Nursing Students’ Experiences with Computer Simulation-Based Communication Education

Abstract

Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.

Pre-Brief in Simulation-Based Experiences: A Scoping Review of the Literature

“…Improved sense of self-efficacy and confidence among novice-learners were among the notable benefits of SBE exposure, as noted by Li et al (2019) as well as Abdullah Al Gharibi and Arulappan (2020) , respectively. As SBEs involve collaboration within a group, improvements in communication ( Evans et al, 2014 ;Lee et al, 2021 ;Li et al, 2019 ) and leadership ( Evans et al, 2014 ) have also been widely reported after SCE exposure. Baptista et al (2016) note that the "realism" of the SBE contributed to better participant's engagement and helped in meeting the learner's outcomes.…”

“…As evidenced by a thorough review of the literature exploring the use of realistic, high-fidelity, computer or mannequin-based simulations improves a number of variables among learners, including skill, knowledge ( Tait et al, 2018 ), communication ( Evans et al, 2014 ;Lee et al, 2021 ;Li et al, 2019 ) and self-efficacy ( Li et al, 2019 ). As stated in the research question, the authors sought to determine how the pre-brief might contribute to these improved variables.…”

Is one-minute difference in operation time meaningful?

“…The simulator was used to dramatically decrease the unnecessary time consumption when these newly developed technologies have been applied in clinical practice. 13,14 Second, the authors demonstrated that pain was much more severe in hysteroscopy compared to vaginoscopy. Some uncertainties need clarification.…”

“…The simulator was used to dramatically decrease the unnecessary time consumption when these newly developed technologies have been applied in clinical practice. 13,14…”

Actitudes hacia la comunicación, inteligencia emocional y empatía en estudiantes del Grado en Enfermería

“…La educación basada en la simulación por ordenador puede seguir cada paso del progreso de los usuarios, evaluar las actividades de aprendizaje de los usuarios durante todo el proceso de diversas maneras (grabación de voz, grabación de vídeo, etc. ), y proporcionar una retroalimentación personalizada (Lee et al, 2021).…”