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Song C, Jang A. Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review. PLoS One 2023; 18:e0289789. [PMID: 37561724 PMCID: PMC10414593 DOI: 10.1371/journal.pone.0289789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 07/25/2023] [Indexed: 08/12/2023] Open
Abstract
OBJECTIVE The purpose of this scoping review was to determine the underlying design of simulations that help undergraduate nursing students acquire evidence-based practice (EBP) experiences. METHOD The JBI methodology was used for this review. The inclusion criteria were studies conducted in academic, clinical, or virtual settings that examined simulation programs designed to facilitate the acquisition of EBP by undergraduate nursing students. A comprehensive search was performed on Jan 3, 2022, using the Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Grey literature was not included. Publication year was limited to 2020 and later. There was no language restriction. Data were extracted using a tool developed by the reviewers and based on the National League for Nursing Jeffries Simulation Theory. RESULT A total of 12,931 articles were found, and after duplicate articles and articles deemed ineligible based on the title and abstract (12,914 articles), 17 published papers were examined. The full texts of these studies were reviewed for eligibility, and one study was selected for the present scoping review. The selected study examined a mock trial designed to allow undergraduate nursing students to experience the ethical decision-making based on a diversity of evidence. The program reported in the study consisted of a prebriefing-simulation (mock)-debriefing structure with verified positive effects on EBP education. CONCLUSION A mock trial is a useful educational strategy for allowing undergraduate nursing students to experience EBP, but a creative method should be found that can modify the mock trial for practical operation as the designing the program demands high levels of human and material resources. REGISTRATION OSF Registries, https://osf.io/gdtyu, We updated OSF registry data for documenting important protocol amendments.
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Affiliation(s)
- Chieun Song
- Department of Nursing, Nambu University, Gwangju, South Korea
| | - Aeri Jang
- Department of Nursing, Nambu University, Gwangju, South Korea
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Penman M, Raymond J, Kumar A, Liang RYR, Sundar K, Thomas Y. Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6478. [PMID: 37569019 PMCID: PMC10418477 DOI: 10.3390/ijerph20156478] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 07/25/2023] [Accepted: 07/26/2023] [Indexed: 08/13/2023]
Abstract
A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession's educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals' conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum; (2) WIL as a learning process; (3) learning from diverse WIL contexts; and (4) developing competence through WIL. Overall, the diversity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice.
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Affiliation(s)
- Merrolee Penman
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Bentley, WA 6102, Australia
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia;
| | - Jacqueline Raymond
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia;
| | - Annora Kumar
- Medical School, Health and Biomedical Sciences, The University of Western Australia, Crawley, WA 6009, Australia;
| | - Renae Y. R. Liang
- School of Medicine, The University of Notre Dame, Fremantle, WA 6160, Australia;
| | - Karen Sundar
- Curtin Medical School, Faculty of Health Sciences, Curtin University, Bentley, WA 6102, Australia;
| | - Yvonne Thomas
- School of Occupational Therapy, Otago Polytechnic, Te Pūkenga, Dunedin 9054, New Zealand;
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Sanderson L, Choma L, Cappelli T, Arrey S, Noonan I, Prescott S, Essen C, McCrorie C, Bland A. Developing online simulated practice placements: a case study. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:636-643. [PMID: 37410679 DOI: 10.12968/bjon.2023.32.13.636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
The Nursing and Midwifery Council recognises that using simulated practice learning within the pre-registration nursing curriculum is a valuable way for students to develop nursing knowledge and skills. The University of Huddersfield developed simulated placements in the pre-registration nursing curriculum in 2021. Simulated placements are now embedded within all fields of the BSc and MSc programmes, providing structured, innovative learning experiences that embrace online technology in supporting the development of skills and knowledge relevant to all fields of nursing. Developing these placements has provided an opportunity for faculty staff to work collaboratively with clinical colleagues, service users and carers, academics and technologists. This article offers an overview of that work, addressing challenges, operational issues, and insight into some of the activities developed to support students' learning.
