1
|
Surapaneni KM. "Aquilibria: The battle to balance"-a narrative card and board game on acid-base regulation for first-year medical students. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:171-179. [PMID: 38205518 DOI: 10.1152/advan.00220.2023] [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: 10/09/2023] [Revised: 12/20/2023] [Accepted: 01/02/2024] [Indexed: 01/12/2024]
Abstract
Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts.NEW & NOTEWORTHY This innovation is a captivating blend of storytelling, cards, and board gameplay to facilitate the learning of acid-base regulation. This engaging game offers a wealth of questions and diverse case scenarios, allowing learners to repeatedly explore and grasp the intricacies of acid-base balance. What sets this game apart is its robust assessment strategy, supported by overwhelmingly positive feedback and marked academic improvement. This innovation is a must-have for students seeking a dynamic and effective learning experience.
Collapse
Affiliation(s)
- Krishna Mohan Surapaneni
- Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Varadharajapuram, Poonamallee, Chennai, Tamil Nadu, India
- Department of Medical Education, Panimalar Medical College Hospital & Research Institute, Varadharajapuram, Poonamallee, Chennai, Tamil Nadu, India
| |
Collapse
|
2
|
Cheng P, Huang Y, Yang P, Wang H, Xu B, Qu C, Zhang H. The Effects of Serious Games on Cardiopulmonary Resuscitation Training and Education: Systematic Review With Meta-Analysis of Randomized Controlled Trials. JMIR Serious Games 2024; 12:e52990. [PMID: 38319697 PMCID: PMC10879970 DOI: 10.2196/52990] [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: 09/24/2023] [Revised: 12/07/2023] [Accepted: 12/30/2023] [Indexed: 02/07/2024] Open
Abstract
BACKGROUND Serious games have emerged as an innovative educational strategy with the potential to significantly enhance the quality and effectiveness of cardiopulmonary resuscitation (CPR) training. Despite their promise, there remains a degree of controversy when comparing the advantages of serious games with traditional CPR training methods. This study seeks to provide a comprehensive assessment of the impact of serious games on CPR training and education by systematically analyzing the results of previous research. OBJECTIVE This study aimed to assess the effect of serious games on CPR training and education by summarizing and pooling the results of previous studies. METHODS We conducted a thorough and systematic search across 9 prominent web-based databases, encompassing the period from the inception of these databases until April 1, 2023. The databases included in our search were PubMed, Cochrane Library, Wiley Online Library, EBSCO (PsycInfo), SpringerLink, Chinese Biology Medicine Disc, Vip Journal Integration Platform, Wanfang Database, and Chinese National Knowledge Infrastructure. The studies selected adhered to the following criteria: (1) being a randomized controlled trial comparing serious games and traditional methods for CPR training; (2) having participants aged 12 years or older in CPR; (3) having an experimental group using serious games and a control group using nongame methods for CPR instruction; and (4) having outcomes including theoretical and skill assessments, compression depth, and rate. The Cochrane risk of bias assessment tool was used to evaluate the risk of bias. Data analysis was performed using RevMan (version 5.3; Cochrane Training), and mean differences (MDs) and standardized mean differences (SMDs) with 95% CIs were used to calculate continuous variables. RESULTS A total of 9 articles were included, involving 791 study participants, of whom 395 in the experimental group taught CPR training using serious games and 396 in the control group taught CPR training using traditional methods. The results of our meta-analysis indicate that the use of serious games in CPR training yields outcomes that are comparable in effectiveness to traditional training methods across several key areas. Specifically, serious games demonstrated equivalence to traditional formats in theory assessment (SMD -0.22, 95% CI - 0.96 to 0.51; P=.55), skill assessment (SMD -0.49, 95% CI -1.52 to 0.55; P=.36), compression depth (MD -3.17, 95% CI -0.18 to 6.53; P=.06), and compression rate (MD -0.20, 95% CI -7.29 to 6.89; P=.96). CONCLUSIONS In summary, serious games offer a viable and effective CPR education approach, yielding results comparable to traditional formats. This modality is a valuable addition to CPR training methodologies. However, caution is warranted in interpreting these findings due to limited controlled trials, small sample sizes, and low-quality meta-analyzed evidence.
Collapse
Affiliation(s)
- Pengfei Cheng
- Department of Nursing, The Second Affiliated Hospital of Zhejiang University School of Medicine, Hangzhou, China
| | - Yangxi Huang
- School of Nursing, The University of Hong Kong, Hong Kong, China
| | - Pengyu Yang
- Department of Nursing, West China Hospital, Sichuan University, Chengdu, China
| | - Haizhen Wang
- Department of Nursing, The Second Affiliated Hospital of Zhejiang University School of Medicine, Hangzhou, China
| | - Baichao Xu
- Department of Physical Education, Hainan Medical University, Haikou, China
| | - Chaoran Qu
- Department of the Operating Room, Shenzhen People's Hospital (The Second Clinical Medical College, Jinan University; The First Affiliated Hospital, Southern University of Science and Technology), Shenzhen, China
| | - Hua Zhang
- International Nursing School, Hainan Medical University, Haikou, China
- Key Laboratory of Emergency and Trauma, Ministry of Education, Haikou, China
| |
Collapse
|
3
|
Luo J, Zheng K, Hong W. Public first aid education model design study based on user experience. Front Public Health 2023; 11:1286250. [PMID: 38192552 PMCID: PMC10773782 DOI: 10.3389/fpubh.2023.1286250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 11/30/2023] [Indexed: 01/10/2024] Open
Abstract
Background Presently, China's first aid penetration rate remains relatively low, leaving ample room for improvement in the existing first aid education model. Given its role as a service for the general public, public first aid education must thoroughly consider the learning needs and experiences of the public when designing the teaching mode. Methods Semi-structured interviews were employed to gather detailed insights into participants' experiences in the first aid learning process. Subsequently, NVivo was utilized to analyze the interviews and identify specific design strategies. Additionally, a 7-point scale questionnaire was employed to assess the intervention effects of music familiarity and the simulation of teaching aids on users' willingness and confidence in learning. Building upon the design strategy, a "feedback device + app" approach was proposed. Finally, user satisfaction was evaluated through a scale questionnaire. Results The use of familiar music had a significant positive effect on participants' willingness and confidence to learn, while users' fear of teaching aids had no effect on willingness and confidence. The user experience-based first aid education model can better meet the public's learning needs for first aid knowledge and skills. Conclusion This study proposes a first aid education model based on user experience design methodology, which optimizes the public's self-learning experience by evoking positive emotions while circumventing negative emotions. The educational model was recognized by users in terms of design concepts and is expected to help increase first aid prevalence in the future.
Collapse
Affiliation(s)
| | | | - Wudi Hong
- College of Art and Design, Division of Arts, Shenzhen University, Shenzhen, Guangdong, China
| |
Collapse
|
4
|
Chang CL, Dyess NF, Johnston LC. Simulation in a blended learning curriculum for neonatology. Semin Perinatol 2023; 47:151824. [PMID: 37748941 DOI: 10.1016/j.semperi.2023.151824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
Blended learning is a learner-centered educational method that combines online and traditional face-to-face educational strategies. Simulation is a commonly utilized platform for experiential learning and an ideal component of a blended learning curriculum. This section describes blended learning, including its strengths and limitations, educational frameworks, uses within health professions education, best practices, and challenges. Also included is a brief introduction to simulation-based education, along with theoretical and real-world examples of how simulation may be integrated into a blended learning curriculum. Examples of blended learning in Neonatal-Perinatal Medicine, specifically within the Neonatal Resuscitation Program, procedural skills training, and the National Neonatology Curriculum, are reviewed.
Collapse
Affiliation(s)
- Catherine L Chang
- Department of Pediatrics, Weill Cornell Medicine, New York, NY, United States
| | - Nicolle Fernández Dyess
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, United States
| | - Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, United States.
| |
Collapse
|
5
|
Umoren RA, Schmölzer GM. Virtual simulations for neonatal education. Semin Perinatol 2023; 47:151826. [PMID: 37770364 PMCID: PMC10843044 DOI: 10.1016/j.semperi.2023.151826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/30/2023]
Abstract
Virtual simulation (VS) education involves the use of virtual reality, augmented reality, mixed reality and screen-based platforms, collectively referred to as extended reality, to provide education and assessment. This novel simulation modality supports experiential learning and increases access to practice opportunities, supplementing manikin-based simulation. VS has been used successfully for neonatal resuscitation training in high and low resource settings. Virtual simulators can be used to objectively assess learner performance in neonatal resuscitation knowledge and skills. When implementing VS for neonatal resuscitation training, key considerations include matching learning objectives with suitable technology, pre-session preparation, supporting learners, and debriefing. Additional research is needed to evaluate the impact of VS applications on clinical practice and patient outcomes.
Collapse
|
6
|
Wu CS, Chen MF, Hwang HL, Lee BO. Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: An experimental design. Nurse Educ Pract 2023; 70:103657. [PMID: 37207376 DOI: 10.1016/j.nepr.2023.103657] [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: 10/17/2022] [Revised: 03/23/2023] [Accepted: 05/04/2023] [Indexed: 05/21/2023]
Abstract
AIM To examine the effectiveness of a psychiatric nursing board game in an undergraduate psychiatric nursing course. BACKGROUND Didactic teaching fails to assist students in deepening their understanding of abstract concepts in psychiatric nursing. The game-based learning of professional courses can address the demands of digital-age students, which may improve their learning outcomes. DESIGN A parallel two-arm experimental design was adopted in a nursing college in southern Taiwan. METHODS The participants were fourth-year students enroled in a college nursing programme in southern Taiwan. Simple random sampling was used to divide the class into intervention and control groups. The former participated in an eight-week game-based intervention course, while the latter continued to receive traditional instruction. In addition to collecting the students' demographic data, three structural questionnaires were developed to examine the variation in students' nursing knowledge and attitudes toward psychiatric nursing, as well as their learning satisfaction before and after the intervention. RESULTS There were a total of 106 participants, with 53 in each group. After the intervention, the two groups were significantly different in terms of their psychiatric nursing knowledge, attitudes and self-reported learning satisfaction. The intervention group's scores were significantly higher than those of the control group across all three dimensions. This suggests the positive effects of the board game intervention on students' learning outcomes. CONCLUSION The research outcome can be applied in formative and undergraduate nursing education in teaching psychiatric nursing globally. The game-based learning materials developed can be used to train psychiatric nursing teachers. Future studies should recruit a larger sample and increase the follow-up time for assessing students' learning outcomes, as well as examine the similarities and differences in the learning outcomes of students from different educational systems.
Collapse
Affiliation(s)
- Chia-Shan Wu
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Mei-Fang Chen
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Huei-Lih Hwang
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Center for Medical Education and Humanizing Health Professional Education, Kaohsiung Medical University, Kaohsiung, Taiwan.
| |
Collapse
|
7
|
Katonai Z, Gupta R, Heuss S, Fehr T, Ebneter M, Maier T, Meier T, Bux D, Thackaberry J, Schneeberger AR. Serious Games and Gamification: Health Care Workers' Experience, Attitudes, and Knowledge. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:169-173. [PMID: 36703089 PMCID: PMC9879618 DOI: 10.1007/s40596-023-01747-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 01/12/2023] [Indexed: 05/25/2023]
Abstract
OBJECTIVE With the rapid advancement of digital technology due to COVID-19, the health care field is embracing the use of digital technologies for learning, which presents an opportunity for teaching methods such as serious games to be developed and improved. Technology offers more options for these educational approaches. The goal of this study was to assess health care workers' experiences, attitudes, and knowledge regarding serious games in training. METHODS The convenience sample consisted of 223 participants from the specialties of internal medicine and psychiatry who responded to questions regarding sociodemographic data, experience, attitudes, and knowledge regarding serious games. This study used an ordinal regression model to analyze the relationship between knowledge, attitudes, and experiences and the idea or wish to implement serious games. RESULTS The majority of healthcare workers were not familiar with serious games or gamification. The results show gender and age differences regarding familiarity and willingness to use serious games. With increasing age, the respondents preferred conventional and traditional learning methods to playful teaching elements; younger generations were significantly more motivated than older generations when envisioning using elements of serious games in the future. CONCLUSIONS The COVID-19 pandemic has encouraged the use of new technologies and digitalization. This study describes positive attitudes toward serious games, mainly in younger people working in health care. Serious games present an opportunity to develop new approaches for postgraduate medical teachings and continuing medical education.
