Effects of Case Studies and Simulated Patients on Students' Nursing Care Plan

Karadağ, Mevlüde; Calıskan, RN Nurcan; MSc, RN Ozge Iseri

doi:10.1111/2047-3095.12080

Cited by 23 publications

(18 citation statements)

References 22 publications

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“…There is evidence that using this method is more effective for the acquisition of knowledge than using only case studies or other strategies (9)(10) . In clinical practice, simulations promote changes in attitudes and a significant reduction of adverse events, thus, contributing to patient safety.…”

Section: Discussionmentioning

confidence: 99%

Clinical simulation to teach nursing care for wounded patients

Silva

Oliveira‐Kumakura

2018

Rev. Bras. Enferm.

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Objective: to report the experience of constructing and applicating clinical simulation scenarios for the evaluation and treatment of wounds. Method: experience report on two simulation scenarios for nursing care of wounded patients applied to nursing undergraduates. We structured simulations based on the model from the National League for Nursing/Jeffries Simulation Framework. The scenarios were evaluated by the instrument Simulation Design Scale and the students by the experience with the simulation. Results: the scenarios reproduced nursing care situations with the application of role play and moulage, which allowed us to evaluate and discuss the wound treatment. Refl ections on the debriefi ng were important for the teaching-learning process and association between theory and practice, these factors determined the satisfaction of students with the activity. Conclusion: using clinical simulation scenarios to teach students favored the clinical reasoning and decision-making in the evaluation and treatment of wounds. Descriptors: Teaching; Education in Nursing; Simulation; Wounds and Injuries; Healing. RESUMO Objetivo: relatar experiência da construção e aplicação de cenários de simulação clínica para avaliação e tratamento de feridas. Método: relato de experiência sobre dois cenários de simulação para assistência de enfermagem ao paciente com feridas aplicados a graduandos em enfermagem. Estruturaram-se simulações no modelo do National League for Nursing/Jeffries Simulation Framework. Avaliaram-se os cenários pelo instrumento Simulation Design Scale e os acadêmicos, pela experiência com a simulação. Resultado: cenários reproduziram situações de atendimento, com aplicação de role play e moulage, que permitiram avaliar e discutir o tratamento da ferida. Refl exões no debriefi ng foram importantes para o processo de ensino-aprendizagem e associação entre teoria e prática, fatores que determinaram satisfação dos alunos com a atividade. Conclusão: uso de cenários de simulação clínica no ensino de estudantes favoreceu o raciocínio clínico e a tomada de decisão na avaliação e tratamento de feridas. Descritores: Ensino; Educação em Enfermagem; Simulação; Ferimentos e Lesões; Cicatrização. RESUMEN Objetivo: relatar experiencia de la construcción y aplicación de escenarios de simulación clínica para evaluación y tratamiento de heridas. Método: relato de experiencia sobre dos escenarios de simulación para asistencia de enfermería al paciente con heridas aplicados a estudiantes de enfermería. Se han estructurado simulaciones en el modelo del National League for Nursing / Jeffries Simulation Framework. Se evaluaron los escenarios por el instrumento Simulation Design Scale y los académicos por la experiencia con la simulación. Resultado: los escenarios reprodujeron situaciones de atención, con aplicación de role play y moulage, que permitieron evaluar y discutir el tratamiento de la herida. Las refl exiones en el debriefi ng fueron importantes para el proceso de enseñanza-aprendizaje y asociación entre teoría y prá...

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Section: Discussionmentioning

confidence: 99%

Clinical simulation to teach nursing care for wounded patients

Silva

Oliveira‐Kumakura

2018

Rev. Bras. Enferm.

