Improving clinical competency using simulation technology

Kiernan, Llynne C.; Olsen, Darlene M.

doi:10.1097/01.nurse.0000668448.43535.4f

Cited by 7 publications

(9 citation statements)

References 11 publications

(16 reference statements)

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“…The Feedback and guided reflection subscale pertained to debriefing. In our study, feedback and guided reflection predicted SCLS, which supports previous findings that intentional practice and video debriefing effectively promote students’ acquisition of nursing and self-evaluation skills in simulations [ 27 ]. Reflective thinking about one’s experiences is critical for knowledge construction [ 28 ], and feedback is the most vital component of effective simulations [ 29 ].…”

Section: Discussionsupporting

confidence: 90%

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Cho

Kim

2023

Healthcare

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This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical–surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

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Section: Discussionsupporting

confidence: 90%

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Cho

Kim

2023

Healthcare

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“…During debriefing sessions, critiquing on the videotaped performance of students formed a platform to enhance the active learning process. Another study also indicated that deliberate practice and video debriefing were effective modalities in simulation technology for nursing skills acquisition and self-assessment (Kiernan & Olsen, 2020).…”

Section: Discussionmentioning

confidence: 99%

Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country

et al. 2021

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Introduction Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students. Objective A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students. Methods 370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used. Results Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design. Conclusion Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.

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“…The search for simulation effectiveness produced a large body of evidence. Simulation has been shown to improve confidence in skill acquisition, clinical problem-solving, decision-making, and overall performance 6–8. The literature demonstrates that simulation is also effective in teaching teamwork, verbal communication, and listening skills alongside psychomotor skill development 9–11.…”

Section: Evidence-based Practice Contentmentioning

confidence: 99%

“…Simulation has been shown to improve confidence in skill acquisition, clinical problem-solving, decision-making, and overall performance. [6][7][8] The literature demonstrates that simulation is also effective in teaching teamwork, verbal communication, and listening skills alongside psychomotor skill development. [9][10][11] A recent meta-analysis concluded that simulation improves management of complex situations.…”

Section: Evidence-based Practice Contentmentioning

confidence: 99%

Preparing Neonatal Nurses for Improved Performance, Professional Development, and National Certification Through Simulation

Zebreski

Bloodgood

Wyble

2021

Advances in Neonatal Care

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Background: Code and emergent situations require skilled nursing response wherever they occur. Nurse preparation for code response is an ongoing need in nursing education. The Neonatal Intensive Care Unit (NICU) at Parkland Health and Hospital System in Dallas, Texas, has a team of 3 nurse educators. These educators determined the need for increased nurse confidence, skill, and response in code and emergent situations within the NICU. The education team also recognized the need to increase nurse involvement in professional development activities and preparation for the national certification examination. Purpose: The purpose of this article is to describe how a NICU education team, in a level III NICU, trained nurses using simulated scenarios to improve nursing knowledge for national certification, skill, and confidence in code situations and to provide ongoing professional development opportunities within a controlled learning environment. Methods: The intervention designed to meet these specific goals for the NICU was the creation of a simulation team (called the "Drill Team") to facilitate simulated activities created by the NICU education team. This simulation strategy was found to have multiple advantages for content delivery, as multiple learning styles can be incorporated into the simulated activities. Findings: Nurses demonstrated improved performance, knowledge acquisition, and knowledge retention after the Drill Team project. Nursing confidence in code performance also increased using this intervention. Implications for Practice: This educational intervention can be replicated and utilized in nursing education for all specialties. Implications for Research: Further research could be conducted to determine the effectiveness of simulated activities and national certification pass rates.

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Improving clinical competency using simulation technology

Cited by 7 publications

References 11 publications

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea

Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country

Preparing Neonatal Nurses for Improved Performance, Professional Development, and National Certification Through Simulation

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