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Affiliation(s)
- Linda Sanderson
- Head of Practice Education (Blended Learning), School of Human and Health Sciences, University of Huddersfield
| | - Lisa Choma
- Senior Lecturer in Nursing (Adult), School of Human and Health Sciences, University of Huddersfield
| | - Tim Cappelli
- Head of Technology Enhanced Learning, School of Human and Health Sciences, University of Huddersfield
| | - Sally Arrey
- Senior Lecturer in Nursing (Learning Disability), School of Human and Health Sciences, University of Huddersfield
| | - Ian Noonan
- Consultant Nurse for Mental Health, Calderdale and Huddersfield NHS Foundation Trust
| | - Stephen Prescott
- School Director for Clinical Skills Education, School of Human and Health Sciences, University of Huddersfield
| | - Christopher Essen
- Service User and Carer Involvement Development Lead, School of Human and Health Sciences, University of Huddersfield
| | - Carolyn McCrorie
- Academic Lead for Simulated Placements, School of Human and Health Sciences, University of Huddersfield
| | - Andrew Bland
- School Director for Simulation-based Learning, School of Human and Health Sciences, University of Huddersfield
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Costa Marion AD, Pereira LC, Lucia Moura Pinho D. The effect of interprofessional simulation practice on collaborative learning: A randomized controlled trial. J Interprof Care 2023:1-8. [PMID: 36606366 DOI: 10.1080/13561820.2022.2147153] [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: 09/28/2021] [Revised: 05/05/2022] [Accepted: 10/28/2022] [Indexed: 01/07/2023]
Abstract
This study examined the effect of simulation on readiness for collaborative practice and learning using a randomized-controlled trial design that used the same education protocol with interprofessional and uniprofessional groups. The sample consisted of 43 students from four different majors. The students were assessed with the Readiness for Interprofessional Learning Scale, and a care plan measurement instrument. The interprofessional group showed a small increase (0.1 ± 0.43; p = .02) in readiness for teamwork and collaboration; the uniprofessional group showed a smaller increase for teamwork and collaboration (0.04 ± 0.31; p = .04) and for patient-centred care (0.0 ± 0.35; p = .01). The enriching work of interprofessional learning was evident within the care plan activity, suggesting that interprofessional simulation is an effective learning method for interprofessional education.
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Affiliation(s)
| | - Leonardo Costa Pereira
- Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil
| | - Diana Lucia Moura Pinho
- Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil
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Raurell-Torredà M, Zaragoza-García I, Aliberch-Raurell A, Sánchez-Chillón J, Torralba-Melero M, Arrogante O, Rojo-Rojo A, Gómez-Ibáñez R, Lamoglia-Puig M, Farrés-Tarafa M. SIMULAZERO: taller de simulación para actualizar conocimientos y habilidades en la prevención de la neumonía asociada a ventilación mecánica y bacteriemia relacionada con catéter (Proyectos Zero). ENFERMERIA INTENSIVA 2022. [DOI: 10.1016/j.enfi.2022.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Student Nurse Experiences of Learning from Clinical Practice and Simulations in New Zealand: A Descriptive Qualitative Study. J Prof Nurs 2022; 41:58-64. [DOI: 10.1016/j.profnurs.2022.04.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 04/21/2022] [Accepted: 04/22/2022] [Indexed: 11/21/2022]
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Partner A, Shiner N, Hyde E, Errett S. First year student radiographers' perceptions of a one-week simulation-based education package designed to increase clinical placement capacity. Radiography (Lond) 2022; 28:577-585. [PMID: 35489227 PMCID: PMC9375099 DOI: 10.1016/j.radi.2022.04.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 04/06/2022] [Accepted: 04/13/2022] [Indexed: 11/20/2022]
Abstract
INTRODUCTION The radiography workforce is short-staffed and under increasing pressure to meet service pressures. Combined with the impact of Covid-19, where student face-to-face clinical time was abruptly halted for safety, there is cause to change the pedagogical approach to teaching diagnostic radiography to students, increasing capacity and ensuring the continuance of qualifying radiographers to support the profession. This paper shares the perceptions of first year student radiographers on a one-week simulation-based education package designed to replace one week of clinical placement experience. METHODS Two cohorts of first-year radiography students engaged in a one-week simulation-based education package. Simulations increased in complexity throughout the week and included conventional imaging techniques, mobile and theatre radiography, and cross-sectional imaging. Thirty-six students consented to the thematic analysis of their reflective blogs. RESULTS Five themes emerged from the data: feeling anxious, understanding and skill development, building confidence, communication, and patient-centred care. CONCLUSION The simulation package had a positive impact on students learning, no matter the stage at which it was incorporated into their clinical placement block. Students engaged well with the activities and saw value in the experience. The findings indicate that the simulation-based education package is a suitable replacement for one week of clinical placement, supporting skills development in students and providing increased placement capacity. IMPLICATIONS FOR PRACTICE A successful, engaging simulation-based education package is presented, which first year student radiographers perceived as a suitable replacement for one-week of clinical placement. Further research into the acceptability of use of simulation-based education packages in second- and third-year student radiographers would be a useful next step.
