High-fidelity human simulation in nursing education: A review of literature and guide for implementation

Hyland, Judy R.; Hawkins, M.

doi:10.1016/j.teln.2008.07.004

Cited by 47 publications

(20 citation statements)

References 22 publications

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“…Participants perceived HFS to be an important teaching strategy, but pointed out that effective implementation requires careful planning. Hyland and Hawkins [9] and Adamson [11] noted that lack of adequate preparation for the introduction of HFS results in non-use. However, in this study, lack of planning did not impede the use of HFS in teaching clinical skills.…”

Section: Discussionmentioning

confidence: 99%

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Munangatire¹,

Naidoo²

2017

AJHPE

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Background. Simulations are defined as situations where models are used for practice and to gain experience that will enhance students' practical skills. The use of simulations in clinical skills training can stimulate deep learning and help students to bridge the gap between theory and practice in nursing. This has been revealed in many studies where simulations positively impacted on clinical decision-making and patient care, and there has been great interest in the use of simulation in nurse training. However, the introduction of technologically driven simulators, especially in resourceconstrained settings, has been met with mixed feelings. Objective. To explore the perceptions and experiences of nurse educators in using high-fidelity simulation (HFS) in teaching. Methods. A qualitative case study design was utilised. Seven educators at a school of nursing, which has HFS, participated in a focus group discussion. Data were thematically analysed. Results. Four themes emerged from the educators' experiences and perceptions. The use and benefits of HFS were generally accepted by educators. They valued its positive impact on learning outcomes in learners and the ability to simulate more complex scenarios during training. Lack of prior planning, inadequate training and lack of resources impacted negatively on the effective use and implementation of HFS. Conclusion. The results indicated that nurse educators perceived HFS as a learning pedagogy that can improve students' learning outcomes if used effectively. They believed that to realise the potential of HFS, more support should be provided through training, the availability of necessary resources, and improved planning and organisation. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

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Section: Discussionmentioning

confidence: 99%

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Munangatire¹,

Naidoo²

2017

AJHPE

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“…). Students are being trained with high technology simulation exercises, which aim to improve their technical nursing skills (Hyland & Hawkins ), but in contrast describe feeling helpless and inadequate when it comes to emotional and psychosocial aspects of care including the management of pain (Knight & Field ; Fabricius ; Mohan et al . ; Sadala & da Silva ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Student nurses report feeling fearful of saying the wrong thing to patients, describing their communication skills as superficial and worry about breaking down and crying in front of patients (Kav et al 2012). Students are being trained with high technology simulation exercises, which aim to improve their technical nursing skills (Hyland & Hawkins 2009), but in contrast describe feeling helpless and inadequate when it comes to emotional and psychosocial aspects of care including the management of pain (Knight & Field 1981;Fabricius 1991;Mohan et al 2005;Sadala & da Silva 2009). Student nurses identify their curative orientation towards care and treatment by speaking about not being able to stop the progress of cancer (Mohan et al 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

‘It stays with me’: the experiences of second- and third-year student nurses when caring for patients with cancer

King-Okoye

Arber

2013

Eur J Cancer Care (Engl)

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Little is known about student nurses experiences of nursing patients with cancer in the UK. With the increasing survival of people with cancer and with cancer no longer seen as a terminal illness it is useful to understand student nurses clinical experience when nursing those with cancer. This study takes a phenomenological approach involving three focus group interviews with twenty student nurses from the second and third year of their course in one centre in the UK. All the students had experience of caring for patients with cancer. The key themes emerging from the study were: Communication, Impact on Self, Lack of Support and End-of-Life-Care. Students emphasized the need to have more knowledge and support in relation to cancer care. They describe how they lack communication skills and found it difficult to handle their emotions. A number of students found the whole experience of caring for patients with cancer emotionally distressing and draining and they describe avoiding contact with these patients by using distancing and avoidance strategies. Student nurses need additional support through demystifying cancer, using reflective practice and good mentoring in the clinical area to enable students to feel supported, and develop confidence in their capacity for care for people with cancer.

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“…Simulation training in postqualification nursing and associated professions has been slow to develop compared with simulation in medicine 11 12. Its use in nursing has been most common in medical and anaesthesiology contexts and with undergraduate students rather than for continuing education 10.…”

Section: Introductionmentioning

confidence: 99%

Simulation training for improving the quality of care for older people: an independent evaluation of an innovative programme for inter-professional education

et al. 2012

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This paper describes the evaluation of a two-day simulation training programme for staff designed to improve inpatient care and compassion in an older persons' unit. ObjectiveThe programme was designed to improve inpatient care for older people by using mixedmodality simulation exercises to enhance empathetic and compassionate care. MethodsHealthcare professionals took part in a) a one-day human patient simulation course with six scenarios and b) a one-day ward-based simulation course involving five one-hour exercises with integrated debriefing. A mixed-methods evaluation included observations of the programme, confidence rating scales and follow-up interviews with staff at 7-9 weeks post-training. ResultsObservations showed enjoyment of course but some anxiety and apprehension about the simulation environment. Staff self-confidence improved after human-patient simulation (t= 9; df = 56; p<.001) and ward based exercises (t= 9.3; df= 76; p<.001). Thematic analysis of interview data showed learning in teamwork and patient care. Participants thought that simulation had been beneficial for team practices such as calling for help and verbalising concerns and for improved interaction with patients.Areas to address in future include widening participation across multi-disciplinary teams, enhancing post-training support and exploring further which aspects of the programme enhance compassion and care of older persons.Published in BMJ Quality and Safety, 22, 6, 495-505 Ross, Anderson, Kodate et al. (2013) 3 ConclusionThe study demonstrated that simulation is an effective method for encouraging dignified careand compassion for older persons by teaching non-technical skills which focus on team skills and empathetic and sensitive communication with patients and relatives.

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High-fidelity human simulation in nursing education: A review of literature and guide for implementation

Cited by 47 publications

References 22 publications

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting

‘It stays with me’: the experiences of second- and third-year student nurses when caring for patients with cancer

Simulation training for improving the quality of care for older people: an independent evaluation of an innovative programme for inter-professional education

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