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Jefferies, Pamela M; Spunt, Debra; Childs, Janis C.; Rogers, Kristen; Schwab-Kapty, Sue Ellen; Childress, Reba Moyer

doi:10.1016/j.ecns.2009.05.003

Cited by 2 publications

(3 citation statements)

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“…Following the NLN Jefferies Simulation Theory, the simulation was designed around the constructs of adult learning theory and best practices in simulation 11,12 . The Jefferies framework for simulations includes the context of the scenario, goals, objectives, time, resources, equipment, simulation experience, facilitator, participants, and outcomes 12 . The basic elements of the implementation include preparing students in a prebriefing, the simulation scenario, and processing new information in a debriefing 11 .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

From Development to Implementation

Brohard

Moreland

Shammas

et al. 2021

J Hosp Palliat Nurs

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This study describes the development and implementation of a high-fidelity simulation as the teaching strategy to enhance undergraduate nursing students' satisfaction, self-confidence, knowledge and learning, collaboration, and communication in providing advance care planning to a terminally ill patient. This original simulation was created using the Healthcare Simulation Standards of Best Practice to incorporate the CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and their Families into the nursing curriculum. A descriptive, quantitative study was conducted for 3 years, evaluating feasibility, sustainability, and student outcomes. Student outcomes were measured with the Frommelt Attitude toward the Care of the Dying Scale, the Student Satisfaction and Self-Confidence in Learning Scale, and Educational Practices Questionnaire. The findings showed the average global scores for the Student Satisfaction and Self-Confidence in Learning Scale (n = 174; mean [SD], 4.28 [0.86]) and for the Educational Practices Questionnaire (n = 164; mean [SD], 4.46 [0.7]), and item scores of each scale were heavily skewed toward the maximum score of 5. The high-fidelity simulation for advance care planning was demonstrated to be feasible and sustainable. As an investment in student learning, it increased the students' active learning, collaboration, communication, satisfaction, and self-confidence while learning how to conduct advance care planning for the terminally ill.

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Section: Theoretical Frameworkmentioning

confidence: 99%

From Development to Implementation

Brohard

Moreland

Shammas

et al. 2021

J Hosp Palliat Nurs

View full text Add to dashboard Cite

show abstract

“…Proponents of high-fidelity human patient simulators in healthcare education believe simulation experiences provide an interactive learning environment necessary for meaningful or deep learning (Bearnson & Wiker, 2005;Cioffi, 2001;Eaves & Flagg, 2001;Jeffries, Spunt, Childs, Robers, & Childress, 2006). Likewise, students value the use of a high-fidelity human patient simulator as an interactive learning tool (Henneman & Cunningham, 2005;Jeffries, 2007;Kuznar, 2007).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Students comment that simulation is most effective when the scenario and environment are authentic to clinical situations (Childs & Sepples, 2006;McCausland et al, 2004). Participants in simulation experiences state this type of learning laboratory affords them an assurance of patient safety while they learn critical elements of patient care (Jeffries et al, 2006;McCausland et al, 2004;Nehring, Ellis, & Lashley, 2001). Simulation experiences also expose gaps in knowledge that otherwise may go unnoticed (Ackerman, Kenny, & Walker, 2007;Lasater, 2007).…”

Section: Rationale For Human Patient Simulationmentioning

confidence: 99%

Anxiety as a Mediating Variable to Learning Outcomes in a Human Patient Simulation Experience: A Mixed Methods Study

Beischel

Pettigrew²

2011

West J Nurs Res

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Research about variables affecting learning in human patient simulation experiences is scarce. The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes and the mediating effects of anxiety on cognitive learning outcomes in a high-fidelity human patient simulation (HPS) experience. The secondary purpose of this study was to explain and explore student perceptions concerning the qualities and context of human patient simulation affecting anxiety and learning that may be amenable to intervention. This study used a mixed methods QUAN dominant explanatory design with concurrent qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (n = 124) enrolled in a fundamental nursing course. Data were collected using investigator-constructed learner and lifestyle questionnaires, Elsevier Evolve custom parallel pre-and posttests, the Building Excellence Survey, the State-Trait Anxiety Inventory, and a semistructured group discussion. A path analysis identified relationships between cognitive learning and anxiety, readiness to learn, preparation for simulation, and learning styles. Both readiness to learn (β = -.31, p < .01) and preparation for simulation (β = .22, p < .01) directly affected anxiety. Anxiety and cognitive learning outcomes were directly affected by having a strong auditory verbal learning style (β = .21, p < .01) and (β = .27, p < .01), respectively. A handson learning style mildly influenced cognitive learning outcomes (β = -.17, MNRS PhD Student Award Abstract

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Ask the Experts

Cited by 2 publications

References 0 publications

From Development to Implementation

From Development to Implementation

Anxiety as a Mediating Variable to Learning Outcomes in a Human Patient Simulation Experience: A Mixed Methods Study

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