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Chung SY, Park BK, Kim MJ, Rudolph JW, Fey M, Simon R. Testing reliability and validity of the Korean version of Debriefing Assessment for Simulation in Healthcare (K-DASH). Adv Simul (Lond) 2024; 9:32. [PMID: 39113142 PMCID: PMC11308559 DOI: 10.1186/s41077-024-00305-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 07/13/2024] [Indexed: 08/10/2024] Open
Abstract
BACKGROUND Use of the Debriefing Assessment for Simulation in Healthcare (DASH©) would be beneficial for novice debriefers with less or no formal training in debriefing. However, the DASH translated into Korean and tested for psychometrics is not yet available. Thus, this study was to develop a Korean version of the DASH student version (SV) and test its reliability and validity among baccalaureate nursing students in Korea. METHODS The participants were 99 baccalaureate nursing students. Content validity using content validity index (CVI), construct validity using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), and internal consistency using Cronbach's alpha coefficient were assessed. RESULTS Both Item-CVIs and Scale-CVI were acceptable. EFA supported the unidimensional latent structure of Korean DASH-SV and results of CFA indicated 6 items converged within the extracted factor, significantly contributing to the factor (p ≤ .05). Items were internally consistent (Cronbach's α = 0.82). CONCLUSION The Korean version of the DASH-SV is arguably a valid and reliable measure of instructor behaviors that could improve faculty debriefing and student learning in the long term.
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Affiliation(s)
- Seon-Yoon Chung
- College of Nursing, University of Wisconsin Oshkosh, 800 Algoma Blvd, Oshkosh, WI, 54901, USA
| | - Bu Kyung Park
- College of Nursing, Kyungpook National University, 640 Gukchaebosang-Ro Jung-Gu, Daegu, 41944, Korea.
| | - Myoung Jin Kim
- Mennonite College of Nursing, Illinois State University, Campus, Box 5810, Normal, IL, 61790, USA
| | - Jenny W Rudolph
- Center for Medical Simulation, Boston, USA
- Massachusetts General Hospital-Institute for Health Professions, Boston, USA
- Harvard Medical School, Massachusetts General Hospital, Boston, USA
| | - Mary Fey
- Center for Medical Simulation, Boston, USA
| | - Robert Simon
- Center for Medical Simulation, Boston, USA
- Harvard Medical School, Massachusetts General Hospital, Boston, USA
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Doyon O, Raymond L. Clinical reasoning and clinical judgment in nursing research: A bibliometric analysis. Int J Nurs Knowl 2024. [PMID: 39056483 DOI: 10.1111/2047-3095.12484] [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: 04/03/2024] [Accepted: 07/11/2024] [Indexed: 07/28/2024]
Abstract
AIMS To characterize the thematic foci, structure, and evolution of nursing research on clinical reasoning and judgment. DESIGN Bibliometric analysis. METHODS We used a bibliometric method to analyze 1528 articles. DATA SOURCE We searched the Scopus bibliographic database on January 7, 2024. RESULTS Through a keyword co-occurrence analysis, we found the most frequent keywords to be clinical judgment, clinical reasoning, nursing education, simulation, nursing, clinical decision-making, nursing students, nursing assessment, critical thinking, nursing diagnosis, patient safety, nurses, nursing process, clinical competence, and risk assessment. The focal themes, structure, and evolution of nursing research on clinical reasoning and judgment were revealed by keyword mapping, clustering, and time-tracking. CONCLUSION By assessing key nursing research areas, we extend the current discourse on clinical reasoning and clinical judgment for researchers, educators, and practitioners. Critical challenges must still be met by nursing professionals with regard to their use of clinical reasoning and judgment within their clinical practice. Further knowledge and comprehension of the clinical reasoning process and the development of clinical judgment must be successfully translated from research to nursing education and practice. IMPLICATIONS FOR THE PROFESSION This study highlights the nursing knowledge gaps with regard to nurses' use of clinical reasoning and judgment and encourages nursing educators and professionals to focus on developing nurses' clinical reasoning and judgment with regard to their patients' safety. IMPACT In addressing nurses' use of clinical reasoning and judgment, and with regard to patient safety in particular, this study found that, in certain clinical settings, the use of clinical reasoning and judgment remains a challenge for nursing professionals. This study should thus have an effect on nursing academics' research choices, on nursing educators' teaching practices, and on nurses' clinical practices. REPORTING METHOD Relevant EQUATOR guidelines have been adhered to by employing recognized bibliometric reporting methods.
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Affiliation(s)
- Odette Doyon
- Department of Nursing Sciences, Université du Québec à Trois-Rivières, Trois-Rivières, Quebec, Canada
| | - Louis Raymond
- Department of Nursing Sciences, Université du Québec à Trois-Rivières, Trois-Rivières, Quebec, Canada
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Murillo CL, Díaz DA, Tamanna N, Worthy K, Jenerette C. Social Determinants of Health in Graduate Nursing Simulation Education: An Integrative Review. Nurse Educ 2024; 49:E198-E202. [PMID: 38096799 DOI: 10.1097/nne.0000000000001561] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2024]
Abstract
BACKGROUND This integrative review examined how simulation is being used to teach graduate nursing students about the social determinants of health (SDH). METHODS The literature search focused on studies that included a sample of graduate nursing students who participated in an SDH simulation-based education (SBE). The timeframe used was 2013 to 2023 as this is when SBE emerged in graduate nursing education. Databases searched included Academic Search Complete, Cumulative Index to Nursing and Allied Health Literature, PubMed, and Web of Science. RESULTS Nine studies included a sample of graduate nursing students and were included in this review. Published studies ranged from 2013 to 2023. CONCLUSION The findings of this review highlight the need for graduate nursing faculty to design, implement, and evaluate transformative SDH-specific SBE that prepares students to understand their role as social justice advocates for health equity.
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Affiliation(s)
- Crystal L Murillo
- Authors Affiliations : Assistant Professor (Dr Murillo), Graduate Research Assistant (Dr Tamanna), and Associate Professor (Dr Worthy), University of South Carolina College of Nursing, Columbia; Undergraduate Simulation Coordinator and Associate Professor (Dr Díaz), Department of Nursing Practice, University of Central Florida, Orlando; and Senior Health Equity Scholar, Professor, and Thelma Shobe Endowed Chair (Dr Jenerette), University of California School of Nursing, San Francisco
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Forbrig TA, Gellert P, Biniok M, Gräske J. [Status of the implementation of simulation-based education in Germany: A cross-sectional study]. Pflege 2024; 37:98-106. [PMID: 37772320 DOI: 10.1024/1012-5302/a000960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/30/2023]
Abstract
Status of the implementation of simulation-based education in Germany: A cross-sectional study Abstract. Background: The importance of simulation-based learning in nursing education is growing. Its success depends on the qualification of facilitators and the use of standards. Up to now, there has been a lack of data on the state of implementation of simulation-based learning in nursing education in Germany. Research question: Which qualification level do simulation facilitators show in nursing education in Germany and which concepts and standards are used? Methods: A cross-sectional survey was conducted among simulation facilitators in three different educational areas. The questionnaire included socio-demographic and professional characteristics as well as qualification measures completed, and concepts and standards applied. Data were analysed descriptively by determining arithmetic means plus standard deviation (SD) or absolute and relative frequencies. Results: A total of 156 simulation facilitators (mean age 41.5 (SD 9.8) years, 74.2% female) participated. 95.4% of participants reported being (very) highly motivated for simulation-based learning. Specific simulation pedagogy training was completed by 16.8% of participants. The application of evidence-based concepts is not occurring across the board. Conclusions: Against the background of international standards, qualification needs for simulation facilitators in Germany become apparent. Increased specific, standardized continuing education and training as well as the establishment of evidence-based concepts are important for high quality in simulation facilitation.