Collapse
Affiliation(s)
| | - Rahul Gupta
- Psychiatric Services Grisons, Chur, Switzerland
| | - Sabina Heuss
- University of Applied Sciences Northwestern Switzerland, Olten, Switzerland
| | - Thomas Fehr
- Cantonal Hospital of Grisons, Chur, Switzerland
| | - Mark Ebneter
- Clienia Private Clinic Littenheid, Littenheid, Switzerland
| | - Thomas Maier
- Psychiatric Services of the Canton St. Gallen-North, Wil, Switzerland
| | - Thomas Meier
- Psychiatric Services of the Canton St. Gallen-South, Pfäfers, Switzerland
| | - Donald Bux
- Psychiatric Services Grisons, Chur, Switzerland
| | | | | |
Collapse
|
8
|
Leone TA. Procedural training in neonatology. Curr Opin Pediatr 2023; 35:204-208. [PMID: 36749065 DOI: 10.1097/mop.0000000000001225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
PURPOSE OF REVIEW To discuss a structured training process that can be used to guide curricula development in procedural skills in neonatal perinatal medicine training programs. RECENT FINDINGS Achieving proficiency in life savings skills such as neonatal endotracheal intubation does not occur for all graduates of neonatal perinatal medicine programs. Innovations in procedural skills training offer opportunities to enhance the current educational environment and improve competency at all levels of learning. SUMMARY A deliberate process of planning for procedural skills training and assessment of training outcomes is essential to ensure competence among graduates and practicing clinicians.
Collapse
Affiliation(s)
- Tina A Leone
- Vagelos College of Physicians and Surgeons, Columbia University, New York, New York, USA
| |
Collapse
|
9
|
The impact of three-dimensional visualisation on midwifery students' application of knowledge of the third stage of labour to practice: Qualitative findings of a pilot randomised controlled trial. Women Birth 2023; 36:e36-e43. [PMID: 35491383 DOI: 10.1016/j.wombi.2022.04.009] [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: 10/31/2021] [Revised: 03/31/2022] [Accepted: 04/11/2022] [Indexed: 01/25/2023]
Abstract
PROBLEM Complex physiological processes are often difficult for midwifery students to comprehend when using traditional teaching and learning approaches. Online resources for midwifery education are limited. BACKGROUND Face to face instructional workshops using simulation have had some impact on improving understanding. However, in the 21st century new technologies offer the opportunity to provide alternative learning approaches. Virtual and artificial realities have been shown to increase confidence in decision making during clinical practice. AIM Explore the impact of using three-dimensional (3D) visualisation in midwifery education, on student's application, when educating women about the birth of the placenta, and membranes. METHODS Face to face individual interviews were performed, to collect deep, meaningful experiences of students, learning about the third stage of labour. FINDINGS Prior clinical experiences impacted on student's ability to articulate how they would discuss birth of the placenta and membranes, and the process of haemostasis with women. DISCUSSION The narrative findings of this pilot study identified ways that students traditionally learn midwifery, through theory, and clinical practice. Interview narratives illustrated how midwifery students who had previous experiences of witnessing birth, had superior ability to discuss the third stage of labour with women. While students with limited birth experiences, found the 3DMVR assisted them in their understanding of the physiology of the third stage of labour. CONCLUSION In an environment of increasing technological advances, clinical placements remain an essential component of midwifery education.
Collapse
|
10
|
Wagner M, Deindl P, Schmölzer GM. Editorial: Future medical education in pediatrics and neonatology. Front Pediatr 2023; 11:1136323. [PMID: 36846158 PMCID: PMC9946452 DOI: 10.3389/fped.2023.1136323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 01/09/2023] [Indexed: 02/10/2023] Open
Affiliation(s)
- Michael Wagner
- Division of Neonatology, Pediatric Intensive Care and Neuropediatrics, Department of Pediatrics, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Philipp Deindl
- Department of Neonatology and Pediatric Intensive Care, Clinic for Gynecology and Obstetrics, University Hospital Hamburg Eppendorf, Hamburg, Germany
| | - Georg M Schmölzer
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AL, Canada.,Department of Pediatrics, University of Alberta, Edmonton, AL, Canada
| |
Collapse
|
11
|
Chan NHM, Merali HS, Mistry N, Kealey R, Campbell DM, Morris SK, Data S. Utilization of a novel mobile application, "HBB Prompt", to reduce Helping Babies Breathe skills decay. PLOS GLOBAL PUBLIC HEALTH 2023; 3:e0000705. [PMID: 37155596 PMCID: PMC10166562 DOI: 10.1371/journal.pgph.0000705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 03/20/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Helping Babies Breathe (HBB) is a newborn resuscitation training program designed to reduce neonatal mortality in low- and middle-income countries. However, skills decay after initial training is a significant barrier to sustained impact. OBJECTIVE To test whether a mobile app, HBB Prompt, developed with user-centred design, helps improve skills and knowledge retention after HBB training. METHODS HBB Prompt was created during Phase 1 of this study with input from HBB facilitators and providers from Southwestern Uganda recruited from a national HBB provider registry. During Phase 2, healthcare workers (HCWs) in two community hospitals received HBB training. One hospital was randomly assigned as the intervention hospital, where trained HCWs had access to HBB Prompt, and the other served as control without HBB Prompt (NCT03577054). Participants were evaluated using the HBB 2.0 knowledge check and Objective Structured Clinical Exam, version B (OSCE B) immediately before and after training, and 6 months post-training. The primary outcome was difference in OSCE B scores immediately after training and 6 months post-training. RESULTS Twenty-nine HCWs were trained in HBB (17 in intervention, 12 in control). At 6 months, 10 HCW were evaluated in intervention and 7 in control. In intervention and control respectively, the median OSCE B scores were: 7 vs. 9 immediately before training, 17 vs. 21 immediately after training, and 12 vs. 13 at 6 months after training. Six months after training, the median difference in OSCE B scores was -3 (IQR -5 to -1) in intervention and -8 (IQR -11 to -6) in control (p = 0.02). CONCLUSION HBB Prompt, a mobile app created by user-centred design, improved retention of HBB skills at 6 months. However, skills decay remained high 6 months after training. Continued adaptation of HBB Prompt may further improve maintenance of HBB skills.
Collapse
Affiliation(s)
- Natalie Hoi-Man Chan
- Division of Neonatology, Department of Pediatrics, University of California, San Francisco School of Medicine, San Francisco, California, United States of America
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Hasan S Merali
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Division of Pediatric Emergency Medicine, Department of Pediatrics, McMaster Children's Hospital, McMaster University, Hamilton, Ontario, Canada
| | - Niraj Mistry
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Division of Paediatric Medicine, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Ryan Kealey
- Interactive Media Lab, University of Toronto, Toronto, Ontario, Canada
- Design Research, TD Bank Group, Toronto, Ontario, Canada
| | - Douglas M Campbell
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Department of Paediatrics, St. Michael's Hospital, Unity Health Toronto, Toronto, Ontario, Canada
| | - Shaun K Morris
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Division of Infectious Diseases, Centre for Global Child Health, and Child Health Evaluative Sciences, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Santorino Data
- Department of Pediatrics and Child Health, Mbarara University of Science and Technology, Uganda
- Consortium for Affordable Medical Technologies in Uganda (CAMTech Uganda), Mbarara, Uganda
| |
Collapse
|
12
|
AL-Mugheed K, Bayraktar N, Al-Bsheish M, AlSyouf A, Aldhmadi BK, Jarrar M, Alkhazali M. Effectiveness of game-based virtual reality phone application and online education on knowledge, attitude and compliance of standard precautions among nursing students. PLoS One 2022; 17:e0275130. [PMID: 36327261 PMCID: PMC9632768 DOI: 10.1371/journal.pone.0275130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 09/10/2022] [Indexed: 11/06/2022] Open
Abstract
Game-based virtual reality phone applications can create a realistic environment to prepare for clinical applications and improve students’ knowledge of and compliance with standard precautions. An experimental study was performed among 126 nursing students’ from the third and fourth nursing levels to determine the effect of online education and game-based virtual reality phone applications related to standard precautions. Students were divided randomly into two groups; the experimental group used online education and game-based virtual reality phone applications, while the control group used traditional education. The study was performed between July and August 2019 to prevent clashes with lectures and midterm and final examinations. A tool package including knowledge, attitude, and compliance with standard precautions was used in pre-and post-tests among nursing students. The results showed that the knowledge of, attitudes towards, and compliance with standard precautions differed between the two groups. The performance of the experimental group of nursing students significantly improved with online instruction and game-based virtual reality phone applications. This study demonstrated the effectiveness of online education and game-based virtual reality phone application among nursing students.
Collapse
Affiliation(s)
- Khaild AL-Mugheed
- Surgical Nursing Department, Faculty of Nursing, Near East University, Nicosia, Cyprus
- * E-mail:
| | - Nurhan Bayraktar
- Nursing Department Kizilcasar Mahallesi, Atılım University School of Health Sciences, Golbasi, Ankara, Turkey
| | - Mohammad Al-Bsheish
- Healthcare Management Department, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Adi AlSyouf
- Department of Managing Health Services and Hospitals, Faculty of Business Rabigh, College of Business (COB), King Abdulaziz University, Jeddah, Saudi Arabia
| | - Badr K. Aldhmadi
- Department of Health Management, College of Public Health and Health Informatics, University of Ha’il, Ha’il, Saudi Arabia
| | - Mu’taman Jarrar
- Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Medical Education Department, King Fahd Hospital of the University, Al-Khobar, Saudi Arabia
| | - Moath Alkhazali
- Surgical Nursing Department, Faculty of Nursing, Nicosia, European University of Lefke, Lefke, Cyprus
| |
Collapse
|
13
|
Antón-Solanas I, Rodríguez-Roca B, Urcola-Pardo F, Anguas-Gracia A, Satústegui-Dordá PJ, Echániz-Serrano E, Subirón-Valera AB. An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study. NURSE EDUCATION TODAY 2022; 118:105527. [PMID: 36057150 PMCID: PMC9682324 DOI: 10.1016/j.nedt.2022.105527] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 07/12/2022] [Accepted: 08/23/2022] [Indexed: 05/20/2023]
Abstract
BACKGROUND The circumstances arising from the COVID-19 pandemic have accelerated the use of digital teaching and learning in health professions education. Digital gamification-based teaching and learning activities are innovative and versatile tools for the acquisition of professional competencies in higher education, which can be used on a range of topics and can be supplemental to other teaching methods. OBJECTIVES This study aimed to investigate nursing students' gameful experience whilst playing a digital escape room. In addition, we aimed to analyze the students' motivation, learning experience and outcome of the activity, and the students' perception of the degree of achievement of the intended learning outcomes. DESIGN Cross-sectional descriptive study. PARTICIPANTS A total of 136 undergraduate first year student nurses enrolled in a "Fundamentals of Nursing" course. METHOD The digital escape room game took place online during the academic year 2020-2021. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the outcome of the scape room game and the degree of achievement of the intended learning outcomes. RESULTS More than 80 % of the participants were moderately to very motivated to play the game. Three GAMEX dimensions achieved a mean score of 3 or above 3, namely Enjoyment, Creative Thinking and Absence of Negative effects. The mean score for each of the outcome variables was over 3. However, the degree of achievement of the learning outcomes after exiting the digital escape room was uneven. CONCLUSION Gamification-based teaching and learning activities, such as digital escape rooms, can be effective in fostering specific skills, including teamwork, communication and critical thinking. However, they should be designed carefully, and used as a complement, rather than a substitute, of other educational activities.
Collapse
Affiliation(s)
- Isabel Antón-Solanas
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Nursing Research in Primary Care in Aragón (GENIAPA) (GIIS094), Institute of Research of Aragón, Zaragoza, Spain.
| | - Beatriz Rodríguez-Roca
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain.
| | - Fernando Urcola-Pardo
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Ana Anguas-Gracia
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain; Research group Safety and Care (GIISA0021), Institute of Research of Aragón, Zaragoza, Spain.
| | - Pedro J Satústegui-Dordá
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Emmanuel Echániz-Serrano
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Ana B Subirón-Valera
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| |
Collapse
|
14
|
Li C, Ning G, Xia Y, Guo K, Liu Q. Does the Internet Bring People Closer Together or Further Apart? The Impact of Internet Usage on Interpersonal Communications. Behav Sci (Basel) 2022; 12:bs12110425. [PMID: 36354402 PMCID: PMC9687672 DOI: 10.3390/bs12110425] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 10/27/2022] [Accepted: 10/28/2022] [Indexed: 11/06/2022] Open
Abstract
The complementarity interference (CI) model suggests that the Internet may either inhibit or facilitate interpersonal communications. This paper empirically examines the impact of Internet usage on interpersonal interactions, using a micro dataset from China to answer whether the Internet brings people closer together or further apart. The empirical results demonstrate, first, that Internet usage significantly increases both the time and frequency of people’s communications with their family and friends, rather than causing them to feel more disconnected and isolated. Holding other factors constant, for each one-standard-deviation increase in Internet usage, weekly communications with family members increases by an average of 102.150 min, while there is an average increase of 54.838 min in interactions with friends. These findings as to its positive effects are robust when using other regression models and interpersonal contact measures, as well as the instrumental variable method. Second, Internet usage also contributes to decreased loneliness; it exerts this effect primarily by improving people’s interactions with their family members. However, communications with friends do not significantly mediate such impacts. Third, the positive role of Internet usage on communications is more prominent for people with more frequent online socialization and self-presentation, better online skills, younger age, higher educational level, and who are living in urban areas. In addition, the beneficial effects of Internet usage are larger for communications with family members in the case of migrants. Therefore, in the context of the rapid development of information technology, the network infrastructure should be improved to make better use of the Internet to facilitate interpersonal communications and promote people’s wellness.
