Nurse educators’ views on implementation and use of high-fidelity simulation in nursing programmes

Powell, Elizabeth Maria; Scrooby, Belinda; Graan, Anna Catharina van

doi:10.7196/ajhpe.2020.v12i4.1411

Cited by 5 publications

(15 citation statements)

References 17 publications

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“…It affords the students a level of competence through the immediate feedback they receive through debriefing and the opportunity for repetitive practice (Aebersold 2018 ; Dreifuerst 2009 :109; Kim, Park & Shin 2016 ). A nurse educator should be trained to use simulation (such as computerised low/medium/high fidelity mannequins, role-play, standardised or simulated patients and virtual simulations) in clinical teaching (Powell, Scrooby & Van Graan 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Clinical teaching practices of nurse educators: An integrative literature review

Gcawu

Rooyen

2022

Health SA Gesondheid

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Clinical teaching practice of nurse educators is important in the development of clinical competence of undergraduate nursing students, but it is often not done according to best practice standards. This study aimed to summarise the best clinical teaching practices of nurse educators teaching undergraduate nursing programmes. An integrative literature review was conducted according to Whittemore and Knafl’s adapted stages. A systematic search of electronic databases, including EBSCOhost and ScienceDirect, for applicable papers from January 2001 to June 2021, was followed by a manual search. The review resulted in selection of 67 papers, and critical appraisal had been completed by two independent reviewers using relevant critical appraisal tools. Papers that were selected revealed six main themes, with sub-themes, outlining best practices for clinical teaching, namely: (1) planning for clinical teaching practice: self-preparation and planning for clinical placement; (2) facilitation of students’ clinical learning: orientation of students, planning for clinical teaching and the clinical teaching process; (3) evaluation of students’ clinical skills: reflection by the nursing student and feedback; (4) modelling professional clinical teaching practice: emotional intelligence, self-evaluation, role modelling and continuous professional development; (5) work-based assessment in the clinical environment: clinical assessment process and clinical assessment tools and (6) clinical teaching in the simulation laboratory. The six identified best practices could assist nurse educators to provide comprehensive clinical teaching.Contribution: The review’s results can be used in the development of a best practice guideline for clinical teaching. This guideline will aid nurse educators in achieving best clinical teaching practices.

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Section: Discussionmentioning

confidence: 99%

Clinical teaching practices of nurse educators: An integrative literature review

Gcawu

Rooyen

2022

Health SA Gesondheid

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“…[8] Nurse educators have either not been exposed to or have limited experience with HFS. [9] Therefore, there is a need for a practice model for nurse educators at the SAPHEI. Taking into consideration the wide range of beliefs, cultural differences, limited resources and different levels of awareness among nurse educators at the SAPHEI, [9] the researcher, with the assistance of a librarian, searched for a practice model to facilitate the implementation of HFS at a SAPHEI.…”

Section: Researchmentioning

confidence: 99%

“…[9] Therefore, there is a need for a practice model for nurse educators at the SAPHEI. Taking into consideration the wide range of beliefs, cultural differences, limited resources and different levels of awareness among nurse educators at the SAPHEI, [9] the researcher, with the assistance of a librarian, searched for a practice model to facilitate the implementation of HFS at a SAPHEI. The absence of literature evidence of an existing practice model reveals a gap in the practice base of nursing education specific to the SAPHEI.…”

Section: Researchmentioning

confidence: 99%

“…The empirical data were gathered as part of a mixed-method research study where the following objectives were investigated and described: (i) nurse educators' current use and experiences with HFS as part of the nursing programmes at a SAPHEI; [8] and (ii) nurse educators' views of HFS as an educational approach in nursing programmes. [9] The steps followed to develop the conceptual framework were: (i) selecting and defining concepts from empirical data; (ii) developing statements relating the concepts; (iii) expressing the statements hierarchically; and (iv) developing a conceptual map that expresses the framework. [13,14] For the development of a conceptual framework, the population included all the selected main and related concepts (Table 2) that had been identified from the empirical data obtained during phase 1, step 1, and purposively sampled in the form of literature searches.…”

Section: Data Collectionmentioning

confidence: 99%

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High-fidelity simulation: A practice model for nurse educators at a South African private higher education institution

