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Skedsmo K, Nes AAG, Stenseth HV, Hofsø K, Larsen MH, Hilderson D, Smis D, Hagelin CL, Olaussen C, Solberg MT, Bingen HM, Ølnes MA, Steindal SA. Simulation-based learning in palliative care in postgraduate nursing education: a scoping review. BMC Palliat Care 2023; 22:30. [PMID: 36991463 DOI: 10.1186/s12904-023-01149-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Accepted: 03/20/2023] [Indexed: 03/31/2023] Open
Abstract
BACKGROUND Nurses require advanced competence in palliative care, but they face wide variations in education and a shortage in opportunities for clinical placement. Simulation-based learning (SBL) can enable students to develop clinical skills, critical thinking and confidence. No scoping reviews to date have mapped the use of SBL in palliative care within postgraduate nursing education. METHODS The aim of this scoping review was to systematically map published studies on the use of SBL in palliative care in postgraduate nursing education. A scoping review was conducted using Arksey and O'Malley's (Int J Soc Res Meth 8(1):19-32, 2005) methodological framework. A systematic and comprehensive search of the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), Ovid MEDLINE, Ovid EMBASE, Allied and Complementary Medicine and PsycINFO was performed for studies published between January 2000 and April 2022. Two authors independently assessed papers for inclusion and extracted data. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The protocol was registered on the Open Science Framework. RESULTS This review includes 10 studies. Three thematic groupings were identified: enhanced understanding of the importance of teamwork, interdisciplinarity and interpersonal skills; preparedness and confidence in one's ability to communicate during emotionally challenging situations; and impact and relevance to one's own clinical practice. CONCLUSIONS The use of SBL in palliative care in postgraduate nursing education seems to enhance students' understanding of the importance of teamwork and interdisciplinarity. The review shows contradictory results regarding whether SBL in palliative care increases students' confidence in their communication skills. Postgraduate nursing students experienced personal growth after participating in SBL. Because our findings indicate that limited research has been conducted within this field, future research should (1) explore postgraduate nursing students' experiences with SBL in palliative care with a focus on more practical content such as symptom management, (2) examine the relevance and application of SBL in clinical practice, and (3) be reported in line with recommendations on the reporting of simulation research.
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Affiliation(s)
- Karoline Skedsmo
- Lovisenberg Diaconal University College, Lovisenberggt. 15B, 0456, Oslo, Norway.
- Department of Otorhinolaryngology, Head and Neck Surgery, Oslo University Hospital, Oslo, Norway.
| | | | | | - Kristin Hofsø
- Lovisenberg Diaconal University College, Lovisenberggt. 15B, 0456, Oslo, Norway
- Department of Research and Development, Division of Emergencies and Critical Care, Oslo University Hospital, Oslo, Norway
| | | | | | | | - Carina Lundh Hagelin
- Department of Health Care Sciences, Palliative Research Centre, Marie Cederschiöld University, Stockholm, Sweden
- Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden
| | - Camilla Olaussen
- Lovisenberg Diaconal University College, Lovisenberggt. 15B, 0456, Oslo, Norway
| | | | | | - Mia Alexandra Ølnes
- Lovisenberg Diaconal University College, Lovisenberggt. 15B, 0456, Oslo, Norway
| | - Simen A Steindal
- Lovisenberg Diaconal University College, Lovisenberggt. 15B, 0456, Oslo, Norway
- Faculty of Health Studies, VID Specialized University, Oslo, Norway
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Chow KM, Ahmat R, Leung AWY, Chan CWH. Is high-fidelity simulation-based training in emergency nursing effective in enhancing clinical decision-making skills? A mixed methods study. Nurse Educ Pract 2023; 69:103610. [PMID: 37002992 DOI: 10.1016/j.nepr.2023.103610] [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: 08/30/2022] [Revised: 01/26/2023] [Accepted: 03/19/2023] [Indexed: 04/03/2023]
Abstract