Collapse
Affiliation(s)
- Chao Li
- Business School, Shandong University, Weihai 264209, China
- Correspondence: (C.L.); (G.N.)
| | - Guangjie Ning
- Business School, Shandong University, Weihai 264209, China
- Correspondence: (C.L.); (G.N.)
| | - Yuxin Xia
- HSBC Business School, Peking University, Shenzhen 518055, China
| | - Kaiyi Guo
- Business School, Shandong University, Weihai 264209, China
| | - Qianqian Liu
- Business School, Shandong University, Weihai 264209, China
| |
Collapse
|
15
|
Halamek LP, Weiner GM. State-of-the art training in neonatal resuscitation. Semin Perinatol 2022; 46:151628. [PMID: 35717245 DOI: 10.1016/j.semperi.2022.151628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Healthcare training has traditionally emphasized acquisition and recall of vast amounts of content knowledge; however, delivering care during resuscitation of neonates requires much more than content knowledge. As the science of resuscitation has progressed, so have the methodologies and technologies used to train healthcare professionals in the cognitive, technical and behavioral skills necessary for effective resuscitation. Simulation of clinical scenarios, debriefing, virtual reality, augmented reality and audiovisual recordings of resuscitations of human neonates are increasingly being used in an effort to improve human and system performance during this life-saving intervention. In the same manner, as evidence has accumulated to support the guidelines for neonatal resuscitation so, too, has affirmation of training methodologies and technologies. This guarantees that training in neonatal resuscitation will continue to evolve to meet the needs of healthcare professionals charged with caring for newborns at one of the most vulnerable times in their lives.
Collapse
Affiliation(s)
- Louis P Halamek
- Division of Neonatal and Developmental Medicine, Department of Pediatrics, Center for Academic Medicine, Stanford University, 453 Quarry Road, Palo Alto, CA 94304, USA.
| | - Gary M Weiner
- Department of Pediatrics, Neonatal-Perinatal Medicine, Director, Neonatal-Perinatal Medicine Fellowship Training Program, University of Michigan, C.S. Mott Children's Hospital, 1540 E. Hospital Drive, Room 8621 (C&W), Ann Arbor, MI 48109-4254, USA
| |
Collapse
|
16
|
Yang SY, Oh YH. The effects of neonatal resuscitation gamification program using immersive virtual reality: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 117:105464. [PMID: 35914345 PMCID: PMC9259066 DOI: 10.1016/j.nedt.2022.105464] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 06/12/2022] [Accepted: 06/30/2022] [Indexed: 06/03/2023]
Abstract
BACKGROUND Clinical practice in neonatal intensive care units for nursing college students has been restricted due to the COVID-19 pandemic outbreak; thus, the gamification program has emerged as an alternative learning method. Consequently, there is a need to examine the effectiveness of such alternative learning methods to enhance the response to high-risk newborn emergencies. OBJECTIVES To examine the effects (neonatal resuscitation nursing knowledge, problem-solving and clinical reasoning ability, self-confidence in practical performance, degree of anxiety, and learning motivation) of a neonatal resuscitation gamification program using immersive virtual reality based on Keller's ARCS model. DESIGN A non-randomized controlled simulation study with a pretest-posttest design. SETTING Lab and lecture rooms of two universities in South Korea, from June to November 2021. PARTICIPANTS Prelicensure nursing students. METHODS The virtual reality group (n = 29) underwent a neonatal resuscitation gamification program using virtual reality based on Keller's ARCS model. The simulation group (n = 28) received high-fidelity neonatal resuscitation simulations and online neonatal resuscitation program lectures. The control group (n = 26) only received online neonatal resuscitation program lectures. Changes in scores among these groups were compared using analysis of variance and analysis of covariance with SPSS for Windows version 27.0. RESULTS Post intervention, neonatal resuscitation knowledge [F(2) = 3.83, p = .004] and learning motivation [F(2) = 1.79, p = .025] were significantly higher in the virtual reality and simulation groups than in the control group, whereas problem-solving ability [F(2) = 2.07, p = .038] and self-confidence [F(2) = 6.53, p < .001] were significantly higher in the virtual reality group than in the simulation and control groups. Anxiety [F(2) = 16.14, p < .001] was significantly lower in the simulation group than in the virtual reality and control groups. CONCLUSIONS The neonatal resuscitation gamification program using immersive virtual reality was found to be effective in increasing neonatal resuscitation knowledge, problem-solving ability, self-confidence, and learning motivation of the nursing students who participated in the trial application process.
Collapse
Affiliation(s)
- Sun-Yi Yang
- College of Nursing, Konyang University, Daejeon Medical Campus, 158, Gwanjeodong-ro, Seo-gu, Daejeon 35365, South Korea.
| | - Yun-Hee Oh
- Department of Nursing, Cheju Halla University, 38, Halladaehak-ro, Jeju-si, Jeju 63092, South Korea
| |
Collapse
|
17
|
Ezenwa BN, Umoren R, Fajolu IB, Hippe DS, Bucher S, Purkayastha S, Okwako F, Esamai F, Feltner JB, Olawuyi O, Mmboga A, Nafula MC, Paton C, Ezeaka VC. Using Mobile Virtual Reality Simulation to Prepare for In-Person Helping Babies Breathe Training: Secondary Analysis of a Randomized Controlled Trial (the eHBB/mHBS Trial). JMIR MEDICAL EDUCATION 2022; 8:e37297. [PMID: 36094807 PMCID: PMC9513689 DOI: 10.2196/37297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 07/14/2022] [Accepted: 07/31/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Neonatal mortality accounts for approximately 46% of global under-5 child mortality. The widespread access to mobile devices in low- and middle-income countries has enabled innovations, such as mobile virtual reality (VR), to be leveraged in simulation education for health care workers. OBJECTIVE This study explores the feasibility and educational efficacy of using mobile VR for the precourse preparation of health care professionals in neonatal resuscitation training. METHODS Health care professionals in obstetrics and newborn care units at 20 secondary and tertiary health care facilities in Lagos, Nigeria, and Busia, Western Kenya, who had not received training in Helping Babies Breathe (HBB) within the past 1 year were randomized to access the electronic HBB VR simulation and digitized HBB Provider's Guide (VR group) or the digitized HBB Provider's Guide only (control group). A sample size of 91 participants per group was calculated based on the main study protocol that was previously published. Participants were directed to use the electronic HBB VR simulation and digitized HBB Provider's Guide or the digitized HBB Provider's Guide alone for a minimum of 20 minutes. HBB knowledge and skills assessments were then conducted, which were immediately followed by a standard, in-person HBB training course that was led by study staff and used standard HBB evaluation tools and the Neonatalie Live manikin (Laerdal Medical). RESULTS A total of 179 nurses and midwives participated (VR group: n=91; control group: n=88). The overall performance scores on the knowledge check (P=.29), bag and mask ventilation skills check (P=.34), and Objective Structured Clinical Examination A checklist (P=.43) were similar between groups, with low overall pass rates (6/178, 3.4% of participants). During the Objective Structured Clinical Examination A test, participants in the VR group performed better on the critical step of positioning the head and clearing the airway (VR group: 77/90, 86%; control group: 57/88, 65%; P=.002). The median percentage of ventilations that were performed via head tilt, as recorded by the Neonatalie Live manikin, was also numerically higher in the VR group (75%, IQR 9%-98%) than in the control group (62%, IQR 13%-97%), though not statistically significantly different (P=.35). Participants in the control group performed better on the identifying a helper and reviewing the emergency plan step (VR group: 7/90, 8%; control group: 16/88, 18%; P=.045) and the washing hands step (VR group: 20/90, 22%; control group: 32/88, 36%; P=.048). CONCLUSIONS The use of digital interventions, such as mobile VR simulations, may be a viable approach to precourse preparation in neonatal resuscitation training for health care professionals in low- and middle-income countries.
Collapse
Affiliation(s)
| | - Rachel Umoren
- Department of Pediatrics, University of Washington, Washington, WA, United States
| | | | - Daniel S Hippe
- Clinical Research Division, Fred Hutchinson Cancer Center, Washington, WA, United States
| | - Sherri Bucher
- Department of Pediatrics, Indiana University School of Medicine, Indiana, IN, United States
| | - Saptarshi Purkayastha
- Department of BioHealth Informatics, Indiana University-Purdue University at Indianapolis, Indianapolis, IN, United States
| | - Felicitas Okwako
- Department of Paediatrics, Alupe University College, Busia, Kenya
| | - Fabian Esamai
- Department of Paediatrics, Alupe University College, Busia, Kenya
| | - John B Feltner
- Department of Pediatrics, University of Washington, Washington, WA, United States
| | - Olubukola Olawuyi
- Department of Paediatrics, College of Medicine, University of Lagos, Lagos, Nigeria
| | - Annet Mmboga
- Department of Paediatrics, Alupe University College, Busia, Kenya
| | | | - Chris Paton
- Centre for Tropical Medicine, Nuffield Department of Clinical Medicine, Oxford, United Kingdom
| | | |
Collapse
|
18
|
Cohen TN, Anger JT, Kanji FF, Zamudio J, DeForest E, Lusk C, Avenido R, Yoshizawa C, Bartkowicz S, Nemeth LS, Catchpole K. A Novel Approach for Engagement in Team Training in High-Technology Surgery: The Robotic-Assisted Surgery Olympics. J Patient Saf 2022; 18:570-577. [PMID: 35797490 PMCID: PMC9391262 DOI: 10.1097/pts.0000000000001056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION There is ongoing interest in the development of technical and nontechnical skills in healthcare to improve safety and efficiency; however, barriers to developing and delivering related training programs make them difficult to implement. Unique approaches to training such as "serious games" may offer ways to motivate teams, reinforce skill acquisition, and promote teamwork. Given increased challenges to teamwork in robotic-assisted surgery (RAS), researchers aimed to develop the "RAS Olympics," a game-based educational competition to improve skills needed to successfully perform RAS. METHODS This pilot study was conducted at an academic medical center in Southern California. Robotic-assisted surgery staff were invited to participate in the "RAS Olympics" to develop their skills and identify opportunities to improve processes. Impact of the activity was assessed using surveys and debriefs. RESULTS Sixteen operating room team members participated and reacted favorably toward the RAS-Olympics (average score, 4.5/5). They enjoyed the activity, would recommend all staff participate, felt that it was relevant to their work, and believed that they practiced and learned new techniques that would improve their practice. Confidence in skills remained unchanged. Participants preferred the RAS Olympics to traditional training because it provided an interactive learning environment. CONCLUSIONS The successful implementation of the RAS Olympics provided insight into new opportunities to engage surgical staff members while also training technical and nontechnical skills. Furthermore, this shared experience allowed surgical staff members to gain a greater appreciation for their teammates and an understanding of the current challenges and methods to improve teamwork and communication while promoting safety and efficiency in RAS.
