Interprofessional Simulation: A Concept Analysis

Failla, Kim Reina; Macauley, Karen

doi:10.1016/j.ecns.2014.07.006

Cited by 22 publications

(19 citation statements)

References 25 publications

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“…Although there are many benefits to HFPS, a significant benefit appears to be the ability to make mistakes risk free and without consequences (Edmondson, 2004;Engelmann, 2009;Failla & Macauley, 2014;Feingold, Calaluce, & Kallen, 2004;Fey et al, 2014;Ganley & Linnard-Palmer, 2012;Nielsen & Harder, 2013;Rudolph et al, 2014;Weiss, Scott, Reed, Dubosky, & Vines, 2016). Learners can participate in difficult complex situations in a psychologically safe learning environment where making a mistake does not have devastating and/or permanent consequences for either the learner, patient, or both (Gore, Hunt, & Raines, 2008).…”

Section: Ability To Make a Mistake Without Consequencesmentioning

confidence: 99%

“…Learners can participate in difficult complex situations in a psychologically safe learning environment where making a mistake does not have devastating and/or permanent consequences for either the learner, patient, or both (Gore, Hunt, & Raines, 2008). Instead, learners have the freedom to explore potential decisions and to take risks without fear of harming a patient (Failla & Macauley, 2014). A psychologically safe learning environment enhances innovation, fosters collaboration, and permits participants to speak up when errors are noticed instead of assigning blame or punitive behaviors (Edmondson, 2004;Halbesleben & Rathert, 2008;Rathert, Ishqaidef, & May, 2009).…”

Section: Ability To Make a Mistake Without Consequencesmentioning

confidence: 99%

“…Other qualities found in the literature that determines the leader's ability to develop psychological safety within learning environments is honesty, flexibility, and adaptability Ability to make a mistake without consequences Edmondson, 2004;Engelmann, 2009;Failla & Macauley, 2014;Feingold et al, 2004;Fey et al, 2014;Ganley & Linnard-Palmer, 2012;Gore et al, 2008;Halbesleben & Rathert, 2008;Nielsen & Harder, 2013;Rathert et al, 2009;Rudolph et al, 2014;Weiss et al, 2016 Qualities of an HPS facilitator Edmondson, 1999Edmondson, , 2004INACSL Standards Committee, 2016a, 2016b, 2016cCantrell, 2008;Edmondson, 1999Edmondson, , 2004Fey et al, 2014;Janzen et al, 2016;Nielsen & Harder, 2013;Rathert & Fleming, 2008;Sappington, 1984Foundational activities: orientation Fey et al, 2014INACSL Standards Committee, 2016a, 2016b, 2016cNielsen & Harder, 2013; Page-Cutrara, 2015 Foundational activities: preparation Cantrell, 2008;Ganley & Linnard-Palmer, 2012;Ironside et al, 2009 Foundational activities: objectives and expectations Carmeli, 2007;Edmondson, 1999;Howard et al, 2011;INACSL Standards Committee, 2016a, 2016b, 2016c…”

Section: Qualities Of An Hfps Facilitatormentioning

confidence: 99%

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Psychological Safe Environment: A Concept Analysis

Turner

Harder²

2018

Clinical Simulation in Nursing

153

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Background: Nursing students are increasingly participating in simulation-based learning experiences. The psychological safety of these environments has an effect on learning. Clarity surrounding antecedents, attributes and consequences of this concept can assist nurse educators in providing an optimal simulation learning environment. Design: Using the Walker and Avant method, a concept analysis of psychologically safe learning environment in simulation was conducted. Results: Psychological safe learning environments in simulation contain three defining attributes. 1) ability to make mistakes without consequences; 2) the qualities of the facilitator and; 3) foundational activities such as orientation, preparation, and objectives and expectations. Conclusion: This concept analysis provides a clear definition of psychologically safe learning environments in simulation and will facilitate the application of this concept in simulation-based learning activities.

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Section: Ability To Make a Mistake Without Consequencesmentioning

confidence: 99%

Section: Ability To Make a Mistake Without Consequencesmentioning

confidence: 99%

Section: Qualities Of An Hfps Facilitatormentioning

confidence: 99%

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Psychological Safe Environment: A Concept Analysis

Turner

Harder²

2018

Clinical Simulation in Nursing

153

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“…In recent years, simulation-based learning activities have been especially useful in improving professional performance. In particular, the simulation with professionals has been adopted to improve different competencies; in addition, it allows reproducing an experience that mimics a real situation, aiming to achieve transformative learning 5 .…”

Section: Introductionmentioning

confidence: 99%

Effect of realistic simulation combined to theory on self-confidence and satisfaction of nursing professionals

2019

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Objective: To compare the effect of the use of the simulation strategy combined to theory with the simulation, per se, on the gain of self-confidence in nursing professionals during the management of the patient in cardiopulmonary arrest. Method: Quasi-experimental study with pre and post-tests, quantitative approach. Convenience sample composed of 53 professionals, divided into a control and experimental groups. The strategy was the intervention. A structured questionnaire and the satisfaction and self-confidence scale were used for data collection. Results with p≤0.05 were considered significant. Results: Professionals were predominantly young (33.2 ± 6.5 years) and females (84.9%). In the experimental group there was no significant difference (p=0.1 vs p=0.4), but self-confidence increased significantly among the professionals in the experimental group in relation to the control (p=0.007 vs p=0.06). Conclusion: The level of self-confidence of the nursing professionals for patient care in cardiopulmonary arrest improved significantly after using the combined simulation theory.

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“…This was something not all teachers in this study agreed on, despite recent recommendations provided to educators in the literature stating that IPL should be introduced early (e.g. Barr, Gray, Helme, Low & Reeves;Brandt et al, 2014;Olenick et al, 2010;Reeves et al, 2016a).…”

Section: Discussionmentioning

confidence: 72%

University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study

Lindqvist

Vasset

Iversen

et al. 2018

Journal of Interprofessional Care

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Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers' views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients' care pathway were purposively invited to join focus groups. Data collected from the teachers' conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is "worth the struggle," which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes

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Interprofessional Simulation: A Concept Analysis

Cited by 22 publications

References 25 publications

Psychological Safe Environment: A Concept Analysis

Psychological Safe Environment: A Concept Analysis

Effect of realistic simulation combined to theory on self-confidence and satisfaction of nursing professionals

University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study

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