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Affiliation(s)
- Theresa Adele Forbrig
- Fachbereich II - Gesundheit und Bildung, Alice Salomon Hochschule Berlin, Deutschland
- Institut für Medizinische Soziologie und Rehabilitation, Charité - Universitätsmedizin Berlin, Deutschland
| | - Paul Gellert
- Institut für Medizinische Soziologie und Rehabilitation, Charité - Universitätsmedizin Berlin, Deutschland
| | - Maria Biniok
- Fachbereich II - Gesundheit und Bildung, Alice Salomon Hochschule Berlin, Deutschland
| | - Johannes Gräske
- Fachbereich II - Gesundheit und Bildung, Alice Salomon Hochschule Berlin, Deutschland
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Demedts D, Magerman J, Goossens E, Tricas-Sauras S, Bilsen J, De Smet S, Fobelets M. Using simulation to teach nursing students how to deal with a euthanasia request. PLoS One 2024; 19:e0299049. [PMID: 38547210 PMCID: PMC10977752 DOI: 10.1371/journal.pone.0299049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 02/04/2024] [Indexed: 04/02/2024] Open
Abstract
Nursing students are confronted with euthanasia during their internship and certainly during their later career but they feel inadequately prepared in dealing with a euthanasia request. This study presents a simulation module focused on euthanasia and evaluates nursing students' perceptions after they have completed the simulation practice. The 'euthanasia module' consisted of a preparatory online learning module, a good-practice video, an in-vivo simulation scenario, and a debriefing session. The module's content was validated by four experts in end-of-life care. The module was completed by three groups of students from two different University Colleges (n = 17 in total). The students were divided into three groups: one with no previous simulation education experience, one with all students having previous experience, and another with a mix of experiences. After completing the entire module, each group had a discussion regarding their perceptions and expectations concerning this simulation module. Thematic content analysis was conducted on audio-recorded group interviews using NVIVO® software, involving initial open coding, transformation into specific themes and subthemes through axial coding, and defining core themes through selective coding, with data analysis continuing until data saturation was reached. Students generally found the online learning module valuable for background information, had mixed perceptions of the good-practice video, and appreciated the well-crafted scenarios with the taboo of euthanasia emerging during simulations, while the debriefing process was seen as enhancing clinical reasoning abilities. Students considered the simulation module a valuable addition to their education and nursing careers, expressing their satisfaction with the comprehensive coverage of the sensitive topic presented without sensationalism or taboos. This subject holds significance for nations with established euthanasia laws and those lacking such legal frameworks. The findings of this study can aid teachers in developing and accessing euthanasia simulation training programs, contributing to broader education's emphasis on integrating euthanasia-related knowledge and skills.
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Affiliation(s)
- Dennis Demedts
- Brussels Expertise Centre for Healthcare Innovation (BruCHI), Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium
- Research group Mental Health and Wellbeing, Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Jürgen Magerman
- Research Collective EQUALITY, HOGENT University of Applied Sciences and Arts, Ghent, Belgium
- Department of Special Needs Education, HOGENT University of Applied Sciences and Arts, Ghent, Belgium
- Department of Special Needs Education, Ghent University, Ghent, Belgium
| | - Ellen Goossens
- School of Healthcare, HOGENT University of Applied Sciences and Arts, Ghent, Belgium
- Research Centre 360° Care and Well-being, HOGENT University of Applied Sciences and Arts, Ghent, Belgium
| | - Sandra Tricas-Sauras
- Brussels Expertise Centre for Healthcare Innovation (BruCHI), Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium
| | - Johan Bilsen
- Research group Mental Health and Wellbeing, Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Stefaan De Smet
- Research Centre SUPRB, HOGENT University of Applied Sciences and Arts, Ghent, Belgium
| | - Maaike Fobelets
- Brussels Expertise Centre for Healthcare Innovation (BruCHI), Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium
- Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Brussels, Belgium
- Department of Teacher Education, Vrije Universiteit Brussel (VUB), Brussels, Belgium
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Lopina N. A Staged Defragmented Simultaneous Debriefing Model As Integrated Micro-debriefing Components Inside Online Simulation for Competencies Formation. Cureus 2024; 16:e56000. [PMID: 38606236 PMCID: PMC11007450 DOI: 10.7759/cureus.56000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/09/2024] [Indexed: 04/13/2024] Open
Abstract
Background Currently, there are no separate debriefing models for online simulation training, and existing models simply imitate the traditional models used in on-site simulation training (the physical presence of individuals, such as students or trainees, in a simulation center). This involves hands-on, in-person training within a simulated environment to enhance practical skills and knowledge in a controlled setting. This scenario does not fully meet the requirements and capabilities of distance learning. Objective To develop a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation to support the development of clinical decision-making and competencies formation within medical education and offer recommendations to support the use of this debriefing model as a teaching strategy. Methods This descriptive study was conducted from August 2020 to September 2023. To build a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation for competencies formation the traditional debriefing model's components for on-site simulation training, simulation type, and structure, modern concepts of e-learning, and classification of the seriousness of medication errors were used. The main focus of this study was on providing a detailed account of the debriefing components for online simulation training, features, and implementation of this new teaching model. A total of 38 participants, healthcare professionals, were recruited for this study. The participants were randomly assigned to two groups: one experiencing the staged defragmented debriefing model (n = 20) and the other control group, which received traditional debriefing following simulation training (n = 18). Results The results allowed us to successfully develop a staged defragmented debriefing model inside the simulation that integrates micro-debriefing components located at different points of the simulation scenarios. This teaching approach was successfully implemented in online clinical case scenarios in the "ClinCaseQuest" Simulation Training Platform for continuous medical education. Additionally, an internal validation experiment comparing the effectiveness of the staged defragmented debriefing model with the traditional debriefing method demonstrated superior learning outcomes and participant satisfaction in the staged debriefing group. Conclusions The staged defragmented debriefing model, when integrated into online simulations, represents a promising strategy for advancing clinical decision-making skills and competencies formation in medical education. Implementation of this debriefing model as a teaching strategy holds promise for enhancing learning outcomes in medical education settings. Further research, validation, and implementation are recommended to maximize the model's potential impact on medical education and training.
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Gasteratos K, Michalopoulos J, Nona M, Morsi-Yeroyiannis A, Goverman J, Rakhorst H, van der Hulst RRWJ. Instructional Video of a Standardized Interprofessional Postsimulation Facilitator-guided Debriefing of a Fatality in Plastic Surgery. PLASTIC AND RECONSTRUCTIVE SURGERY-GLOBAL OPEN 2024; 12:e5583. [PMID: 38333029 PMCID: PMC10852376 DOI: 10.1097/gox.0000000000005583] [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: 10/20/2023] [Accepted: 11/30/2023] [Indexed: 02/10/2024]
Abstract
Background Postsimulation facilitator-guided debriefing (PSFGD) is the process of intentional discussion of thoughts, actions, and events that took place during simulation amongst the facilitator(s) and trainees. Despite the significance of delivering high-quality debriefings, there is a lack of evidence-based guidelines. Our study aimed to provide an instructional video demonstration of a PSFGD of a fatality. Methods Fifty surgical interns participated in a burn simulation scenario in two groups. Group 1 (control, or "no exposure," n = 25) consisted of residents who received oral postsimulation debriefing from an independent faculty member who had no exposure to our instructional video on how to debrief effectively. Group 2 (intervention, or "exposure," n = 25) consisted of interns who were debriefed by the second faculty member who did watch our instructional video before the simulation and learned about "advocacy and inquiry" techniques. The outcome measures were the Debriefing Assessment for Simulation in Healthcare score and the postdebrief multiple-choice question (MCQ) quiz scores to assess debriefers' performance and interns' knowledge consolidation, respectively. Results The "exposure" group presented statistically significantly higher values for the Debriefing Assessment for Simulation in Healthcare score (P < 0.001) and MCQ score (P < 0.001) compared with the "no exposure" group. Conclusions Debriefers who followed the methodology as demonstrated in our instructional video were considered more competent, and the residents achieved higher MCQ scores. The quality of the debriefing ensures improved critical thinking and problem-solving skills. Safer practice and better patient outcomes are achieved by developing debriefing programs for educators.
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Affiliation(s)
| | | | | | | | - Jeremy Goverman
- Summer M. Redstone Burn Center, Department of Surgery, Massachusetts General Hospital, Boston, Mass
| | - Hinne Rakhorst
- Department of Plastic Surgery, MST Enschede, ZGT Almelo, the Netherlands
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Abdulmohdi N, McVicar A. Student Nurses' Perceptions of the Role of High-Fidelity Simulation in Developing Decision-Making Skills for Clinical Practice: A Qualitative Research Study. SAGE Open Nurs 2024; 10:23779608241255299. [PMID: 38770422 PMCID: PMC11104027 DOI: 10.1177/23779608241255299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 03/28/2024] [Accepted: 04/28/2024] [Indexed: 05/22/2024] Open
Abstract
Introduction The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students' clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. Aim This qualitative study aimed to explore nursing students' perceptions of simulation's role in developing decision-making skills for clinical practice. Methods Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in "think-aloud" activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Results Four themes emerged from the analysis: "enhancing clinical decision-making skills," "recognition of the types of clinical decision-making," "recognition of cognitive biases," and "transferability and integrating theory into practice." Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students' perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. Conclusion The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.