AIM To evaluate the effects of a high-fidelity simulation-based training in emergency nursing and the relationships between study outcomes. The objectives were to: (1) evaluate the effects of high-fidelity simulation-based training in emergency nursing on final-year nursing students' generic capabilities, self-confidence and anxiety during clinical decision-making; (2) examine the relationships between the outcomes of generic capabilities and clinical decision-making skills; (3) examine participants' satisfaction with the simulation experience; and (4) explore their experiences and opinions of the training module. BACKGROUND Following the emergence of coronavirus disease 2019, safety and other considerations have limited the clinical training opportunities available to nursing students. This has resulted in the increased use of high-fidelity simulations to provide clinical training for nursing students. However, evidence of the effects of such training modalities on generic capabilities, clinical decision-making skills and learning satisfaction remains lacking. In particular, the effectiveness of high-fidelity simulations of emergency clinical situations in training has not been closely evaluated. DESIGN A mixed methods study incorporating quasi-experimental and qualitative components. METHODS We recruited a convenience sample of 255 final-year pre-registration nursing students (183 bachelor and 72 master students) from a government-funded local university in Hong Kong. Four case scenarios of emergency nursing were developed and simulated in the simulation wards of the study institution in May and June 2021. We assessed the pre- and post-intervention outcomes of generic capabilities and clinical decision-making skills. We also explored the participants' post-intervention satisfaction, experiences and opinions. RESULTS Post-intervention, the participants reported significant improvements in generic capabilities, self-confidence and anxiety during clinical decision-making. They expressed a high level of satisfaction with the simulation experience. Additionally, we detected significant relationships between generic capabilities and clinical decision-making skills. Qualitative data analysis yielded four themes that either confirmed or complemented the quantitative findings. CONCLUSIONS This study provides evidence of the effectiveness of high-fidelity simulation-based training in emergency nursing in enhancing students' learning outcomes. Further studies should include a control group, evaluate students' knowledge and skills, and retention of knowledge to confirm the true impact of such training.
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Affiliation(s)
- Ka Ming Chow
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong Special Administrative Region.
| | - Ricky Ahmat
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong Special Administrative Region
| | - Alice W Y Leung
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong Special Administrative Region
| | - Carmen W H Chan
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong Special Administrative Region
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Magerman J, Demedts D, De Smet S, Fobelets M. Using Simulation to Help Health Professions Students Learn to Talk to Clients About Suicide. Creat Nurs 2022; 28:266-273. [DOI: 10.1891/cn-2022-0036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Background:Because of the high prevalence of suicide, health-care professions students need training in recognition of clients’ suicidal thoughts, assessment of suicide risk, and specific narrative techniques. This study explores health-care professions students’ perceptions of and feedback on a simulation module on suicidal behavior.Methods:Thematic analysis was conducted on feedback from group interviews with participants.Results:Students valued the reassuring effect of a best practice video. The sense of reality in the simulation scenarios was highly appreciated. Although being filmed was stressful for some students, reviewing and discussing key moments in the recordings appeared a major advantage. Debriefing was essential to discuss and emotionally discharge the experiences of role players and observers.Conclusions:Simulation training for caregivers on suicidal behavior can be designed and evaluated on other mental health topics as well.
