Advanced Practice Nursing Simulation for Neonatal Skill Competency: A Pilot Study for Successful Continuing Education

Stephenson, Evelyn; Salih, Zeynep N. Inanc; Cullen, Deborah

doi:10.3928/00220124-20150619-04

Cited by 12 publications

(10 citation statements)

References 9 publications

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“…Research shows that healthcare providers’ skill retention declines as soon as three months after training [8, 9]. Factors known to affect skills and knowledge acquisition include motivation, the learning environment [10] and the use of simulation to enhance skills retention for low-frequency procedures [11]. Simulation-based mastery learning can improve medical students’ retention of core clinical skills and deliberate practice of clinical skills under the supervision of an engaged instructor is a key component of the mastery model [12].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of medical student retention of clinical skills following simulation training

et al. 2019

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Background Adequate clinical skills training is a challenge for present day medical education. Simulation Based Education (SBE) is playing an increasingly important role in healthcare education worldwide to teach invasive procedures. The impact of this teaching on students along with retention of what is taught is not fully understood. The purpose of this study was to evaluate the retention levels of practical skills taught and assessed by SBE and to explore the degree of re-training required to restore decayed performance. In exploring this aim, the study further investigates how skilled performance decays over time and which dimensions of clinical skills were more likely to decay. Methods Study participants were 51 final year medical students. They were provided with online pre-course videos and procedural guides asynchronously with repeatedly access. 7 of the skills taught over 2 years using task trainers were selected. Following demonstration from faculty, students practiced in small groups with faculty facilitated supervision and peer support prior to formal testing. Score sheets with itemised procedure checklists detailing the minimum passing standard (MPS) for each skill were designed. To test retention of skills, 18 months later, there was an unannounced test to demonstrate proficiency in the skills. Students were asked to complete a questionnaire indicating how many times and where they had practiced or performed the skills. Results 55% of the students were deficient in 3 or more skills and 4% were not competent in 5 or more skills. A significant number of students had never practiced some skills following the initial teaching session. A relationship was noted with the number of times students self-declared that they had practiced and their performance. Decay is evident in both psychomotor and cognitive domains of the skills. Conclusion A curriculum with deliberate practice significantly increases the competence of students in defined clinical skills. Deliberate practice of clinical skills, under supervision of an engaged instructor, is a key component of the mastery model. Experiences and assessments in the clinical setting need to be augmented with focus on direct observation and focused feedback to reinforce the skills acquired in the simulated setting.

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Section: Discussionmentioning

confidence: 99%

Evaluation of medical student retention of clinical skills following simulation training

et al. 2019

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“…Factors known to affect skills and knowledge acquisition including motivation and learning environment [ 4 ], team leadership and communication [ 5 ], and use of simulators to enhance skills retention for low-frequency procedures [ 6 ] and others have been explored by various researchers. It has been shown that a strong health workforce leadership is an important factor to ensure motivation and create an enabling learning environment [ 7 – 9 ].…”

Section: Introductionmentioning

confidence: 99%

Simulation-based low-dose, high-frequency plus mobile mentoring versus traditional group-based training approaches on day of birth care among maternal and newborn healthcare providers in Ebonyi and Kogi States, Nigeria; a randomized controlled trial

Ugwa¹,

Otolorin²,

Kabue

et al. 2018

BMC Health Serv Res

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BackgroundThere is limited information from low and middle-income countries on learning outcomes, provider satisfaction and cost-effectiveness on the day of birth care among maternal and newborn health workers trained using onsite simulation-based low-dose high frequency (LDHF) plus mentoring approach compared to the commonly employed offsite traditional group-based training (TRAD). The LDHF approach uses in-service learning updates to deliver information based on local needs during short, structured, onsite, interactive learning activities that involve the entire team and are spaced over time to optimize learning. The aim of this study will be to compare the effectiveness and cost of LDHF versus TRAD approaches in improving knowledge and skill in maternal and newborn care and to determine trainees’ satisfaction with the approaches in Ebonyi and Kogi states, Nigeria.MethodsThis will be a prospective cluster randomized control trial. Sixty health facilities will be randomly assigned for day of birth care health providers training through either LDHF plus mobile mentoring (intervention arm) or TRAD (control arm). There will be 150 trainees in each arm. Multiple choices questionnaires (MCQs), objective structured clinical examinations (OSCEs), cost and satisfaction surveys will be administered before and after the trainings. Quantitative data collection will be done at months 0 (baseline), 3 and 12. Qualitative data will also be collected at 12-month from the LDHF arm only. Descriptive and inferential statistics will be used as appropriate. Composite scores will be computed for selected variables to determine areas where service providers have good skills as against areas where their skills are poor and to compare skills and knowledge outcomes between the two groups at 0.05 level of statistical significance.DiscussionThere is some evidence that LDHF, simulation and practice-based training approach plus mobile mentoring results in improved skills and health outcomes and is cost-effective. By comparing intervention and control arms the authors hope to replicate similar results, evaluate the approach in Nigeria and provide evidence to Ministry of Health on how and which training approach, frequency and setting will result in the greatest return on investment.Trial registrationThe trial was retrospectively registered on 24th August, 2017 at ClinicalTrials.Gov: NCT03269240.Electronic supplementary materialThe online version of this article (10.1186/s12913-018-3405-2) contains supplementary material, which is available to authorized users.

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“…attitude, eventually improving clinical based thinking competency and skills of nursing interns [4,9]. This study also revealed that CBL could improve critical thinking ability of students, suggesting that CBL-method in combined with casedirected study significantly improved core competency of nursing undergraduates in solving clinical problems, and made them more competent for clinical practice in future [5].…”

Section: Application Of Case-based Learning In Instructing Clinical Smentioning

confidence: 69%

“…Clinical practice is therefore one indispensable stage for nursing students transiting from class-based learning towards clinical practice. Teaching of nursing skills is the core syllabus of clinical intern [4,5]. However, the teaching of clinical skills still mainly depends on the teacher demonstration, followed by practice under supervision and evaluation, and largely ignoring cultivation of comprehensive analysis, communication, response and critical thinking features of students [6].…”

Section: Introductionmentioning

confidence: 99%

Application of case-based learning in instructing clinical skills on nursing undergraduates

Qi¹,

Qian²,

Mo³

et al. 2018

biomedicalresearch

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To investigate the efficiency of case-based learning in the course of practical skills on nursing undergraduate students. A total of 147 nursing undergraduate interns from Class 2016 of our college were recruited and were assigned into experimental (N=74) and control groups (N=73) by random number table. Experimental group received case-based learning whilst control group were instructed by classical method. Total score and all dimension scores were significantly higher in experimental group than control group (p<0.05). A critical thinking scale showed higher scores in experimental group at all dimensions comparing to control group (p<0.01). Application of case-based learning in clinical practicing instruction has satisfactory effects on nursing undergraduates, as it can improve both practical skills and critical thinking potency of students.

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Advanced Practice Nursing Simulation for Neonatal Skill Competency: A Pilot Study for Successful Continuing Education

Abstract: This pilot study benefited advanced practice nurses by providing them with the potential to maintain competency in this high-risk, low-frequency procedure. Continuing education is an important consideration for health care organizations.

Cited by 12 publications

References 9 publications

Evaluation of medical student retention of clinical skills following simulation training

Evaluation of medical student retention of clinical skills following simulation training

Simulation-based low-dose, high-frequency plus mobile mentoring versus traditional group-based training approaches on day of birth care among maternal and newborn healthcare providers in Ebonyi and Kogi States, Nigeria; a randomized controlled trial

Application of case-based learning in instructing clinical skills on nursing undergraduates

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