High-Fidelity Simulation in Undergraduate Nursing Education: A Review of Simulation Reviews

Doolen, Jessica; Mariani, Bette; Atz, Teresa; Horsley, Trisha Leann; Rourke, Jennifer; McAfee, Kelley; Cross, Chad L.

doi:10.1016/j.ecns.2016.01.009

Cited by 105 publications

(44 citation statements)

References 20 publications

(47 reference statements)

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“…Embora tenha apresentado uma expansão considerável nos últimos anos, algumas dificuldades se fazem presentes no desenvolvimento de estudos nesta área. A falta de financiamento, a falta de treinamento de simulação para docentes e outros colaboradores, e a falta de apoio das instituições que realizam pesquisas de simulação são alguns dos desafios da investigação nesta área [4].…”

Section: Introductionunclassified

Percepções de estudantes de enfermagem acerca das dimensões estruturais da simulação clínica

Costa

Medeiros

Martins

et al. 2019

Sci Med

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AIMS: To identify the perception of nursing students about the structural dimensions of the design of high-fidelity simulation scenarios in adult immunization scenarios in the context of primary health care.METHODS: Descriptive, exploratory, quantitative study developed at a Brazilian federal public university from May to June 2017. The final sample consisted of 17 students. The 5-item Likert simulation design Scale was used to evaluate the design of simulation scenarios.RESULTS: The majority of students are young and female adults (82.4%). In the internal consistency analysis, the simulation design scale presented a total Cronbach's alpha of 0.930. In all dimensions of the scale, overall averages were equal to or greater than 4.60. The dimensions that showed the greatest agreement and importance among students were, respectively, problem solving and realism.CONCLUSIONS: In the students' perception, the simulated scenarios were clear and objective in relation to the proposal and the execution. In addition, they felt supported during the learning process, which allowed to explore and solve the problems presented during the simulation. The feedback provided was relevant and provided opportunities for students to reflect on their practices and attitudes. Finally, realism was highlighted as an important aspect by those surveyed.

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Section: Introductionunclassified

Percepções de estudantes de enfermagem acerca das dimensões estruturais da simulação clínica

Costa

Medeiros

Martins

et al. 2019

Sci Med

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“…[12][13][14] Simulation-based learning has been extensively used in nursing. [15][16][17] With newer roles emerging for pharmacists, SBL can help introduce students to different care settings and facilitate working alongside other HCPs.…”

Section: Introductionmentioning

confidence: 99%

Simulation in pharmacy education to enhance interprofessional education

Kayyali

Harrap

Albayaty

et al. 2019

International Journal of Pharmacy Practice

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Objective Increased demands from healthcare services have led to new roles for healthcare professionals (HCPs). Simulation based learning (SBL) can offer multidisciplinary HCPs and students a format to train for such emerging roles. The aim of this work was to adapt existing nursing SBL to involve pharmacy students and evaluate perceptions and effectiveness of SBL when used for interprofessional education (IPE). Methods Settings were a simulated hospital ward and a general practitioner (GP) practice. Participants were pharmacy and nursing students. Evaluation was by questionnaires and interviews. Ethical approval was obtained from the University Ethics Committee. Key Findings A total of 440 students participated. The majority of respondents (317/330;96%) found the sessions useful. All elements were highly rated: briefing (315/340;93%), setting (301/321;94%), scenario (325/338;96%), feedback (303/327;93%), interaction with the “patient” (328/338;97%), interactions with other HCP trainee (293/329;89%). The majority (304/327;93%) agreed that they felt the sessions had enhanced their skills. Significant (p ≤ 0.05) enhancement in communication confidence was perceived by the students. Students gained understanding of each other's roles, and appreciated practicing communication and teamwork. Conclusions Students recognised the importance, usefulness and need for IPE. SBL has the potential to support a variety of HCPs to facilitate uptake of new roles and working in multidisciplinary teams.

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“…Recent studies have measured the effect of high-fidelity simulation (HFS) in undergraduate nursing education (Orique & Phillips, 2017;Zieber & Sedgewick, 2018). Doolen et al (2016) reported differences in assessment methods leading to a wide variety of measurement outcomes. Eldridge et al (2016) identified weaknesses in the reporting and conduct of feasibility studies, particularly in relation to studies conducted in preparation for a future planned randomized controlled trial (RCT) assessing the effect of an intervention.…”

Section: Introductionmentioning

confidence: 99%

Validity of a questionnaire developed to measure the impact of a high‐fidelity simulation intervention: A feasibility study

Haddeland

Slettebø

Svensson

et al. 2019

Journal of Advanced Nursing

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Aim To evaluate the validity and responsiveness of a questionnaire developed to measure the impact of a high‐fidelity simulation intervention. Design A pre‐ and postintervention design. Methods In August 2017, 107 participants completed a questionnaire measuring knowledge and perceived self‐confidence pre‐ and postintervention. Validity of the questionnaire was determined by expert reviews, individual interviews and estimates of the changes in knowledge and perceived self‐confidence. The changes were estimated by the differences between paired proportions of participants. The responsiveness of the ordered categorical item scores on self‐confidence was evaluated by the measure of systematic group change and individual variations. Results The analysis of the interviews resulted in three themes: item content, item style and the administration of the questionnaire. An intervention effect on knowledge assessments was shown by the changes in paired proportions of participants with increased or decreased correct assessments (ranging from −25.5 ‐ 24.8 percentage units). The responsiveness of the self‐confidence scale was confirmed by evidence of post‐intervention systematic group changes towards higher levels. Conclusion This study provides useful experience for a forthcoming randomized controlled study to evaluate the effect of high‐fidelity simulation on undergraduate nursing students’ knowledge and self‐confidence when assessing patient deterioration. Impact Cause‐and‐effect relationship between simulation and learning is required to improve nursing education. A statistically significant rise in students’ knowledge and levels of self‐confidence after simulation were identified in this study. The study provided important aspects of future research study designs.

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High-Fidelity Simulation in Undergraduate Nursing Education: A Review of Simulation Reviews

Cited by 105 publications

References 20 publications

Percepções de estudantes de enfermagem acerca das dimensões estruturais da simulação clínica

Percepções de estudantes de enfermagem acerca das dimensões estruturais da simulação clínica

Simulation in pharmacy education to enhance interprofessional education

Validity of a questionnaire developed to measure the impact of a high‐fidelity simulation intervention: A feasibility study

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