Patterns of Communication in High-Fidelity Simulation

Anderson, Judy K.; Nelson, Kimberly

doi:10.3928/01484834-20141228-01

Cited by 18 publications

(7 citation statements)

References 14 publications

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“…In this study, HFS heightened the students’ awareness of the importance of presence and therapeutic communication with patients, through recognizing their strength or limitation in their interactions with the simulated patient. That some students may focus on tasks in HFS and miss opportunities to engage with the client in a therapeutic manner has been reported in other research, as well (Anderson & Nelson, 2014). Because nursing is a relational practice, it is important that simulation exercises be grounded in extant nursing theory that emphasizes being with the patient in true relational presence, such that artful nursing underpins technical competency (Dunnington, 2014; Eggenberger et al., 2010; Limoges, 2010).…”

Section: Discussionsupporting

confidence: 62%

High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

Small

Murray

2018

Can J Nurs Res

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Background Little attention has been given to in-depth examination of what high-fidelity simulation is like for nursing students within the context of a pediatric emergency, such as a cardiopulmonary arrest. It is possible that such high-fidelity simulation could provoke in nursing students intense psychological reactions. Purpose The purpose of this study was to learn about baccalaureate nursing students' lived experience of high-fidelity simulation of pediatric cardiopulmonary arrest. Method Phenomenological methods were used. Twenty-four interviews were conducted with 12 students and were analyzed for themes. Results The essence of the experience is that it was eye-opening. The students found the simulation to be a surprisingly realistic nursing experience as reflected in their perceiving the manikin as a real patient, thinking that they were saving their patient's life, feeling like a real nurse, and feeling relief after mounting stress. It was a surprisingly valuable learning experience in that the students had an increased awareness of the art and science of nursing and increased understanding of the importance of teamwork and were feeling more prepared for clinical practice and wanting more simulation experiences. Conclusion Educators should capitalize on the benefits of high-fidelity simulation as a pedagogy, while endeavoring to provide psychologically safe learning.

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Section: Discussionsupporting

confidence: 62%

High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

Small

Murray

2018

Can J Nurs Res

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“…However, when comparing a group participating in simulation activities to a control group not participating in simulation activities, there were no significant differences in critical thinking, delegation or communication skills in a study [37]. Moreover, simulation activities could cause the feelings of discomfort [26] and of anxiety or intimidation [23], which in turn might influence learning. Both student and faculty perspectives regarding simulation have been reported in the literature.…”

Section: Literature Reviewmentioning

confidence: 93%

“…The experience of participating in simulation addressed the diverse learning requirements of nursing students and facilitated their learning. The outcomes of studies indicated that the use of high fidelity simulation enhanced critical thinking skills [22], competence in clinical reasoning, leadership skills, decision-making, problem-solving and prioritization abilities [5,14,23,24], motivation to learn [1,23,25]; being therapeutic [26]; and means to address quality improvement issues [27]. Although the confidence level among students participating in the high fidelity simulation method was not found to significantly differ from those students receiving the traditional lecture approach in studies [12,28], results of other studies reported that simulations helped students gain more confidence [29,11,30], and nursing students participating in human patient simulation felt that their confidence in technical skills improved [31,23,25,30].…”

Section: Literature Reviewmentioning

confidence: 99%

Application of High Fidelity Simulation for Acquisitions of Nursing Skills

Kim

Lee

Avila

et al. 2015

Int J Innov Educ Res

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High fidelity simulation is known to improve problem solving and critical thinking skills as well as professional role acquisitions in nursing students. This descriptive study examined the perceptions of 186 culturally diverse baccalaureate nursing students enrolled in fundamentals of nursing and senior preceptorship courses about their experience in high fidelity simulation activities. Perceptions were examined in relation to the acquisition factors of nursing skills using the Simulation Evaluation Questionnaire and open-ended questions in two simulation labs at the end of each simulation session during academic years 2008-2011. The results indicated that the majority of students agreed or strongly agreed that the simulation experiences helped them prepare for clinical practice. Ninety five percent of the students reported that they were able to reflect on their own simulation experience; and 82% agreed or strongly agreed that they were able to problem solve and critically think while they participated in simulation activities. With the clearly defined scenario objectives, there were better ratings of problem solving and critical thinking of students during the simulation activity (r = 0.61, p < 0.002). Those who had the chance to problem solve and critically think were able to communicate more openly about simulation experiences during debriefing (r = 0.704, p = 000). The most important nursing techniques that they learned from simulation experiences included skills on how to assess patients’ baseline data,communicate with patients/families using interpersonal communications, mediate a person’s frustration efficiently while sticking to the goals, and deal with social aspects of care. Students reported that they least liked about simulations as they felt they were pressed and put on the spot and having to act in front of the class. Suggestions included sufficient scenario activity time and hands-on experiences for the future. Findings suggest that the students valued the high fidelity simulation as an effective medium for improving their clinical skill acquisitions.

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“…In contrast to traditional methods, high fidelity teaching scenarios have demonstrated a measurable improvement in clinical judgment, self-confidence, skills acquisition, and communication skills. [5] Additionally engagement in affective education opportunities has been demonstrated to promote positive behaviours in students such as empathy, self-confidence, teamwork and integrity. [6] All students reported increased levels of confidence in performing MSA's following the 3-day workshop, with one exception.…”

Section: Discussionmentioning

confidence: 99%

Educating undergraduate general nursing students to conduct Mental State Assessments using high fidelity video simulations that develops learning in the affective domain

Gardner

Johns²

2018

JNEP

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Nursing students require a range of clinical skills to contribute as part of the mental health care team, we would argue that one of the quintessential skills is the ability to complete and accurately record a Mental State Assessment (MSA). Teaching students how to complete a MSA using high fidelity video simulations (HVFS) prepares them for the reality of clinical practice including cognitive skill development and emotional readiness for clinical practicum in acute mental health care settings. In this study, three HVF simulations were created to facilitate students learning, based on well documented evidence supporting the use of video content as a learning media. However our focus is not only on cognitive skill development in conducting mental state assessments, but in distinguishing the approach to learning in the affective domain. Using this method, students learn to confront and manage their own feelings, beliefs and attitudes and in turn regulate their emotional responses in clinical situations. Pre and post workshop evaluations completed by students for the past three years has resulted in consistently high levels of confidence in ability to conduct a MSA after the workshop. The paired t test was used to calculate the difference between pre and post workshop confidence scores, revealing the two-tailed p value of less than .0001 which is considered to be extremely statistically significant. Therefore, it can be concluded that students completing the 3-day workshop had a significant increase in confidence and competence in performing MSA’s.

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Patterns of Communication in High-Fidelity Simulation

Cited by 18 publications

References 14 publications

High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

Application of High Fidelity Simulation for Acquisitions of Nursing Skills

Educating undergraduate general nursing students to conduct Mental State Assessments using high fidelity video simulations that develops learning in the affective domain

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