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Affiliation(s)
- Naim Abdulmohdi
- School of Nursing and Midwifery, Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, Cambridge, UK
| | - Andrew McVicar
- School of Nursing and Midwifery, Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, Chelmsford, UK
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Bloch C, Selberg H, Markussen ALR, Fuglsang S, Bendtsen AK, Degn L. Simulation design - peer-to-peer training as preparation for full-scale scenarios. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2022-0120. [PMID: 38896004 DOI: 10.1515/ijnes-2022-0120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 06/03/2024] [Indexed: 06/21/2024]
Abstract
OBJECTIVES Design of simulation training can have important implications for learning outcomes. This paper describes a pilot simulation training program for baccalaureate nursing students that includes intensive preparations, peer-to-peer skills training (P2P), prior to full-scale scenario training. METHODS A quality improvement analysis of a large scale experimental, mixed methods study. The project describes the design, analysis, and potential effects of a simulation education program containing P2P for third year nursing students (163 in treatment; 148 in control, n=311). RESULTS The intervention group was found to be significantly more confident in both technical and non-technical nursing skills. Results suggest that the addition of P2P training may have a direct positive impact and increase the impact on full-scale simulations and debriefing. CONCLUSIONS Enhanced focus on preparation activities prior to full-scale scenarios, including the use of P2P training methods are advocated.
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Affiliation(s)
- Carter Bloch
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Hanne Selberg
- Department of Nursing and Nutrition, University College Copenhagen, Copenhagen, Denmark
| | - Anne-Lene R Markussen
- Department of Nursing and Nutrition, University College Copenhagen, Copenhagen, Denmark
| | - Simon Fuglsang
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Anna-Kathrine Bendtsen
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Lise Degn
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
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Boyle JG, Walters MR, Jamieson S, Durning SJ. Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. MEDICAL TEACHER 2023; 45:1323-1333. [PMID: 37043405 DOI: 10.1080/0142159x.2023.2190479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Distributed cognition (DCog) is a member of the family of situativity theories that widens the lens of cognition from occurring solely inside the head to being socially, materially and temporally distributed within a dynamic system. The concept of extending the view of cognition to outside the head of a single health professional is relatively new in the healthcare system. DCog has been increasingly used by researchers to describe many ways in which health professionals perform in teams within structured clinical environments to deliver healthcare for patients. In this Guide, we expound ten central tenets of the macro (grand) theory of DCog (1. Cognition is decentralized in a system; 2. The unit of analysis is the system; 3. Cognitive processes are distributed; 4. Cognitive processes emerge from interactions; 5. Cognitive processes are interdependent; 6. Social organization is a cognitive architecture; 7. Division of labour; 8. Social organization is a system of communication; 9. Buffering and filtering; 10. Cognitive processes are encultured) to provide theoretical insights as well as practical applications to the field of health professions education.
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Affiliation(s)
- James G Boyle
- Undergraduate Medical School, School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Matthew R Walters
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Susan Jamieson
- Health Professions Education Programme, School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
| | - Steven J Durning
- Center for Health Professions Education, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
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Bradley CS, Johnson BK, Woda A, Hansen J, Loomis A, Dreifuerst KT. The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency. Nurs Educ Perspect 2023; 44:E33-E38. [PMID: 37493400 DOI: 10.1097/01.nep.0000000000001163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/27/2023]
Abstract
AIM This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing. BACKGROUND Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes. METHOD Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points. RESULTS Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed. CONCLUSION The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes.
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Affiliation(s)
- Cynthia Sherraden Bradley
- About the Authors Cynthia Sherraden Bradley, PhD, RN, CNE, CHSE, ANEF, is assistant professor and director of simulation, University of Minnesota School of Nursing, Minneapolis, Minnesota. Brandon Kyle Johnson, PhD, RN, CHSE, is associate professor and associate dean for simulation, Texas Tech University Health Sciences Center School of Nursing, Lubbock, Texas. Aimee Woda, PhD, RN, BC, is associate professor, Marquette University College of Nursing, Milwaukee, Wisconsin. Jamie Hansen, PhD, RN, CNE, is a clinical professor, Carroll University College of Health Sciences, Waukesha, Wisconsin. Ann Loomis, PhD, RN, CNEcl, is a clinical assistant professor, Purdue University School of Nursing, West Lafayette, Indiana. Kristina Thomas Dreifuerst, PhD, RN, CNE, ANEF, FAAN, is professor and director, PhD Program, Marquette University College of Nursing. This research was supported by a National League for Nursing Research Grant. For more information, contact Dr. Bradley at
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Dopelt K, Shevach I, Vardimon OE, Czabanowska K, De Nooijer J, Otok R, Leighton L, Bashkin O, Duplaga M, Levine H, MacLeod F, Malowany M, Okenwa-Emegwa L, Zelber-Sagi S, Davidovitch N, Barach P. Simulation as a key training method for inculcating public health leadership skills: a mixed methods study. Front Public Health 2023; 11:1202598. [PMID: 37483956 PMCID: PMC10359821 DOI: 10.3389/fpubh.2023.1202598] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2023] [Accepted: 06/22/2023] [Indexed: 07/25/2023] Open
Abstract
Background Successful management of public health challenges requires developing and nurturing leadership competencies. We aimed to evaluate the effectiveness of training simulations to assess public health leadership and decision-making competencies during emergencies as an effective learning and training method. Methods We examined the effects of two simulation scenarios on public health school students in terms of their experience (compared to face-to-face learning) and new skills acquired for dealing with similar emergent situations in the future. A mixed-methods design included developing a validated and pre-tested questionnaire with open-and closed-ended questions that examined the simulation impact and the degree of student satisfaction with the conditions in which it was conducted. Semi-structured in-depth interviews were conducted with the students after going through the simulations. The questionnaire results were evaluated using descriptive analytics. The interviews were analyzed using thematic analyses. All data were collected during June 2022. Results The questionnaire results indicate that students strengthened their interpersonal communication skills and learned about the importance of listening to the opinions of others before formulating their positions. Four themes emerged from 16 in-depth interviews, according to Kolb's experimental learning cycle. Students emphasized the effectiveness of experiential learning versus traditional classroom learning. The simulation scenarios were felt to realistically convey critical issues regarding leadership, decision-making, and teamwork challenges. They effectively conveyed the importance of building a culture of conducting substantive and respectful discussions. Conclusion Simulation is a powerful pedagogical training tool for public health leadership competencies. Simulations were seen to be advantageous over face-to-face learning in imparting a range of leadership skills and hands-on practice. We recommend integrating simulations in all public health leadership training programs.