Collapse
Affiliation(s)
- Tara N. Cohen
- Research Scientist and Associate Professor, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Jennifer T. Anger
- Vice Chair of Research, Gender Affirming Surgery, Urologic Reconstruction, and Female Pelvic Medicine, University of California San Diego, Department of Urology, 9400 Campus Point Drive #7897, La Jolla, CA 92037
| | - Falisha F. Kanji
- Clinical Research Assistant, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Jennifer Zamudio
- Clinical Research Assistant, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Elise DeForest
- Program Assistant, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC 29425
| | - Connor Lusk
- Postdoctoral Scholar, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC 29425
| | - Ray Avenido
- Robotic Surgery Specialist, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Christine Yoshizawa
- Assistant Nurse Manager, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Stephanie Bartkowicz
- Clinical Nurse IV, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Lynne S. Nemeth
- Professor, College of Nursing, Medical University of South Carolina, Charleston, SC
| | - Ken Catchpole
- Endowed Chair in Clinical Practice and Human Factors, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC
| |
Collapse
|
19
|
The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching. Occup Ther Int 2022; 2022:3966740. [PMID: 35832103 PMCID: PMC9262547 DOI: 10.1155/2022/3966740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Revised: 05/26/2022] [Accepted: 05/31/2022] [Indexed: 11/25/2022] Open
Abstract
This paper conducts an in-depth study and analysis of the practice and application of teaching English pronunciation to children using AR (augmented reality) game assistance. The article analyzes the design of AR educational games based on the concept of learning behavior input, clarifies and determines the factors influencing students' learning behavior input in AR gamified teaching environment, and proposes the design principles of AR educational games based on learning behavior input. By analyzing the characteristics of experiential learning and AR, the model of AR-based English experiential learning activities for elementary school is established. Based on certain demand analysis, the AR software that can be used for teaching pronunciation in elementary school English classrooms was designed and developed using Unity3D and 3ds Max software. The experimental method was used to compare and apply the software in the target school, and the students of elementary school X were selected as the experimental subjects. The data were analyzed with the help of SPSS and NVivo software, and the questionnaire was used to measure the “ease of use,” “usefulness,” and “satisfaction with the software.” The questionnaire was used to measure students' acceptance of AR software in three dimensions: “ease of use,” “usefulness,” and “satisfaction with the software.”
Collapse
|
20
|
Wood J, Ebert L, Duff J. Implementation Methods of Virtual Reality Simulation and the Impact on Confidence and Stress When Learning Patient Resuscitation: An Integrative Review. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.02.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
|
21
|
Sarvan S, Efe E. The effect of neonatal resuscitation training based on a serious game simulation method on nursing students' knowledge, skills, satisfaction and self-confidence levels: A randomized controlled trial. NURSE EDUCATION TODAY 2022; 111:105298. [PMID: 35158135 DOI: 10.1016/j.nedt.2022.105298] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 01/20/2022] [Accepted: 02/03/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Although students are well prepared theoretically, they lack real-life practical skills because they have not faced an adequate number of emergencies such as neonatal resuscitation. OBJECTIVES This study was conducted with the objective of determining the impact of integrating serious game simulation (SGS) into neonatal resuscitation training on the neonatal resuscitation related knowledge, skills, satisfaction with training, and self confidence in learning of nursing students. DESIGN The study is a randomized controlled, pre-test post-test design and single-blind study. SETTINGS AND PARTICIPANTS This study was conducted on 90 undergraduate nursing students (SGS based training group = 45, control group = 45) enrolled in the fifth semester at the Faculty of Nursing. METHODS The students were allocated with simple randomization method to intervention and control groups. The training program prepared on the basis of neonatal resuscitation algorithm used a neonatal resuscitation serious game simulation method. At the same time, the serious game simulation method was used as a pre-test and post-test skill assessment tool. Support was obtained from a statistician in evaluation of the data and the data were analyzed using the SPSS (Statistical Package for Social Sciences) for Windows 25.0 program. RESULTS Post-test measurements indicated a statistically significant positive difference in the ventilation and chest compression performing skills of the intervention group compared to the control group (p = .011, p = .020, respectively). A considerable increase was found in the knowledge and skills level of both groups, after the neonatal resuscitation training (p < .05). The score averages of the Student Satisfaction and Self-Confidence in Learning Scale and its sub-dimensions were high for both groups. CONCLUSIONS It was concluded that the serious game simulation application used in neonatal resuscitation training was effective in raising the students' ventilation and compression performing skills.
Collapse
Affiliation(s)
- Süreyya Sarvan
- Akdeniz University, Faculty of Nursing, Dumlupinar Boulevard, Campus, 07058 Konyaaltı, Antalya, Turkey.
| | - Emine Efe
- Akdeniz University, Faculty of Nursing, Dumlupinar Boulevard, Campus, 07058 Konyaaltı, Antalya, Turkey.
| |
Collapse
|
22
|
Kalra A, Siju M, Jenny A, Spindler H, Madriz S, Baayd J, Handu S, Ghosh R, Cohen S, Walker D. Super Divya to the rescue! Exploring Nurse Mentor Supervisor perceptions on a digital tool to support learning and engagement for simulation educators in Bihar, India. BMC MEDICAL EDUCATION 2022; 22:206. [PMID: 35346172 PMCID: PMC8959557 DOI: 10.1186/s12909-022-03270-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 03/15/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Since 2014, the Government of Bihar and CARE India have implemented a nurse mentoring program that utilizes PRONTO International's simulation and team trainings to improve obstetric and neonatal care. Together they trained simulation educators known as Nurse Mentor Supervisors to conduct simulation trainings in rural health facilities across the state. Sustaining the knowledge and engagement of these simulation educators at a large-scale has proven difficult and resource intensive. To address this, the University of Utah with PRONTO International and with input from the University of California San Francisco, created an interactive, virtual education module based on a comic superhero named Super Divya to reinforce simulation educator concepts. This study examined the perceptions of Nurse Mentor Supervisors on Super Divya's accessibility, usefulness, and potential after implementation of Super Divya: Origin Story. METHODS We conducted qualitative interviews with 17 Nurse Mentor Supervisors in Bihar, India. In light of the COVID-19 pandemic, interviews were conducted virtually via Zoom™ using a semi-structured interview guide in Hindi and English. Participants were identified with strict inclusion criteria and convenience sampling methods. Interviews were analyzed using a framework analysis. RESULTS Nurse Mentor Supervisors found Super Divya to be engaging, innovative, relatable, and useful in teaching tips and tricks for simulation training. Supervisors thought the platform was largely accessible with some concerns around internet connectivity and devices. The majority reacted positively to the idea of distributing Super Divya to other simulation educators in the nurse mentoring program and had suggestions for additional clinical and simulation educator training topics. CONCLUSIONS This study demonstrates the potential of Super Divya to engage simulation educators in continuous education. At a time when virtual education is increasingly important and in-person training was halted by the COVID-19 pandemic, Super Divya engaged Supervisors in the nurse mentoring program. We have incorporated suggestions for improvement of Super Divya into future modules. Further research can help understand how knowledge from Super Divya can improve simulation facilitation skills and behaviors, and explore potential for reinforcing clinical skills via this platform. ETHICAL APPROVAL This study was approved by the institutional review board at the University of California San Francisco (IRB # 20-29902).
Collapse
Affiliation(s)
- Anika Kalra
- Institute for Global Health Sciences, University of California San Francisco, 550 16th St, San Francisco, CA, 94158, USA.
| | - Manju Siju
- PRONTO India Foundation, State RMNCH+A Unit, C-16 Krishi Nagar, A.G. Colony, Patna, Bihar, 800013, India
| | - Alisa Jenny
- Institute for Global Health Sciences, University of California San Francisco, 550 16th St, San Francisco, CA, 94158, USA
| | - Hilary Spindler
- Institute for Global Health Sciences, University of California San Francisco, 550 16th St, San Francisco, CA, 94158, USA
| | - Solange Madriz
- Institute for Global Health Sciences, University of California San Francisco, 550 16th St, San Francisco, CA, 94158, USA
| | - Jami Baayd
- Department of Obstetrics and Gynecology, University of Utah, 30 North 1900 East, Salt Lake City, UT, 84132, USA
| | - Seema Handu
- PRONTO India Foundation, State RMNCH+A Unit, C-16 Krishi Nagar, A.G. Colony, Patna, Bihar, 800013, India
| | - Rakesh Ghosh
- Institute for Global Health Sciences, University of California San Francisco, 550 16th St, San Francisco, CA, 94158, USA
| | - Susanna Cohen
- Department of Obstetrics and Gynecology, University of Utah, 30 North 1900 East, Salt Lake City, UT, 84132, USA
| | - Dilys Walker
- Department of Obstetrics, Gynecology and Reproductive Services, University of California San Francisco, 1001 Potrero Ave, San Francisco, CA, 94110, USA
| |
Collapse
|
23
|
Kalra A, Subramaniam N, Longkumer O, Siju M, Jose LS, Srivastava R, Lin S, Handu S, Murugesan S, Lloyd M, Madriz S, Jenny A, Thorn K, Calkins K, Breeze-Harris H, Cohen SR, Ghosh R, Walker D. Super Divya, an Interactive Digital Storytelling Instructional Comic Series to Sustain Facilitation Skills of Labor and Delivery Nurse Mentors in Bihar, India-A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052675. [PMID: 35270366 PMCID: PMC8910046 DOI: 10.3390/ijerph19052675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2022] [Revised: 02/10/2022] [Accepted: 02/12/2022] [Indexed: 11/16/2022]
Abstract
To improve the quality of intrapartum care in public health facilities of Bihar, India, a statewide quality improvement program was implemented. Nurses participated in simulation sessions to improve their clinical, teamwork, and communication skills. Nurse mentors, tasked with facilitating these sessions, received training in best practices. To support the mentors in the on-going facilitation of these trainings, we developed a digital, interactive, comic series starring “Super Divya”, a simulation facilitation superhero. The objective of these modules was to reinforce key concepts of simulation facilitation in a less formal and more engaging way than traditional didactic lessons. This virtual platform offers the flexibility to watch modules frequently and at preferred times. This pilot study involved 205 simulation educators who were sent one module at a time. Shortly before sending the first module, nurses completed a baseline knowledge survey, followed by brief surveys after each module to assess change in knowledge. Significant improvements in knowledge were observed across individual scores from baseline to post-survey. A majority found Super Divya modules to be acceptable and feasible to use as a learning tool. However, a few abstract concepts in the modules were not well-understood, suggesting that more needs to be done to communicate their core meaning of these concepts.
Collapse
Affiliation(s)
- Anika Kalra
- Institute for Global Health Sciences, University of California San Francisco, 550 16th Street, San Francisco, CA 94158, USA; (A.K.); (S.L.); (S.M.); (A.J.); (D.W.)
| | | | - Ojungsangla Longkumer
- PRONTO India Foundation, Patna 800025, Bihar, India; (O.L.); (M.S.); (L.S.J.); (R.S.); (S.H.)
| | - Manju Siju
- PRONTO India Foundation, Patna 800025, Bihar, India; (O.L.); (M.S.); (L.S.J.); (R.S.); (S.H.)
| | - Liya Susan Jose
- PRONTO India Foundation, Patna 800025, Bihar, India; (O.L.); (M.S.); (L.S.J.); (R.S.); (S.H.)
| | - Rohit Srivastava
- PRONTO India Foundation, Patna 800025, Bihar, India; (O.L.); (M.S.); (L.S.J.); (R.S.); (S.H.)
| | - Sunny Lin
- Institute for Global Health Sciences, University of California San Francisco, 550 16th Street, San Francisco, CA 94158, USA; (A.K.); (S.L.); (S.M.); (A.J.); (D.W.)
| | - Seema Handu
- PRONTO India Foundation, Patna 800025, Bihar, India; (O.L.); (M.S.); (L.S.J.); (R.S.); (S.H.)
| | | | - Mikelle Lloyd
- Department of OB/GYN, The University of Utah, 30 North 1900 East, Salt Lake City, UT 84132, USA; (M.L.); (S.R.C.)
| | - Solange Madriz
- Institute for Global Health Sciences, University of California San Francisco, 550 16th Street, San Francisco, CA 94158, USA; (A.K.); (S.L.); (S.M.); (A.J.); (D.W.)
| | - Alisa Jenny
- Institute for Global Health Sciences, University of California San Francisco, 550 16th Street, San Francisco, CA 94158, USA; (A.K.); (S.L.); (S.M.); (A.J.); (D.W.)
| | - Kevin Thorn
- NuggetHead Studioz, LLC, 1862 Gracie Road, Hernando, MS 38632, USA;
| | - Kimberly Calkins
- PRONTO International, 5419 Greenwood Ave N, Seattle, WA 98103, USA; (K.C.); (H.B.-H.)
| | - Heidi Breeze-Harris
- PRONTO International, 5419 Greenwood Ave N, Seattle, WA 98103, USA; (K.C.); (H.B.-H.)
| | - Susanna R. Cohen
- Department of OB/GYN, The University of Utah, 30 North 1900 East, Salt Lake City, UT 84132, USA; (M.L.); (S.R.C.)
| | - Rakesh Ghosh
- Institute for Global Health Sciences, University of California San Francisco, 550 16th Street, San Francisco, CA 94158, USA; (A.K.); (S.L.); (S.M.); (A.J.); (D.W.)