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Wennberg-Capellades L, Fuster-Linares P, Rodríguez-Higueras E, Fernández-Puebla AG, Llaurado-Serra M. Where do nursing students make mistakes when calculating drug doses? A retrospective study. BMC Nurs 2022; 21:309. [PMID: 36357884 PMCID: PMC9648043 DOI: 10.1186/s12912-022-01085-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 10/27/2022] [Indexed: 11/11/2022] Open
Abstract
Background Research internationally shows that nursing students find dosage calculation difficult. Identifying the specific aspects of dose calculation procedures that are most commonly associated with errors would enable teaching to be targeted where it is most needed, thus improving students’ calculation skills. The aim of this study was to analyze where specifically nursing students make mistakes when calculating drug doses. Method Retrospective analysis of written examination papers including dosage calculation exercises from years 1, 2, and 3 of a nursing degree program. Exercises were analyzed for errors in relation to 23 agreed categories reflecting different kinds of calculation or steps in the calculation process. We conducted a descriptive and bivariate analysis of results, examining the relationship between the presence of errors and the proportion of correct and incorrect final answers. Results A total of 285 exam papers including 1034 calculation exercises were reviewed. After excluding those that had been left blank, a total of 863 exercises were analyzed in detail. A correct answer was given in 455 exercises (52.7%), although this varied enormously depending on the type of exercise: 89.2% of basic dose calculations were correct, compared with just 2.9% of those involving consideration of maximum concentration. The most common errors were related to unit conversion, more complex concepts such as maximum concentration and minimum dilution, or failure to contextualize the answer to the clinical case. Other frequent errors involved not extracting the key information from the question, not including the units when giving their answer, and not understanding the question. In general, fewer errors in basic dose calculations were made by students at later stages of the degree program. Conclusions Students struggle with more complex dose calculations. The main errors detected were related to understanding the task and the key concepts involved, as well as not following the correct steps when solving the problem. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-01085-9.
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Goodwin J, White S, O'Malley M, Hurley E, O'Donovan A, Kelly P. 'It's good to have the knowledge and the confidence': Mental health student nurses' views of a medication workshop. Int J Ment Health Nurs 2022; 31:1011-1020. [PMID: 35567299 PMCID: PMC9325031 DOI: 10.1111/inm.13012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/18/2022] [Indexed: 11/17/2022]
Abstract
The administration of medication in a safe manner is a key nursing role and nursing regulatory bodies mandate that it is part of undergraduate training. However, it has been noted that qualified nursing staff are dissatisfied with the knowledge demonstrated by students. As such, a 2-day evidence-based workshop on medication management for final-year nursing students was facilitated to address knowledge deficits. Content was delivered by academics and practicing nurses. The aims of this study were to evaluate internship mental health student nurses' experiences of a 2-day medication management workshop. A qualitative descriptive design was adopted. Three focus group interviews were held with student nurses who partook in the workshop. Data were analysed using reflexive thematic analysis. Three themes were identified: Developing Confidence around Medication Management, Reflections on Learning Gained from the Workshop, and Enhancing Awareness and Vigilance of Medication Errors. Overall, participation in the workshop was identified as having a positive impact on students' knowledge, competence, and confidence in relation to becoming a safe practitioner. Students reported that the timing of the workshop - during internship - was appropriate for their knowledge needs. Findings indicate that the right amount of information was delivered by the right people, at the right time, in the right way. This study has highlighted the positive impact of a 2-day workshop delivered in the final year of mental health student nurse training, on their confidence and competence in the area of medication management. It provides some insight into how a practical collaborative approach to this type of education between academics and clinicians can help students bridge the theory-practice gap.