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Affiliation(s)
- Keren Dopelt
- Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, Beer Sheva, Israel
- Department of Public Health, Ashkelon Academic College, Ashkelon, Israel
| | - Itamar Shevach
- Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, Beer Sheva, Israel
| | - Ofek Eliad Vardimon
- Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, Beer Sheva, Israel
| | - Katarzyna Czabanowska
- Department of International Health, Care and Public Health Research Institute CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Jascha De Nooijer
- Department of Health Promotion, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Robert Otok
- The Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium
| | - Lore Leighton
- The Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium
| | - Osnat Bashkin
- Department of Public Health, Ashkelon Academic College, Ashkelon, Israel
| | - Mariusz Duplaga
- Department of Health Promotion and e-Health, Institute of Public Health, Faculty of Health Sciences, Jagiellonian University Medical College, Krakow, Poland
| | - Hagai Levine
- The Israeli Association of Public Health Physicians (IPAPH), Israeli Medical Association, Ramat-Gan, Israel
- Braun School of Public Health and Community Medicine, Faculty of Medicine, Hebrew University of Jerusalem-Hadassah, Jerusalem, Israel
| | - Fiona MacLeod
- School of Public Health, University College Cork, Cork, Ireland
| | - Maureen Malowany
- Braun School of Public Health and Community Medicine, Faculty of Medicine, Hebrew University of Jerusalem-Hadassah, Jerusalem, Israel
| | - Leah Okenwa-Emegwa
- Department of Health Sciences, The Swedish Red Cross University (SRCU), Huddinge, Sweden
| | - Shira Zelber-Sagi
- School of Public Health, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel
| | - Nadav Davidovitch
- Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, Beer Sheva, Israel
- The Israeli Association of Public Health Physicians (IPAPH), Israeli Medical Association, Ramat-Gan, Israel
| | - Paul Barach
- College of Population Health, Thomas Jefferson University, Philadelphia, PA, United States
- Interdisciplinary Research Institute for Health Law and Science, Sigmund Freud University Vienna, Vienna, Austria
- Department of Surgery, Imperial College School of Medicine, London, United Kingdom
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Yoong SQ, Wang W, Chao FFT, Dong Y, Goh SH, Chan YS, Lim S, Seah ACW, Wu XV, Zhang H. Using peer feedback to enhance nursing students’ reflective abilities, clinical competencies, and sense of empowerment: a mixed-methods study. Nurse Educ Pract 2023; 69:103623. [PMID: 37002994 DOI: 10.1016/j.nepr.2023.103623] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 01/26/2023] [Accepted: 03/24/2023] [Indexed: 03/30/2023]
Abstract
AIM To assess the use of a framework to provide structured peer feedback and compare the effects of peer video feedback, peer verbal feedback versus faculty feedback on nursing students and peer tutors' learning outcomes and experiences BACKGROUND: Peer feedback has been utilized widely in health professions education to fill the gap for timely feedback, but some students were concerned with its quality, leading to perceptions that peer feedback may not be useful. DESIGN Sequential explanatory mixed-methods study METHODS: The study took place from January to February 2022. In phase 1, a quasi-experimental pretest-posttest design was used. First-year nursing students (n = 164) were allocated to peer video feedback, peer verbal feedback or faculty feedback arms. Senior nursing students (n = 69) were recruited to be peer tutors or the control group. The Groningen Reflective Ability Scale was used by first-year students to assess their reflective abilities, while the Simulation-based Assessment Tool was used by peer or faculty tutors to evaluate nursing students' clinical competence of a nursing skill during the simulation. The Debriefing Assessment for Simulation in Healthcare-Student Version was used by students to assess their peer/faculty tutors' feedback quality. Senior students' empowerment levels were measured using the Qualities of an Empowered Nurse scale. In phase 2, six semi-structured focus group discussions with peer tutors (n = 29) were conducted and thematically analyzed. RESULTS Peer video feedback and peer verbal feedback significantly improved students' reflective abilities but not in the faculty feedback arm. Students' clinical competence in a technical nursing skill significantly improved in all three arms. Improvements were significantly larger in those receiving peer video feedback and peer verbal feedback than faculty feedback, with no significant differences between peer video feedback and peer verbal feedback. Debriefing Assessment for Simulation in Healthcare-Student Version scores were not significantly different among the 3 arms. Empowerment levels of peer tutors significantly improved after providing peer feedback but not those in the control group. Seven themes were generated from the focus group discussions. CONCLUSIONS Although peer video feedback and peer verbal feedback were similarly effective in improving clinical competencies, peer video feedback was more time-consuming and stressful to students. The use of structured peer feedback improved peer tutors' feedback practices and were comparable to quality of faculty feedback. It also significantly increased their sense of empowerment. Peer feedback was widely supported by peer tutors who agreed that it should supplement faculty teaching.
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Affiliation(s)
- Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wenru Wang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Felicia Fang Ting Chao
- Department of Psychology, Faculty of Arts and Social Sciences, National University of Singapore, Singapore
| | - Yanhong Dong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Sam Hongli Goh
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Yah Shih Chan
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Siriwan Lim
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Alvin Chuen Wei Seah
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Xi Vivien Wu
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; St Andrew's Community Hospital, Singapore
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Clephane K, Heheman C, Gardner J, MacPherson S, Baker R. Assessing a Pediatric Nursing Simulation with an Electronic Health Record, Video-Assisted Debrief, and Minimized Group Sizes. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2023.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
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15
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Brown KM, Swoboda SM, Gilbert GE, Horvath C, Sullivan N. Curricular Integration of Virtual Reality in Nursing Education. J Nurs Educ 2023:1-10. [PMID: 36701128 DOI: 10.3928/01484834-20230110-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
AIM The purpose of this article was to evaluate the ability of an interactive virtual reality (VR) platform guided by standards of best practice to provide an effective immersive learning environment. We specifically evaluated usability of the platform and learners' perceptions of the experience. BACKGROUND A variety of strategies are needed to train a highly competent nursing workforce. METHODS We conducted a quantitative cross-sectional study to evaluate the VR experience using the System Usability Scale (SUS)® and the Simulation Effectiveness Tool-Modified (SET-M). RESULTS Post-simulation evaluations were completed by 127 prelicensure and 28 advanced practice students. On the SUS scale, students found the overall VR system easy to navigate, and on the SET-M, they rated the VR experience positively. CONCLUSION Immersive technology such as VR with a defined curriculum and facilitated debriefing can be valuable for student learning and may ultimately effect patient care. [J Nurs Educ. 2023;62(X):XXX-XXX.].
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Nowell L, Ferreira C, Dhingra S, Davidson K, Morgan P, Thomas C. Students and simulation facilitators' experiences and perceptions of a distraction and interruption simulation: a mixed-methods study. NURSE EDUCATION TODAY 2023; 120:105634. [PMID: 36399861 DOI: 10.1016/j.nedt.2022.105634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 10/26/2022] [Accepted: 11/05/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND While distractions and interruptions are leading causes of errors during medication preparation, most nursing students are not taught how to manage distractions in a highly-interruptive environment. To help prepare nursing students to manage distractions and interruptions in clinical practice, we developed, implemented, and evaluated a medication preparation distraction and interruption simulation. OBJECTIVES To explore student and simulation facilitators experiences and perceptions of a distraction and interruption simulation. DESIGN A sequential explanatory mixed-methods design was adopted including surveys, interviews, and focus groups. SETTING A mid-sized research intensive western Canadian university. PARTICIPANTS A total of 112 third year nursing students who engaged in the distraction and interruption simulation, and five simulation facilitators who facilitated the distraction and interruption simulation, participated in this study. METHODS Students were invited to complete a cross sectional survey following the distraction and interruption simulation and were then invited to participate in focus groups. Simulation facilitators were invited to participate in one-on-one interviews following facilitating the distraction and interruption simulation. All data were collected between June and December 2020. RESULTS Data from surveys, interviews, and focus groups were delineated into 4 themes related to the phases of the simulation. The prebriefing provided an overview of the simulation and helped create psychological safety that was imperative for learning about potential medication errors when being distracted and interrupted. The simulation scenario had a high degree of fidelity and helped students implement strategies to manage distractions and interruptions. The structured debrief provided an opportunity for meaningful reflection. The impact of the simulation was apparent as students articulated the balance between speed versus safety and new strategies developed to manage distractions and interruptions in clinical practice. CONCLUSION This study supports the use of simulation to develop key skills for managing distractions and interruptions during medication preparation in clinical practice.
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Sahin-Bayindir G, Buzlu S. The effect of two simulations on students' knowledge and skills regarding physical health problems of psychiatric patients: A mixed-method study. NURSE EDUCATION TODAY 2022; 119:105537. [PMID: 36155209 DOI: 10.1016/j.nedt.2022.105537] [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: 05/02/2022] [Revised: 08/18/2022] [Accepted: 09/04/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Simulation-based training can help nursing students improve their mental and physical healthcare knowledge and skills. OBJECTIVES This study focused on two different simulation modalities and investigated whether they helped nursing students acquire knowledge and develop skills necessary to address the physical health problems of people with mental disorders. DESIGN This is a mixed-method study. SETTINGS This study was conducted in Turkey. PARTICIPANTS The sample consisted of 61 students divided into two experimental groups and one control group. METHODS One experimental group participated in a clinical simulation scenario involving a standardized patient modality, while the other participated in a hybrid simulation modality (standardized patient and high-fidelity model simulator). The control group participated in conventional training. The researchers evaluate the effect of the modalities and conventional training on clinical practice one month after the interventions. Focus group interviews were conducted with all participants one month after the evaluation. Knowledge test was administered to all participants before the intervention, after the intervention, at the third and sixth months after the intervention. RESULTS AND CONCLUSION The clinical simulation was statistically effective for students' skill development about physical health problems of psychiatric patients. Also, in the qualitative findings, the clinical simulation increased the knowledge level of the students and improved their physical health assessment skills. Standardized patient simulation and hybrid simulation modalities should be used to help nursing students develop their assessment skills regarding the physical health problems of psychiatric patients.
