NLN/Jeffries Simulation Framework State of the Science Project: Simulation Learning Outcomes

O’Donnell, John M.; Decker, Sharon; Howard, Valerie; Levett‐Jones, Tracy; Miller, Carrie Westmoreland

doi:10.1016/j.ecns.2014.06.004

Cited by 40 publications

(19 citation statements)

References 41 publications

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“…The majority of respondents positively indicate that simulation served to increase students learning satisfaction, better motivate students' active learning, and promote learning outcomes. Simulation spans the gap between theories and practice by creating a safe clinical learning context (O'Donnell et al, 2014). This literature supports the consensus of the advantages of simulation pedagogy.…”

Section: Discussionsupporting

confidence: 69%

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Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers

Luo

Yang

Liu

et al. 2021

PeerJ

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Background Although simulated teaching was introduced to China in the 1990s, it remains underused in nursing education. Determining how Chinese nurse educators feel about using simulation in their institutions is very important for faculty training and has the potential to influence simulation implementation. Method This cross-sectional descriptive study was undertaken to identify the nurse educators’ experiences in the use of simulation from various regions of China. One hundred and thirty-six nurse educators provided demographic data and information about simulation implementation within their institutions and explored the perceived barriers and benefits of simulation usage. Results The survey data shows that 108 participants have used simulation in their work, but less than 92 (67.6%) of the respondents had used this teaching strategy more than ten times in last year. The study identified four factors hindering nurse faculty from simulation adoption: (1) concerns with student readiness; (2) the need for faculty team-building for simulation teaching; (3) lack of adequate simulation resources; and (4) thoughtful integration of simulation into nursing curricula. Conclusions Study data suggest that faculty training programs for simulation should be based on the nurse educators’ training needs, including systematically designed training topics, and the provision of hands-on learning simulation activities with expert feedback to help nurse educators achieve the competencies required for effective simulation-based education.

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Section: Discussionsupporting

confidence: 69%

“…This literature supports the consensus of the advantages of simulation pedagogy. Simulation pedagogy contributes to the acquisition of students' knowledge and skills and strengthens their metacognitive abilities (Hayden et al, 2014;Lam'e & Dixon-Woods, 2020;O'Donnell et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers

Luo

Yang

Liu

et al. 2021

PeerJ

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“…The participants’ dialogues in the focus groups were rich and reflexive about their experiences in the simulation-based training and how they had transferred these experiences to their clinical placements. O’Donnell et al [32] stated that further research should measure the retention of learning, learning decay and the transferability of knowledge and skills. This study does not measure these elements; however, our findings indicate that simulation-based training promotes enduring learning in various areas.…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

et al. 2019

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BackgroundSimulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice.MethodsEight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis.ResultsThree major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration.ConclusionsThis study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

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“…Next, consistent with the NLN JST (2015), the INACLS (2013; 2016) standards, and guidelines from Wallace (2007), general objectives were prepared to share with students; a more detailed description of the objectives was prepared for faculty (Lioce et al, 2015;O'Donnell, Decker, Howard, Levett-Jones, & Miller, 2014). The targeted nursing student group level and technical skills were taken into consideration prior to developing each scenario's learning objectives (Appendix Pg and Appendix Qg).…”

Section: Educational Interventionmentioning

confidence: 99%

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

San

2018

J Transcult Nurs

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Nursing students find it challenging to provide culture-specific care for patients representing diversity in ethnicity, race, language, socioeconomic status, religion, gender, sexual orientation, immigration history, and lifestyle and frequently lack confidence in their knowledge, skills, and abilities. Simulation has become a useful strategy for teaching nursing students assessment skills, technical skills, teamwork, delegation, self-efficacy, and professional communication. An alarming gap exists within the literature concerning innovative teaching and learning strategies that are carefully designed, implemented, and evaluated and follow a conceptual model, guidelines, and standards to enhance cultural competence development of diverse student groups, who must work with patients from various backgrounds. This longitudinal, one-group, pretest and post-test educational intervention study involved two research questions to understand changes instudents' (n = 53) transcultural selfefficacy (TSE) following the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy. Jeffreys' (2016a) Cultural Competence and Confidence (CCC) theoretical model guided the development of the DSPS strategy. The National League for Nursing (NLN) Jeffries Simulation Theory (JST) (2015), the International Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation SM (2013; 2016), and guidelines for coaching standardized patients from Wallace (2007) were followed v closely in simulation scenario design, evaluation, implementation, and training processes. As a multidimensional strategy, the DSPS strategy carefully weaves together cognitive, practical, and affective transcultural nursing skills; encompasses assessment, planning, implementation, and *Simulation Participation Survey (10-item) was administered as part of post-test packet and attached after the TSET. **Simulation Survey (4-item) was administered anonymously immediately after each scenario.

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NLN/Jeffries Simulation Framework State of the Science Project: Simulation Learning Outcomes

Cited by 40 publications

References 41 publications

Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers

Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers

Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

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