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Affiliation(s)
- John Goodwin
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Sheila White
- Cork/Kerry Mental Health Services, Cork, Ireland
| | - Maria O'Malley
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Emma Hurley
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Aine O'Donovan
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Peter Kelly
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
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Palominos E, Levett-Jones T, Power T, Martinez-Maldonado R. ‘We learn from our mistakes’: Nursing students’ perceptions of a productive failure simulation. Collegian 2022. [DOI: 10.1016/j.colegn.2022.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Fuster-Linares P, Alfonso-Arias C, Gallart Fernández-Puebla A, Rodríguez-Higueras E, García-Mayor S, Font-Jimenez I, Llaurado-Serra M. Assessing Nursing Students' Self-Perceptions about Safe Medication Management: Design and Validation of a Tool, the NURSPeM. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084663. [PMID: 35457531 PMCID: PMC9028847 DOI: 10.3390/ijerph19084663] [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: 02/07/2022] [Revised: 03/28/2022] [Accepted: 04/08/2022] [Indexed: 02/01/2023]
Abstract
Objective: The objective was to design and validate a tool for assessing nursing students’ self-perceptions about safe medication management. Methods: A descriptive instrumental study was conducted involving construct definition, development of the tool, analysis of the content validity, and psychometric evaluation. Consensus regarding the content was obtained through a two-round Delphi process, and the resulting tool (the NURSPeM) was administered to nursing students to examine its internal consistency, temporal stability, and construct validity, the latter through exploratory factor analysis. Results: Thirteen experts participated in the Delphi process, which yielded a tool comprising two questionnaires: (1) Self-perceptions about safe medication management (27 items) and (2) the frequency and learning of drug-dose calculation (13 items). The tool’s psychometric properties were then examined based on responses from 559 nursing students. This analysis led to the elimination of three items from questionnaire 1, leaving a total of 24 items distributed across seven dimensions. All 13 items in questionnaire 2 were retained. Both questionnaires showed good internal consistency (Cronbach’s alpha = 0.894 and 0.893, respectively) and temporal stability (ICC = 0.894 and 0.846, respectively). Conclusions: The NURSPeM is a valid and reliable tool for assessing nursing students’ self-perceptions about safe medication management. It may be used to identify areas in which their training needs to be enhanced, and to evaluate the subsequent impact of new teaching initiatives.
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Affiliation(s)
- Pilar Fuster-Linares
- Nursing Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain; (C.A.-A.); (A.G.F.-P.); (E.R.-H.)
- Correspondence: (P.F.-L.); (M.L.-S.); Tel.: +34-93-504-20-00 (ext. 5631) or +34-626-838-951 (P.F.-L.); +34-93-504-20-00 (ext. 5634) or +34-665-033-050 (M.L.-S.)
| | - Cristina Alfonso-Arias
- Nursing Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain; (C.A.-A.); (A.G.F.-P.); (E.R.-H.)
| | | | - Encarna Rodríguez-Higueras
- Nursing Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain; (C.A.-A.); (A.G.F.-P.); (E.R.-H.)
| | - Silvia García-Mayor
- Nursing Department, Faculty of Health Sciences, University of Malaga, 29071 Malaga, Spain;
| | | | - Mireia Llaurado-Serra
- Nursing Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain; (C.A.-A.); (A.G.F.-P.); (E.R.-H.)
- Correspondence: (P.F.-L.); (M.L.-S.); Tel.: +34-93-504-20-00 (ext. 5631) or +34-626-838-951 (P.F.-L.); +34-93-504-20-00 (ext. 5634) or +34-665-033-050 (M.L.-S.)
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Mikkonen K, Kuivila HM, Sjögren T, Korpi H, Koskinen C, Koskinen M, Koivula M, Koskimäki M, Lähteenmäki ML, Saaranen T, Sormunen M, Salminen L, Mäki-Hakola H, Wallin O, Holopainen A, Tuomikoski AM, Kääriäinen M. Social, health care and rehabilitation educators' competence in professional education-Empirical testing of a model. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e75-e85. [PMID: 34009683 DOI: 10.1111/hsc.13414] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 02/22/2021] [Accepted: 04/04/2021] [Indexed: 06/12/2023]
Abstract
The social and health care educator's role in educating future professionals need to be stronger emphasised and deserves international recognition. The purpose of this study was to develop and test an empirical model of social and health care educators' competence in higher and professional education. The presented research employed a cross-sectional study design. Data were collected using HeSoEduCo-instrument from 28 educational institutions in Finland. The model was empirically tested with confirmatory factor analysis through Structural Equation Modelling that applied the Full Imputation Maximum Likelihood estimator. A total of 422 social and health care educators participated in the study. The empirical model of social and health care educators including eight competence areas: leadership and management, collaboration and societal, evidence-based practice, subject and curriculum, mentoring students in professional competence development, student-centred pedagogy, digital collaborative learning, and cultural and linguistic diversity. All of the connections between concepts of the empirical model were found to be statistically significant. There were strong connections between most of the identified competence concepts; however, two weak connections were found, namely, the link between competence in evidence-based practice and competence in subject and curriculum, along with the link between competence in digital collaborative learning and competence in student-centred pedagogy. The presented empirical model can help stakeholders identify which areas of social and health care educators' curricula should be further developed. The model is also relevant for improving continuous education, allowing educators to assess their competence levels and evaluating educators' performance at the organisational level.