- Correspondence:
| | - Dilys Walker
- Institute for Global Health Sciences, University of California San Francisco, 550 16th Street, San Francisco, CA 94158, USA; (A.K.); (S.L.); (S.M.); (A.J.); (D.W.)
| |
Collapse
|
24
|
Roman P, Ruiz-Gonzalez C, Rodriguez-Arrastia M, Granero-Molina J, Fernández-Sola C, Hernández-Padilla JM. A serious game for online-based objective structured clinical examination in nursing: A qualitative study. NURSE EDUCATION TODAY 2022; 109:105246. [PMID: 34920398 DOI: 10.1016/j.nedt.2021.105246] [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: 05/03/2021] [Revised: 11/22/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The current pandemic has led to unprecedented scenarios worldwide. In this context, educational institutions had to move abruptly from in-person to online classes, having to be flexible and innovative, one of the main concerns being the semester-end examinations in practical modules. OBJECTIVE This study aimed to explore nursing students' perceptions of the use of a serious game-like model in their final online objective structured clinical examination (OSCE). DESIGN An exploratory phenomenological study was conducted during the COVID-19 pandemic, in particular during June 2020. SETTINGS This study took place at the University of Almeria with nursing students enrolled in a clinical placement module. PARTICIPANTS Eighty-nine fourth-year nursing students took part in this study. METHODS Following the educational principles of the OSCE, a virtual OSCE was designed, using the Genially platform, an online platform for creating interactive content, to set up an assessment as a story-telling game-like model. A total of 5 focus groups (FGs) were conducted afterwards via the GoogleMeet platform. In addition, 30 semi-structured interviews were performed via the same platform. The data was analysed using a content analysis approach and supported by the ATLAS.ti 8.4 software. RESULTS Our finding revealed 2 main themes and 4 sub-themes. The two main themes were (i) generating emotions and feelings in times of virtuality; including emotions and feelings experienced by students during their online assessment process, and (ii) online assessment: a potential alternative to educational barriers; describing the variability of traditional modality, its implications for learning and the acquisition of competences. CONCLUSIONS Serious game-like models, such as the story-telling game proposed, as part of their online OSCE assessment appear to be an appropriate alternative assessment method for face-to-face approaches. This paper adds new evidence on the use of innovative and state-of-art resources as part of nursing OSCE assessments in a new reality for most students and teachers. Serious game-like models in online OSCE may empower students and help them to remove perceived barriers in face-to-face assessments.
Collapse
Affiliation(s)
- Pablo Roman
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; Research Group CTS-451 Health Sciences, University of Almeria, Almeria, Spain; Health Research Centre, University of Almeria, Almeria, Spain.
| | - Cristofer Ruiz-Gonzalez
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; Torrecardenas University Hospital, 04009 Almeria, Spain
| | - Miguel Rodriguez-Arrastia
- Faculty of Health Sciences, Pre-Department of Nursing, Jaume I University, 12071 Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain.
| | - José Granero-Molina
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; Research Group CTS-451 Health Sciences, University of Almeria, Almeria, Spain; Health Research Centre, University of Almeria, Almeria, Spain; Faculty of Health Sciences, Universidad Autónoma de Chile, Temuco, Chile.
| | - Cayetano Fernández-Sola
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; Research Group CTS-451 Health Sciences, University of Almeria, Almeria, Spain; Health Research Centre, University of Almeria, Almeria, Spain; Faculty of Health Sciences, Universidad Autónoma de Chile, Temuco, Chile.
| | - José Manuel Hernández-Padilla
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; Research Group CTS-451 Health Sciences, University of Almeria, Almeria, Spain; Health Research Centre, University of Almeria, Almeria, Spain; Adult, Child and Midwifery Department, School of Health and Education, Middlesex University, The Burroughs, London, United Kingdom.
| |
Collapse
|
25
|
Becker J, Becker C, Oprescu F, Wu CJJ, Moir J, Shimwela M, Gray M. Silent voices of the midwives: factors that influence midwives' achievement of successful neonatal resuscitation in sub-Saharan Africa: a narrative inquiry. BMC Pregnancy Childbirth 2022; 22:39. [PMID: 35034616 PMCID: PMC8761383 DOI: 10.1186/s12884-021-04339-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 12/13/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In Tanzania, birth asphyxia is a leading cause of neonatal death. The aim of this study was to identify factors that influence successful neonatal resuscitation to inform clinical practice and reduce the incidence of very early neonatal death (death within 24 h of delivery). METHODS This was a qualitative narrative inquiry study utilizing the 32 consolidated criteria for reporting qualitative research (COREQ). Audio-recorded, semistructured, individual interviews with midwives were conducted. Thematic analysis was applied to identify themes. RESULTS Thematic analysis of the midwives' responses revealed three factors that influence successful resuscitation: 1. Hands-on training ("HOT") with clinical support during live emergency neonatal resuscitation events, which decreases fear and enables the transfer of clinical skills; 2. Unequivocal commitment to the Golden Minute® and the mindset of the midwife; and. 3. Strategies that reduce barriers. Immediately after birth, live resuscitation can commence at the mother's bedside, with actively guided clinical instruction. Confidence and mastery of resuscitation competencies are reinforced as the physiological changes in neonates are immediately visible with bag and mask ventilation. The proclivity to perform suction initially delays ventilation, and suction is rarely clinically indicated. Keeping skilled midwives in labor wards is important and impacts clinical practice. The midwives interviewed articulated a mindset of unequivocal commitment to the baby for one Golden Minute®. Heavy workload, frequent staff rotation and lack of clean working equipment were other barriers identified that are worthy of future research. CONCLUSIONS Training in resuscitation skills in a simulated environment alone is not enough to change clinical practice. Active guidance of "HOT" real-life emergency resuscitation events builds confidence, as the visible signs of successful resuscitation impact the midwife's beliefs and behaviors. Furthermore, a focused commitment by midwives working together to reduce birth asphyxia-related deaths builds hope and collective self-efficacy.
Collapse
Affiliation(s)
- Jan Becker
- Midwife Vision Global Ltd, PO BOX 9165, Pacific Paradise, QLD, 4564, Australia. .,University of the Sunshine Coast, 90 Sippy Downs Dr, Sippy Downs, QLD, 4556, Australia. .,General Division of the Order of Australia, Office of the Official Secretary to the Governor-General, Government House, ACT, 2600, Canberra, Australia.
| | - Chase Becker
- Midwife Vision Global Ltd, PO BOX 9165, Pacific Paradise, QLD, 4564, Australia.,University of Nicosia Medical School in Partnership with St George's University of London, Makedonitissis 46, Nicosia, 2417, Cyprus
| | - Florin Oprescu
- School of Health and Behavioural Sciences, University of Sunshine Coast (USC), 90 Sippy Downs Dr, Sippy Downs, QLD, 4556, Australia
| | - Chiung-Jung Jo Wu
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast (USC), 1 Morton Bay Parade, Petrie, QLD, 4502, Australia.,Royal Brisbane and Women's Hospital, Butterfield St, Herston, QLD, 4029, Australia
| | - James Moir
- Midwife Vision Global Ltd, PO BOX 9165, Pacific Paradise, QLD, 4564, Australia.,Clinical Director, QLD Fertility Group Sunshine Coast, 44 Clarkes Road, Diddillibah, QLD, 4559, Australia
| | - Meshak Shimwela
- Internal Medicine, Temeke Regional Referral Hospital, Temeke Road, Adjacent Sterio Market, Dar es Salaam, Tanzania
| | - Marion Gray
- Centre for Health Research/School of Health and Wellbeing; Associate Dean (Clinical), Faculty of Health, Engineering and Sciences, University of the Southern Queensland, Sinnathamby Blvd, Springfield Central, Queensland, 4300, Australia
| |
Collapse
|
26
|
Bardelli S, Del Corso G, Ciantelli M, Del Pistoia M, Lorenzoni F, Fossati N, Scaramuzzo RT, Cuttano A. Improving Pediatric/Neonatology Residents' Newborn Resuscitation Skills With a Digital Serious Game: DIANA. Front Pediatr 2022; 10:842302. [PMID: 35433552 PMCID: PMC9010974 DOI: 10.3389/fped.2022.842302] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 02/21/2022] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND Serious games, and especially digital game based learning (DGBL) methodologies, have the potential to strengthen classic learning methodology in all medical procedures characterized by a flowchart (e.g., neonatal resuscitation algorithm). However, few studies have compared short- and long-term knowledge retention in DGBL methodologies with a control group undergoing specialist training led by experienced operators. In particular, resident doctors' learning still has limited representation in simulation-based education literature. OBJECTIVE A serious computer game DIANA (DIgital Application in Newborn Assessment) was developed, according to newborn resuscitation algorithm, to train pediatric/neonatology residents in neonatal resuscitation algorithm knowledge and implementation (from procedure knowledge to ventilation/chest compressions rate). We analyzed user learning curves after each session and compared knowledge retention against a classic theoretical teaching session. METHODS Pediatric/neonatology residents of the Azienda Ospedaliera Universitaria Pisana (AOUP) were invited to take part in the study and were split into a game group or a control group; both groups were homogeneous in terms of previous training and baseline scores. The control group attended a classic 80 min teaching session with a neonatal trainer, while game group participants played four 20 min sessions over four different days. Three written tests (pre/immediately post-training and at 28 days) were used to evaluate and compare the two groups' performances. RESULTS Forty-eight pediatric/neonatology residents participated in the study. While classic training by a neonatal trainer demonstrated an excellent effectiveness in short/long-term knowledge retention, DGBL methodology proved to be equivalent or better. Furthermore, after each game session, DGBL score improved for both procedure knowledge and ventilation/chest compressions rate. CONCLUSIONS In this study, DGBL was as effective as classic specialist training for neonatal resuscitation in terms of both algorithm memorization and knowledge retention. User appreciation for the methodology and ease of administration, including remotely, support the use of DGBL methodologies for pediatric/neonatology residents education.
Collapse
Affiliation(s)
- Serena Bardelli
- Centro di Formazione e Simulazione Neonatale "NINA," U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy
| | - Giulio Del Corso
- Department of Mathematics, Gran Sasso Science Institute (GSSI), L'Aquila, Italy
| | - Massimiliano Ciantelli
- Centro di Formazione e Simulazione Neonatale "NINA," U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy.,U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy
| | - Marta Del Pistoia
- Centro di Formazione e Simulazione Neonatale "NINA," U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy.,U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy
| | - Francesca Lorenzoni
- Centro di Formazione e Simulazione Neonatale "NINA," U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy.,U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy
| | - Nicoletta Fossati
- Institute of Medical and Biomedical Education, Faculty of Medicine, St. George's University of London, London, United Kingdom
| | - Rosa T Scaramuzzo
- Centro di Formazione e Simulazione Neonatale "NINA," U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy.,U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy
| | - Armando Cuttano
- Centro di Formazione e Simulazione Neonatale "NINA," U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy.,U.O. Neonatologia, Dipartimento Materno-Infantile, AOUP, Pisa, Italy
| |
Collapse
|
27
|
Yousef N, Moreau R, Soghier L. Simulation in neonatal care: towards a change in traditional training? Eur J Pediatr 2022; 181:1429-1436. [PMID: 35020049 PMCID: PMC8753020 DOI: 10.1007/s00431-022-04373-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 12/30/2021] [Accepted: 01/02/2022] [Indexed: 12/28/2022]
Abstract
UNLABELLED Simulation has traditionally been used in neonatal medicine for educational purposes which include training of novice learners, maintaining competency of health care providers, and training of multidisciplinary teams to handle crisis situations such as neonatal resuscitation. Current guidelines recommend the use of simulation as an education tool in neonatal practice. The place of simulation-based education has gradually expanded, including in limited resource settings, and is starting to show its impact on improving patient outcomes on a global basis. Over the past years, simulation has become a cornerstone in clinical settings with the goal of establishing high quality, safe, reliable systems. The aim of this review is to describe neonatal simulation training as an effective tool to improve quality of care and patient outcomes, and to encourage the use of simulation-based training in the neonatal intensive care unit (NICU) for not only education, but equally for team building, risk management and quality improvement. CONCLUSION Simulation is a promising tool to improve patient safety, team performance, and ultimately patient outcomes, but scarcity of data on clinically relevant outcomes makes it difficult to estimate its real impact. The integration of simulation into the clinical reality with a goal of establishing high quality, safe, reliable, and robust systems to improve patient safety and patient outcomes in neonatology must be a priority. WHAT IS KNOWN • Simulation-based education has traditionally focused on procedural and technical skills. • Simulation-based training is effective in teaching non-technical skills such as communication, leadership, and teamwork, and is recommended in neonatal resuscitation. WHAT IS NEW • There is emerging evidence for the impact of simulation-based training on patient outcomes in neonatal care, but data on clinically relevant outcomes are scarce. • Simulation is a promising tool for establishing high quality, safe, reliable, and robust systems to improve patient safety and patient outcomes.