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Affiliation(s)
- Gizem Sahin-Bayindir
- Istanbul University - Cerrahpasa, Institute of Graduate Studies, Department of Mental Health and Psychiatric Nursing, Baglarici St., Avcilar, Istanbul, Turkey.
| | - Sevim Buzlu
- Istanbul University - Cerrahpasa, Florence Nightingale Faculty of Nursing, Department of Mental Health and Psychiatric Nursing, Sisli, Istanbul, Turkey
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Guerrero JG, Tungpalan-Castro GM, Pingue-Raguini M. Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase. BMC Nurs 2022; 21:318. [PMID: 36419144 PMCID: PMC9682710 DOI: 10.1186/s12912-022-01100-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Accepted: 11/10/2022] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Simulation is part of the training provided to nurses enrolled in the master's degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. METHODS A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. RESULTS Overall, the post-test scores (p-value: Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores (p-value: Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. CONCLUSION Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition.
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Affiliation(s)
- Jefferson Garcia Guerrero
- Nursing Department, Fakeeh College for Medical Sciences, Abdul Wahab Naib Al Haram, Al-Hamra’a, 23323 Jeddah, Saudi Arabia
| | - Grace Medalyn Tungpalan-Castro
- Nursing Department, Fakeeh College for Medical Sciences, Abdul Wahab Naib Al Haram, Al-Hamra’a, 23323 Jeddah, Saudi Arabia
| | - Minerva Pingue-Raguini
- Nursing Department, Fakeeh College for Medical Sciences, Abdul Wahab Naib Al Haram, Al-Hamra’a, 23323 Jeddah, Saudi Arabia
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Lee CY, Lai HY, Lee CH, Chen MM. Medical Dispute Cases Caused by Errors in Clinical Reasoning: An Investigation and Analysis. Healthcare (Basel) 2022; 10:healthcare10112224. [PMID: 36360564 PMCID: PMC9690055 DOI: 10.3390/healthcare10112224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 10/31/2022] [Accepted: 11/02/2022] [Indexed: 11/09/2022] Open
Abstract
Studies that examine medical dispute cases (MDC) due to clinical reasoning (CR) are scarce in Taiwan. A retrospective analysis was undertaken to review MDC filed at four hospitals in Taiwan between 2011 and 2015. Cases were examined for the healthcare professionals involved, their relevance to CR errors, clinical specialties, and seniority. Seventy-eight MDC were identified and 57.7% of which were determined to be related to CR errors (n = 45). Among the 45 cases associated with CR errors, 82.2% (37) and 22.2% (10) were knowledge- and skill-related errors, respectively. The healthcare professionals with the most MDC were obstetrician-gynecologists (10/90, 11.1%), surgeons (8/90, 8.9%), and emergency physicians (7/90, 7.8%). The seniority of less than 5 years or lower had the highest number of attending physicians to be associated with MDC. In contrast, the highest seniority (>25 years) in the physician group and year 6 in the resident group are both shown with zero MDC. In our study, the larger hospitals had a significantly higher incidence of MDC compared to the smaller hospitals (Pearson Correlation Coefficient = 0.984, p = 0.016). An examination of MDC reveals the frequency and nature of medical errors in Taiwanese hospitals. Having identified that CR errors contributed a substantial fraction to the overall MDC, strategies to promote reasoning skills and hence reduce medico-legal issues help safeguard both patients and healthcare professionals.
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Affiliation(s)
- Ching-Yi Lee
- Department of Neurosurgery, Chang Gung Memorial Hospital at Linkou, Taoyuan 333423, Taiwan
- College of Medicine, Chang Gung University, Taoyuan 333323, Taiwan
- Correspondence: ; Tel.: +886-3-3281200 (ext. 2119); Fax: +886-3-3285818
| | - Hung-Yi Lai
- Department of Neurosurgery, Chang Gung Memorial Hospital at Linkou, Taoyuan 333423, Taiwan
- College of Medicine, Chang Gung University, Taoyuan 333323, Taiwan
| | - Ching-Hsin Lee
- Department of Radiation Oncology, Proton and Radiation Therapy Center, Chang Gung Memorial Hospital at Linkou, Taoyuan 333423, Taiwan
| | - Mi-Mi Chen
- Department of Neurosurgery, Chang Gung Memorial Hospital at Linkou, Taoyuan 333423, Taiwan
- College of Medicine, Chang Gung University, Taoyuan 333323, Taiwan
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Nursing undergraduates’ experiences of a simulation-centred educational program in hospice care in Macao: A qualitative research. Int J Nurs Sci 2022; 9:504-511. [PMID: 36285082 PMCID: PMC9587394 DOI: 10.1016/j.ijnss.2022.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 08/22/2022] [Accepted: 09/08/2022] [Indexed: 11/22/2022] Open
Abstract
Objectives The study aimed to explore the experiences of nursing undergraduates participating in a simulation-centred educational program in hospice care in Macao, China. Methods This descriptive qualitative study was based on the data collected through semi-structured individual interviews. Seventeen nursing undergraduates in Macao, China who attended the simulation-centred program in hospice care participated in this qualitative from November to December 2020. This program included three parts: introduction to hospice care (2 h), management of terminal symptoms (10 h), and hospice situation simulations (6 h). The interview data were analyzed using qualitative content analysis. Results This study revealed two themes and six sub-themes. Theme 1 was developing competencies in caring for dying patients and their families, which included four subcategories of sensitivity to patients’ needs, knowledge of hospice care, skills of symptom control and comfort supply, and communication skills. Theme 2 was improving the ability to self-care and support colleagues, which included two subcategories of reflection on life and death and sharing and supporting among colleagues. Conclusion This program improved the competency of nursing undergraduates in hospice care and participants’ learning experience was good.
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Kameg K, Kaufmann J, Cline T, Kameg B. Incorporation of Child & Adolescent Mental Health Standardized Patient Simulations to Provide Interprofessional Education for Graduate Students. Issues Ment Health Nurs 2022; 43:818-823. [PMID: 35594473 DOI: 10.1080/01612840.2022.2072031] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Substantial need exists to prepare healthcare professionals to manage the increasing prevalence of mental health conditions, specifically in the child and adolescent population. The primary purpose of this study was to enhance knowledge of health care professionals in the assessment and treatment of common mental health disorders in children and adolescents through the delivery of workshops that provided both didactic and simulation training. This study utilized a repeated measures, quasi-experimental design. A total of 131 students representing counseling, pharmacy, PMHNPs and FNPs participated in the four workshops. Positive changes in the perceptions of interdisciplinary teamwork importance were noted.
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Affiliation(s)
- Kirstyn Kameg
- School of Nursing, Education, and Human Studies, Robert Morris University, Moon, Pennsylvania, USA
| | - Judith Kaufmann
- School of Nursing, Education, and Human Studies, Robert Morris University, Moon, Pennsylvania, USA
| | - Thomas Cline
- School of Business, Economics, and Government, Saint Vincent College, Latrobe, Pennsylvania, USA
| | - Brayden Kameg
- School of Nursing, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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Bradley CS, Dreifuerst KT, Loomis A, Johnson BK, Woda A, Hansen J. Implications of the Dunning-Kruger Effect: Finding Balance between Subjective and Objective Assessment in Debriefing Professional Development. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Cant R, Cooper S, Liaw SY. An Update on the Most Influential Nursing Simulation Studies: A Bibliometric Analysis. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Loomis A, Dreifuerst KT, Bradley CS. Acquiring, Applying and Retaining Knowledge Through Debriefing for Meaningful Learning. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.04.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Hosseinzadeh T, Norouzi Tabrizi K, Fallahi-Khoshknab M, Khankeh H, Shokooh F. Exploration and prioritization of strategies to improve clinical reasoning skills among coronary care nurses: A qualitative study. Nurs Forum 2022; 57:860-868. [PMID: 35701998 DOI: 10.1111/nuf.12762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 04/07/2022] [Accepted: 06/01/2022] [Indexed: 02/03/2023]
Abstract
INTRODUCTION Clinical reasoning (CR) is the most important competency for safe and quality care delivery in coronary care unit (CCU). Nonetheless, evidence shows that nurses in CCU do not have the necessary CR skills to manage challenging situations and provide quality care in these units. Identifying the possible strategies for CR skill improvement is a key step in improving nurses' CR skills. AIM The aim of the study was to explore and prioritize strategies for CR skill improvement among nurses in CCU. DESIGN A qualitative design was used. METHODS This qualitative study was conducted in 2020 in the CCU of a subspecialty heart hospital. Participants were nurses, head nurses, nursing supervisors, nursing manager, clinical nursing instructors, and cardiologists. Initially, necessary data to identify strategies for CR skill improvement were collected through semistructured interviews with 16 participants and were analyzed through conventional content analysis. Then, the determined strategies were prioritized through quantitative scoring by 24 participants in three focus group discussions. The Suitability, Feasibility, and Flexibility matrix was used for scoring. RESULTS The main three strategies of CR skill improvement were improvement of the efficiency of nursing education, effective management in nursing, and development of professional nursing. The mean scores of these categories in the possible range of 3-9 were 8.20, 8.04, and 7.83, respectively. CONCLUSION This study provides a firm scientific basis for strategies to improve CR skills among nurses in CCU. Strategies determined in the present study can be used to develop interventions to improve nurses' CR skills and promote strength-based nursing.
