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Lee E, Baek G. Development and Effects of Adult Nursing Education Programs Using Virtual Reality Simulations. Healthcare (Basel) 2024; 12:1313. [PMID: 38998848 PMCID: PMC11240995 DOI: 10.3390/healthcare12131313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2024] [Revised: 06/13/2024] [Accepted: 06/28/2024] [Indexed: 07/14/2024] Open
Abstract
A virtual-reality-simulation-based nursing education program incorporating an information processing model helps nursing students develop their learned knowledge as nursing behavior and develop their ability to cope with complex clinical challenges. The purpose of this study is to develop a nursing education program using an immersive virtual reality simulation app for clinical situations based on an information processing model and identify the effects. A non-quantitative control group pretest-post-test design was employed. The programs were developed using the ADDIE model and an information processing model. In order to verify the effectiveness of the program, six adult nursing learning issues were taught to the experimental group over 6 weeks. The nursing education program in this study provides comprehensive experiential learning through advanced virtual simulation, significantly enhancing nursing students' performance confidence, critical-thinking abilities, and problem-solving skills across a wide range of clinical scenarios. By repeatedly engaging with diverse learning topics related to adult nursing, this program not only equips students with essential practical skills but also contributes to the overall improvement of patient safety and the quality of medical care.
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Affiliation(s)
- Eunju Lee
- Nursing College, Keimyung University, Daegu 42601, Republic of Korea
| | - Gyuli Baek
- School of Nursing, University of Pittsburgh, Pittsburgh, PA 15213, USA
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Banta-Wright SA, Wright BM, Taha AA, Miehl N. Branching Path Simulation for Pediatric Nurse Practitioner Students to Promote Critical Thinking: A Quasi-Experimental Study. J Pediatr Health Care 2024:S0891-5245(24)00052-X. [PMID: 38661592 DOI: 10.1016/j.pedhc.2024.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 03/07/2024] [Accepted: 03/13/2024] [Indexed: 04/26/2024]
Abstract
INTRODUCTION Branching path simulation (BPS) is an active learning pedagogy incorporating gaming principles in a low-stakes, safe environment. No study has explored the use of BPS in advanced practice nursing education. This study measured pediatric nurse practitioner students' perception of the integration of BPS in one graduate-level course. METHOD This study used a one group, post-test only quasi-experimental design with a convenience sample of 22 pediatric nurse practitioner students over 2 years enrolled in a university in the Pacific Northwest United States. RESULTS Responses to BPS were positive: design (M = 4.8; SD ± 0.4), usability (M = 4.3; SD ± 1.0), self-confidence (M = 4.2; SD ± 0.8) and satisfaction (M = 4.8; SD ± 0.4). DISCUSSION BPS was well received by learners. It not only provides immediate feedback and encourages students to identify their clinical management weaknesses and strengths but it also can be customized to needs in a course at a significant cost saving.
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Bloch C, Selberg H, Markussen ALR, Fuglsang S, Bendtsen AK, Degn L. Simulation design - peer-to-peer training as preparation for full-scale scenarios. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2022-0120. [PMID: 38896004 DOI: 10.1515/ijnes-2022-0120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 06/03/2024] [Indexed: 06/21/2024]
Abstract
OBJECTIVES Design of simulation training can have important implications for learning outcomes. This paper describes a pilot simulation training program for baccalaureate nursing students that includes intensive preparations, peer-to-peer skills training (P2P), prior to full-scale scenario training. METHODS A quality improvement analysis of a large scale experimental, mixed methods study. The project describes the design, analysis, and potential effects of a simulation education program containing P2P for third year nursing students (163 in treatment; 148 in control, n=311). RESULTS The intervention group was found to be significantly more confident in both technical and non-technical nursing skills. Results suggest that the addition of P2P training may have a direct positive impact and increase the impact on full-scale simulations and debriefing. CONCLUSIONS Enhanced focus on preparation activities prior to full-scale scenarios, including the use of P2P training methods are advocated.
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Affiliation(s)
- Carter Bloch
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Hanne Selberg
- Department of Nursing and Nutrition, University College Copenhagen, Copenhagen, Denmark
| | - Anne-Lene R Markussen
- Department of Nursing and Nutrition, University College Copenhagen, Copenhagen, Denmark
| | - Simon Fuglsang
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Anna-Kathrine Bendtsen
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Lise Degn
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
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Kachulis CL, Breda KL, Karl CA. Using simulation-based learning to increase outpatient staff confidence in emergency skills. Nursing 2023; 53:16-18. [PMID: 37856293 DOI: 10.1097/01.nurse.0000978876.16246.d8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Affiliation(s)
- Christina L Kachulis
- Christina L. Kachulis obtained a Master of Science in Nursing degree at the University of Hartford in West Hartford, CT, where Karen L. Breda is an associate professor of nursing and Cherry A. Karl is an adjunct professor of nursing
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Wong FMF, Wong DCN. A Modified Guideline for High-Fidelity Patient Simulation to Improve Student Satisfaction and Self-Confidence in Learning: A Mixed Study. NURSING REPORTS 2023; 13:1030-1039. [PMID: 37606458 PMCID: PMC10443364 DOI: 10.3390/nursrep13030090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 07/22/2023] [Accepted: 07/25/2023] [Indexed: 08/23/2023] Open
Abstract
The coronaviral pandemic has led to a shift in traditional teaching methods to more innovative approaches, such as high-fidelity patient simulation (HFPS), which can improve students' clinical judgment and decision making for quality patient care. A modified guideline was introduced to enhance students' satisfaction and self-confidence in learning through HFPS. The study involved 189 baccalaureate nursing students, with 92 in the intervention group and 97 in the control group. The intervention group received the modified HFPS guideline, while the control group received standard treatment with basic instruction. After the HFPS debriefing session, students provided narrative feedback on their learning experiences. The quantitative results showed that students in the intervention group reported a significant improvement in satisfaction and self-confidence in learning compared to the control group. The modified HFPS guideline provided clear guidance for students to learn and apply knowledge and skills more effectively, leading to increased engagement during interactive simulation sessions. The results suggest that the HFPS guideline should be added to the curriculum to enhance students' satisfaction and self-confidence in learning, even for junior students. After the pandemic, innovative teaching methods, such as HFPS, can be necessary and beneficial for healthcare professional training.