Collapse
Affiliation(s)
- Nadya Yousef
- Division of Pediatrics and Neonatal Critical Care, Dept of Perinatal Medicine, "A.Béclère" Medical Center, Paris Saclay University Hospitals, APHP, Paris, France.
| | - Romain Moreau
- Division of Pediatrics and Neonatal Critical Care, Dept of Perinatal Medicine, “A.Béclère” Medical Center, Paris Saclay University Hospitals, APHP, Paris, France
| | - Lamia Soghier
- Department of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC USA ,Department of Neonatology, Children’s National, Washington, DC USA
| |
Collapse
|
28
|
Williams CR, Hubal R, Wolcott MD, Kruse A. Interactive Narrative Simulation as a Method for Preceptor Development. PHARMACY (BASEL, SWITZERLAND) 2021; 10:pharmacy10010005. [PMID: 35076570 PMCID: PMC8788483 DOI: 10.3390/pharmacy10010005] [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: 11/09/2021] [Revised: 12/20/2021] [Accepted: 12/24/2021] [Indexed: 11/30/2022]
Abstract
(1) Background: This proof-of-concept study assessed an interactive web-based tool simulating three challenging non-academic learning situations—student professionalism, cross-cultural interactions, and student well-being—as a means of preceptor development. (2) Methods: Three scripts focused on professionalism, cross-cultural interactions, and student well-being were developed and implemented using a commercial narrative tool with branching dialog. Delivered online, this tool presented each challenge to participants. Participants had up to four response options at each turn of the conversation; the choice of response influenced the subsequent conversation, including coaching provided at the resolution of the situation. Participants were invited to complete pre-activity, immediate post-activity, and one-month follow-up questionnaires to assess satisfaction, self-efficacy, engagement, and knowledge change with the tool. Knowledge was assessed through situational judgment tests (SJTs). (3) Results: Thirty-two pharmacist preceptors participated. The frequency of participants reflecting on challenging learning situations increased significantly one-month post-simulation. Participants affirmatively responded that the tool was time-efficient, represented similar challenges they encountered in precepting, was easily navigable, and resulted in learning. Self-efficacy with skills in managing challenging learning situations increased significantly immediately post-simulation and at a one-month follow-up. Knowledge as measured through SJTs was not significantly changed. (4) Conclusions: Preceptors found an interactive narrative simulation a relevant, time-efficient approach for preceptor development for challenging non-academic learning situations. Post-simulation, preceptors more frequently reflected on challenging learning situations, implying behavior change. Self-efficacy and self-report of knowledge increased. Future research is needed regarding knowledge assessments.
Collapse
Affiliation(s)
- Charlene R. Williams
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Asheville, NC 28804, USA
- Correspondence: ; Tel.: +1-828-250-3906
| | - Robert Hubal
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| | - Michael D. Wolcott
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| | - Abbey Kruse
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| |
Collapse
|
29
|
Xu Y, Lau Y, Cheng LJ, Lau ST. Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review. NURSE EDUCATION TODAY 2021; 107:105139. [PMID: 34563963 DOI: 10.1016/j.nedt.2021.105139] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2021] [Revised: 08/25/2021] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND To meet the evolving needs of today's nursing students and the demand for 21st century skills in modern healthcare, game-based learning has received increasing attention. It can improve learning outcomes, while enhancing learning experiences by promoting engagement and motivation. OBJECTIVE To explore the learning experiences of using game-based education in nursing students. DATA SOURCES Electronic databases of PubMed, EMBASE, Cochrane Library, CINAHL (EBSCOhost), and Scopus were searched from inception till January 2021. REVIEW METHODS Quantitative, qualitative, and mixed-methods studies were included, involving the use of games for education among nursing students. Both published and unpublished studies in English language without restrictions to the year of publication. Methodological quality of included studies was assessed using the mixed methods appraisal tool. Data synthesis used a convergent synthesis approach. Narrative synthesis was used for quantitative findings and thematic synthesis for qualitative findings. A result-based convergent synthesis was adopted to integrate both results. RESULTS A total of 53 studies were included among 4612 nursing students across 16 countries. These included 32 quantitative studies, 7 qualitative studies, and 14 mixed-methods studies, with methodological quality ranging from low to high. The findings from this review demonstrate that game-based education interventions can enhance nursing students' learning experiences. Three themes emerged from both quantitative and qualitative syntheses: 1) motivators of learning, 2) facilitators of engagement, and 3) affective response. CONCLUSIONS Game-based education is promising in promoting positive learning experiences among nursing students. This can better inform educators and healthcare leaders when considering gaming as an alternative education approach in motivating and engaging students in learning. Future research should provide greater focus on examining the use of specific games under similar contexts.
Collapse
Affiliation(s)
- Yaqi Xu
- Ward 10A, Department of Nursing, Tan Tock Seng Hospital, National Healthcare Group, Singapore.
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Ling Jie Cheng
- Health Systems and Behavioural Sciences Domain, Saw Swee Hock School of Public Health, National University of Singapore, Singapore.
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| |
Collapse
|
30
|
Tebeka S, Huillard O, Pignon B, Nguyen YL, Dubertret C, Mallet J. Medical students and the response to COVID-19: Educational preparedness and psychological impact of their involvement in communicating with patients' relatives. Encephale 2021; 48:510-516. [PMID: 34801232 PMCID: PMC8494989 DOI: 10.1016/j.encep.2021.08.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2021] [Revised: 07/19/2021] [Accepted: 08/20/2021] [Indexed: 11/17/2022]
Abstract
OBJECTIVES The COVID-19 pandemic has challenged without precedent both healthcare and educational systems worldwide. How medical students could and should be engaged in the response remains unclear. Medical students were asked to help with communicating with patients' relatives in our institution. Authors aimed: to (i) present the rapid implementation and assessment of a teaching/e-teaching lesson in the COVID-19 era; (ii) report an early evaluation of preparedness, mental health and well-being of students involved. METHODS The lesson was elaborated at lockdown in France. The clinical guidance consisted of a voluntary lesson entitled: "How to communicate with relatives of hospitalized COVID-19 patients?". Students received an anonymous online questionnaire after two weeks. RESULTS Sixty-six medical students were trained (32% face-to-face). The response rate was 64%. Most students informed relatives about the routine care of the patient (95%). Concerning the lesson, students assured to have had one (95%), considered it relevant (86%), and had used the educational content (81%). 33% were charged with unexpected missions (only 36% felt prepared). Most of them did not report any psychological impact, but some reported anxiety or sleep disorders with no difference between face-to-face/distance training. CONCLUSIONS This pandemic may last. Communication ability is a key competence in medical curriculum and is more than ever essential. Distance learning technologies may provide a useful and accepted tool for medical students. We report on a rapid feedback on what can be expected or not from students in terms of mission and short-term psychological consequences.
Collapse
Affiliation(s)
- S Tebeka
- AP-HP, Groupe Hospitalo-Universitaire AP-HP Nord, DMU ESPRIT, service de Psychiatrie et Addictologie, Hôpital Louis Mourier, Colombes, Inserm U1266, 178, rue des Renouillers, 92700 Colombes, France; UFR de Médecine Paris Nord, Université de Paris, 16, rue Henri Huchard, 75018 Paris, France
| | - O Huillard
- Department of Medical Oncology, Hopital Cochin, APHP Centre-Université de Paris, 27, rue du Faubourg Saint-Jacques, 75014 Paris, France
| | - B Pignon
- AP-HP, DMU IMPACT, Département Médico-Universitaires de psychiatrie et d'addictologie des Hôpitaux universitaires Henri-Mondor, 94000 Créteil, France; Inserm, U955, Laboratoire Neuro-Psychiatrie translationnelle, Institut Mondor de Recherche Biomédicale, 94000 Créteil, France; UPEC, Université Paris Est Créteil, Faculté de médecine, 94000 Créteil, France
| | - Y-L Nguyen
- AP-HP, Groupe Hospitalo-Universitaire AP-HP Centre, DMU ARME, département d'anesthésie et réanimation. Hôpital Cochin, Faculté de médecine, Université de Paris, 27, rue du Faubourg Saint-Jacques, 75014 Paris, France
| | - C Dubertret
- AP-HP, Groupe Hospitalo-Universitaire AP-HP Nord, DMU ESPRIT, service de Psychiatrie et Addictologie, Hôpital Louis Mourier, Colombes, Inserm U1266, 178, rue des Renouillers, 92700 Colombes, France; UFR de Médecine Paris Nord, Université de Paris, 16, rue Henri Huchard, 75018 Paris, France
| | - J Mallet
- AP-HP, Groupe Hospitalo-Universitaire AP-HP Nord, DMU ESPRIT, service de Psychiatrie et Addictologie, Hôpital Louis Mourier, Colombes, Inserm U1266, 178, rue des Renouillers, 92700 Colombes, France; UFR de Médecine Paris Nord, Université de Paris, 16, rue Henri Huchard, 75018 Paris, France.
| |
Collapse
|
31
|
Mehrotra D, Markus A. Emerging simulation technologies in global craniofacial surgical training. J Oral Biol Craniofac Res 2021; 11:486-499. [PMID: 34345584 PMCID: PMC8319526 DOI: 10.1016/j.jobcr.2021.06.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 06/22/2021] [Indexed: 12/14/2022] Open
Abstract
The last few decades have seen an exponential growth in the development and adoption of novel technologies in medical and surgical training of residents globally. Simulation is an active and innovative teaching method, and can be achieved via physical or digital models. Simulation allows the learners to repeatedly practice without the risk of causing any error in an actual patient and enhance their surgical skills and efficiency. Simulation may also allow the clinical instructor to objectively test the ability of the trainee to carry out the clinical procedure competently and independently prior to trainee's completion of the program. This review aims to explore the role of emerging simulation technologies globally in craniofacial training of students and residents in improving their surgical knowledge and skills. These technologies include 3D printed biomodels, virtual and augmented reality, use of google glass, hololens and haptic feedback, surgical boot camps, serious games and escape games and how they can be implemented in low and middle income countries. Craniofacial surgical training methods will probably go through a sea change in the coming years, with the integration of these new technologies in the surgical curriculum, allowing learning in a safe environment with a virtual patient, through repeated exercise. In future, it may also be used as an assessment tool to perform any specific procedure, without putting the actual patient on risk. Although these new technologies are being enthusiastically welcomed by the young surgeons, they should only be used as an addition to the actual curriculum and not as a replacement to the conventional tools, as the mentor-mentee relationship can never be replaced by any technology.
Collapse
Affiliation(s)
- Divya Mehrotra
- Department of Oral and Maxillofacial Surgery KGMU, Lucknow, India
| | - A.F. Markus
- Emeritus Consultant Maxillofacial Surgeon, Poole Hospital University of Bournemouth, University of Duisburg-Essen, Trinity College, Dublin, Ireland
| |
Collapse
|
32
|
Doreille A, Vilaine E, Belenfant X, Tabbi W, Massy Z, Corruble E, Basse O, Luque Y, Rondeau E, Benhamou D, François H. Can empathy be taught? A cross-sectional survey assessing training to deliver the diagnosis of end stage renal disease. PLoS One 2021; 16:e0249956. [PMID: 34495963 PMCID: PMC8425537 DOI: 10.1371/journal.pone.0249956] [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: 09/23/2020] [Accepted: 03/26/2021] [Indexed: 12/30/2022] Open
Abstract
Background Receiving the diagnosis of kidney failure has a major impact on patients. Yet, the way in which this diagnosis should be delivered is not formally taught within our medical curriculum. To fill this gap we set up a training course of kidney failure diagnosis delivery for nephrology trainees since 2016. This study assessed the effectiveness of this educational intervention. Methods The primary outcome was change in the empathy score immediately after the training session and several months afterward, based on the Jefferson Scale of Physician Empathy (JSPE). Self-reported change in clinical practice was also evaluated. As control groups, we assessed empathy levels in untrained nephrology trainees (n = 26) and senior nephrologists (n = 71). Later on (>6 months) we evaluated participants’ perception of changes in their clinical practice due to the training. Results Six training sessions permitted to train 46 trainees. Most respondents (76%) considered the training to have a durable effect on their clinical practice. Average empathy scores were not significantly different in pre-trained trainees (average JSPE: 103.7 ± 11.4), untrained trainees (102.8 ± 16.4; P = 0.81) and senior nephrologists (107.2 ± 13.6; P = 0.15). Participants’ empathy score significantly improved after the training session (112.8 ± 13.9; P = 0.003). This improvement was sustained several months afterwards (average JSPE 110.5 ± 10.8; P = 0.04). Conclusion A single 4-hour training session can have long lasting impact on empathy and clinical practice of participants. Willingness to listen, empathy and kindness are thought to be innate and instinctive skills, but they can be acquired and should be taught.
