Implementing simulated practice learning for nursing students

Brooks, Nikki; Moriarty, Abigail; Welyczko, Nikki

doi:10.7748/ns.24.20.41.s48

Cited by 13 publications

(5 citation statements)

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“…Video stimulus clips of exemplary practice have traditionally been seen to support practice-based education and training in both skills development and in the development of complex social interaction and interpersonal skills (Heath et al, 2007). In the current climate of competition for clinical placements, strategies that bring the woman (patient) and practitioner into the classroom assist students to learn authentic practice in a safe and supported environment are essential (Brooks et al, 2010). Authentic practice is not limited to video clips but can include activities such as demonstration, experiential learning, simulations, and practice-based scenarios or case studies.…”

Section: Implications For Practice/educationmentioning

confidence: 99%

‘ Asking the hard questions ’: Improving midwifery students’ confidence with domestic violence screening in pregnancy

Smith

Wight

Homer

2018

Nurse Education in Practice

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Domestic violence is a global public health issue. Midwives are ideally placed to screen for, and respond to, disclosure of domestic violence. Qualified midwives and midwifery students report a lack of preparedness and low levels of confidence in working with women who disclose domestic violence. This paper reports the findings from an education intervention designed to increase midwifery students' confidence in working with pregnant women who disclose domestic violence. An authentic practice video and associated interactive workshop was developed to bring the 'woman' into the classroom and to provide role-modelling of exemplary midwifery practice in screening for and responding to disclosure of domestic violence. The findings demonstrated that students' confidence increased in a number of target areas, such as responding appropriately to disclosure and assisting women with access to support. Students' confidence increased in areas where responses needed to be individualised as opposed to being able to be scripted. Students appreciated visual demonstration (video of authentic practice) and having the opportunity to practise responding to disclosures through experiential learning. Given the general lack of confidence reported by both midwives and students of midwifery in this area of practice, this strategy may be useful in supporting midwives, students and other health professionals in increasing confidence in working with women who are experiencing domestic violence.

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Section: Implications For Practice/educationmentioning

confidence: 99%

‘ Asking the hard questions ’: Improving midwifery students’ confidence with domestic violence screening in pregnancy

Smith

Wight

Homer

2018

Nurse Education in Practice

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“…Simulation is the creation of an event, situation or environment that replicates what participants encounter in the clinical setting. [20][21][22] High Fidelity Simulation is a technique which utilises a manikin to mimic characteristics of humans. The manikin has programmable software, with the capacity to replicate physiological parameters (such as breathing) and can be programmed to respond to nursing actions without a delay.…”

Section: The Use Of Hfsmentioning

confidence: 99%

The advantages and disadvantages of using High Fidelity Simulation as an environment to observe undergraduate nurses’ actions and their alignment with clinical judgement characteristics

Jacobs

Taylor

Dixon

et al. 2019

CNS

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Background: High Fidelity Simulation (HFS) is used as an environment for research and education into clinical judgement in nursing with positive results. Nursing actions are important aspects of clinical judgement. Observing nursing actions could provide an opportunity to identify the characteristics of clinical judgement. Therefore, the environment of HFS was chosen for this research as an observational tool.Aim: The aim of this paper is to discuss the advantages and disadvantages of using HFS as an environment for the research in aligning the nursing actions of undergraduate nurses to characteristics of clinical judgement.Methods: The study discussed in this paper was conducted in a simulation laboratory housing an HFS manikin within a large Australian university. The study used a descriptive research design with 18 undergraduate nurses agreeing to participate.Results: The major advantage of using HFS was that it provided a real time and safe platform to determine the nursing actions enacted which represented the characteristics of clinical judgement. The major disadvantage in our research was that only one person was available to conduct the research. It is also time consuming to both create an authentic scenario as well as preparation prior to conducting a simulation session.Conclusions: HFS provided an ideal environment to observe the actions of undergraduate student nurses and aligning these actions to the characteristics of clinical judgement. Implications: In using HFS for research the availability of participants needs to be negotiated. Individual rather than group assessment will provide clearer identification of needs of students to be developed.

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“…HFS is the creation of an event, situation or environment that attempts to replicate what nurses encounter in clinical practice. [14][15][16] In nursing education and research HFS utilises a manikin that has programmable software and has the capability to respond to nursing actions in real time. [17][18][19] A large nursing school in an Australian university provided the setting for this study.…”

Section: Settingmentioning

confidence: 99%

The alignment of nursing actions to the characteristics of clinical judgement of undergraduate student nurses

Jacobs

Taylor

Dixon

et al. 2019

CNS

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Objective: Clinical judgement has long been an important component of safe and effective nursing care. However, despite extensive research being conducted in this area it remains difficult to articulate and observe clinical judgement in action. Nursing actions could reflect the characteristics of clinical judgement, yet this alignment has not previously been reported in the literature. Aim: The aim of the study was to identify whether the nursing actions performed could be aligned with the characteristics of clinical judgement. Methods: The setting for this study was a simulation laboratory housing a high-fidelity manikin in a large Australian university. The study used a descriptive method collecting both qualitative and quantitative data. Data was collected using a Multiple-Choice Questionnaire (MCQ), a checklist of nursing actions and associated characteristics of clinical judgement and post simulation interviews were audio recorded. Results: The nursing actions could be clearly aligned the 12 characteristics of clinical judgement. In this study it was difficult to differentiate between two of the characteristics: experiential knowledge and practical knowledge. Conclusions: Aligning the nursing actions to the characteristics of clinical judgement could assist in educating students to develop their clinical judgement. The use of aligning nursing actions to the characteristics could be a more accurate way of observing clinical judgement in action.

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Implementing simulated practice learning for nursing students

Cited by 13 publications

References 0 publications

‘ Asking the hard questions ’: Improving midwifery students’ confidence with domestic violence screening in pregnancy

‘ Asking the hard questions ’: Improving midwifery students’ confidence with domestic violence screening in pregnancy

The advantages and disadvantages of using High Fidelity Simulation as an environment to observe undergraduate nurses’ actions and their alignment with clinical judgement characteristics

The alignment of nursing actions to the characteristics of clinical judgement of undergraduate student nurses

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