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Affiliation(s)
| | - David C. N. Wong
- Research Office, Tung Wah College, Kowloon, Hong Kong SAR 999078, China;
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Rossiter L, Turk R, Judd B, Brentnall J, Grimmett C, Cowley E, McCormick K, Thackray D. Preparing allied health students for placement: a contrast of learning modalities for foundational skill development. BMC MEDICAL EDUCATION 2023; 23:161. [PMID: 36922783 PMCID: PMC10018923 DOI: 10.1186/s12909-023-04086-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND With increasing pressure on placement capacity for allied health students, a need for novel and creative means through which students can develop foundational skills and prepare for practice-based learning opportunities has arisen. This study aimed to explore the experiences of domestic and international first-year students completing pre-clinical preparation programs, contrasting between in-person simulation and online options to contribute to best practice evidence for program design and delivery. METHODS First-year students from physiotherapy, podiatry and occupational therapy self-selected to either a one-weeklong in-person simulation program or an online preparation for placement program. An integrative mixed-methods approach was employed. Qualitative findings from student focus groups were analyzed by reflexive thematic analysis and complemented by quantitative pre-post questionnaires which were examined for patterns of findings. RESULTS There were 53 student participants in the study (simulation n = 29; online n = 24). Self-selecting, international students disproportionately opted for the simulation program while older students disproportionately selected the online program. Students appeared to benefit more from the simulation program than the online program, with alignment of focus group findings to the quantitative questionnaire data. The in-person simulation allowed students to apply their learning and practice patient communication. All simulation students reported asubsequent increase in confidence, although this seemed particularly marked for the international students. By contrast, the online program was most effective at developing students' clinical reasoning and proficiency with documentation. Both programs faced minor challenges to student perceived relevance and skill development. CONCLUSION Both online and in-person simulation preparation programs were perceived to enhance readiness and foundational skills development for novice allied health students, with the practical nature of simulation generating more advantageous findings. This study provides useful information on the benefits and challenges of both types of delivery for foundational skills development and/or clinical preparation of allied health students.
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Affiliation(s)
- Laura Rossiter
- School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Ruth Turk
- School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Belinda Judd
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Jennie Brentnall
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Chloe Grimmett
- School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Emma Cowley
- School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Keith McCormick
- School of Health Sciences, University of Southampton, Southampton, United Kingdom
| | - Deborah Thackray
- School of Health Sciences, University of Southampton, Southampton, United Kingdom
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Baayd J, Heins Z, Walker D, Afulani P, Sterling M, Sanders JN, Cohen S. Context Matters: Factors Affecting Implementation of Simulation Training in Nursing and Midwifery Schools in North America, Africa and Asia. Clin Simul Nurs 2023; 75:1-10. [PMID: 36743129 PMCID: PMC9859761 DOI: 10.1016/j.ecns.2022.10.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
Background Robust evidence supports the effectiveness of simulation training in nursing and midwifery education. Simulation allows trainees to apply newly-learned skills in a supportive environment. Method This study was conducted using the Consolidated Framework for Implementation Research (CFIR). We conducted in-depth individual interviews with simulation experts around the world. Results Findings from this study highlight best-practices in facilitating simulation implementation across resources settings. Universal accelerators included: (1) adaptability of simulation (2) "simulation champions" (3) involving key stakeholders and (4) culturally-informed, pre-implementation planning. Conclusions Shared constructs reported in diverse settings provide lessons to implementing evidence-based, flexible simulation trainings in pre-service curriculum.
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Affiliation(s)
- Jami Baayd
- ASCENT Center for Sexual and Reproductive Health, Department of Obstetrics and Gynecology, University of Utah School of Medicine, Salt Lake City, UT, USA
| | - Zoë Heins
- Global Medical Affairs Scientist, bioMerieux, Salt Lake City, UT, USA
| | - Dilys Walker
- School of Medicine, Institute for Global Health Sciences, University of California, San Francisco, CA, USA
| | - Patience Afulani
- Department of Epidemiology and Biostatistics and Institute for Global Health Sciences, University of California, San Francisco, CA, USA
| | | | - Jessica N. Sanders
- ASCENT Center for Sexual and Reproductive Health, Department of Obstetrics and Gynecology, University of Utah School of Medicine, Salt Lake City, UT, USA
| | - Susanna Cohen
- ASCENT Center for Sexual and Reproductive Health and LIFT Simulation Design Lab, Department of Obstetrics and Gynecology, University of Utah School of Medicine, Salt Lake City, UT, USA
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Essex R, Weldon SM, Markowski M, Gurnett P, Slee R, Cleaver K, Stiell M, Jagodzinski L. A Systematic Mapping Literature Review of Ethics in Healthcare Simulation and its Methodological Feasibility. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.07.001] [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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Demonstration of Caring and Motivational Interviewing in Online Simulation: A Cross-Sectional Observational Study. Nurse Educ Pract 2022; 63:103370. [DOI: 10.1016/j.nepr.2022.103370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Revised: 05/14/2022] [Accepted: 05/17/2022] [Indexed: 11/15/2022]
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