High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

Abstract

Background Little attention has been given to in-depth examination of what high-fidelity simulation is like for nursing students within the context of a pediatric emergency, such as a cardiopulmonary arrest. It is possible that such high-fidelity simulation could provoke in nursing students intense psychological reactions. Purpose The purpose of this study was to learn about baccalaureate nursing students' lived experience of high-fidelity simulation of pediatric cardiopulmonary arrest. Method Phenomenological methods were used. Twenty-four interviews were conducted with 12 students and were analyzed for themes. Results The essence of the experience is that it was eye-opening. The students found the simulation to be a surprisingly realistic nursing experience as reflected in their perceiving the manikin as a real patient, thinking that they were saving their patient's life, feeling like a real nurse, and feeling relief after mounting stress. It was a surprisingly valuable learning experience in that the students had an increased awareness of the art and science of nursing and increased understanding of the importance of teamwork and were feeling more prepared for clinical practice and wanting more simulation experiences. Conclusion Educators should capitalize on the benefits of high-fidelity simulation as a pedagogy, while endeavoring to provide psychologically safe learning.

A Systematic Scoping Review and Textual Narrative Synthesis of Undergraduate Pediatric Nursing Simulations: What, Why, and How?

“…Two studies (one qualitative and one mixed-methods) didn't meet any of the quality criteria (Cole & Foito, 2019;Rholdon, Lemoine, & Templet, 2018), and five (three qualitative, one quantitative and one mixed-methods) met all of the quality criteria for their study type (Davies, Nathan, & Clarke, 2012;Nagelkerk et al, 2014;Searl et al, 2014;Small, Colbourne, & Murray, 2018;Wyllie & Batley, 2019).…”

“…Several studies aimed to explore the value of paediatric simulations in terms of how students perceived specific types of simulations (such as immersive simulations), the impact of where the simulation was delivered (in clinical practice), whether or not the approach offered students the chance to practice particular competencies and scenarios, and to explore the students lived-experience of undertaking a paediatric simulation (Alinier et al, 2014;Cole & Foito, 2019;Osman, 2014;Pauly-O'Neill, Prion, & Nguyen, 2013;Small et al, 2018). The overall quality of the studies was very poor, however, Small et al (2018) was of a high standard and was unusual in its focus being that of the lived experience of simulation; something that is often not considered in simulation-based research but which provided a new insight and understanding.…”

“…Just over half of the studies (17) used simulations that had a single-patient focus (Aldridge, 2017;Cole & Foito, 2019;Goldsworthy et al, 2019;Harris, 2011;Kim et al, 2014;Lee et al, 2017;Marken et al, 2010;McKeon et al, 2009;Megel et al, 2012;Nagelkerk et al, 2014;Osman, 2014;Parker et al, 2011;Pohl et al, 2017;Rholdon et al, 2018;Small et al, 2018;Valler-Jones, 2014;Victor-Chmil & Foote, 2016). These studies therefore tended to focus on specific skills needed to assess and care for a sick child.…”

Development and evaluation of a pediatric nursing competency-building program for nursing students in South Korea: a quasi-experimental study

“…In the analysis phase, five clinical practice faculty members (CPFs), five clinical nursing instructors (CNIs), and five nurses were surveyed and interviewed to identify students' learning needs and demands in the field. In addition, based on a review of learning goals in pediatric nursing [ 1 ] and the literature on pediatric nursing practice education and guidance [ 12 , 23 , 24 ], we analyzed the educational goals and methods used in pediatric nursing practicums to strengthen students' pediatric nursing competency. As a result, the following elements were incorporated in the program: observation and monitoring of children's conditions, communication and rapport formation with children and their caregivers, parent education, administering medication, oxygen therapy, fever management, and emergency response.…”