Introducing simulation-based education to healthcare professionals: exploring the challenge of integrating theory into educational practice

Mapping the Terrain of Faculty Development for Simulation: A Scoping Review

ABSTRACT

Understanding what interventions and approaches are currently being used to improve the knowledge, skills, and effectiveness of instructors in simulation-based education is an integral step for carving out the future of simulation. The current study is a scoping review on the topic, to uncover what is known about faculty development for simulation-based education.We screened 3259 abstracts and included 35 studies in this scoping review. Our findings reveal a clear image that the landscape of faculty development in simulation is widely diverse, revealing an array of foundations, terrains, and peaks even within the same zone of focus. As the field of faculty development in simulation continues to mature, we would hope that greater continuity and cohesiveness across the literature would continue to grow as well. Recommendations provided here may help provide the pathway toward that aim.

A survey of knowledge and practice of simulation among health tutors in selected health training institutions

AIM

The aim of the study was to describe the knowledge and practice of simulation among health tutors with a view to promoting the use of simulation in health training institutions in the Northern and Upper East Regions of Ghana.

DESIGN

The study was quantitative research that utilized a descriptive cross-sectional survey to describe the knowledge and practice of simulation in teaching.

METHODS

A structured questionnaire was used to collect data from 138 health tutors who were enumerated through the census for the study. The return rate was 87%, representing 120 health tutors who finally completed the study. The data were presented by means of descriptive statistics.

RESULTS

The findings of the study revealed that few participants had adequate knowledge of simulation. The study also found that a slight majority of the participants practiced simulation in teaching. The study further found that there was a positive correlation between health tutors' knowledge and the practice of simulation. Indicating that an increase in the health tutors' knowledge of simulation is associated with an increase in their practice of simulation.

Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools

Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.

Factors Affecting Implementation of Simulation-Based Education After Faculty Training in a Low-Resource Setting

INTRODUCTION

Simulation instructor training is a recognized key component of health care simulation implementation, including in low-resource settings. PediSTARS India (Pediatric Simulation Training and Research Society) has developed and delivered several instructor training courses and more recently a 3-level faculty development program. However, there is variability in adoption of simulation at workplaces. The goal of this study was to identify factors that influence translation of instructor training into workplace simulation.

METHODS

At the conclusion of their faculty development program, participants of the 2018 PediSTARS simulation instructor workshop were invited to participate in a qualitative study with an online questionnaire followed by a semistructured interview. The 3 key questions explored the "enablers," "barriers," and "changes needed" at workplaces for simulation-based training. The responses were analyzed and classified into broad themes.

RESULTS

Of the 76 participants of the workshop, 11 were interviewed. The enablers were classified under 3 themes; "management support," "trained team" and "smart sourcing." Barriers were "lack of infrastructure," "lack of time," and "lack of simulation culture." The proposed changes were to "raise awareness," "strengthen systems," and "curricular integration."

CONCLUSIONS

This study demonstrates the importance of institutional leadership support for simulation-based training and also that new instructors should focus on training teams in the workplace and mapping simulation activities to existing curricula. These results have wide applicability to a variety of health care settings and instructor training programs. Collaboration between organizations for further research about the impact of simulation-based training on patient safety and outcomes is also required.

Simulation for emergency nurses (SIREN): A quasi-experimental study

BACKGROUND

Within nursing education, simulation has been recognised as an effective learning strategy. Embedding simulation within clinical units has the potential to enhance patient safety and improve clinical outcomes. However it is important to evaluate the effectiveness of this educational technique to support the actual value and effectiveness.

OBJECTIVE

This study aimed to implement and evaluate an innovative simulation experience for registered nurses.

METHODS

A high-fidelity simulation focusing on nursing assessment was conducted with 50 Registered Nurses in an Emergency Department (ED) at a large tertiary referral hospital. Two questionnaires were completed pre and post simulation to assess anxiety related to participating in the simulation, and self-efficacy in patient assessment. Participant satisfaction and self-confidence in learning was assessed post simulation. Additionally a documentation audit from the patient's electronic chart was completed to review documentation entries before and after participation in the simulation.

RESULTS

Anxiety scores decreased significantly from pre (M = 38.56, SD = 9.87) to post (M = 33.54, SD = 8.99), t(49) = 4.273, p < 0.001. There was a statistically significant increase in self-efficacy scores from pre (M = 195.16, SD = 28.09) to post (M = 214.12, SD =25.77), t(49) = 5.072, p < 0.001. ED nurses were highly satisfied with their simulation training and they were in agreement with the statements about self-confidence in learning. There was a statistically significant increase in two components of the documentation scores; initial clinical handover increased from pre (M = 7.88, SD = 1.76) to post (M = 8.79, SD =1.22), t(41) = 3.41, p < 0.001 and indicators of urgent illness increased from pre (M = 7.33, SD = 1.95) to post (M = 8.10, SD = 1.45), t(41) =2.27, p = 0.028.

CONCLUSIONS

This study has demonstrated that a high fidelity simulation decreased participants' anxiety, increased self-efficiency in patient assessment, and improved documentation in patient records. Additionally ED nurses were highly satisfied with the simulation training.