Academic Safety during Nursing Simulation: Perceptions of Nursing Students and Faculty

Ganley, Barbara; Linnard-Palmer, Luanne

doi:10.1016/j.ecns.2010.06.004

Cited by 92 publications

(84 citation statements)

References 14 publications

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“…Though some level of anxiety is positive in that it mobilizes for action, is dependent on the person's ability to cope with such feelings. If the learner perceives the situation as posing challenges that exceed the learner's ability to cope, and causes a high level of stress and anxiety, it will impede effective learning [17,41] , known as entering the discomfort zone [39] , or also called the panic zone [38] . By not meeting their own or others' expectations, and the judgment of many unknown fellow students, the perceived risk of disclosure caused energy, focus and attention to be used on avoiding being exposed, thereby affecting the methodological success in learning adversity.…”

Section: Discussionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

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The debriefing phase in human patient simulation is considered to be crucial for learning. To ensure good learning conditions, the use of small groups is recommended, which poses a major challenge when the student count is high. The use of large groups may provide an alternative for typical lecture-style education and contribute to a more frequently and repeated training which is considered to be important for achieving simulation competency. The purpose of the present study was to describe nursing students' experiences obtained during the debriefing conducted in small and large groups with the use of a qualitative descriptive approach. The informants had participated in a human patient simulation situation either in large or small groups. Data was collected through the use of five focus-group interviews and analysed by content analysis. The findings showed that independent of group-size the informants experienced the learning strategies to be unfamiliar and intrusive, and in the large groups to such an extent that learning was hampered. Debriefing was perceived as offering excellent opportunities for transferable learning, and activity, predictability and preparedness were deemed essential. Small groups provided the best learning conditions in that safety and security were ensured, but were perceived as providing limited challenges to accommodate professional requirements as a nurse. Simulation competency as a prerequisite for learning was shown not to be developed isolated in conjunction with simulation, but depends on a systematic effort to build a learning community in the programme in general. The faculty needs to support the students to be conscious and accustomed to learning as a heightened experience of learning out of their comfort zone.

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Section: Discussionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

View full text Add to dashboard Cite

show abstract

“…In addition, it has been identifi ed that students view simulation as an opportunity to practice nursing interventions in a safe environment (Issenberg, McGaghie, Petrusa, Lee Gordon, & Scalese, 2005) and that it provides them with immediate feedback on their nursing practice (Dreifuerst, 2012). Simulation has also been reported to contribute to student anxiety during the learning process (Bantz et al, 2007;Cato, 2013;Ganley & Linnard-Palmer, 2012;McCaughey & Traynor, 2010;Pierazzo, 2014); thus, not all fi ndings to date highlight positive perceptions of this technology. Given that perceptions of faculty and students are important in the learning process and that simulation technology has now become an essential component of the nursing curricula at the authors' institution, it was important to explore the impact of fully integrating simulation in the nursing program and to determine whether faculty and student perceptions were different or remained the same.…”

Section: Exploring Student and Faculty Perceptions Of Clinical Simulamentioning

confidence: 99%

Exploring Student and Faculty Perceptions of Clinical Simulation: A Q-Sort Study

Landeen¹,

Pierazzo²,

Akhtar–Danesh³

et al. 2015

J Nurs Educ

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Background: Simulation learning has become a widely accepted and valuable methodology within nursing education. This study assessed whether student and faculty perceptions regarding simulation learning have changed since curricular integration of simulation activities within an undergraduate nursing program. Method: Q-methodology was used to identify unique and similar perspectives of 12 faculty and 21 students. Participants completed a brief demographic questionnaire and sorted statements related to beliefs about simulation-based learning. Results: Faculty perceptions were captured within one viewpoint-positive enthusiasts. Three student viewpoints were identifi ed: challenge seekers, realistic embracers, and support seekers. Both students and faculty believed that simulation improved critical thinking. Conclusion: The fi ndings suggest that faculty should be aware of the range of student perceptions and tailor their teaching approaches accordingly to maximize student learning. [J Nurs Educ. 2015;54(9):485-491.]

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“…In a study by Ross et al, on nursing undergraduates, it has found that students undergoing simulation based education prior to clinical practices are largely satisfied with their education, they provide benefits to patients, they are accepted by clinical nurses, and they enjoy an increase in their level of knowledge [13]. Dieckmann and Ganley & Linnard-Palmer [19], defined that simulation may cause a high level of stress and anxiety because of the unfamiliarity in the learning approaches used and hesitation towards the risk of exposure of one's incompetency [16,17]. Use of the simulation model gets more common during the process of preparing nursing students to the clinical environment, although we were not able to find a study in which student attitudes towards simulation based education.…”

Section: Discussionmentioning

confidence: 99%

A Study of Reliability and Validity an Attitude Scale towards Simulation- Based Education

Pinar¹,

Acar²,

Kan³

2016

Arch Nurs Pract Care

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Aim: The aim of the current study was to develop a scale to measure the attitudes of nursing students towards simulation-based education. Method:In the 2014-2015 academic years, a total of 165 nursing students participated to the study in Ankara from 8 nursing schools. The Scale consisted of 38 items to be graded by 5 point Likert type. Cronbach alpha internal reliabilit, Kendall W test, Kaiser Meyer Olkin test, Barlett's test and exploratory factor analysis were used to analyze the validity and reliability o the scale. Results:The Scale consisted of 38 items to be graded by 5 point Likert type. The result of the analysis provided four factors structure for the scale. (1. satisfaction -self-confidence, 2. clinical competency -self-efficacy, 3. seriousness -fidelity, 4. barriers -difficulties). Corrected item-total correlation values of the scale items varied between 0.59-0.76. The reliability coefficient was found as Crα=0.72. It was determined that the scale could categorize students for their attitude levels (p<0.001). Conclusion:Findings of the research indicate that the scale has good psychometric properties.[8]. Each simulation session should also include an evaluation of the overall experience by student. Simulation approaches not only to help students to attain educational goals but also to enhance nursing practice and teaching methodology for educators [7]. Effective evaluation of simulation experience have been identified as essential components of simulation-based training. Although use of simulation in nursing education has increased, concrete research is lacking, with many studies resulting in students' attitude and perceptions towards simulation. AimThe aim of this study was to develop a scale for determining attitudes of nursing students towards simulation-based education (SBE). Material and Methods Type of researchThis study has been designed as a methodological study. Study groupThe study was conducted by a total of 165 nursing students with simulation experience who were 3rd or 4th year students during the 2014-2015 school year. 18.8% (n=31) of the study group were male, and 81.2% (n=134) were fem ale. Required institutional approvals were granted prior to the study. 1 st and 2 nd year nursing students do not have any previous simulation-based learning experiences. Therefore they were not involved in our study. Inclusion criteria:The inclusion criteria for the students in the current study were (a) that the students did attend any course regarding simulation at a university (b) that he or she agreed to participate and (c) that students enrolled in the nursing program.

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Academic Safety during Nursing Simulation: Perceptions of Nursing Students and Faculty

Cited by 92 publications

References 14 publications

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Exploring Student and Faculty Perceptions of Clinical Simulation: A Q-Sort Study

A Study of Reliability and Validity an Attitude Scale towards Simulation- Based Education

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