The Use of Simulation-Based Education With New Graduate Nurses in Emergency Department and Acute Care Settings: A Scoping Review

A programme theory for a transition programme for novice nurses in emergency departments: A realist review

AIMS

To develop a programme theory for a transition programme for novice nurses working in emergency departments.

DESIGN

A realist review was conducted, guided by the Realist and Meta-narrative Evidence Synthesis-Evolving Standards publication standards.

DATA SOURCES

PubMed, CINAHL, Web of Science, Scopus, and the Wiley Online Library.

REVIEW METHODS

A realist review methodology was used to consider the contexts, mechanisms, and outcomes of transition programmes implemented in emergency departments. The Population, Concept, Context framework was used to develop a search strategy. Four reviewers independently screened the records using Rayyan. Conflicting decisions were evaluated against the inclusion and exclusion criteria to reach a consensus. The data were extracted literatim to a Google form and exported in an Excel spreadsheet. The frequencies for categorical data were calculated, and the textual data were thematically analysed. The theories supporting the programme theory were identified using a Behaviour of Interest, Health context, Exclusions and Models or Theories (BeHeMoth) search.

RESULTS

Eleven reports of the 1275 records met the inclusion criteria. Three contextual factors influencing the transition programme, namely, the characteristics of the novice nurse, interpersonal relationships, and the emergency department, were identified. Mechanisms were classified as resources, including programme champions, learning and teaching activities, and responses to the programme. The primary outcomes included novice nurses and emergency departments. Secondary outcomes included the establishment of educational support structures. The final programme theory was developed based on the review results and supporting theories.

CONCLUSION

Novice nurses with specific characteristics will most likely become proficient in a well-equipped and well-maintained emergency department when sufficient support is offered while maintaining healthy interpersonal relationships. A transition programme that is provided by experts and codesigned is one way of supporting novice nurses.

Advancing One Health education: integrative pedagogical approaches and their impacts on interdisciplinary learning

One Health is an integrative approach that emphasizes the interconnectedness of human, animal, and environmental health, advocating for collaborative, multidisciplinary efforts to address health challenges, particularly amid globalization and emerging threats. This paper examines the integration of One Health principles into global health education, highlighting the importance of interdisciplinary collaboration and innovative pedagogical approaches. It evaluates various teaching methods, including problem-based learning (PBL), team-based learning (TBL), simulation-based education (SBE), case-based learning (CBL), interdisciplinary workshops and seminars (IWS), and service-learning (SL), analyzing their strengths and weaknesses in fostering interdisciplinary understanding and practical application of One Health concepts. While these methods enhance learning by promoting critical thinking, collaboration, and real-world application, they also face challenges such as resource constraints, variability in group dynamics, and the complexity of assessing long-term learning outcomes. The paper also discusses the role of global partnerships, such as the Global One Health Research Partnership (GOHRP), in advancing One Health education through collaborative research and educational initiatives. Addressing challenges in curriculum integration and interdisciplinary collaboration is crucial for the effective implementation of One Health education, ensuring that future health professionals are equipped to tackle complex global health challenges.

Stroke Admission Simulation: Engaging Novice and Expert Nurses

In today's changing health care climate, clinical nurse educators are being challenged to educate nurses with a wide range of experience. This article describes the development and facilitation of a low-fidelity simulation used to educate nurses about identified gaps in standardized care during stroke admissions on a medical-surgical stroke unit at Legacy Emanuel Medical Center. The simulation was developed for use by novice and expert medical-surgical stroke nurses simultaneously. With the use of Bloom's Revised Taxonomy (Anderson et al., 2001), roles within the simulation were tailored to encourage the learning of nurses with varying levels of expertise. Overall, learners appeared to benefit from the class, which included the stroke admission simulation. Mean test scores increased from 55% pretest to 80% posttest. Additionally, 98% of learners found the simulation and lecture moderately helpful or extremely helpful. [J Contin Educ Nurs. 2024;55(3):113-119.].

Can simulation-based education or other education interventions replace clinical placement in medical radiation sciences? A narrative review

OBJECTIVES

In response to increasing student enrolment and workload pressures from the Covid-19 pandemic, a recent focus on health student preparation programs has been on curricula adaptations and replacement of clinical placement time with alternative education activities. The aim of the narrative review was to explore the current evidence relating to education activities in Medical Radiation Sciences (MRS) used to replace clinical placements or part of clinical placements. Medline, CINAHL and Web of Science databases were used to search for articles published between 2017 and 2022. Data from the literature was summarised into (1) planning and development of clinical replacement learning activities in MRS, (2) evaluation of clinical replacement activities, and (3) benefits and challenges of clinical replacement in MRS.

KEY FINDINGS

Planning and development of clinical replacement learning activities in MRSrequires support from a wide range of stakeholders, and evidence from activities already implemented exists. Activities largely encompass an institution-specific focus. Developed clinical replacement activities use a blended approach, with simulation-based education (SBE) as a main teaching platform. Evaluation of clinical replacement activities are largely focused on students' achievement of learning objectives relating to practical and communication skills. Emerging evidence based on small student samples shows that clinical and clinical replacement activities provide similar results in terms of learning objectives.

CONCLUSION

Benefits and challenges of clinical replacement in MRS are similar to those presented in the other health professions. The balance between quality and quantity of teaching and learning experiences for clinical skill development in MRS needs to be further investigated.

IMPLICATIONS FOR PRACTICE

To meet the dynamic challenges of the health care environment and MRS profession, a major goal in the future will be to affirm the benefit of clinical replacement activities for MRS students.

The value of simulation-based education in developing preparedness for acute care situations: An interview study of new graduate nurses' perspectives

AIM

This study aimed to explore how new graduated nurses experience a one-day simulation based education, contributing to providing care in acute situations two months after completion.

BACKGROUND

Simulation-based education is often offered to new graduated nurses as part of important workplace learning. Simulation-based education is a valid learning and teaching strategy and is suggested as a measure to improve nurses' ability in acute situations. However, studies are often conducted as pre-post evaluations immediately after completion of a simulation. Thus, knowledge of the clinical impact of simulation-based education on actual acute care situations could benefit both research and practice.

DESIGN/METHOD

During the winter of 2021-2022, 14 semi-structured interviews were conducted with newly graduated nurses two months after they completed the simulation-based education and the interviews were analyzed using thematic analysis.

RESULTS

The results are presented in three themes: a structured and shared strategy to handle acute situations, a developed role in acute situations and a more comprehensive understanding of acute situations. The results revealed that simulation-based education can contribute to the ability to care in acute situations in terms of action readiness and broad contextual understanding.

CONCLUSION

Simulation-based education can help develop the ability to care for patients in acute situations. However, differences in participant experiences must be acknowledged and processed in order for the implementation and outcome to be successful.