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Affiliation(s)
- Touba Hosseinzadeh
- Department of Nursing, University of Social Welfare and Rehabilitation (USWR), Tehran, Iran
| | - Kian Norouzi Tabrizi
- Department of Nursing, University of Social Welfare and Rehabilitation (USWR), Tehran, Iran
| | | | - Hamidreza Khankeh
- Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.,Department of Clinical Science and Education, Karolinska Institute, Stockholm, Sweden
| | - Forozan Shokooh
- Education Development center (EDC), University of Social Welfare and Rehabilitation (USWR), Tehran, Iran
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Walshe N, Condon C, Gonzales RA, Burke E, Chianáin LN, Thamanam N, Smart A, Jordaan G, Regan PO. Cultural Simulations, Authenticity, Focus, and Outcomes: A Systematic Review of the Healthcare Literature. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Arizo-Luque V, Ramirez-Baena L, Pujalte-Jesús MJ, Rodríguez-Herrera MÁ, Lozano-Molina A, Arrogante O, Díaz-Agea JL. Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology. Healthcare (Basel) 2022; 10:healthcare10050927. [PMID: 35628064 PMCID: PMC9140591 DOI: 10.3390/healthcare10050927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 05/13/2022] [Accepted: 05/16/2022] [Indexed: 11/28/2022] Open
Abstract
Motivation and critical thinking are fundamental for the development of adequate learning. The purpose of the present study was to assess the motivation for learning and critical thinking among nursing students before and after self-directed simulation-based training using the MAES© methodology. A cross-sectional and descriptive quantitative study was conducted with a sample of third-year nursing students. The instruments utilized were the Spanish-adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ-44), and the Critical Thinking for Nursing Professionals Questionnaire (CuPCPE). The students improved their levels both of motivation components, (such as self-efficacy, strategy use, self-regulation) and critical thinking components (such as personal characteristics, intellectual and cognitive abilities, interpersonal abilities and self-management, and technical abilities). These improvements could be a result of the intrinsic characteristics of the MAES© methodology (as a team-based, self-directed, collaborative and peer-to-peer learning method).
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Affiliation(s)
- Vanessa Arizo-Luque
- Nursing Department, Catholic University of Murcia (UCAM), 30107 Guadalupe de Maciascoque, Spain; (V.A.-L.); (J.L.D.-A.)
| | - Lucía Ramirez-Baena
- Red Cross University Centre for Nursing, University of Seville, 41009 Sevilla, Spain
- Correspondence: (L.R.-B.); (M.J.P.-J.); Tel.: +34-968278183 (M.J.P.-J.)
| | - María José Pujalte-Jesús
- Nursing Department, Catholic University of Murcia (UCAM), 30107 Guadalupe de Maciascoque, Spain; (V.A.-L.); (J.L.D.-A.)
- Correspondence: (L.R.-B.); (M.J.P.-J.); Tel.: +34-968278183 (M.J.P.-J.)
| | | | - Ainhoa Lozano-Molina
- University School of Nursing of Ávila, Department of Nursing of the University of Salamanca, 05003 Ávila, Spain;
| | - Oscar Arrogante
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, 28003 Madrid, Spain;
| | - José Luis Díaz-Agea
- Nursing Department, Catholic University of Murcia (UCAM), 30107 Guadalupe de Maciascoque, Spain; (V.A.-L.); (J.L.D.-A.)
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Walsh JA, Sethares KA. The Use of Guided Reflection in Simulation-Based Education With Prelicensure Nursing Students: An Integrative Review. J Nurs Educ 2022; 61:73-79. [PMID: 35112944 DOI: 10.3928/01484834-20211213-01] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND This integrative review synthesized the findings of studies to determine the uses and outcomes of guided reflection in simulation-based education (SBE) with prelicensure nursing students. METHOD A search of Cumulative Index to Nursing and Allied Health (CINAHL) Plus, Education Resources Information Center (ERIC), Education Research Complete (ERC), and PsychINFO using the key words reflection, guided reflection, simulation (nursing education or nursing student), traditional, and baccalaureate identified 18 articles. RESULTS Findings suggest facilitation of guided reflection in SBE has a positive effect on leadership development, clinical judgment, student satisfaction, and critical thought. Development of a tool to accurately measure guided reflection is warranted. CONCLUSION Current evidence on the use of guided reflection in SBE calls for a major paradigm shift in higher education. Guided SBE experiences enhance participant knowledge, and guided reflection should be used as an innovative teaching strategy in SBE. [J Nurs Educ. 2022;61(2):73-79.].
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Brennan BA. The impact of self-efficacy based prebriefing on nursing student clinical competency and self-efficacy in simulation: An experimental study. NURSE EDUCATION TODAY 2022; 109:105260. [PMID: 34973554 DOI: 10.1016/j.nedt.2021.105260] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 12/14/2021] [Accepted: 12/20/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Prebriefing is the first phase of simulation; however, the literature does not adequately identify prebriefing standards and implementation strategies, providing little direction for simulation facilitators to conduct prebriefing in a manner that promotes student self-efficacy and clinical competency. OBJECTIVES The aim of this study was to examine the effects of the Self-Efficacy Prebriefing Model (SEPM) on nursing student self-efficacy and clinical competency. DESIGN An experimental design with group randomization was used to compare self-efficacy and clinical competency in nursing students who received prebriefing per the SEPM compared to a control group. SETTING The study was conducted in one public Midwestern university in the United States. PARTICIPANTS 66 senior Bachelor of Science in Nursing students enrolled in a clinical course completed the study. METHODS Clinical competency and self-efficacy were examined between an experimental group that received prebriefing per the SEPM and a control group that received standard prebriefing. The relationship between self-efficacy and clinical competency was examined. Clinical competency and self-efficacy were evaluated using the Creighton Competency Evaluation Instrument and Revised Clinical and Simulation General Self-Efficacy Scale. RESULTS The experimental group had statistically significantly higher self-efficacy (p = .001) and clinical competency (p < .001) as compared to the control group. There was no significant relationship noted between self-efficacy and clinical competency (p = .207). CONCLUSION The SEPM promoted nursing student self-efficacy and clinical competency in simulation. Prebriefing has an essential role in the simulation process and in promoting student outcomes.
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Affiliation(s)
- Brittany A Brennan
- Nursing Instructor, Lake Area Technical College, PO Box 730, Watertown, SD 57201, USA.