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Affiliation(s)
- A Partner
- College of Health, Psychology & Social Care, University of DerbyKedleston Road Derby DE22 1GB, UK.
| | - N Shiner
- College of Health, Psychology & Social Care, University of DerbyKedleston Road Derby DE22 1GB, UK.
| | - E Hyde
- College of Health, Psychology & Social Care, University of DerbyKedleston Road Derby DE22 1GB, UK.
| | - S Errett
- College of Health, Psychology & Social Care, University of DerbyKedleston Road Derby DE22 1GB, UK.
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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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Taylor N, Wyres M, Green A, Hennessy-Priest K, Phillips C, Daymond E, Love R, Johnson R, Wright J. Developing and piloting a simulated placement experience for students. ACTA ACUST UNITED AC 2021; 30:S19-S24. [PMID: 34251853 DOI: 10.12968/bjon.2021.30.13.s19] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
COVID-19 and rising student numbers are affecting healthcare education, particularly access to clinical placements. As healthcare education is increasingly supported by technology and non-traditional teaching methods, educational experiences gained through clinical placement also require new approaches. This article explores and discusses the use of a simulated clinical placement for a dietetic student cohort. During this virtual placement, students were able to explore and experience a virtual clinical setting and immerse themselves in a placement experience. A vast range of virtual resources were linked to the online placement portal, including statutory and mandatory training, dietetic resources, patient journeys and interprofessional communication. Advantages of this approach include that all students experience a given situation, unlike in traditional placements where workloads, variety and engagement vary; there is also no risk to patient safety. The aim is to enhance the learning experience to create effective, efficient clinicians. This virtual placement for dietetics is part of a bigger project to develop and evaluate the use of a virtual placement framework in a range of professions. The concept of virtual placement may have been brought forward by the COVID-19 crisis but was inevitable with the move to more technology-enhanced learning tools.
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Affiliation(s)
- Natasha Taylor
- Associate Professor, School of Nursing, Midwifery and Health, Coventry University
| | - Martyn Wyres
- Associate Professor, School of Nursing, Midwifery and Health, Coventry University
| | - Abbie Green
- Associate Professor, School of Nursing, Midwifery and Health, Coventry University
| | | | - Carla Phillips
- Associate Professor, School of Nursing, Midwifery and Health, Coventry University
| | - Emily Daymond
- Physiotherapist, Torbay and South Devon NHS Foundation Trust
| | - Rachel Love
- Senior Lecturer, Faculty of Health, Education and Society, University of Northampton
| | - Rebecca Johnson
- Associate Professor, School of Nursing, Midwifery and Health, Coventry University
| | - Jane Wright
- Lecturer, School of Nursing, Midwifery and Health, Coventry University
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Gummeson H, Raj Goel S, Elmusharaf K. Public health practicum: a scoping review of current practice in graduate public health education. BMJ Open 2021; 11:e047512. [PMID: 33958343 PMCID: PMC8103934 DOI: 10.1136/bmjopen-2020-047512] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVES The objectives of this study are to (1) identify Graduate Public Health (GPH) programmes with an integrated practicum, (2) determine current practice for practicum design and (3) use the information to make recommendations to inform the design of Public Health Graduate programme practicums. DESIGN Scoping review. DATA SOURCES Academic Ranking World Universities 2019 was used to identify top 10 institutions in each geographical hub offering GPH programmes. Each GPH programme website was searched for practicum information. ELIGIBILITY CRITERIA GPH programmes offering a practice-based component as a requirement in their curriculum. DATA EXTRACTION AND SYNTHESIS One reviewer screened GPH websites for eligibility and extracted data. Verification of data for accuracy and completeness was done on 10% of the sample by the second author. Data were compiled into an Excel file and were analysed to describe the duration, timing, credit, contact hours, preceptor requirements, prerequisites, objectives, deliverables and methods of evaluation of the practice-based component. RESULTS Out of the 108 GPH programmes screened, a total of 35 programmes were included. There was a significant variation in required practicum duration ranging from 4 to 16 weeks. Only 31% specifically outlined prerequisites to be completed before the initiation of the practicum. More than half (57%) had a published list of core competencies. A majority of practicum did not provide criteria for appropriate preceptors (63%) and their responsibilities (66%). All programmes listed assessment criteria however the majority (57%) did not specify if the practicum was graded or a for-credit component. CONCLUSIONS The integration of practical components into curricula is inconsistent. This research resulted in 14 recommendations intended to guide GPH practicum design. We propose that this study be used as a tool to spark a global dialogue about best practices in GPH education through the identification of common practices and opportunities for improvement.
