Effectiveness of neonatal emergency nursing education through simulation training: Flipped learning based on Tanner’s Clinical Judgement Model

Abstract

Aim To examine the effects of neonatal simulation‐based practice by applying flipped learning based on Tanner's clinical judgement model to pre‐simulation briefing for nursing students. Design A quasi‐experimental non‐equivalent control group pre‐ and postintervention design. Methods Using Tanner's clinical judgment model, flipped learning was developed and applied to the pre‐simulation briefing curriculum prior to the neonatal nursing simulation exercise. Flipped learning was compared with a general pre‐simulation briefing with 65 South Korean students. From September 7, 2019, to October 25, 2019. Results The experimental group's critical thinking, self‐confidence and clinical judgement ability increased, but knowledge, satisfaction and anxiety did not differ from that of the control group. Pre‐simulation briefing design focuses on improving students’ environmental comfort and reducing anxiety rather than developing complex reasoning skills and clinical judgement abilities. Applying flipped learning based on Tanner's clinical judgement model to pre‐simulation briefing increased critical thinking, self‐confidence and clinical judgement ability.

O prebriefing na simulação clínica em enfermagem: revisão de escopo

“…Efetividade do prebriefing: efeitos positivos na satisfação (24,30) , participação e eficácia geral da experiência de simulação (12) ; reduz o estresse e ansiedade, quando esse momento de orientação ocorre antes da cena (25,34) ; proporciona um ambiente psicologicamente seguro (15,29) ; melhora os resultados de aprendizagem (12,17,24,30) ; promove pensamento crítico e o julgamento clínico (19,25,34) ; possibilita a prática reflexiva (33,34) ; e aumenta a autoconfiança (12,25,30,34) .…”

“…Cognitive load experienced by nurses in simulation-based learningexperiences: Anintegrativereview (21) Nurse Education Today EUA Effects of Prebriefing on Psychological Safety and Learning Outcomes (22) Clinical Simulation Nursing Coreia do Sul Guidelines and Essential Elements for Prebriefing (23) Journal of The Society for Simulation in Healthcare EUA A Systematic Review of Health Care Presimulation Preparation and Briefing Effectiveness (24) Clinical Simulation Nursing Canadá Effectiviness of neonatal emergency nursing education through simulation training: Flipped learning based on Tanner'sClinical Judgement Model (25) Nursing Open Coreia do Sul Instructional Problems in Briefings: How to Prepare Nursing Students for Simulation-Based Cardiopulmonary Resuscitation Training (26) Clinical Simulation Nursing Noruega…”

“…Dos 24 artigos dessa revisão, a maioria utilizou o termo prebriefing (n=17,70,8%), seguido dos termos pré-briefing (n=3,12,5%), pré simulação (n=3,12,5%) e briefing (n=1,4,2%). Além disso, os termos briefing e prebriefing foram considerados sinônimos em três estudos (24,25,29) . Apesar disso, é unânime, entre os autores, a necessidade de estruturar o momento que antecede o cenário, a fim de preparar o aluno para as ações que serão esperadas em cada cena, dotando-os de conhecimento e habilidades para serem capazes de experienciar a simulação (37) .…”

Prebriefing in clinical simulation in nursing: scoping review

“…Prebriefing effectiveness: positive effects on satisfaction (24,30) , participation and overall effectiveness of the simulation experience (12) ; reduces stress and anxiety, when this moment of guidance occurs before the scene (25,34) ; provides a psychologically safe environment (15,29) ; improves learning outcomes (12,17,24,30) ; promotes critical thinking and clinical judgment (19,25,34) ; enables reflective practice (33,34) ; and increases self-confidence (12,25,30,34) .…”

The effects of neonatal resuscitation gamification program using immersive virtual reality: A quasi-experimental study

“…The present study developed an immersive VR neonatal resuscitation gamification program using Keller's ARCS model (1987), which included neonatal resuscitation nursing knowledge, problem-solving and clinical reasoning ability, self-confidence in practical performance, degree of anxiety, and learning motivation, which have previously demonstrated significant effectiveness ( Jeong and Choi, 2017 ; Nielsen and Harder, 2013 ; Shin et al, 2015 ; Yang, 2021 ). There are conflicting opinions about the possibility of replacing face-to-face simulation training in VR programs using immersive technologies ( Ntaba and Jantjies, 2019 ).…”