Onward and Upward: Introducing the Healthcare Simulation Standards of Best PracticeTM

Watts, Penni; Rossler, Kelly L.; Bowler, Fara; Miller, Carrie Westmoreland; Charnetski, Matthew; Decker, Sharon; Molloy, Margory A.; Persico, Lori; McMahon, Erin; McDermott, Donna S.; Hallmark, Beth

doi:10.1016/j.ecns.2021.08.006

Cited by 106 publications

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“…Evident within this study was the importance of the pre-briefing and debriefing in the overall student learning process. Pre-briefing and debriefing are considered essential features of any formal, structured simulation-based learning experience [ 41 , 51 ] and the recently published Healthcare Simulation Standards of Best Practice™ [ 13 ] highlight their importance in the evidence-based guidelines for best practice standards in simulation. Pre-briefing relates to the preparation and briefing that students’ receive in advance of the simulation-based learning experience [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

“…Simulation-based learning experiences were implemented across four undergraduate programmes, in year-four modules, over 7 weeks of clinical skills teaching aimed at actively engaging and preparing students for clinical internship. The initiative was underpinned by international Healthcare Simulation Standards of Best Practice [ 13 ]. This student centred, technology enhanced, structured pedagogical approach focused on active, collaborative, experiential and flexible learning using real-life co-created clinical scenarios, high fidelity mannequins and standardised participants (i.e., actors).…”

Section: Introductionmentioning

confidence: 99%

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Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

et al. 2022

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Background Simulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support final year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice. Methods This study aimed to evaluate a simulation-based education initiative from the perspectives of final year undergraduate nursing and midwifery students (N = 95). An online survey, using the validated Simulation Effectiveness Tool – Modified (SET-M), was distributed to final year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). Results The results of the study highlight final year nursing and midwifery students’ perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confidence and gain experience in preparation for real-life practice. Students reported feeling more confident in their assessment skills, in providing care and interventions in responding to changes in a person’s health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefing and debriefing sessions were highlighted as important aspects of the simulation which helped to increase student confidence and cultivate meaningful learning. Conclusion Simulation-based education is a valuable teaching and learning modality, particularly for final year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

et al. 2022

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“…11 The design of this simulation-based experience followed the Healthcare Simulation Standards of Best Practice. 12 Faculty developed this mass casualty disaster event within the nursing program's neighborhood so that it was relevant to students. The tabletop simulation design enabled students to practice the nursing process in a safe environment and care for the individuals and the community affected by the disaster.…”

Section: General Overviewmentioning

confidence: 99%

An Unfolding Tabletop Simulation Training Exercise on Disaster Planning for Nursing Students

2022

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A disaster is a high-stakes, low-frequency event that health care providers need to be prepared for at a moment's notice. Disaster readiness is an expected essential competency for new graduates and nurses in practice. 1 Throughout the history of disasters, nurses have been involved in each phase of disaster management, including mitigation, preparedness, response, and recovery. 2 The impact of climate change, global terrorism, growing domestic civil unrest, and the emergence of new infectious disease pandemics suggests that the burden of caring for victims of disasters will continue to increase for health care systems. 3 The ability of the United States to appropriately respond to any disaster or public health emergency depends on the knowledge and skills of a national nursing workforce that can mobilize promptly. 4 The COVID-19 pandemic further highlighted the need for coordinated and efficient disaster response.The foundation of an effective disaster response starts in nursing education, making these skills critical components to incorporate into the curriculum. A tabletop simulation training strategy is an interactive, low-stress, no-fault strategy in which students have an assigned role and use their knowledge to solve problems. 5 This strategy provides nursing students with a classroom-based clinical experience that allows them to work through a problem instead of simply hearing and talking about it. Study results have indicated that tabletop exercises designed for senior nursing students provided good knowledge transfer from fundamental nursing courses to novel situations and promoted evidence-based judgments and critical thinking. 6 This finding emphasizes the significance of providing nursing students with realistic experiences that will better prepare them for clinical practice and potential mass casualty incidents after graduation. Conceptual FrameworkKolb's Experiential Learning Theory was the conceptual framework used to support tabletop simulation training as an effective learning strategy in nursing education. The theory consists of a 4-part learning cycle: concrete

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“…The International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation SM were announced initially in 2011 and revised in 2021 as the Healthcare Simulation Standards of Best Practice TM . These standards provide guidelines to support the integration, use, and advancement of a simulation-based experience, including “virtual” and “online” learning ( Watts et al, 2021 ). These standards provide detailed, evidence-based recommendations to guide the simulation design and all stages of the simulation experience, including the prebriefing and debriefing processes ( Sittner et al, 2015 ; Watts et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The synchronous group virtual simulation experience: Associate degree nursing students' perceptions

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2023

Teaching and Learning in Nursing

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Onward and Upward: Introducing the Healthcare Simulation Standards of Best PracticeTM

Cited by 106 publications

References 0 publications

Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

An Unfolding Tabletop Simulation Training Exercise on Disaster Planning for Nursing Students

The synchronous group virtual simulation experience: Associate degree nursing students' perceptions

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