Collapse
Affiliation(s)
- Alice Doreille
- Department of Nephrology and Transplantation, Hôpital Tenon, AP-HP, Paris, France
| | - Eve Vilaine
- Department of Nephrology, CHU Ambroise Paré, AP-HP, Paris, France
| | - Xavier Belenfant
- Department of Nephrology, CHI André Grégoire, Montreuil, France
- Réseau de Néphrologie d’Ile de France (Rénif), Paris, France
| | - Wided Tabbi
- Department of Nephrology, CHI André Grégoire, Montreuil, France
| | - Ziad Massy
- Department of Nephrology, CHU Ambroise Paré, AP-HP, Paris, France
- Centre for Research in Epidemiology and Population Health (CESP), UMRS 1018, team 5, UVSQ, University Paris Saclay, Villejuif, France
| | | | - Odile Basse
- Association France Rein Ile de France, Paris, France
| | - Yosu Luque
- Department of Nephrology and Transplantation, Hôpital Tenon, AP-HP, Paris, France
- Sorbonne Université, UMR_S1155, Paris, France
| | - Eric Rondeau
- Department of Nephrology and Transplantation, Hôpital Tenon, AP-HP, Paris, France
- Sorbonne Université, UMR_S1155, Paris, France
| | - Dan Benhamou
- Department of Anesthesiology, Hôpital Bicêtre, AP-HP, Kremlin Bicêtre, France
- LabForSIMS Simulation Center, Paris Sud University, Kremlin Bicêtre, France
| | - Helene François
- Department of Nephrology and Transplantation, Hôpital Tenon, AP-HP, Paris, France
- Sorbonne Université, UMR_S1155, Paris, France
- LabForSIMS Simulation Center, Paris Sud University, Kremlin Bicêtre, France
- * E-mail:
| |
Collapse
|
33
|
Lin‐Martore M, Kant S, O’Brien BC. Procedural skill maintenance: Perspectives and motivations of pediatric emergency medicine faculty. AEM EDUCATION AND TRAINING 2021; 5:e10696. [PMID: 34671710 PMCID: PMC8513436 DOI: 10.1002/aet2.10696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Revised: 09/20/2021] [Accepted: 09/21/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Pediatric emergency medicine (PEM) physicians receive training in critical procedures, but these procedures are rare in practice. The literature on maintenance of procedural skills focuses on ways to practice (e.g., via simulation) and pays little attention to motivation's role. Understanding what motivates PEM physicians to maintain procedural skills can inform the design of supportive policies and interventions. Our study explores how PEM physicians conceptualize maintenance of procedural skills, what motivates them to maintain procedural skills, and barriers to procedural skill maintenance. METHODS This was a qualitative study of 12 PEM faculty guided by the self-determination theory (SDT) of motivation. SDT describes a typology that distinguishes extrinsic and intrinsic motivation, with intrinsic motivation based on autonomy, competence, and relatedness. Interviews were transcribed and coded using constant-comparative technique, and interviews continued until thematic sufficiency was achieved. RESULTS Participants had difficulty defining procedural skill maintenance by specific criteria and expressed ambivalence about external standards for competence, noting the need to account for individual and local practice factors. Three themes characterizing participants' motivation for procedural skills maintenance included: (1) desire to provide optimal patient care and fear of unsuccessful performance (competence), (2) procedural competence as part of the identity of a PEM physician who teaches and performs procedures (competence and relatedness), and (3) desire for accessibility and choice of options in maintaining procedural skills (autonomy). Participants identified lack of opportunities, time, and support as barriers to motivation and skills maintenance. CONCLUSION SDT concepts were integral to understanding faculty motivation, and this highlights the need for prioritizing faculty autonomy, competence, and relatedness in designing supports for procedural skill maintenance. Our findings regarding the difficulty in defining maintenance of skills emphasize the need for further discussion and study of this topic.
Collapse
Affiliation(s)
- Margaret Lin‐Martore
- Departments of Emergency Medicine and PediatricsUniversity of California at San FranciscoSan FranciscoCaliforniaUSA
| | - Shruti Kant
- Departments of Emergency Medicine and PediatricsUniversity of California at San FranciscoSan FranciscoCaliforniaUSA
| | - Bridget C. O’Brien
- Department of MedicineUniversity of California at San FranciscoSan FranciscoCaliforniaUSA
| |
Collapse
|
34
|
An exploration of midwives' perceptions of newborn resuscitation programmes for midwifery students. Midwifery 2021; 100:103021. [PMID: 34004437 DOI: 10.1016/j.midw.2021.103021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 04/04/2021] [Accepted: 04/27/2021] [Indexed: 11/24/2022]
|
35
|
European Resuscitation Council Guidelines 2021: Newborn resuscitation and support of transition of infants at birth. Resuscitation 2021; 161:291-326. [PMID: 33773829 DOI: 10.1016/j.resuscitation.2021.02.014] [Citation(s) in RCA: 214] [Impact Index Per Article: 71.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
The European Resuscitation Council has produced these newborn life support guidelines, which are based on the International Liaison Committee on Resuscitation (ILCOR) 2020 Consensus on Science and Treatment Recommendations (CoSTR) for Neonatal Life Support. The guidelines cover the management of the term and preterm infant. The topics covered include an algorithm to aid a logical approach to resuscitation of the newborn, factors before delivery, training and education, thermal control, management of the umbilical cord after birth, initial assessment and categorisation of the newborn infant, airway and breathing and circulation support, communication with parents, considerations when withholding and discontinuing support.
Collapse
|
36
|
Ghoman SK, Cutumisu M, Schmölzer GM. Digital Simulation Improves, Maintains, and Helps Transfer Health-Care Providers' Neonatal Resuscitation Knowledge. Front Pediatr 2021; 8:599638. [PMID: 33537263 PMCID: PMC7848194 DOI: 10.3389/fped.2020.599638] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 12/02/2020] [Indexed: 11/13/2022] Open
Abstract
Purpose: To safely care for their newborn patients, health-care professionals (HCP) must undergo frequent training to improve and maintain neonatal resuscitation knowledge and skills. However, the current approach to neonatal resuscitation simulation training is time and resource-intensive, and often inaccessible. Digital neonatal resuscitation simulation may present a convenient alternative for more frequent training. Method: Fifty neonatal HCPs participated in the study (44 female; 27 nurses, 3 nurse practitioners, 14 respiratory therapists, 6 doctors). This study was conducted at a tertiary perinatal center in Edmonton, Canada from April-August 2019, with 2-month (June-October 2019) and 5-month (September 2019-January 2020) follow-up. Neonatal HCPs were recruited by volunteer sampling to complete a demographic survey, pre-test (baseline knowledge), two digital simulation scenarios (intervention), and post-test (knowledge acquisition). Two months later, participants repeated the post-test (knowledge retention). Five months after the initial intervention, participants completed a post-test using a table-top simulation (knowledge transfer). Longitudinal analyses were used to compare participants' performance over time. Results: Overall the proportion of correct performance increased: 21/50 (42%) passed the pre-test, 39/50 (78%) the post-test, 30/43 (70%) the 2-month post-test, and 32/40 (80%) the 5-month post-test. GLMM and GEE analyses revealed that performance on all post-tests was significantly better than the performance on the pre-test. Therefore, training with the RETAIN digital simulation effectively improves, maintains, and transfers HCPs' neonatal resuscitation knowledge. Conclusions: Digital simulation improved, maintained, and helped transfer HCPs' neonatal resuscitation knowledge over time. Digital simulation presents a promising approach for frequent neonatal resuscitation training, particularly for distance-learning applications.
Collapse
Affiliation(s)
- Simran K. Ghoman
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Maria Cutumisu
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada
- Department of Computing Science, Faculty of Science, University of Alberta, Edmonton, AB, Canada
| | - Georg M. Schmölzer
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| |
Collapse
|
37
|
Abstract
The European Resuscitation Council has produced these newborn life support guidelines, which are based on the International Liaison Committee on Resuscitation (ILCOR) 2020 Consensus on Science and Treatment Recommendations (CoSTR) for Neonatal Life Support. The guidelines cover the management of the term and preterm infant. The topics covered include an algorithm to aid a logical approach to resuscitation of the newborn, factors before delivery, training and education, thermal control, management of the umbilical cord after birth, initial assessment and categorisation of the newborn infant, airway and breathing and circulation support, communication with parents, considerations when withholding and discontinuing support.
Collapse
|
38
|
Hu L, Zhang L, Yin R, Li Z, Shen J, Tan H, Wu J, Zhou W. NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students. Front Pediatr 2021; 9:645776. [PMID: 33968850 PMCID: PMC8096897 DOI: 10.3389/fped.2021.645776] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Accepted: 03/24/2021] [Indexed: 01/10/2023] Open
Abstract
Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking. Objective: We designed a serious computer game "NEOGAMES" to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students. Methods: "NEOGAMES" consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months. Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P < 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group. Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.
Collapse
Affiliation(s)
- Liyuan Hu
- Department of Education and Training, Children's Hospital of Fudan University, Shanghai, China.,Department of Neonatology, Children's Hospital of Fudan University, Shanghai, China
| | - Lan Zhang
- Department of Neonatology, Children's Hospital of Fudan University, Shanghai, China
| | - Rong Yin
- Department of Neonatology, Children's Hospital of Fudan University, Shanghai, China
| | - Zhihua Li
- Department of Neonatology, Children's Hospital of Fudan University, Shanghai, China
| | - Jianqing Shen
- Department of Education and Training, Children's Hospital of Fudan University, Shanghai, China
| | - Hui Tan
- Department of Education and Training, Children's Hospital of Fudan University, Shanghai, China
| | - Jingyan Wu
- Department of Education and Training, Children's Hospital of Fudan University, Shanghai, China
| | - Wenhao Zhou
- Department of Education and Training, Children's Hospital of Fudan University, Shanghai, China.,Department of Neonatology, Children's Hospital of Fudan University, Shanghai, China
| |
Collapse
|
39
|
Ghoman SK, Cutumisu M, Schmölzer GM. Using the RETAIN Tabletop Simulator as a Summative Assessment Tool for Neonatal Resuscitation Healthcare Professionals: A Pilot Study. Front Pediatr 2020; 8:569776. [PMID: 33224907 PMCID: PMC7674399 DOI: 10.3389/fped.2020.569776] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/05/2020] [Accepted: 09/07/2020] [Indexed: 11/13/2022] Open
Abstract
Background: Frequent and objective summative assessment of neonatal healthcare providers is important to ensure high-quality care to patients during neonatal resuscitation. Currently, neonatal resuscitation providers are only individually assessed using an at-home online multiple-choice questionnaire. While simulation-based assessment is preferred, resource constraints limit its widespread uptake. An alternative approach to simulation-based summative assessment is needed. Simulation-based serious games may provide a solution. Objective: The aim of this study was to examine if individual performance on the RETAIN (REsuscitation TrAINing for healthcare professionals) tabletop simulator can be used as a summative assessment of neonatal resuscitation providers, regardless of their prior board game experience. Method: Neonatal healthcare providers were recruited from a tertiary perinatal center to complete a (1) demographic pre-survey, (2) neonatal resuscitation scenario using an open-answer written pre-test, (3) neonatal resuscitation scenario using the RETAIN tabletop simulator, and (4) post-survey measuring usage and attitudes toward board games. Multiple linear regression analyses using the Johnson-Neyman technique were conducted in R to probe the moderation effect of years of board game on the relationship between pre-test and game performance. Results: Twenty Neonatal Resuscitation Program-trained healthcare providers (nurses, nurse practitioners, respiratory therapists, and fellows) were recruited for this study (n = 19 females). Participants' mean (standard deviation) pre-test score was 8.35 (1.81) out of a total 16 possible points (52%) and a score of 18 (4.41) out of a total of 40 possible points (45%) using RETAIN. Overall board game experience was 22.5 (12.6) years. Finally, years of board game moderated significantly the relation between the pre-test and game performance (B = -0.13, SE = 0.05, beta = -0.48, t = -2.77, p < 0.05; 95% CI [-0.24, -0.03]). Thus, participants' performance on the two tests (written and simulator) was significantly positively associated, but only for those who reported fewer than 21.5 years of board game experience. Conclusion: This study reports the preliminary results of a pilot study, indicating that the RETAIN tabletop simulator could be used as a simulation-based summative assessment, an enjoyable, low-cost alternative to traditional assessment approaches. RETAIN offers a solution to the need for more frequent and continued assessment of neonatal resuscitation providers.
