Abstract:Effective leadership is crucial to team performance within the intensive care unit. This novel study aimed to explore how staff members from an intensive care unit conceptualize leadership and what facilitators and barriers to leadership exist within a simulated workplace. It also aimed to identify factors that intersect with their perceptions of leadership. This study was underpinned by interpretivism, and video-reflexive ethnography was chosen as the methodology for the study. The use of both video recording… Show more
“…Six articles were qualitative (Atherton et al., 2020; Ballangrud et al., 2014; Brewster et al., 2023; Dante et al., 2021; Karlsen et al., 2017; Weatherall et al., 2019), four mixed‐methods (Dante et al., 2022; Jones & Potter, 2017; Karlsen et al., 2021; Leclair et al., 2018) and one survey study with two open‐ended questions providing useful qualitative data (Markiewicz et al., 2023). Nine studies used semi‐structured face‐to‐face interviews to collect data (Atherton et al., 2020; Ballangrud et al., 2014; Brewster et al., 2023; Dante et al., 2021, 2022; Jones & Potter, 2017; Karlsen et al., 2017; Leclair et al., 2018; Weatherall et al., 2019). Two mixed‐methods studies included a survey design for the data collection (Karlsen et al., 2021; Markiewicz et al., 2023).…”
Section: Resultsmentioning
confidence: 99%
“…Participants in some studies recognised that SBL creates awareness of the importance of clarifying roles and responsibilities within a healthcare team (Ballangrud et al., 2014; Brewster et al., 2023; Leclair et al., 2018). This heightened awareness underscores the necessity of structured teamwork and clear communication in clinical practice.Simulations create consciousness about the role oneself and other people play.…”
Aim(s)To explore intensive care nurses' (ICN) perceptions of simulation‐based learning (SBL).DesignA systematic review and meta‐synthesis.MethodsThe review followed the PRISMA guidelines for reporting a systematic review. A systematic search strategy was developed using a modified PICo framework. A comprehensive search was conducted in July 2023 in CINAHL, OVID Embase, Medline complete, Web of Science, ERIC and Scopus databases for articles published in English between 2013 and 2023. Data were extracted using the Joanna Briggs Institute QARI Data Extraction, with data synthesis guided by Braun and Clark's thematic analysis approach. Quality appraisal was assessed using the CASP tool.ResultsEleven studies providing qualitative data were included for analysis. Analysis and meta‐synthesis led to the construction of two themes: The learning experience and professional growth through collaboration.ConclusionThe review highlights the balance needed in finding the appropriate simulation approach, with the right level of fidelity, conducted at appropriately regular intervals, incorporating the correct makeup of professional team members, conducted in the right environment and facilitated by a skilled facilitator, to ensure best outcomes and return on investment for ICN's education.Implications for PracticeThese findings are a valuable resource for educators and organisations considering simulation‐based learning initiatives in the intensive care setting.No Patient or Public ContributionThis review involved analysis of existing literature and as such no unique patient or public involvement occurred.Reporting MethodThe systematic review followed the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) reporting guidelines.
“…Six articles were qualitative (Atherton et al., 2020; Ballangrud et al., 2014; Brewster et al., 2023; Dante et al., 2021; Karlsen et al., 2017; Weatherall et al., 2019), four mixed‐methods (Dante et al., 2022; Jones & Potter, 2017; Karlsen et al., 2021; Leclair et al., 2018) and one survey study with two open‐ended questions providing useful qualitative data (Markiewicz et al., 2023). Nine studies used semi‐structured face‐to‐face interviews to collect data (Atherton et al., 2020; Ballangrud et al., 2014; Brewster et al., 2023; Dante et al., 2021, 2022; Jones & Potter, 2017; Karlsen et al., 2017; Leclair et al., 2018; Weatherall et al., 2019). Two mixed‐methods studies included a survey design for the data collection (Karlsen et al., 2021; Markiewicz et al., 2023).…”
Section: Resultsmentioning
confidence: 99%
“…Participants in some studies recognised that SBL creates awareness of the importance of clarifying roles and responsibilities within a healthcare team (Ballangrud et al., 2014; Brewster et al., 2023; Leclair et al., 2018). This heightened awareness underscores the necessity of structured teamwork and clear communication in clinical practice.Simulations create consciousness about the role oneself and other people play.…”
Aim(s)To explore intensive care nurses' (ICN) perceptions of simulation‐based learning (SBL).DesignA systematic review and meta‐synthesis.MethodsThe review followed the PRISMA guidelines for reporting a systematic review. A systematic search strategy was developed using a modified PICo framework. A comprehensive search was conducted in July 2023 in CINAHL, OVID Embase, Medline complete, Web of Science, ERIC and Scopus databases for articles published in English between 2013 and 2023. Data were extracted using the Joanna Briggs Institute QARI Data Extraction, with data synthesis guided by Braun and Clark's thematic analysis approach. Quality appraisal was assessed using the CASP tool.ResultsEleven studies providing qualitative data were included for analysis. Analysis and meta‐synthesis led to the construction of two themes: The learning experience and professional growth through collaboration.ConclusionThe review highlights the balance needed in finding the appropriate simulation approach, with the right level of fidelity, conducted at appropriately regular intervals, incorporating the correct makeup of professional team members, conducted in the right environment and facilitated by a skilled facilitator, to ensure best outcomes and return on investment for ICN's education.Implications for PracticeThese findings are a valuable resource for educators and organisations considering simulation‐based learning initiatives in the intensive care setting.No Patient or Public ContributionThis review involved analysis of existing literature and as such no unique patient or public involvement occurred.Reporting MethodThe systematic review followed the Preferred Reporting Items for Systematic Review and Meta‐Analysis (PRISMA) reporting guidelines.
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