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Yang SY, Oh YH. Effectiveness of Debriefing for Meaningful Learning-based simulation training on high-risk neonatal care: A randomized controlled simulation study. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.08.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Niu Y, Liu T, Li K, Sun M, Sun Y, Wang X, Yang X. Effectiveness of simulation debriefing methods in nursing education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2021; 107:105113. [PMID: 34492539 DOI: 10.1016/j.nedt.2021.105113] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 07/10/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE This systematic review and meta-analysis aimed to evaluate debriefing methods' effectiveness on learning outcomes for nursing students. DESIGN A systematic review and meta-analysis were applied according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement. DATA SOURCES Publications were searched in PubMed, EMBASE, The Cochrane Library, Web of Science, China National Knowledge Infrastructure, and WANFANG (China) databases from inception to 2020. REVIEW METHODS Two researchers independently retrieved articles and evaluated their quality. Review Manager version 5.3 software was used to conduct the meta-analysis, following the PRISMA guidelines. Bias risk was assessed using the Joanna Briggs Institute manual. Heterogeneity was assessed by I2 statistics. Standardized mean difference (SMD) and 95% confidence intervals (CIs) were used for effect size analysis based on learning outcomes. RESULTS Sixteen studies were selected in the systematic review and 13 studies with 1637 nursing students were included in the meta-analysis. Five debriefing methods were used in the intervention group. The analysis showed that Debriefing for Meaningful Learning was more effective on the debriefing quality (SMD = 0.52, 95%CI [0.32, 0.72]), and that video-assisted debriefing was more effective on nursing students' experiences (SMD = 0.30, 95%CI [0.02, 0.58]) and critical thinking (SMD = 0.90, 95%CI [0.65, 1.15]) compared with the usual debriefing. However, written debriefing did not show better effects on students' experiences (SMD = -0.22, 95%CI [-0.51, 0.07]), and peer-led debriefing did not show better effects on the debriefing quality compared with the usual debriefing (SMD = -0.15, 95%CI [-1.43, -0.67]). CONCLUSIONS The study indicated that Debriefing for Meaningful Learning and video-assisted debriefing showed a positive impact on nursing education. Future studies that have larger sample sizes, high-quality debriefing methods, robust study designs, and other learning outcomes are required.
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Affiliation(s)
- Yushuo Niu
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Ting Liu
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Kuinan Li
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Mengke Sun
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Yaru Sun
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Xin Wang
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China
| | - Xiuling Yang
- School of Nursing, Qingdao University, Qingdao, Shandong Province, China.
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Byrd M, Maurice S, Charalambous C, Garcia S, Searle M. Bridging the Gap and Finding Purpose: An Approach for Debriefing in Applied Sport, Exercise, and Performance Psychology. JOURNAL OF SPORT PSYCHOLOGY IN ACTION 2021. [DOI: 10.1080/21520704.2021.2002989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Megan Byrd
- Georgia Southern University, Statesboro, Georgia, USA
| | - Stefanee Maurice
- California Polytechnic State University, San Luis Obispo, California, USA
| | | | - Salena Garcia
- California Polytechnic State University, San Luis Obispo, California, USA
| | - Melissa Searle
- California Polytechnic State University, San Luis Obispo, California, USA
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Dix S, Morphet J, Jones T, Kiprillis N, O'Halloran M, Piper K, Innes K. Perceptions of final year nursing students transer of clinical judgement skills from simulation to clinical practice: A qualitative study. Nurse Educ Pract 2021; 56:103218. [PMID: 34619616 DOI: 10.1016/j.nepr.2021.103218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 09/09/2021] [Accepted: 09/26/2021] [Indexed: 11/27/2022]
Abstract
AIM To explore final year nursing student's ability to transfer clinical judgement skills to the clinical practice setting following immersive simulation. BACKGROUND Clinical judgement is considered a fundamental skill for nurses to ensure safe, quality care is delivered. In undergraduate nursing education where students have limited clinical experience, simulation-based education is an important educational strategy for introducing and developing these skills. Simulation allows for students to be exposed to repeated experiences and emotional responses to varying clinical situations. Despite this, there is a paucity of literature relating to students' ability to transfer clinical judgement skills from the simulated environment into clinical practice. DESIGN A naturalistic philosophical approach informed data collection in this qualitative phase of a larger study. METHODS Data were collected from students and nurse educators using semi-structured interviews as well as from facilitated simulation debriefs. Data were thematically analysed. RESULTS Four themes were identified which related to student knowledge, self-awareness and the clinical context: Safely collecting the data; Understanding the data to safely make decisions; Emotional intelligence; and Role variation. Students and educators held similar views on many of these elements. CONCLUSIONS Questioning was identified as a key component of nursing students' clinical judgements. There were challenges in assessing students' ability to link theory to practice in the clinical setting, despite evidence of this occurring in the simulated setting. Simulation prepares students for practice by exposing them to new experiences and stressors and therefore an effective educational technique for developing clinical judgement skills in this cohort.
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Affiliation(s)
- Samantha Dix
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia.
| | - Julia Morphet
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia; Monash Centre for Scholarship in Health Education (MCSHE), Monash University, Wellington Road, Clayton, Victoria 3800, Australia.
| | - Tamsin Jones
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia.
| | - Noelleen Kiprillis
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia.
| | - Monica O'Halloran
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia.
| | - Katie Piper
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia; Charles Sturt University, School of Nursing, Midwifery & Indigenous Health, Elizabeth-Mitchell Drive, Albury, NSW 2640.
| | - Kelli Innes
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria 3199, Australia.
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Jessee MA. An Update on Clinical Judgment in Nursing and Implications for Education, Practice, and Regulation. JOURNAL OF NURSING REGULATION 2021. [DOI: 10.1016/s2155-8256(21)00116-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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Are Traditional and Simulated Clinical Environments Meeting Nursing Students’ Learning Needs? Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.06.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Persico L, Belle A, DiGregorio H, Wilson-Keates B, Shelton C. Healthcare Simulation Standards of Best PracticeTM Facilitation. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.08.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Brown KM, Swoboda SM, Gilbert GE, Horvath C, Sullivan N. Integrating Virtual Simulation into Nursing Education: A Roadmap. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.08.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Vestal ME, Matthias AD, Thompson CE. Engaging Students with Patient Safety in an Online Escape Room. J Nurs Educ 2021; 60:466-469. [PMID: 34346812 DOI: 10.3928/01484834-20210722-10] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Creating innovative online instruction was essential during the COVID-19 pandemic. This article highlights an engaging, online escape room (OER) educational innovation used to teach patient safety to first-semester nursing students. METHOD Utilizing constructivist and adult learning theories, the OER, developed using Google Forms, consisted of gamification. Students completed puzzles related to a patient safety scenario presented via text, photograph, audio, and video to promote critical thinking and decision making. RESULTS Review of student reflections, test scores, and survey results determined the OER was effective to develop the student's understanding of the nurse's role in patient safety to include identification of safety concerns and appropriate interventions. CONCLUSION Using Google forms, educators can create an OER for various topics to enhance student engagement and critical thinking skills. The OER can be supplemental instruction or an alternative for clinical and simulation instruction when online learning is mandated. [J Nurs Educ. 2021;60(8):466-469.].
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Using Simulation to Enhance Nurse Practitioner Students Cultural Sensitivity, Communication, and Empathy with Vulnerable Populations. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.04.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Bradley CS, Johnson BK, Dreifuerst KT. Psychometric Properties of the Revised DML Evaluation Scale: A New Instrument for Assessing Debriefers. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.04.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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Abstract
BACKGROUND COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected. PROBLEM Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes. APPROACH Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience. CONCLUSION By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.
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Younes N, Delaunay AL, Roger M, Serra P, Hirot F, Urbain F, Godart N, Speranza M, Passerieux C, Roux P. Evaluating the effectiveness of a single-day simulation-based program in psychiatry for medical students: a controlled study. BMC MEDICAL EDUCATION 2021; 21:348. [PMID: 34134692 PMCID: PMC8207590 DOI: 10.1186/s12909-021-02708-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 04/29/2021] [Indexed: 06/03/2023]
Abstract
BACKGROUND Training in psychiatry requires specific knowledge, attitudes, and skills that are obtainable by simulation, of which the use is only recent and still needs further development. Evidence is accumulating on its effectiveness but requires further validation for medical students. We aimed to evaluate the effectiveness of a single-day optional teaching program in psychiatry by simulation for medical students and validate a scale measuring Confidence in Psychiatric Clinical Skills (CPCQ), as part of the assessment. METHODS This was a controlled study in a French University that compared (using paired-sample Student t-tests) knowledge and attitudes (university grades and CPCQ scores) before, just after teaching with simulated patients, and 2 months later. Satisfaction with the program (including the quality of the debriefing) was also investigated. The CPCQ scale was validated by assessing the factor structure, internal consistency, and test-retest reliability. Finally, a comparison was run with a control group who received the usual psychiatric instruction using covariance analyses. RESULTS Twenty-four medical students were included in the simulation group and 76 in the control group. Just after the simulation, knowledge and attitudes increased significantly in the simulation group. Satisfaction with the training and debriefing was very high. The CPCQ scale showed good psychometric properties: a single-factor structure, acceptable internal consistency (α = 0.73 [0.65-0.85]), and good test-retest reliability (ICC = 0.71 [0.35-0.88]). Two months after the simulation, knowledge and attitudes were significantly higher in the simulation group than the control group, despite a lack of difference in knowledge before the simulation. CONCLUSIONS Adding a simulation program in psychiatry to the usual teaching improved the knowledge and confidence of medical students. The CPCQ scale could be used for the evaluation of educational programs.