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“…[9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] Simülasyon uygulaması sonrası bilgi düzeylerinin anlamlı olarak artış göstermesi ile öğ-rencilerin kuramsal bilginin üzerine laboratuvar ortamında almış olduğu beceri eğitiminin konuyu pekiştirerek, konu hakkında daha fazla dikkatlerinin toparlanmasına, bu durumun da konunun daha iyi anlaşılmasına yol açtığını göstermektedir. Araş-tırma sonuçları bu sonuca ulaşmada anahtar ipuç-ları da içermektedir.…”

Section: Discussionunclassified

“…Araştırma bulgularına göre, SH grubunda yer alan öğrencile-rin hemşirelik bakımını planlama ve doğru hemşi-relik tanısı belirleyebilme skorları, vaka grubunda yer alan öğrencilerden istatistiksel olarak anlamlı düzeyde yüksek saptanmıştır. 12 Farklı simülasyon yöntemlerinin, hemşirelik öğrencilerinin psikomotor öğrenme alanı üzerine etkisinin incelendiği çalışma bulguları incelendiğinde; Sarmasoğlu ve ark., hemşirelik eğitiminde SH kullanımının öğrencilerin psikomotor beceri gelişimi üzerine etkisini incelemişlerdir. Araştırma bulgularına göre, SH grubu öğrencilerinin gerçek hasta üzerindeki arteriyel kan basıncı ölçümü performans puan ortalamaları, kontrol grubu öğrenci-lerine göre anlamlı düzeyde yüksek bulunmuş, subkütan enjeksiyon uygulama puan ortalamaları-nın ise her iki grupta da birbirine oldukça yakın olduğu saptanmıştır.…”

Section: öğRenci̇leri̇n Değerlendi̇ri̇lmesi̇unclassified

Effectiveness of Simulation Method in Nursing Education: A Systematic Review

Yılmaz¹,

Korhan²

2017

Turkiye Klinikleri J Nurs Sci

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“…Several educational interventions were performed to develop nurses’ knowledge, their attitude and skills to improve the application of the Advanced Nursing Process. Nursing process‐based simulation trainings (Kim & Shin, ), with or without simulated patients or nursing records, were implemented (Bolstad, Xu, Shen, Covelli, & Torpey, ; Karadag, Caliskan, & Iseri, ; Lambie, Schwend, & Scholl, ) as well as multi‐day trainings with case studies/case discussions (Bruylands, Paans, Hediger, & Müller‐Staub, ; Müller‐Staub, Needham, et al, ), from 12 hr (Collins, ), over 5 days (Odutayo, Olaogun, Oluwatosin, & Ogunfowokan, ) to 10 days (Patiraki, Katsaragakis, Dreliozi, & Prezerakos, ). Each educational intervention has shown at least partial improvements in nurses’ knowledge, attitude and/or skills required for clinical reasoning and writing meaningful care plans.…”

Section: Introductionmentioning

confidence: 99%

Measuring the effects of guided clinical reasoning on the Advanced Nursing Process quality, on nurses’ knowledge and attitude: Study protocol

Leoni‐Scheiber¹,

Mayer²,

Müller‐Staub

2019

Nursing Open

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Aim This article is a report of a study protocol designed to examine the effects of guided clinical reasoning on the quality of the Advanced Nursing Process—the evidence‐based version of the traditional nursing process. It aims to describe the theoretical framework—Kirkpatrick's evaluation model, the key concepts and the instruments for the planned study. Design A complex experimental intervention study using data and method triangulation is proposed. Methods Registered Nurses ( N = 92), nursing records ( N = 180) and 24 patients will be included. Nurses’ knowledge and attitude will be evaluated by questionnaires/tests, their clinical performance by observations. Patients’ perspective will be addressed by qualitative interviews and patient records by using the instrument Quality of Diagnoses, Interventions and Outcomes revised (Q‐DIO R). Discussion Kirkpatrick's model (including quantitative and qualitative methods) is providing evaluations from different perspectives on the quality of the Advanced Nursing Process and on intervention effects.

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Effects of Case Studies and Simulated Patients on Students' Nursing Care Plan

Abstract: The use of simulated patients in nursing education appears to help students evaluate realistic medical cases and clinical problems, and plan their nursing care.

Cited by 23 publications

References 22 publications

Clinical simulation to teach nursing care for wounded patients

Clinical simulation to teach nursing care for wounded patients

Effectiveness of Simulation Method in Nursing Education: A Systematic Review

Measuring the effects of guided clinical reasoning on the Advanced Nursing Process quality, on nurses’ knowledge and attitude: Study protocol

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