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Affiliation(s)
- Hannah Gummeson
- School of Medicine, University of Limerick, Limerick, Ireland
| | - Sonika Raj Goel
- School of Medicine, University of Limerick, Limerick, Ireland
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Gunshin M, Doi K, Morimura N. Use of high-fidelity simulation technology in disasters: an integrative literature review. Acute Med Surg 2020; 7:e596. [PMID: 33364034 PMCID: PMC7750648 DOI: 10.1002/ams2.596] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Accepted: 10/12/2020] [Indexed: 12/29/2022] Open
Abstract
New innovative high‐fidelity simulation (HFS) technologies, including augmented reality and virtual reality, have begun being used for disaster response and preparedness. However, few studies have assessed the merit of these technologies in disaster simulation. This integrative literature review of 21 studies assesses the role of HFS technology in disaster. Most studies used a quantitative methodology (71.4%), followed by mixed (19%) or qualitative methods (9.6%). Nearly 60% covered only disaster preparedness phase, whereas 10% addressed disasters in middle‐income countries without including low‐income nations. The four most frequently mentioned technologies were immersive virtual reality simulation, computerized virtual reality simulation, full‐scale simulation, and augmented reality wearable smart glasses simulation. Nearly 50% of the studies used technology for purposes other than disaster simulation education, including telemedicine (14.3%), risk planning (14.3%), high‐risk map generation for preparedness purposes (9.5%), or rehabilitation medicine (4.8%). HFS technologies must be further evaluated outside of high‐income countries and in different disaster phases to better understand their full potential in disaster simulation. Future research should consider different health professions and more robust protocols to assist disaster response professionals and agencies in the adoption of HFS technologies.
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Affiliation(s)
| | - Kent Doi
- Department of Acute Medicine The University of Tokyo Hospital Tokyo Japan
| | - Naoto Morimura
- Department of Acute Medicine The University of Tokyo Hospital Tokyo Japan
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Effectiveness of a training intervention to improve communication between/awareness of team roles: A randomized clinical trial. J Prof Nurs 2020; 37:479-487. [PMID: 33867108 DOI: 10.1016/j.profnurs.2020.11.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Indexed: 11/23/2022]
Abstract
BACKGROUND Interprofessional teamwork training of nursing undergraduates is essential to improving healthcare. The absence of clear role definitions and poor interprofessional communications have been listed as the main reasons behind abandonment of the profession by recently graduated nurses. PURPOSE The aim of this parallel randomized clinical trial was to evaluate the impact of Situation-Background-Assessment-Recommendation (SBAR) role-play training on interprofessional teamwork skills (role-related and communication-related) and non-technical skills (patient assessment, patient intervention, patient safety, and critical thinking). METHOD The intervention group were taught teamwork skills, role and task assignment skills, and use of the SBAR worksheet in a 1-hour role-play training session, while the control group received conventional lecture-based training. Teamwork and non-technical skills were then assessed in high-fidelity simulation scenarios using the KidSIM Team Performance Scale (teamwork skills) and the Clinical Simulation Evaluation Tool (non-technical skills). Cohen's d (d) was used to examine effect size differences. RESULTS Compared to the control group, the intervention group improved in 4 teamwork items - 'verbalize out loud' (p < 0.001, d = 0.99), 'paraphrase' (p < 0.001, d = 0.77), 'cross-monitoring' (p < 0.001, d = 0.72), and 'role clarity' (p = 0.002, d = 0.66) - and in a single non-technical skill (patient intervention: p = 0.004, d = 0.66), while also reporting greater confidence in performing patient assessments (p = 0.02, d = 0.56). CONCLUSIONS Role-play and SBAR training for undergraduate nurses improved patient intervention, enhanced information sharing in an interprofessional team, and raised awareness of their own and other team members' roles.
