Improving BSN Students' Performance in Recognizing and Responding to Clinical Deterioration

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

“…Among the quantitative studies, six used a randomized study design (Hansen & Bratt, 2017;Hicks et al, 2009;Melenovich, 2012;Meyer et al, 2011;Schlairet & Fenster, 2012;Schlairet & Pollock, 2010). In 10 studies, data were collected using a scoring sheet to evaluate students' competence (Bussard, 2018;Chiang & Chan, 2014;Curl et al, 2016;Hart et al, 2014;Hill, 2014;Ironside et al, 2009;Lacue, 2017;Mancini et al, 2019;Raman et al, 2019;Shin et al, 2015) and 13 studies employed self-report surveys (Chiang & Chan, 2014;Cummings & Connelly, 2016;Hoffmann et al, 2007;Ironside et al, 2009;Lacue, 2017;Liaw et al, 2014;Mould et al, 2011;Moule et al, 2008;Raman et al, 2019;Roh et al, 2020;Thomas & Mackey, 2012;Unsworth et al, 2016;Zapko et al, 2018). It was a significant difference between Year 1 and Year 2 in terms of high expectations, the importance of collaboration, diverse learning and the high expectations *The definitions of student level vary between the articles, (e.g., senior and third year students) and are presented as described.…”

Purposeful Simulation Role Assignment

“…As simulation use continues to grow, nurse educators need to know how to promote learning in simulation for both direct care providers and observers. The majority of simulation research has focused on the outcomes of the direct care providers during simulation (Bambini et al, 2009;Cardoza & Hood, 2012;Hart et al, 2014;Schoessler et al, 2012;Secomb, McKenna, & Smith, 2012). There is evidence to suggest that students who observe simulation are able to achieve the same learning outcomes as those who are direct care providers (Collins, Lambert, Helms, & Minichiello, 2017;Howard, 2017;Scherer, Foltz-Ramos, Fabry, & Chao, 2016;Zulkosky, White, Price, & Pretz, 2016).…”

“…The results of this study also provide important information related to the role of simulation observers. The majority of simulation research has focused on the role of the direct care provider (Bambini et al, 2009;Cardoza & Hood, 2012;Hart et al, 2014;Schoessler et al, 2012). This study examined the clinical reasoning ability of both direct care providers and observers after a simulation experience.…”

“…Simulation can be used as an adjunct to traditional clinical experiences thereby reducing the strain on clinical sites (Institute of Medicine, 2011). Simulation provides a safe learning environment for students to increase their knowledge, confidence, and critical thinking skills (Bambini, Washburn, & Perkins, 2009;Cardoza & Hood, 2012;Hart et al, 2014;Schoessler et al, 2012).…”

Deliberate Practice in Simulation: Evaluation of Repetitive Code Training on Nursing Students’ BLS Team Skills

“…They recommended curriculum renewal to allow for regular rehearsal of the first responder and team management skills. Hart et al (2014) evaluated the use of a structured curriculum on Bachelor of Science Nursing students' abilities to respond to a clinical deterioration event. Students were able to demonstrate improvement in their response times to provide CPR, effective ventilations, and early defibrillation with repetition, using principles of DP.…”