Powell¹

2022

Afr J Health Prof Educ

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Background. The clinical skills development of student nurses is one of many challenges facing nursing education owing to a lack of available clinical placements and learning opportunities. Simulation training as an optional teaching-learning method creates an environment where clinical skills are developed and students are prepared for the nursing profession. The successful implementation of high-fidelity simulation (HFS) strategies as part of the nursing curricula requires nurse educators to have knowledge and skills. At the South African private higher education institution (SAPHEI) where the research for this study was done, it became evident that nurse educators do not have the required knowledge, skills or support to implement HFS. The absence of evidence in the literature of a practice model for a SAPHEI to facilitate the implementation of HFS reveals a gap in the practice base of nursing education. Objective. To develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS.Methods. The researcher used a theory-generative research design. The study was conducted in two phases, with two steps in each phase, to address four objectives in all.Results. Phase 1 identified and described the main and related concepts. A resulting conceptual framework was used for the development of the practice model. Phase 2 addressed the relational meaning of the main and related concepts, as well as the construction of the practice model through theory synthesis.Conclusion. The main aim of this research study was to develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS as part of the clinical skills development of student nurses. The practice model offers a schematic outline that represents HFS as a teaching-learning method. The importance of the outline lies therein that it specifies the context and situations in which the model is useful.

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“…Therefore, it is essential to train nursing students to attain the required competence standard for complex clinical situations, which includes problem-solving (PS) and clinical reasoning (CR) skills [5][6][7]. High-fidelity patient simulation (HFPS) is an innovative and efficacious pedagogical strategy that furnishes students with an immersive and simulated learning milieu, allowing them to apply their integrated knowledge and psychomotor skills to a realistic case scenario [8][9][10]. This authentic learning opportunity facilitates the development of higher-order intellectual skills, specifically PS and CR, which are crucial for more appropriate clinical decision-making [11].…”

Section: Introductionmentioning

confidence: 99%

Can High-Fidelity Patient Simulation Be Used for Skill Development in Junior Undergraduate Students: A Quasi-Experimental Study

Wong

Chan

Lee³

et al. 2023

Healthcare

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High-fidelity patient simulation (HFPS) is widely used in professional training to enhance students’ competence in clinical management. A guideline for HFPS provides a systematic approach to direct students to learning during the simulation process. Problem-solving (PS) and clinical reasoning (CR) skills are essential to developing students’ professional competence in safe and effective care. These two skills should be initiated in the early training. A structured guideline was developed for HFPS. This study aimed to investigate the effects of the structured HFPS guideline on the development of PS and CR skills in junior nursing students. The students were required to go through four sessions, pre-briefing, simulation design, facilitation, and debriefing, for the HFPS; the study utilized the Problem-Solving Inventory (PSI) and the Nurses’ Clinical Reasoning Scale (NCRS) to measure PS and CR abilities before and after HFPS. Bivariate analysis, a one-sample t-test, and an independent t-test were performed to evaluate the performance of the PS and CR skills during the two study periods. A total of 189 students were recruited, with 92 in the intervention group and 97 in the control group. The research assistant was responsible for student recruitment through email invitations and allocating the students into the control group or the intervention group. A Wilcoxon analysis was performed and revealed significant differences in PS and CR between the two groups (p < 0.001). The analytic results showed that the PSI, particularly in domains of Problem-Solving Confidence (PSC) (p < 0.001) and overall PS (p < 0.001), and the CR (p < 0.001) had significant improvement after HFPS, particularly in the intervention group. The study concluded that the structured HFPS guideline significantly improved the students’ problem-solving and clinical reasoning abilities. Nurse educators play an important role in providing explicit learning instructions in a simulation guideline that directs and guides students to learn at each stage of HFPS. The students can be directed to be engaged in their learning through HFPS to enhance their competence in knowledge and skill development (PS and CR) for their personal and professional development.

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Nurse educators’ views on implementation and use of high-fidelity simulation in nursing programmes

Abstract: This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

Cited by 5 publications

References 17 publications

Clinical teaching practices of nurse educators: An integrative literature review

Clinical teaching practices of nurse educators: An integrative literature review

High-fidelity simulation: A practice model for nurse educators at a South African private higher education institution

Can High-Fidelity Patient Simulation Be Used for Skill Development in Junior Undergraduate Students: A Quasi-Experimental Study

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