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Bogossian F, McKenna L, Levett-Jones T. Mobilising the nursing student workforce in COVID-19: The value proposition. Collegian 2020; 27:147-149. [PMID: 33519279 PMCID: PMC7834842 DOI: 10.1016/j.colegn.2020.04.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Fiona Bogossian
- University of the Sunshine Coast, Sippy Downs, QLD, Australia
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, Bundoora, VIC, Australia
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Raurell-Torredà M, Llauradó-Serra M, Lamoglia-Puig M, Rifà-Ros R, Díaz-Agea JL, García-Mayor S, Romero-Collado A. Standardized language systems for the design of high-fidelity simulation scenarios: A Delphi study. NURSE EDUCATION TODAY 2020; 86:104319. [PMID: 31926382 DOI: 10.1016/j.nedt.2019.104319] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Revised: 10/10/2019] [Accepted: 12/18/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE This study aimed to identify which of the standardised Nursing Interventions Classification (NIC) activities should be used in the design of clinical cases with high fidelity simulation for educational preparation of undergraduate nursing students in non-technical skills. DESIGN AND METHODS A three-round Delphi study was carried out: the first round with taxonomy experts, the second round with academic and clinical lecturers with limited experience in the simulation-based learning methodology, and the third round with academic and clinical lecturers having at least two years of simulation experience. The NIC interventions were grouped into two levels of competence in accordance with the undergraduate nursing degree curriculum (1st- and 2nd-year students, the "novice" level; 3rd- and 4th-year students, the "advanced" level). The NIC allows the description of nurse student competencies in multiple clinical scenarios and throughout various contexts: theory, clinical practice and simulation. FINDINGS The experts identified 163 interventions in 8 areas as relevant and feasible, selecting 42 for the "novice" students, in Nursing Fundamentals (13) and Adult Nursing Care 1 (29), and 97 for the "advanced" students: Maternity Care and Child Health Nursing (18), Mental Health (13), Nursing Care of Older People (12), Community Health Nursing (20) and Adult Nursing Care 2 (34). In addition, 24 interventions were identified as cross-cutting, with training to be provided across all four years of the degree. CONCLUSION A total of 163 interventions of the NIC list were selected by experts as being both relevant and feasible to nursing undergraduate education. This creates the favourable framework to design high-fidelity scenarios for the training of non-technical skills according to the competences required and in line with the health care reality. Therefore, enabling an optimal combination of theoretical education by academic lecturers with practical training by clinical lecturers and staff nurses.
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Affiliation(s)
| | - M Llauradó-Serra
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Spain.
| | - M Lamoglia-Puig
- Blanquerna School of Health Sciences, Ramon Llull University, Spain.
| | - R Rifà-Ros
- Blanquerna School of Health Sciences, Ramon Llull University, Spain.
| | - J L Díaz-Agea
- Faculty of Nursing, Catholic University of Murcia, Spain.
| | - S García-Mayor
- Department of Nursing, Faculty of Health Sciences, University of Málaga, Spain
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Olaussen C, Aase I, Jelsness-Jørgensen LP, Tvedt CR, Steindal SA. Supplementing Clinical Practice in Nursing Homes With Simulation Training: A Qualitative Study of Nursing Students' Experiences. SAGE Open Nurs 2020; 6:2377960820981786. [PMID: 35155765 PMCID: PMC8832293 DOI: 10.1177/2377960820981786] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Revised: 11/03/2020] [Accepted: 11/27/2020] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION Limited access to nurse supervisors, insufficient learning support and staff with high workloads are well documented in the research literature as barriers to nursing students´ learning in clinical practice in nursing homes. Due to these barriers nursing students may benefit from additional learning support from nurse educators during their clinical practice period. OBJECTIVE The study aimed to explore nursing students' experiences of supplementary simulation training as a tool to support learning during clinical practice in nursing homes. METHODS A descriptive qualitative design was used. Twenty-seven first-year nursing students from a university college in Norway were interviewed after attending a seven-week practice period in nursing homes with supplementary simulation training. Three semi-structured focus group interviews were audio recorded, transcribed, and analysed using systematic text condensation. FINDINGS Three categories of student experiences were identified: enhancing the reasoning behind care, transferring knowledge and experiences between the learning environments and enhancing the sense of mastery. CONCLUSION The supplementary simulation training seemed to complement clinical practice by consolidating the students' learning during the clinical practice period, enhance the students' motivation and sense of mastery, and consequently their efforts to seek out new challenges, explore and learn both in the clinical and the simulated environment.
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Affiliation(s)
- Camilla Olaussen
- Lovisenberg Diaconal University College, Oslo,
Norway
- The University of Stavanger, Stavanger, Norway
| | - Ingunn Aase
- The University of Stavanger, Stavanger, Norway
| | - Lars-Petter Jelsness-Jørgensen
- Lovisenberg Diaconal University College, Oslo,
Norway
- Department of Health and Social Studies, Østfold
University College, Fredrikstad, Norway
- Østfold Hospital Trust, Kalnes, Norway
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