An integrative literature review on preparing nursing students through simulation to recognize and respond to the deteriorating patient

Fisher, Duana; King, Lindy

doi:10.1111/jan.12174

Cited by 106 publications

(60 citation statements)

References 35 publications

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“…What was not clear in this integrative review was the amount and type of education that ward nurses felt helped them to recognize patient deterioration. Increasingly, deliberate practice in the form of simulation has been gaining popularity in the undergraduate and postgraduate nursing curriculum (Fisher & King , Hart et al . ).…”

Section: Discussionmentioning

confidence: 99%

What factors influence ward nurses’ recognition of and response to patient deterioration? An integrative review of the literature

2016

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AimIn this integrative review, we aimed to: first, identify and summarize published studies relating to ward nurses' recognition of and response to patient deterioration; second, to critically evaluate studies that described or appraised the practice of ward nurses in recognizing and responding to patient deterioration; and third, identify gaps in the literature for further research.DesignAn integrative review.MethodsThe Cumulative Index to Nursing and Allied Health Literature (CINAHL) Ovid Medline, Informit and Google Scholar databases were accessed for the years 1990–2014. Data were extracted and summarized in tables and then appraised using the Mixed Method Appraisal Tool. Data were grouped into two domains; recognizing and responding to deterioration and then thematic analysis was used to identify the emerging themes.ResultsSeventeen studies were reviewed and appraised. Recognizing patient deterioration was encapsulated in four themes: (1) assessing the patient; (2) knowing the patient; (3) education and (4) environmental factors. Responding to patient deterioration was encapsulated in three themes; (1) non‐technical skills; (2) access to support and (3) negative emotional responses.ConclusionIssues involved in timely recognition of and response to clinical deterioration remain complex, yet patient safety relies on nurses’ timely assessments and actions.

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Section: Discussionmentioning

confidence: 99%

What factors influence ward nurses’ recognition of and response to patient deterioration? An integrative review of the literature

2016

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“…Previous research has shown that individuals' self-confidence is a predictor of their ability to perform effectively in new situations. [13][14][15] Moreover, a person's belief in his or her self-confidence varies according to the 1) difficulty of the task, 2) certainty in performing a task at a given level of difficulty, and 3) extent to which the difficulty of the task generalizes across situations. [14] Because nursing is a contextually situated practice, an individual's competence in any given clinical situation is derived from building a repertoire of experiences to inform clinical decision making.…”

Section: Simulationmentioning

confidence: 99%

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

McCabe

Gilmartin

Goldsamt

2016

JNEP

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Objective: This paper describes undergraduate nursing students' assessment of confidence in clinical practice within a model that uses a "high-dose" of clinical simulation to replace 50% of the traditional clinical experience hours in an upper division bachelor's degree program. We assessed changes in self-reported confidence between the middle and end of a two-year nursing curriculum. Design: Longitudinal design. We surveyed undergraduate nursing students to assess their perceived self-confidence in carrying out eight core competencies associated with generalist nursing practice with the Assessment of Nursing Education Scale (Robert Wood Johnson Foundation, 2009) at the mid-point (semester 2) and end of program (semester 4). Methods: Data were analyzed Generalized Linear models. To account for changes over time, we included program track (traditional BSN or 15-month accelerated second degree program) and gender (male/female) as co-variates in the models. Results: One hundred and twenty-two students completed the ANE at the two time points. Results for analysis of student confidence over time showed significant improvement on each of the eight domains of generalist nursing practice. There was no significant effect of gender or program type on student's perceived self-confidence. Conclusions: Overall significant improvement in students' self-assessed confidence from program mid-point to end-point lends support to the efficacy of a clinical teaching model that uses a high dose of simulation to substitute for traditional clinical hours.

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“…The post-test scores increased across the scenarios from Myocardial infarction and cardiac arrest, Shock and trauma to the DKA and hyperglycaemia compared to the videos. Higher performance among intensive care nurses in simulated emergency scenarios [36] and increased critical thinking, clinical judgement, skill acquisition, clinical reasoning [37][38][39]. Simulation translated application in knowledge [40,41] with use of clinical scenarios [42].…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

D’Souza¹,

Venkatesaperumal²,

S³

et al. 2017

Int Arch Nurs Health Care

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IntroductionNovice nursing students are trained to develop skills for delivering safe patient-centered holistic care in the undergraduate nursing. Entry of novice students in the higher levels of the undergraduate curriculum entails their adult clinical experience in the intensive care, high acuity, post-anesthetic and emergency settings. This clinical practice exposes the students to a variety of clinical conditions with unpredictable socio-cultural and psychosocial background [1]. With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings. Nurse educators endeavor to promote students' critical thinking skills and confidence and are confronted with interactive technology for improving student centered learning [2,3].Simulations technology constructs real critical care scenarios for improving active participation, clinical reasoning, judgment, and acute decision making skills [4]. It provides hands-on practice and experiences in life-saving measures, resuscitation, cardiac arrest, casualty, disaster and emergency management to enhance understanding and learning. Simulation technology in teaching and science encourages interaction between Abstract Aim: This paper evaluates the effectiveness of simulation in critical care nursing among students in a public university. Methods:A single quasi-experimental design was used to evaluate the effectiveness of simulation compared to videos and High Fidelity Simulation (HFS). A convenience sample of 100 students in the critical care nursing course was selected in the year 2015-2016. Standardized simulation instruments were used to measure the knowledge, performance, self-satisfaction and self-confidence, educational practices and simulation design among students. ANOVA and t-test was used to analyze the findings.

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An integrative literature review on preparing nursing students through simulation to recognize and respond to the deteriorating patient

Cited by 106 publications

References 35 publications

What factors influence ward nurses’ recognition of and response to patient deterioration? An integrative review of the literature

What factors influence ward nurses’ recognition of and response to patient deterioration? An integrative review of the literature

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

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