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Affiliation(s)
- Kristina Mikkonen
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Heli-Maria Kuivila
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Tuulikki Sjögren
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Hilkka Korpi
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Camilla Koskinen
- Faculty of Education and Welfare Studies, Department of Caring Science, Åbo Akademi University, Vaasa, Finland
- Faculty of Health Sciences, Department of Caring and Ethics, University of Stavanger, Stavanger, Norway
| | - Monika Koskinen
- Faculty of Education and Welfare Studies, Department of Caring Science, Åbo Akademi University, Vaasa, Finland
| | - Meeri Koivula
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Minna Koskimäki
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | | | - Terhi Saaranen
- Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Marjorita Sormunen
- Faculty of Health Sciences, Institute of Public Health and Clinical Nutrition and Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Leena Salminen
- Faculty of Medicine, Department of Nursing Science, Tukru University Hosital, Turku, Finland
| | - Hanne Mäki-Hakola
- Pedagogical R&D, Tampere University of Applied Sciences, Tampere, Finland
| | - Outi Wallin
- Degree Programme in Social Services, Tampere University of Applied Sciences, Tampere, Finland
| | - Arja Holopainen
- Nursing Research Foundation, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Affiliated Group, Finland
- WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Anna-Maria Tuomikoski
- Nursing Research Foundation, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Affiliated Group, Finland
- WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
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Garcia-Vicuña D, Esparza L, Mallor F. Hospital preparedness during epidemics using simulation: the case of COVID-19. CENTRAL EUROPEAN JOURNAL OF OPERATIONS RESEARCH 2022; 30:213-249. [PMID: 34602855 PMCID: PMC8475488 DOI: 10.1007/s10100-021-00779-w] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/13/2021] [Indexed: 05/04/2023]
Abstract
This paper presents a discrete event simulation model to support decision-making for the short-term planning of hospital resource needs, especially Intensive Care Unit (ICU) beds, to cope with outbreaks, such as the COVID-19 pandemic. Given its purpose as a short-term forecasting tool, the simulation model requires an accurate representation of the current system state and high fidelity in mimicking the system dynamics from that state. The two main components of the simulation model are the stochastic modeling of patient admission and patient flow processes. The patient arrival process is modelled using a Gompertz growth model, which enables the representation of the exponential growth caused by the initial spread of the virus, followed by a period of maximum arrival rate and then a decreasing phase until the wave subsides. We conducted an empirical study concluding that the Gompertz model provides a better fit to pandemic-related data (positive cases and hospitalization numbers) and has superior prediction capacity than other sigmoid models based on Richards, Logistic, and Stannard functions. Patient flow modelling considers different pathways and dynamic length of stay estimation in several healthcare stages using patient-level data. We report on the application of the simulation model in two Autonomous Regions of Spain (Navarre and La Rioja) during the two COVID-19 waves experienced in 2020. The simulation model was employed on a daily basis to inform the regional logistic health care planning team, who programmed the ward and ICU beds based on the resulting predictions.
