Nursing Trauma Simulation Course

Sovik-Correia, Karina; Whalen, Kathryn

doi:10.1016/j.jen.2016.03.005

Cited by 1 publication

(2 citation statements)

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“…Simulation also offers a viable means to improve teamwork, communication, and new knowledge for trauma nurses (Abelsson et al, 2018; La Cerra et al, 2019; Rice, 2016; Sovik-Correia & Whalen, 2016). When nurses care for simulated patients under what would typically be a high-stakes scenario but have the opportunity to learn from mistakes or through observing their colleagues, they gain confidence for future events (Abelsson et al, 2018; Sovik-Correia & Whalen, 2016). Knowledge acquisition can also increase, as supported by La Cerra et al’s (2019) meta-analysis on simulation, comparing it to other modalities.…”

Section: Introductionmentioning

confidence: 99%

“…Knowledge acquisition can also increase, as supported by La Cerra et al’s (2019) meta-analysis on simulation, comparing it to other modalities. In addition, through simulation, educators can target specific knowledge deficits to address patient populations and scenarios unique to the care setting (George & Quatrara, 2018; Sovik-Correia & Whalen, 2016). However, an isolated educational intervention may not sustain the newly acquired knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Bedside Laparotomy Simulation and Microlearning on Trauma Nurse Role Clarity, Knowledge, and Confidence

Messing,

Russell-Babin,

Baker

et al. 2024

Journal of Trauma Nursing

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BACKGROUND: The care of patients undergoing low-volume, high-risk emergency procedures such as bedside laparotomy (BSL) remains a challenge for surgical trauma critical care nurses. OBJECTIVES: This study evaluates simulation and microlearning on trauma nurse role ambiguity, knowledge, and confidence in caring for patients during emergency BSL. METHODS: The study is a single-center, prospective pretest–posttest design conducted from September to November 2022 at a Level I trauma center in the Mid-Atlantic United States using simulation and microlearning to evaluate role clarity, knowledge, and confidence among surgical trauma intensive care unit (STICU) nurses. Participants, nurses from a voluntary convenience sample within a STICU, attended a simulation and received three weekly microlearning modules. Instruments measuring role ambiguity, knowledge, and confidence were administered before the simulation, after, and again at 30 days. RESULTS: From the pretest to the initial posttest, the median (interquartile range [IQR]) Role Ambiguity scores increased by 1.0 (1.13) (p < .001), and at the 30-day posttest, improved by 1.33 (1.5) (p < .001). The median (IQR) knowledge scores at initial posttest improved by 4.0 (2.0) (p < .001) and at the 30-day posttest improved by 3.0 (1.75) (p< .001). The median (IQR) confidence scores at initial posttest increased by 0.08 (0.33) (p = .009) and at the 30-day posttest improved by 0.33 (0.54) (p = .01). CONCLUSIONS: We found that simulation and microlearning improved trauma nurse role clarity, knowledge, and confidence in caring for patients undergoing emergency BSL.

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