A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students

Bland, Andrew; Topping, Annie; Wood, Barbara

doi:10.1016/j.nedt.2010.10.013

Cited by 206 publications

(157 citation statements)

References 58 publications

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“…시뮬레이션은 반복학습, 피드백, 평가와 성찰의 기회를 제 공하며 실제의 재현, 적극적인 학습자 참여 촉진, 실무와 이론 학습간의 통합을 포함하는 역동적 과정으로 정의된다 (Bland, Topping, & Wood, 2011). 이러한 시뮬레이션의 특성으로 인해 간호교육에서 지식과 기술, 경험 학습의 통합과정으로서 학생들의 간호역량을 향상시킬 수 있는 교수학습 전략으로 적 극 도입되어 활용되고 있다 (Blum et al, 2010).…”

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Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students

Hur

Roh

2013

Korean J Adult Nurs

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Purpose:The purpose of this study was to evaluate the effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. The program was based on the theoretical frameworks of simulation models and experiential learning theory. Methods: The program consisted of eight scenarios which includes three main symptoms (abdominal pain, changes in mental status, dyspnea), for improvement of clinical competencies in nursing students. A nonequivalent control group pretest-posttest design was used for evaluation of the effects of the program. Fifty-two junior nursing students in Y University participated in the experimental group (n=25) or control group (n=27). Critical thinking was measured using a self-administered questionnaire. Clinical judgment and clinical performance were measured by a rater using the Rubric. Descriptive analysis, t-test, Mann-Whitney U, Wilcoxon signed rank test was used for data analyses. Results: Clinical judgment and clinical performance increased in the experimental group, but there were no significant differences in critical thinking. Conclusion: Results indicate that the program developed in this study is a useful strategy to enhance clinical judgment and clinical performance in nursing students. However, the program did not significantly enhance critical thinking disposition, and further study is needed to measure integrated clinical competence including critical thinking skills.

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Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students

Hur

Roh

2013

Korean J Adult Nurs

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“…Although there is a wealth of literature to support simulation as a learning strategy (Bland et al, 2011;Borneuf & Haigh, 2010;Ricketts, 2011;Valler-Jones, 2011) there is little about the importance of the need for anatomy and physiology to be linked to taught skills.…”

Section: Discussionmentioning

confidence: 99%

Learning to nurse: combining simulation with key theory

Bevan¹,

Joy

Keeley³

et al. 2015

Br J Nurs

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Following a recent Nursing and Midwifery Council revalidation of a university undergraduate nursing programme, simulation skills sessions and anatomy and physiology theory were integrated into one unit (module). This was done in order to integrate the basis for patient assessment and care provision with the anatomical and physiological theory and thereby enhance student learning and nursing practice. Students evaluated the new unit well and valued the close link between theory and practice simulation. Improvements were seen in the simulation skills sessions as students were better able to apply their underlying theory to their actions. Learning was enhanced as both simulation and theory were seen as more meaningful to practice and patient care.

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“…This learning strategy supports a safe educational environment in which one can practice and make mistakes without risk to actual persons or in actual environments (Bradley, 2006;McCallum, 2007;Robertson & Bandali, 2008). The use of simulation-based methodology should involve premeditation of how this learning experience will enhance theory-praxis understanding (Bland, Topping, & Wood, 2011) and was a starting point for this project. The process of developing simulation scenarios requires thoughtful engagement informed by sound pedagogical frameworks to support robust learning opportunities (Asal & Blake, 2006;Kelly, Berragan, Husebø & Orr, 2016).…”

Section: Relevant Scholarshipmentioning

confidence: 97%

Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators

Peisachovich

Nelles²,

Johnson³

et al. 2017

IJHE

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Numerous forecasts suggest that professional-competence development depends on human encounters. Interaction between organizations, tasks, and individual providers influence human behaviour, affect organizations' or systems' performance, and are a key component of professional-competence development. Further, insufficient or ineffective communication between professionals is deemed a contributing factor to adverse events worldwide. This underscores the need to provide educators with the tools and education to embed methods in their teaching that will enable learners to effectively intervene in highly charged interpersonal situations and high-risk scenarios; these concerns highlight the value of realistic simulated-experiential approaches, such as the one proposed in this project. The first phase of this project involved conducting a three-day experiential workshop developed at a Canadian university to provide educators with knowledge and skills to work and effectively utilize simulators, enhancing pedagogical classroom practices for teaching undergraduate learners. This workshop's development resulted in numerous benefits. Participation in the workshop provided educators with opportunities for meaningful reflection on their teaching practice and the ability to apply this insight to optimize student learning. It provided theatre students, recruited as simulators as part of this interdisciplinary initiative, to expand their experiences and this will lead to an expanded practicum course for their program. There is now a group of simulators available to educators across the university to include in classroom activities, and lastly there are further iterations of this workshop available for faculty development. This paper reflects on the workshop experiences and the feedback obtained from the participants. Formal and informal feedback obtained provides an understanding of the participants' experiences.

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A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students

Cited by 206 publications

References 58 publications

Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students

Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students

Learning to nurse: combining simulation with key theory

Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators

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