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Affiliation(s)
- Nadia Younes
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France.
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France.
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France.
| | - Anne Laure Delaunay
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatre de l'Enfant et de l'Adolescent, F-78157, Le Chesnay, France
| | - M Roger
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
| | - Pierre Serra
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
| | - France Hirot
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Fondation Santé des Etudiants de France (FSEF), Paris, France
| | - Frédéric Urbain
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Département de médecine générale, UFR des sciences de la santé Simone Veil, Université Versailles-Saint-Quentin-en-Yvelines, Paris, France
| | - Nathalie Godart
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Fondation Santé des Etudiants de France (FSEF), Paris, France
| | - Mario Speranza
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatre de l'Enfant et de l'Adolescent, F-78157, Le Chesnay, France
| | - Christine Passerieux
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
| | - Paul Roux
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
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Abstract
BACKGROUND Minimal evidence compares nursing student outcomes when replacing clinical hours with manikin-based high-fidelity patient simulation (HFPS) or virtual simulation. PURPOSE The study aims were to compare differences in outcomes: (1) between 2 intervention groups (HFPS or virtual simulation) when replacing 25% of pediatric/obstetrics clinical hours and (2) pass/fail for clinical practice between the intervention groups and a face-to-face clinical group (control). METHODS A quasi-experimental study was conducted to determine differences in knowledge between intervention groups participating in 6 pediatric/obstetrics simulation scenarios. RESULTS No differences in composite knowledge were found between simulation groups (P = .319). There also was no difference in clinical practice pass/fail among the groups. CONCLUSIONS HFPS and virtual simulation were equally effective in achieving learning goals.
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Nursing Students' and Preceptors' Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills: A Qualitative Pilot Study. Nurs Res Pract 2021; 2021:5551662. [PMID: 34113465 PMCID: PMC8154278 DOI: 10.1155/2021/5551662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 05/07/2021] [Indexed: 12/02/2022] Open
Abstract
Background There is a need to improve students' learning in clinical practice. Undergraduate students need guidance when it comes to transferring knowledge from the classroom to clinical practice in community health services. Competence Development of Practical Procedures (COPPs), a simulation assessment tool, was used to explore students' and preceptors' experiences with feedback and reflection during the supervision of clinical skills in real practice. Method This was a pilot study with a qualitative exploratory and descriptive research design. Four students in their first year of a bachelor's programme in nursing and four preceptors participated. Data were collected from eight clinical skills performance assessments, audio recordings of supervision, and open-ended questionnaires. Data were systematized, categorized, and analysed using qualitative content analysis. Findings. Participants' experiences were divided into five categories: “learning environment, an atmosphere of respect, acceptance, and encouragement,” “students' reflections on their own personal learning,” “students' reflections on various care situations,” and “students' and preceptors' assessment and feedback.” Participants found COPPs easy to use and providing structure for assessment, feedback, and reflection during supervision. Concepts related to learning clinical skills became visible for both students and preceptors and helped students assess their performance of clinical skills. Through verbalization and reflection in supervision, participants established a consensus around what students knew and what they needed to learn. Conclusions The students and preceptors experienced the tool as a supportive structure to enhance feedback and reflection for the learning of clinical skills in municipal healthcare services. COPPs filled a gap in practice by providing a language for students and preceptors to articulate their knowledge and increasing students' awareness of what constitutes a good performance. The tool supported the coherence of concepts, enhanced clinical reasoning, and promoted deeper thinking and reflection, and the students gained insight into their own needs related to learning clinical skills.
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Thomas S, Calderon B, Ackerman C, Moote R. End of life simulation to improve interprofessional competencies: A mixed methods study. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:423-428. [PMID: 33715806 DOI: 10.1016/j.cptl.2020.11.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 10/24/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The Accreditation Council for Pharmacy Education "Standards 2016" require that pharmacy student education include training in the management of patients "across the lifespan" (Standard 12). Standards 2016 also require that students are practice-ready to participate as a contributing member of an interprofessional (IP) team (Standard 11). Didactic and experiential education in palliative or end-of-life (EOL) care is limited. Palliative care represents unique patient and team challenges in providing patients with empathetic and holistic care. INTERPROFESSIONAL EDUCATION ACTIVITY This study describes an IP, palliative care simulation that achieved both IP and "across the lifespan" educational standards. The goals of the activity included increasing communication skills, recognizing roles and responsibilities, and enhancing the value of various healthcare providers' perspectives and expertise when caring for patients at the EOL. Pharmacy, physical therapy, nursing, and counseling students participated in a low fidelity palliative care simulation. The event consisted of a presentation on anticipatory grief and active listening followed by a role-playing simulation and group debrief. The Interprofessional Socialization and Value Scale were administered to assess student perceptions of IP skills. DISCUSSION Quantitative and qualitative data demonstrated achievement of the goals of the activity. Reflections revealed students felt the simulation improved teamwork and communication skills and that using humility and listening in team-based palliative care transformed wisdom for future practice. IMPLICATIONS This activity used a cost-effective, low fidelity, role-play simulation to achieve IP education competencies and demonstrated the value of multiple professions in EOL care.
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Affiliation(s)
- Shelene Thomas
- School of Physical Therapy, Rueckert-Hartman College of Health Professions, Regis University, 3333 Regis Blvd Denver, CO 80221 F-00, United States.
| | - Bianca Calderon
- School of Pharmacy, Rueckert-Hartman College of Health Professions, Regis University, 3333 Regis Blvd Denver, CO 80221, United States.
| | - Carolyn Ackerman
- Loretto Heights School of Nursing, Rueckert-Hartman College of Health Professions, Regis University, 3333 Regis Blvd Denver, CO 80221, United States.
| | - Rebecca Moote
- Pharmacotherapy Education and Research Center, College of Pharmacy, The University of Texas at Austin, and University Health - Department of Pharmacotherapy and Pharmacy Services; 7703 Floyd Curl Drive MC 6220, San Antonio, TX 78229-3900, United States.
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Oh YJ, Kang HY, Song Y, Lindquist R. Effects of a transformative learning theory based debriefing in simulation: A randomized trial. Nurse Educ Pract 2020; 50:102962. [PMID: 33421682 DOI: 10.1016/j.nepr.2020.102962] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2019] [Revised: 12/14/2020] [Accepted: 12/22/2020] [Indexed: 10/22/2022]
Abstract
Debriefing, based on reflection, is imperative in simulation. Mezirow's transformative learning theory (TLT) uses critical reflection in providing care to patients, which involves clinical judgment in nursing. The aim of this study was to compare the effects of TLT-versus a non-TLT-based debriefing protocol on knowledge, problem-solving process, critical thinking disposition, and clinical judgment in nursing students. A randomized controlled trial was performed. Fifty-six junior nursing students were assigned to the TLT (n = 26) and the control (n = 30) groups in South Korea. Debriefing protocols based on Mezirow's TLT for the experimental group and gather-analyze-summarize-based debriefing for the control group were used for four weeks. Scores of the TLT group were significantly higher than those of the control group in the problem-solving process, critical thinking disposition, and clinical judgment of reflection. We identified the main effects of group, time, and time-by-group interaction for clinical judgment (noticing, interpreting, and responding), except for knowledge between the two groups. The TLT debriefing approach in simulation can be tailored to improve problem-solving, critical thinking, and clinical judgment outcomes, which are vital to nursing education related to the provision of care to patients.
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Affiliation(s)
- Yun-Jeong Oh
- Nambu University Department of Nursing, Gwangju, South Korea.
| | - Hee-Young Kang
- Chosun University Department of Nursing, Gwangju, South Korea.
| | - Yeoungsuk Song
- Kyungpook National University College of Nursing, Daegu, South Korea.
| | - Ruth Lindquist
- University of Minnesota School of Nursing, Minneapolis, MN, USA.
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Troyan P, Bertulfo TF, Kamp F. Postpartum Hemorrhage: A Novel Approach to Large Classroom Simulation and Debriefing. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.08.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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