaire (alpha .857) to measure the level of satisfaction after high-fidelity clinical simulation practices. RESULTS Data were collected from a total of 269 students, of which 63.3% were women and the average age of the sample was 21.68±13.46 years. The analysis of frequencies shows results of the grade of satisfaction over 89%, especially in decision-making, the ability to prioritize and learning procedures. Of the answers, 87% exceeded an average of 4 out of 5. The questions in the questionnaire with answers higher than 4.6 were the realism of the cases (4.71), the teacher provides constructive feedback after each session (4.65), the simulation relates theory to practice (4.72), the analysis (debriefing) at the end of the session helps reflection on the cases (4.65) and practical utility (4.69). CONCLUSIONS Nursing students from the University of Cantabria (Spain) report high satisfaction in high fidelity clinical simulation, confirming its usefulness in the learning process.
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Affiliation(s)
- Ana Rosa Alconero-Camarero
- Departamento de Enfermería, Universidad de Cantabria, Grupo de investigación en enfermería IDIVAL, Santander, Cantabria, España.
| | - Carmen María Sarabia Cobo
- Departamento de Enfermería, Universidad de Cantabria, Grupo de investigación en enfermería IDIVAL, Santander, Cantabria, España
| | - Silvia González-Gómez
- Atención Primaria, Servicio Cántabro de Salud, Grupo de investigación en enfermería IDIVAL, Santander, Cantabria, España
| | - Isabel Ibáñez-Rementería
- Departamento de Enfermería, Hospital Universitario Marqués de Valdecilla, Santander, Cantabria, España
| | - María Paz Alvarez-García
- Departamento de Enfermería, Hospital Universitario Marqués de Valdecilla, Santander, Cantabria, España
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The experiences of last-year student midwives with High-Fidelity Perinatal Simulation training: A qualitative descriptive study. Women Birth 2017; 30:253-261. [DOI: 10.1016/j.wombi.2017.02.014] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 02/21/2017] [Accepted: 02/27/2017] [Indexed: 11/23/2022]
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Sarabia-Cobo CM, Alconero-Camarero AR, Lavín-Alconero L, Ibáñez-Rementería I. Assessment of a learning intervention in palliative care based on clinical simulations for nursing students. NURSE EDUCATION TODAY 2016; 45:219-224. [PMID: 27567395 DOI: 10.1016/j.nedt.2016.08.014] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2016] [Revised: 07/14/2016] [Accepted: 08/09/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Major deficiencies exist in undergraduate nursing education for Palliative Care. Opportunities to care for dying patients are often unavailable to students in traditional clinical settings. Palliative care simulation is an innovative strategy that may help to prepare undergraduate nursing students to provide quality palliative/end of life care. It is valuable to explore the student nurses' beliefs, feelings and satisfaction regarding the impact that simulation clinic applied to palliative care has and how it influenced their overall experience of caring for a dying patient and the patient's family. This study aimed to evaluate a learning intervention in palliative care using a low-fidelity clinical simulation for undergraduate nursing students from a Spanish university, based on the analytics of their expectations and learning objectives. METHOD Sixty-eight students participated in this mixed descriptive design study, they participated in a palliative care simulation scenario and completed three questionnaires which assess the knowledge and expectations before the simulation and the subsequent satisfaction with the performance and learning received. RESULTS The intervention in question met students' learning expectations, singling out social abilities as important tools in palliative care training, and the students were satisfied with the presented case studies. CONCLUSIONS Our results suggest that low-fidelity clinical simulation intervention training in palliative care is an appropriate and low-cost tool for acquiring competitive skills. Learning in the simulation scenarios provides a mechanism for students to improve student communication skills.
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