An evaluation of a complex simulated scenario with final year undergraduate children's nursing students

Davies, Jane; Nathan, Martina May; Clarke, David

doi:10.1016/j.colegn.2012.04.005

Cited by 21 publications

(15 citation statements)

References 16 publications

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“…Nearly every participant in our focus groups commented positively on the realism of the video vignettes to their experiences as ED employees. An integral quality of any effective simulation exercise is realism which can enhance the active learning that occurs [27][28][29] . To further enhance a simulated learning experience, teachers can incorporate a discussion or debriefing component as we did in our tabletop exercise.…”

Section: Discussionmentioning

confidence: 99%

“…Cheng et al similarly held debriefing interventions as a strategy to aide learners in completely synthesizing knowledge acquired during simulation exercises [27] . Another benefit of realism to active learning is the potential to immediately transfer knowledge to practice [28] . In our program, realism was enhanced and ensured by having a practicing emergency nurse develop the video scripts and direct the video recordings.…”

Section: Discussionmentioning

confidence: 99%

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The qualitative learning experience of healthcare workers completing a hybrid workplace violence educational program

Gillespie

Farra

Gates

et al. 2013

JNEP

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The qualitative learning experience of healthcare workers completing a hybrid workplace violence educational program

Gillespie

Farra

Gates

et al. 2013

JNEP

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“…The use of 'simulation' as a conduit to the provision of such education programs has gained in popularity, due to the ability of simulation to foster skill acquisition and the practice of decision-making within a safe contextual environment (Guise et al, 2012). Thus, the historically didactic model of learning in the health sciences has largely been diluted by the introduction of simulation type learning (Davies, Nathan, & Clarke, 2012).…”

Section: Introductionmentioning

confidence: 99%

‘eSimulation’ Part 1: Development of an interactive multimedia mental health education program for generalist nurses

Lamont

Brunero

2013

Collegian

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Generalist health care professionals are increasingly challenged to provide mental health care within their own clinical specialties. Educators are challenged with providing innovative, engaging and accessible education programs to increase the mental health knowledge and skills of generalist health care professionals. Simulation is increasingly being used within learning curricula to optimise learning and the use of information and communication technology has emerged as a novel way of providing simulated learning. This paper describes the development process of an interactive, multimedia 'eSimulation' mental health education program for generalist health care professionals. The resulting eSimulation education program incorporated the following five key attributes of simulation: (1) Creating a hypothetical opportunity; (2) Authentic representation; (3) Active participation; (4) Integration; and (5) Repetition, evaluation and reflection. This process can be used to guide nursing educators in the development of tailored eSimulation education programs. An evaluation of the eSimulation will be reported elsewhere, in Part 2 of this paper.

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“…Holistic, realistic and safe approaches to learning professional and psychomotor skills prior to patient exposure are necessary. These approaches need to equip the student with useful and transferable skills they can apply in the complex clinical environment [ 1 ]. This is especially critical now that the National Council of State Boards of Nursing (NCSBN) study has identified the potential for replacing at least some proportion of clinical hours with simulation [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, learners with limited personal experience or exposure to children can find communication, interaction, assessment and the provision of developmentally appropriate care difficult [ 3 ]. Without the opportunity to apply, practise and evaluate these important skills prior to clinical placement, learners may find assimilation into the paediatric clinical environment difficult [ 1 ]. Simulation has been identified as a powerful active learning strategy, and an important part of health professional education.…”

Section: Introductionmentioning

confidence: 99%

A systematic review: Children & Adolescents as simulated patients in health professional education

2016

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Simulated patients (SP) contribute to health professional education for communication, clinical skills teaching, and assessment. Although a significant body of literature exists on the involvement of adult SPs, limited research has been conducted on the contribution of children and adolescents. This systematic review, using narrative summary with thematic synthesis, aims to report findings related to children/adolescents as simulated patients in health professions education (undergraduate or post-graduate). A systematic review of qualitative and quantitative literature published between 1980 and September 2014 was undertaken using databases including CINAHL, Ovid Medline and Scopus. The lack of literature related to the employment of children and adolescents in nursing education dictated the expansion of the search to the wider health professions. Key search terms related to the employment of children and adolescents in health professional education programs. A total of 58 studies reduced to 36 following exclusion based on abstract review. Twenty-two studies reached full text review; following application of inclusion and exclusion criteria, 15 English language studies involving children and/or adolescents in simulation formed part of this systematic review. Five key themes emerged: Process related to recruitment, duration and content of training programs, support and debriefing practice, ethical considerations, and effects of participation for key stakeholders such as children and adolescents, parent and faculty, and learner outcomes. The results suggest that the involvement of children and adolescents in simulation for education and assessment purposes is valuable and feasible. The review identified the potential for harm to children/adolescents; however, rigorous selection, training and support strategies can mitigate negative outcomes. The ability of children to portray a role consistently across assessments, and deliver constructive feedback remains ambiguous.

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An evaluation of a complex simulated scenario with final year undergraduate children's nursing students

Cited by 21 publications

References 16 publications

The qualitative learning experience of healthcare workers completing a hybrid workplace violence educational program

The qualitative learning experience of healthcare workers completing a hybrid workplace violence educational program

‘eSimulation’ Part 1: Development of an interactive multimedia mental health education program for generalist nurses

A systematic review: Children & Adolescents as simulated patients in health professional education

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