Collapse
Affiliation(s)
- Simran K. Ghoman
- Neonatal Research Unit, Center for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Maria Cutumisu
- Neonatal Research Unit, Center for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Center for Research in Applied Measurement and Evaluation, Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada
- Department of Computing Science, Faculty of Science, University of Alberta, Edmonton, AB, Canada
| | - Georg M. Schmölzer
- Neonatal Research Unit, Center for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| |
Collapse
|
40
|
Cheng A, Magid DJ, Auerbach M, Bhanji F, Bigham BL, Blewer AL, Dainty KN, Diederich E, Lin Y, Leary M, Mahgoub M, Mancini ME, Navarro K, Donoghue A. Part 6: Resuscitation Education Science: 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation 2020; 142:S551-S579. [PMID: 33081527 DOI: 10.1161/cir.0000000000000903] [Citation(s) in RCA: 77] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
|
41
|
Bucher SL, Cardellichio P, Muinga N, Patterson JK, Thukral A, Deorari AK, Data S, Umoren R, Purkayastha S. Digital Health Innovations, Tools, and Resources to Support Helping Babies Survive Programs. Pediatrics 2020; 146:S165-S182. [PMID: 33004639 DOI: 10.1542/peds.2020-016915i] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/04/2020] [Indexed: 11/24/2022] Open
Abstract
The Helping Babies Survive (HBS) initiative features a suite of evidence-based curricula and simulation-based training programs designed to provide health workers in low- and middle-income countries (LMICs) with the knowledge, skills, and competencies to prevent, recognize, and manage leading causes of newborn morbidity and mortality. Global scale-up of HBS initiatives has been rapid. As HBS initiatives rolled out across LMIC settings, numerous bottlenecks, gaps, and barriers to the effective, consistent dissemination and implementation of the programs, across both the pre- and in-service continuums, emerged. Within the first decade of expansive scale-up of HBS programs, mobile phone ownership and access to cellular networks have also concomitantly surged in LMICs. In this article, we describe a number of HBS digital health innovations and resources that have been developed from 2010 to 2020 to support education and training, data collection for monitoring and evaluation, clinical decision support, and quality improvement. Helping Babies Survive partners and stakeholders can potentially integrate the described digital tools with HBS dissemination and implementation efforts in a myriad of ways to support low-dose high-frequency skills practice, in-person refresher courses, continuing medical and nursing education, on-the-job training, or peer-to-peer learning, and strengthen data collection for key newborn care and quality improvement indicators and outcomes. Thoughtful integration of purpose-built digital health tools, innovations, and resources may assist HBS practitioners to more effectively disseminate and implement newborn care programs in LMICs, and facilitate progress toward the achievement of Sustainable Development Goal health goals, targets, and objectives.
Collapse
Affiliation(s)
- Sherri L Bucher
- Division of Neonatal-Perinatal Medicine, Department of Pediatrics, School of Medicine, Indiana University, Indianapolis, Indiana; .,Eck Institute for Global Health, University of Notre Dame, Notre Dame, Indiana
| | | | - Naomi Muinga
- Kenya Medical Research Institute Wellcome Trust Research Programme, Nairobi, Kenya
| | - Jackie K Patterson
- Department of Pediatrics, School of Medicine, University of North Carolina, Chapel Hill, North Carolina
| | - Anu Thukral
- Department of Pediatrics, All India Institute of Medical Sciences, New Delhi, India
| | - Ashok K Deorari
- Department of Pediatrics, All India Institute of Medical Sciences, New Delhi, India
| | - Santorino Data
- Department of Pediatrics and Child Health, Mbarara University of Science and Technology, Mbarara, Uganda
| | - Rachel Umoren
- Division of Neonatology, Department of Pediatrics, School of Medicine, Seattle, Washington.,Department of Global Health, School of Medicine, University of Washington, Seattle, Washington; and
| | - Saptarshi Purkayastha
- Department of Data Science and Health Informatics, School of Informatics and Computing, Indiana University-Purdue University Indianapolis, Indianapolis, Indiana
| |
Collapse
|
42
|
Gamtessa LC, Kebede KM. <p>Knowledge Outcome of Helping Babies Breathe Training in Southern Nations, Nationalities and People’s Region, Ethiopia: A Pre- and Post-Test Study</p>. RESEARCH AND REPORTS IN NEONATOLOGY 2020. [DOI: 10.2147/rrn.s274235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
|
43
|
Sawyer T. Educational Perspectives: Educational Strategies to Improve Outcomes from Neonatal Resuscitation. Neoreviews 2020; 21:e431-e441. [PMID: 32611561 DOI: 10.1542/neo.21-7-e431] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Since 1987, the Neonatal Resuscitation Program (NRP) course has taught the cognitive, technical, and behavioral skills required to effectively resuscitate newborns. To remain relevant and effective, the NRP course needs to continually evolve and embrace evidence-based educational strategies proven to improve outcomes from resuscitation. In this Educational Perspectives article, 6 educational strategies that can be applied to neonatal resuscitation education are reviewed. These educational strategies include mastery learning and deliberate practice, spaced practice, contextual learning, feedback and debriefing, assessment, and innovative educational strategies Then knowledge translation and implementation of these educational strategies through passive and active knowledge translation, change theory, design thinking, performance measurement, deadoption strategies, continuous quality improvement, incentive and penalties, and psychological marketing are explored. Finally, ways to optimize faculty development of NRP instructors, including both initial instructor training and ongoing instructor development, are examined. The goal of this review is to help NRP program developers and instructors use evidence-based educational strategies to improve neonatal resuscitation outcomes.
Collapse
Affiliation(s)
- Taylor Sawyer
- Department of Pediatrics, Division of Neonatology, University of Washington School of Medicine and Seattle Children's Hospital, Seattle, WA
| |
Collapse
|
44
|
Ghoman SK, Cutumisu M, Schmölzer GM. Simulation-Based Summative Assessment of Neonatal Resuscitation Providers Using the RETAIN Serious Board Game-A Pilot Study. Front Pediatr 2020; 8:14. [PMID: 32083041 PMCID: PMC7006050 DOI: 10.3389/fped.2020.00014] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Accepted: 01/10/2020] [Indexed: 01/10/2023] Open
Abstract
Background: Each year, 13-26 million newborn babies require help to breathe at birth. Healthcare professionals (HCPs) who provide neonatal resuscitative care must be frequently evaluated to maintain and improve the quality of healthcare delivered. While simulation-based competence assessment is preferred, resource constraints hinder uptake. We aimed to examine if the RETAIN simulation-based boardgame can be used to assess HCPs' neonatal resuscitation knowledge. Method: Twenty neonatal HCPs (19 females) from the Royal Alexandra Hospital (Edmonton, Canada) were recruited. First, they completed an open-answer written test of one neonatal resuscitation scenario. Then, they completed one neonatal resuscitation scenario of difficulty comparable to that of the open-answer written test, but this time using the RETAIN board game. In the RETAIN board game (https://playretain.com, RETAIN Labs Medical Inc, Edmonton, Canada), players perform simulated neonatal resuscitation scenarios based on real-life cases, using action cards, and equipment pieces. Sessions were video-recorded and scored using Neonatal Resuscitation Program 2015 guidelines. Data are reported as mean (standard deviation) for normally distributed continuous variables, and as median (interquartile range) for non-normal continuous variables. Results: Participants consisted of the following HCPs: 8 nurses, 4 respiratory therapists, 4 nurse practitioners, and 4 neonatal fellows with median (IQR) 10.5(3-17) years of clinical experience. Overall mean (SD) Open-answer test and Game Performance was 8.6(2.1) out of 16 possible points (53%) and 29(3.2) out of 40 possible points (74%), respectively. Out of the 10 actions shared between the open-answer test and game scenario, performance on the open-answer test was mean (SD) 7.2(1.3) (72%) and game performance was mean (SD) 8.8(1.4) (88%) (V = 17, p < 0.01). Conclusion: RETAIN may provide an enjoyable and standardized alternative toward summative assessment of neonatal resuscitation providers. RETAIN may be used to improve more frequent and ubiquitous uptake of simulation-based competence assessment in healthcare settings.
Collapse
Affiliation(s)
- Simran K. Ghoman
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Maria Cutumisu
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Educational Psychology, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB, Canada
- Department of Computing Science, University of Alberta, Edmonton, AB, Canada
| | - Georg M. Schmölzer
- Neonatal Research Unit, Centre for the Studies of Asphyxia and Resuscitation, Royal Alexandra Hospital, Edmonton, AB, Canada
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| |
Collapse
|
45
|
Lu C, Ghoman SK, Cutumisu M, Schmölzer GM. Unsupervised Machine Learning Algorithms Examine Healthcare Providers' Perceptions and Longitudinal Performance in a Digital Neonatal Resuscitation Simulator. Front Pediatr 2020; 8:544. [PMID: 33042905 PMCID: PMC7518390 DOI: 10.3389/fped.2020.00544] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 07/29/2020] [Indexed: 12/05/2022] Open
Abstract
Background: Frequent simulation-based education is recommended to improve health outcomes during neonatal resuscitation but is often inaccessible due to time, resource, and personnel requirements. Digital simulation presents a potential alternative; however, its effectiveness and reception by healthcare professionals (HCPs) remains largely unexplored. Objectives: This study explores HCPs' attitudes toward a digital simulator, technology, and mindset to elucidate their effects on neonatal resuscitation performance in simulation-based assessments. Methods: The study was conducted from April to August 2019 with 2-month (June-October 2019) and 5-month (September 2019-January 2020) follow-up at a tertiary perinatal center in Edmonton, Canada. Of 300 available neonatal HCPs, 50 participated. Participants completed a demographic survey, a pretest, two practice scenarios using the RETAIN neonatal resuscitation digital simulation, a posttest, and an attitudinal survey (100% response rate). Participants repeated the posttest scenario in 2 months (86% response rate) and completed another posttest scenario using a low-fidelity, tabletop simulator (80% response rate) 5 months after the initial study intervention. Participants' survey responses were collected to measure attitudes toward digital simulation and technology. Knowledge was assessed at baseline (pretest), acquisition (posttest), retention (2-month posttest), and transfer (5-month posttest). Results: Fifty neonatal HCPs participated in this study (44 females and 6 males; 27 nurses, 3 nurse practitioners, 14 respiratory therapists, and 6 doctors). Most participants reported technology in medical education as useful and beneficial. Three attitudinal clusters were identified by a hierarchical clustering algorithm based on survey responses. Although participants exhibited diverse attitudinal paths, they all improved neonatal resuscitation performance after using the digital simulator and successfully transferred their knowledge to a new medium. Conclusions: Digital simulation improved HCPs' neonatal resuscitation performance. Medical education may benefit by incorporating technology during simulation training.
Collapse
Affiliation(s)
- Chang Lu
- Department of Educational Psychology, Faculty of Education, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB, Canada
| | - Simran K Ghoman
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.,Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Maria Cutumisu
- Department of Educational Psychology, Faculty of Education, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB, Canada.,Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.,Department of Computing Science, Faculty of Science, University of Alberta, Edmonton, AB, Canada
| | - Georg M Schmölzer
- Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.,Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| |
Collapse
|
46
|
The RETAIN Simulation-Based Serious Game-A Review of the Literature. Healthcare (Basel) 2019; 8:healthcare8010003. [PMID: 31877882 PMCID: PMC7151097 DOI: 10.3390/healthcare8010003] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 12/16/2019] [Accepted: 12/19/2019] [Indexed: 01/21/2023] Open
Abstract
Background: Each year, over 13 million babies worldwide need help to breathe at birth. While guidelines recommend the Neonatal Resuscitation Program course, medical errors remain common. Frequent simulation training and assessment is needed to address this competence gap; however, alternative approaches are needed to overcome barriers to access. The RETAIN (REsuscitation TrAINing) simulation-based serious game (Retain Labs Medical Inc., Edmonton, AB, Canada) may provide a solution to supplement traditional training. This paper aims to review the available evidence about RETAIN for improving neonatal resuscitation education. Method: Literature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science, and EMBASE databases were performed to identify studies examining the RETAIN serious game for neonatal resuscitation training. All of the studies describing the RETAIN board game and computer game were included. Results: Three papers and one conference proceeding were identified. Two studies described the RETAIN board game, and two studies described the RETAIN computer game. RETAIN was reported as usable and clinically relevant. RETAIN also improved knowledge of neonatal resuscitation by 12% and functioned as a summative assessment. Further, performance on RETAIN was moderated by players' self-reported mindset. Conclusion: RETAIN can be used for the training and assessment of experienced neonatal resuscitation providers. Further studies are needed to understand the effectiveness of RETAIN to (i) improve other cognitive and non-cognitive skills, (ii) in diverse populations of neonatal resuscitation providers, (iii) in comparison to current standard training approaches, and (iv) in improving clinical outcomes in the delivery room.
Collapse
|