A Programmatic Approach to the Design of a Video Simulation Case Study

Speaking Up Against Hierarchy: A Simulation Geared Towards Nursing Students

“…The video simulation case study included interactive strategies to engage the students in conflict management with another team member. Students encountered decision-points by answering multiple-choice questions and receiving a summative score; moreover, they could repeatedly practice the communication skill [15]. Thirdyear students utilized the two-challenge rule significantly more than the control group and were more satisfied and self-confident after the high-fidelity simulation.…”

“…Consequently, it is essential to develop and refine simulations to ensure that issues of feasibility (e.g., recruitment, retention, acceptability) are favourable, before advancing to experimental studies. There are minimal examples in simulation education research where the revised MRC framework has been applied [13,15]. However, the relevance of adapting interventions to an MRC framework (2000,2008) is commonly used in the public health discipline.…”

“…This study also followed the revised Medical Research Council (MRC) framework for the development and evaluation of simulation interventions for RCTs [13,14]. The first two phases (Cycles A and B) were applied to the design and testing of the pre-simulation activities; the video simulation case study [15], and the paper case study, including the high-fidelity simulation scenario [16], before inclusion in this study. Both presimulation activities included scenarios where the student nurse had to address an information conflict and utilize a conflict management skill, the two-challenge rule.…”

“…Three weeks before their participation in the high-fidelity simulation scenario, nursing students in the control group were e-mailed the paper case study, including a modified version of the online TeamSTEPPS Mutual Support PowerPoint, reviewing the two-challenge rule. The nursing students randomized into the intervention group were e-mailed a link to the interactive video simulation case study [15], depicting a CMLE with a team member, where the two-challenge rule was utilized. The two-challenge rule pairs an advocacy statement (asserting one's observation) and inquiry (request for the other's reasoning).…”

The Use of Online Video Simulation on Student’s Competence, Motivation and Anxiety Level

“…The video is an additional teaching materials to can be used before attending practical activities in simulation center, and relevant to today's student. 15 Video simulation has several benefits including: being more practical and cost-efficient, and have higher impact in learning particularly in communication and technical skills. 13,14,16 In addition, Dyer et al found from their study state that video simulation is effective to be implemented in low resource settings.…”