Multi-Center DevelopmentandTestingof aSimulation-Based Cardiovascular Assessment CurriculumforAdvanced Practice Nurses

Abstract

Cardiovascular assessment skills are deficient among advanced practice nursing students, and effective instructional methods to improve assessment skills are needed. The purpose of this study was to develop, implement, and evaluate outcomes of a cardiovascular assessment curriculum for advanced practice nurses at four institutions. Each institution used a one-group pre-to-post-intervention design. Educational interventions included faculty-led, simulation-based case presentations using the Harvey cardiopulmonary patient simulator (CPS), and independent learning sessions using the CPS and a multimedia, computer-based CD-ROM program. Outcome measures included a 31-item cognitive written exam, a 13-item skills checklist used in each of a three-station objective structured clinical exam, learner self-efficacy and satisfaction survey, instructor satisfaction and self-efficacy survey, and a participant logbook to record practice time using the self-learning materials. Thirty-six students who received the simulation-based training showed statistically significant pre-to-post-test improvement in cognitive knowledge and cardiovascular assessment skills.

Simulação clínica e treinamento para as Práticas Avançadas de Enfermagem: revisão integrativa

“…About the research design of the selected articles, three (27.7%) are qualitative studies, (23)(24)(25) one (9.0%) is an experience report, (26) two (18.1%) are pilot studies, (27,28) one (9.0%) is a quasi-experimental study, (29) one (9.0%) descriptive,(30) one methodological (9.0%) (31) and two (18.1%) randomized and controlled clinical trials. (32,33) In chart 2, a synthesis of the studies included in the review is displayed.…”

“…(4,6) As a differen-Ribeiro VS, Garbucio DC, Zamariolli CM, Eduardo AH, Carvalho EC tial of the curricula focused on APN training, the incorporation of clinical simulation stands out, in the training process as well as in the formative and summative evaluations. (15) Simulation can be understood as an imitation or representation of a simple or complex act or process. Clinical simulation, according to Oliveira, Prado and Kempfer, (16) "comprises strategy, technique, process and tool.…”

“…(16) The simulated clinical experience can offer greater support to clinical learning, guiding the simulated activities towards specific learning needs and in performance assessment. (18) In addition, it permits the application of clinical judgment and critical thinking towards successful diagnostic and therapeutic reasoning, offers another way of teaching clinical management in primary health care programs, increases the student's knowledge and confidence in the management of a range of health problems; (15,19) its advantages characterize clinical simulation as an important tool for the teaching and training of skills related to APN. Hence, the objective in this study was to analyze the contribution of using clinical simulation as a strategy for teaching and training advanced nursing practices.…”

A Comparison of the Effects of Different Equipment used for Venipuncture to Aid in Promoting More Effective Simulation Education

“…Medical and nursing students enjoy and prefer one-on-one training with a faculty member using virtual reality models [8]. Simulationbased healthcare education uses well-defined learning objectives and tasks with an appropriate level of difficulty [19]. Efforts to reduce occupational health and safety risks include staff education, safer equipment, and the reduction of needle-dependent procedures [20].…”

Validating Eye Tracking as an Objective Assessment Tool in Simulation

“…This move has already begun as seen in specialty areas such as anesthesia credentialing (Gallagher & Tan, 2010;Jeffries et al, 2011;Kesten, Brown, & Meeker, 2015;Mudumbai, Gaba, Boulet, Howard, & Davies, 2012).…”