Investigating the use of simulation as a teaching strategy

Shepherd, Chew Kim; McCunnis, Margaret; Brown, Lynn

doi:10.7748/ns.24.35.42.s50

Cited by 33 publications

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“…Schoening et al (2006) Outcomes: SIM experience increased competence in clinical setting; patient safety, self-efficacy, nonthreatening environment. Shepherd, McCunnis, Brown, and Hair (2010) UK study; background material in relation to SIM increased confidence; interesting findings regarding nursing students inability to assess patient vital signs manually. Sinclair and Ferguson (2009) Suggests self-confidence may be increased through the use of SIM.…”

Section: Select a Conceptmentioning

confidence: 99%

“…At times, confidence levels may decrease depending upon the contextual setting, subject, or situation in question; individual intrinsic and extrinsic loci of control; external environment; and individual perceptions of efficacy. Surrogate terms identified throughout the nursing literature include "self-confidence," "self-efficacy," "self-esteem," "self-assuredness," "self-trust," "satisfaction," and "self-comfort" (Bambini, Washburn, & Perkins, 2009;Bearnson & Wiker, 2005;Bremner, Aduddell, Bennett, & VanGeest, 2006;Chesser-Smyth, 2005;Docherty, Hoy, Topp, & Trinder, 2005;Donovan, Hutchison, & Kelly, 2003;Feingold, Calaluce, & Kallen, 2004;Jarzemsky & McGrath, 2008;Lisko & O'Dell, 2010;Moule, Wilford, Sales, & Lockyer, 2008;Prescott & Garside, 2009;Reese, Jeffries, & Engum, 2010;Schoening, Sittner, & Todd, 2006;Shepherd, McCunnis, Brown, & Hair, 2010;Sinclair & Ferguson, 2009;Smith & Roehrs, 2009;and, Wagner, Bear, & Sander, 2009). Abraham (2004) Background: emotional intelligence, emotional competence.…”

Section: Select a Conceptmentioning

confidence: 99%

“…The term is often linked to empirical measurement of educational knowledge, and skills. The concept is widely prevalent throughout education, medicine, nursing, psychology, law practice/courtroom, sports, politics, and statistics reporting and practice arenas (Bambini et al, 2009;Bearnson & Wiker, 2005;Bremner, et al, 2006;Chesser-Smyth, 2005;Feingold et al, 2004;Jarmasz & Hollands, 2009;Jarzemsky & McGrath, 2008;Koriat, 2008;Kröner & Biermann, 2007;Lisko & O'Dell, 2010;Macaulay & Nagley, 2008;Moule et al, 2008;Prescott & Garside, 2009;Reese et al, 2010;Schoening et al, 2006;Shepherd et al, 2010;Simmons & Nelson, 2006;Sinclair & Ferguson, 2009;Smith & Roehrs, 2009;Tenney et al, 2008;Wagner et al, 2009;Wichman et al, 2010).…”

Section: Identify All Uses Of Conceptmentioning

confidence: 99%

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Concept Analysis: Confidence/Self-confidence

Perry

2011

Nursing Forum

116

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Understanding both the individualized development of confidence among prelicensure nursing students and the role of the nurse educator in the development of confident nursing practice, nurse educators can assist students in the development of confidence and competency. Future research surrounding the nature and development of confidence/self-confidence in the prelicensure nursing student experiencing human patient simulation sessions would assist to help educators further promote the development of confidence.

