Online Simulation-Based Mastery Learning with Deliberate Practice: Developing Interprofessional Communication Skill

The Effectivenes of Simulation Methods to Improve Communicatio Skill in Clinical Nursing Practice : A Systematic Review

“…Simulation methods in the form of exercises both offline and online as an intervention in improving communication skills in nursing practice. Some of them that can be applied are patient standard-based simulation methods (Martin and Chanda, 2016;Ok, Kutlu and Ates, 2019;Kellie Long, 2018;Blake and Blake, 2019) , simulation with video (Beaird et al, 2017;Donovan & Msn, 2019;DOI: 10.30994/sjik.v9i2.420 ISSN: 2252-3847 (print); 2614-350X (online) Vol.9 No.2 November 2020 Page.1238-1249 Maclean et al, 2019) and online simulation (Yeh et al, 2019). The second simulation is roleplay or role playing (Wang et al, 2015;Wang et al, 2015).…”

“…Using clinical stories and asking students to verbalize their reports helps simulate experiences that are realistic but in a safe environment. Online simulation practice opportunities overcoming structural barriers and scheduling on-site training sessions by offering alternative online educational methodologies that can help preserve resource scarcity (Yeh et al, 2019). The educational intervention includes a series of asynchronous online simulation-based DP sessions designed to provide students with structured and focused practice opportunities.…”

Nursing fundamentals – supporting clinical competency online during the COVID-19 pandemic

“…Effective professional communication between nurses and other health care providers is necessary to provide safe patient care ( The Joint Commission, 2017 ) and is a skill that is introduced and honed in nursing school. A structured hand-off report, such as the use of ISBAR (Introduction, Situation, Background Assessment, Recommendation), can mitigate communication errors by helping nursing students perform hand-off communication more consistently ( Yeh et al, 2019 ). These nursing students had only heard three change of shift reports and written two ISBAR examples.…”

“…Deliberate practice can decrease stress and anxiety by allowing students to concentrate on the steps of skills, self-correction, and mastery attainment ( Johnson, Kimble, Gunby & Davis, 2020 ). Regular engagement in deliberate practice improves self-confidence, mastery learning, and shift report ( Yeh et al, 2019 ). Online activities were developed to allow for deliberate practice and included: Observation of an interactive case study of varying clinical scenarios; Viewing of an incomplete and unprofessional change of shift report; Informal 1:1 student presentation of ISBAR, critiqued by peers and instructor; and Formal 1:1 student presentations of change of shift report and ISBAR.…”

A Rubric to Measure Nurse-to-Physician Communication: A Pilot Study

“…The rubric was tested in a multisite study involving 229 students and was determined reliable (r ¼ 0.79) and valid (content validity index ¼ 0.92) (Foronda et al, 2015). Subsequently, a modified version of the IICR was used in a pilot intervention study to develop nursing students' critical incident reporting skills (Yeh et al, 2019). The authors in the study conducted by Yeh et al (2019) adapted the 5-category, 15item IICR into a case-specific checklist-type instrument and reported the adapted IICR checklist had an acceptable inter-rater reliability (k > 0.41 at the category level or >70% overall agreement at the item level).…”