Competence Acquisition Using Simulated Learning Experiences: A Concept Analysis

Hansen, Jamie; Bratt, Marilyn Meyer

doi:10.5480/13-1198

Cited by 32 publications

(24 citation statements)

References 7 publications

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“…The experience is immersivelearners can feel that they are part of the environment. Simulation-based learning is also action-based (Hansen and Bratt 2015) and it can help build a bridge between theory and practice. Simulation-based education can be used to develop both generic and specific competencies.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

Salminen‐Tuomaala¹

2019

AJHMS

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Continuous multiprofessional development and networking are essential elements of health and social care practice today. This paper gathers together the results gained so far of a regional research and development project and discusses their application and implications for future. The aims of the project were to create a network-like simulated learning environment, to develop multiprofessional simulation education for medical students and for students representing two levels of nursing education and to create a multiprofessional simulation-based coaching programme for health and social care professionals in small and medium-sized enterprises. The project partners were two educational institutions and a Central Hospital in Finland. The first sub-project involved an online survey at the turn of 2016 and 2017, whose purpose was to describe nursing and medical staff's (n=125) knowledge of simulated learning and their experiences about the usefulness of simulation-based education. Quantitative data was analysed using SPSS Statistics for Windows 24 and qualitative data using inductive content analysis. Another online survey was conducted as part of the second sub-project in 2017 to study nurse and practical nurse students' experiences (n=21) of joint simulation training. The results were analysed using SPSS. The third sub-project, which aims at the development of a new simulation coaching project for health and social care staff in small and medium-sized enterprises, also involved a survey conducted in 2017 to study staff's learning needs (n=125). The results of the three surveys confirmed that both nursing and medical staff, students and professionals working in small and medium-sized enterprises find multiprofessional simulation-based learning effective and useful in promoting networking and the exchange of knowledge, skills and support. This paper also discusses the practical applications of the project results.

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Section: Literature Reviewmentioning

confidence: 99%

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

Salminen‐Tuomaala¹

2019

AJHMS

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“…Preparing nursing students for real world practice is key to their transition from student nurse to staff nurse at the bedside. Clinical simulation augments learning strategies and enhances safety in clinical practice [3]. Nurse educators have swiftly moved Citation: Lynn C. Parsons (2017).…”

Section: Introductionmentioning

confidence: 99%

Clinical Simulation for Practicing Labor and Delivery Nurses: Advancing Competency through Simulated Nursing Practice

2017

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Nurses new to Maternal-Child units in hospital organizations need reality based in-service education in new employee orientation. Experienced nurses must have current, cutting edge staff development sessions that replicate practice scenarios to facilitate currency in practice. Annual clinical skills reaffirmation and new employee orientation commonly include clinical simulation activities that enhance critical thinking, assess clinical competency and reduce the potential for errors in practice. Practice repetition in the Education Department lab setting is a protected area to learn and refine clinical care skills and procedures. Case scenarios through use of clinical simulation are posed to provide current practice initiatives that enhance the nurses’ ability to provide safe, competent patient care. Keywords: Clinical Simulation, Nurse Educators, Nurse Practice, Staff Development

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“…Simulation is a holistic and experiential way of learning and it can be used to the develop a wide variety of competences. [19] Simulation can increase staff's confidence in their technical and non-technical skills [20][21][22] and their situational sensitivity, emotional intelligence and problem-solving skills, all essential in securing patient safety and in preventing near misses in patient care. [23][24][25][26] Training based on simulation is suitable for practicing both acute, recurrent and infrequent situations in patient or client care.…”

Section: Introductionmentioning

confidence: 99%

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Salminen‐Tuomaala

Kangasluoma

Niinimäki

et al. 2018

CNS

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Objective: The study describes learning needs of social and healthcare staff in small and middle-sized enterprises, which participate in a simulation-based coaching project. The study aims at producing knowledge that can be used to develop the content of multiprofessional simulation-based coaching. Methods: Data were collected through an online survey using a questionnaire with quantitative and qualitative items. The qualitative data were analyzed using inductive content analysis and the statistical data using SPSS for Windows version 23. Results: The professional development needs of social and healthcare staff in small and middle-sized enterprises emerged in the following areas: the respondent's professional knowledge base; the respondent's professional skill base; multiprofessional collaboration; development of the business, and networking between enterprises. The staff recognized their need to develop both personally in the area of key competences, and collaboratively in the organization. Conclusions: The results will be used when planning multiprofessional simulation-based coaching for acute, recurrent and infrequent situations in small and middle-sized social and healthcare enterprises. Simulation pedagogy can also be used to prepare for various client and family counseling situations and to practice communication and interaction for interdisciplinary teamwork.

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Competence Acquisition Using Simulated Learning Experiences: A Concept Analysis

Abstract: Use of a consistent language and framework to evaluate competence acquisition in simulation is recommended, as is future research to test the constructs.

Cited by 32 publications

References 7 publications

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

Clinical Simulation for Practicing Labor and Delivery Nurses: Advancing Competency through Simulated Nursing Practice

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

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