Deliberate Practice in Simulation: Evaluation of Repetitive Code Training on Nursing Students’ BLS Team Skills

Knipe, Gema; Fox, Sherry; Donatello, Robin A.

doi:10.1016/j.ecns.2020.08.001

Cited by 18 publications

(23 citation statements)

References 14 publications

(14 reference statements)

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“…21 For the presentation of results, selected studies were numbered and identified as S1 to S9. [22][23][24][25][26][27][28][29][30] The nine studies included in this review's sample were published between 2011 and 2021. Most of the studies found belong to the EMBASE database, with a total of 5 studies (S4-S8), [25][26][27][28][29] followed by 3 studies from the Web of Science database (S1-S3), [22][23][24] and the ninth study (S9) 30 was found in both databases.…”

Section: Resultsmentioning

confidence: 99%

Deliberate practice and rapid cycle deliberate practice for basic life support: a scoping review

et al. 2023

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Objective to map evidence on deliberate practice (DP) and rapid cycle deliberate practice (RCDP) in teaching Basic Life Support (BLS) to health occupations students. Method a scoping review according to JBI Reviewer’s Manual for Scoping Reviews and PRISMA-ScR. Searches and selections were carried out in the databases through descriptors and synonyms, and it was analyzed the relevance of the studies, selecting those that answered the research question, from April to November 2021. In December 2022, study search and selection were updated. Results of the 4,155 studies found, 116 were analyzed in full, with 9 included in this study. 44.4% are Americans and 66.6% were accomplished in medical courses. 11.1% presented simulated scenarios in the intra- and extra-hospital context, and 11.1%, in intra-hospital scenarios. Conclusion and implications for practice DP and RCDP in health education have been consolidated in recent years, showing improvements in learning and knowledge retention over time. This scope identified that most studies address the hospital context, which demonstrates the knowledge production gap in the pre-hospital area. Furthermore, most of the studies focused on Europe and North America, confirming the need to carry out studies for the applicability of DP and RCDP in BLS in different audiences and contexts.

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Section: Resultsmentioning

confidence: 99%

Deliberate practice and rapid cycle deliberate practice for basic life support: a scoping review

et al. 2023

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“…For this reason, this type of BLS clinical simulation course was used in our investigation because there is scientific evidence that confirms that students who use BLS simulations, high-fidelity manikins, and other devices that provide corrective feedback during their CPR training have improved compression rates and improved CPR skills compared to those who do not use such devices [ 15 , 23 ]. Another study indicated that frequent practice is needed to maintain CPR skills [ 28 ]. There are several recent investigations that coincide with our results, affirming that clinical simulation is an essential component in nursing education [ 25 , 26 , 27 , 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…Another study indicated that frequent practice is needed to maintain CPR skills [ 28 ]. There are several recent investigations that coincide with our results, affirming that clinical simulation is an essential component in nursing education [ 25 , 26 , 27 , 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…The 2015 American Heart Association (AHA) Guidelines include recommendations for BLS training such as simulations [ 15 , 21 , 22 ] using high-fidelity manikins, feedback devices, more frequent training, and online courses [ 15 ] as resources to teach and learn CPR skills in continuing education [ 23 , 24 ]. Various sources confirm that clinical simulation is an essential component of nursing education [ 25 , 26 , 27 , 28 ].…”

Section: Introductionmentioning

confidence: 99%

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Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

Requena

Alarcón

Ventura-Miranda

et al. 2021

IJERPH

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Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

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“…The National Council of State Boards of Nursing (NCSBN) defines clinical simulation as “an operation or experience that replicates clinical procedure [by] utilizing scenes, high‐fidelity manikins, medium‐fidelity manikins, standardized patients, role acting, skills stations, and computer‐based strategic thinking simulations.” 1 Clinical nursing education has been impacted by profound changes in clinical placements, patient health challenges, and students' direct experiences with health treatment and opportunities to handle problem‐based clinical conditions, as it seeks to help students improve their problem‐solving abilities by integrating academic knowledge from books with the expertize of real‐life scenarios 2 . Therefore, the valuable alternative that has shown to enhance these skills is simulation 3–5 . Simulation is utilized in a range of settings, including clinical education, medical treatment in clinics, and improving the competencies of staff nurses 6 .…”

Section: Introductionmentioning

confidence: 99%

Correlations and predictors of nursing simulation among Saudi students

et al. 2021

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Background In middle eastern countries, most nursing colleges use simulation‐based learning activities. However, Saudi nursing students' correlators and predictors for simulation learning have been underreported. Aim This study investigated the variables that correlate to and predict Saudi nursing students' simulation learning competencies. Methods A descriptive cross‐sectional design guided this study's understanding of simulation learning among nursing students (n = 461). We used three National League of Nursing instruments to collect data: the 13‐item student satisfaction and self‐confidence in learning scale (SCLS), 20‐item simulation design scale (SDS), and 16‐item educational practices questionnaire (EPQ). We applied analysis of variance, t tests, χ 2 tests, and linear regression to analyze the data. Results The SCLS and EPQ revealed significant differences in the participants' year level, gender, fidelity of simulation experience, number of nursing courses with simulation, and grade point average (GPA). Only GPA was insignificant in SDS. The number of nursing courses with simulations and GPA were significant predictors of the three instruments. Finally, year level and gender were important predictors of SDS and SCLS, respectively. Conclusion Our findings explain Saudi students' experiences of simulations in nursing education. Simulation is an important pedagogical approach that enhances students' achievements when implemented in nursing schools.

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Deliberate Practice in Simulation: Evaluation of Repetitive Code Training on Nursing Students’ BLS Team Skills

Cited by 18 publications

References 14 publications

Deliberate practice and rapid cycle deliberate practice for basic life support: a scoping review

Deliberate practice and rapid cycle deliberate practice for basic life support: a scoping review

Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

Correlations and predictors of nursing simulation among Saudi students

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