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Section: Select a Conceptmentioning

confidence: 99%

Section: Select a Conceptmentioning

confidence: 99%

Section: Identify All Uses Of Conceptmentioning

confidence: 99%

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Concept Analysis: Confidence/Self-confidence

Perry

2011

Nursing Forum

116

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“…This level of rigor enables the authors to statistically estimate skill performance, in order either to compare group performance (see Arnold et al, 2009, andWhyte et al, 2010) or to determine changes over time as a result of the simulation experience (see Shephard, McCunnis, Brown, & Hair, 2009) and is more typical of health professional and medical or graduate nursing education than of undergraduate nursing education. Some authors used secondary analysis of the video recordings to determine needed curriculum improvements, particularly for nursing and medical staff and/or medical resident and nursing students (Anderson et al, 2006;Daniels et al, 2008).…”

Section: Key Pointsmentioning

confidence: 99%

High-Fidelity Simulation: How Are We Using the Videos?

Megel

Bailey

Schnell

et al. 2013

Clinical Simulation in Nursing

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“…A comprehensive systematic review and meta-analysis [28] found small but positive overall benefits for simulation for students in medicine, nursing, dentistry, emergency medicine and other medical fields, but those benefits were associated with a higher cost. However, a longitudinal study [29] found no skill-based benefit amongst nursing students who had undertaken the simulation curriculum, and a large longitudinal study involving nursing students [30] found no difference at the time of final assessment after replacing either 25% or 50% of traditional clinical hours with simulation versus a control group.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness and cost-effectiveness of embedded simulation in occupational therapy clinical practice education: study protocol for a randomised controlled trial

Imms

Chu

Guinea

et al. 2017

Trials

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BackgroundClinical placements are a critical component of the training for health professionals such as occupational therapists. However, with growing student enrolments in professional education courses and workload pressures on practitioners, it is increasingly difficult to find sufficient, suitable placements that satisfy program accreditation requirements. The professional accrediting body for occupational therapy in Australia allows up to 200 of the mandatory 1000 clinical placement hours to be completed via simulation activities, but evidence of effectiveness and efficiency for student learning outcomes is lacking. Increasingly placement providers charge a fee to host students, leading educators to consider whether providing an internal program might be a feasible alternative for a portion of placement hours. Economic analysis of the incremental costs and benefits of providing a traditional versus simulated placement is required to inform decision-making.Methods/designThis study is a pragmatic, non-inferiority, single-blind, multicentre, two-group randomised controlled trial (RCT) with an embedded economic analysis. The RCT will compare a block of 40 hours of simulated placement (intervention) with a 40-hour block of traditional placement (comparator), with a focus on student learning outcomes and delivery costs. Six universities will instigate the educational intervention within their respective occupational therapy courses, randomly assigning their cohort of students (1:1 allocation) to the simulated or traditional clinical placements. The primary outcome is achievement of professional behaviours (e.g. communication, clinical reasoning) as assessed by a post-placement written examination. Secondary outcomes include proportions passing the placement assessed using the Student Practice Evaluation Form-Revised, changes in student confidence pre-/post-placement, student and educator evaluation of the placement experience and cost-effectiveness of simulated versus traditional clinical placements. Comprehensive cost data will be collected for both the simulated and traditional placement programs at each site for economic evaluation.DiscussionUse of simulation in health-related fields like occupational therapy is common, but these activities usually relate to brief opportunities for isolated skill development. The simulated clinical placement evaluated in this trial is less common because it encapsulates a 5-day block of integrated activities, designed and delivered in a manner intended to emulate best-practice placement experiences. The planned study is rare due to inclusion of an economic analysis that aims to provide valuable information about the relationship between costs and outcomes across participating sites.Trial registrationAustralian New Zealand Clinical Trials Registry, ACTRN12616001339448. Registered 26 September 2016.Electronic supplementary materialThe online version of this article (doi:10.1186/s13063-017-2087-0) contains supplementary material, which is available to authorized users.

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Investigating the use of simulation as a teaching strategy

Cited by 33 publications

References 0 publications

Concept Analysis: Confidence/Self-confidence

Concept Analysis: Confidence/Self-confidence

High-Fidelity Simulation: How Are We Using the Videos?

Effectiveness and cost-effectiveness of embedded simulation in occupational therapy clinical practice education: study protocol for a randomised controlled trial

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