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Affiliation(s)
- Daniel Garcia-Vicuña
- Institute of Smart Cities, Public University of Navarre, Campus Arrosadia, 31006 Pamplona, Spain
| | - Laida Esparza
- Hospital Compound of Navarre, Irunlarrea, 3, 31008 Pamplona, Spain
| | - Fermin Mallor
- Institute of Smart Cities, Public University of Navarre, Campus Arrosadia, 31006 Pamplona, Spain
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Palominos E, Levett-Jones T, Power T, Alcorn N, Martinez-Maldonado R. Measuring the impact of productive failure on nursing students' learning in healthcare simulation: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 101:104871. [PMID: 33773221 DOI: 10.1016/j.nedt.2021.104871] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 02/28/2021] [Accepted: 03/10/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Previous research suggests that making errors in a non-threatening simulated environment can facilitate learning. Productive failure, which combines problem-solving tasks followed by instruction, enables students to learn from making mistakes. This teaching approach has demonstrated improved learning outcomes such as explanatory knowledge and transfer of knowledge compared to a direct instruction approach where students receive instruction prior to problem-solving tasks. However, no previous studies have examined the impact of productive failure on nursing students' learning in manikin-based simulation. OBJECTIVE To measure the impact of productive failure on nursing students' declarative knowledge, explanatory knowledge, and transfer of knowledge compared to a direct instruction approach in a paediatric closed head injury simulation. METHODS Second year undergraduate nursing students (n = 349) from one Australian university were invited to participate in the study. Consenting participants (n = 344) were randomised into two groups: productive failure and direct instruction. The intervention consisted of two paediatric closed head injury simulations separated by a simulation debrief. Knowledge tests were administered before and immediately after the simulation. RESULTS Data from 331 participants were analysed. The productive failure group outperformed the direct instruction group in the post-test (p < 0.001). Learning gains for participants in the productive failure group were significantly higher than the direct instruction group for both explanatory knowledge (p < 0.001) and the ability to apply learning to solve novel clinical problems (p < 0.001). The difference in the median scores for declarative knowledge was not significant (p = 0.096). CONCLUSION This study demonstrated that a productive failure simulation that leads learners to make mistakes before receiving instruction can facilitate deeper levels of explanatory knowledge and enable the transfer of learning to new clinical situations. These results suggest the need for further exploration of pedagogies that foster learning from errors in simulation-based learning.
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Affiliation(s)
- Evelyn Palominos
- Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia.
| | - Tracy Levett-Jones
- Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia
| | - Tamara Power
- Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia
| | - Nadine Alcorn
- Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia
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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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Abstract
The purpose of this study was to investigate student satisfaction and perceived clinical reasoning and learning using a computer-based simulation platform that incorporates case-based learning principles. The simulation was used to replace a previously scheduled face-to-face clinical rotation which was cancelled due to COVID-19. A descriptive design was used to implement the Satisfaction with Simulation Experience Scale (SSES) with students (n = 27) following each a low fidelity (paper cases) and high fidelity (Simucase™) simulation. A comparison of the SSES data following paper cases and simulation scenarios indicated statistically significant increases in Debrief and Reflection (p = 0.008) and Clinical Reasoning (p = 0.043), suggesting that students develop in-depth reflection, reasoning, and clinical abilities as they progress through their simulated experience.
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Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10070186] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to evaluate the effect of a simulation-based learning (SBL) experience on perceived confidence in monitoring and evaluation, as part of the delivery of nutrition care of pre-placement dietetic students, and to describe their perceived value of the learning experience post-placement. A mixed method explanatory sequential study design was used. A confidence appraisal scale was developed and completed by students before (n = 37) and after (n = 33) a low fidelity simulation using a volunteer patient in an acute care setting. Two semi-structured focus group discussions with post-placement students (n = 17) were thematically analysed, grounded in phenomenology. Overall perceived confidence in monitoring and evaluating, as part of nutrition care, improved after the simulation [pre-SBL: 74 (62–83) vs. post-SBL: 89 (81–98.5), p = 0.00]. Two factors emerged to modulate confidence, namely (i) structure and (ii) authentic learning. Structure in turn was modulated by two key factors; safety and process. A low fidelity simulation using a standardised patient can improve students’ perceived confidence in monitoring and evaluation, and a well-structured authentic learning experience was valued and positively perceived by most dietetic students.
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Transfer of Learning From University-Based Simulation Experiences to Nursing Students' Future Clinical Practice: An Exploratory Study. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2019.06.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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