Abstract:Peer teaching provides students with opportunities to experience the educator role and increase self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior baccalaureate nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the high-fidelity simulation (HFS) laboratory. We conducted focus groups to assess peer teachers and learners' experiences and used thematic analysis… Show more
“…Other roles such as leaders enhanced the feeling of professional duty and their involvement in the simulation activity (Hustad et al, 2019). In addition, if they shared the practice with students of another educational level, learning was reciprocal and favoured an environment of trust and comfort to develop the simulation (Lawrence et al, 2018). The step from theory in books and tasks to hospital reality is overwhelming.…”
Section: Resultsmentioning
confidence: 99%
“…(Badir et al, 2015) When the simulation sessions were developed with groups of students who knew each other, they were more open to participate and the sessions were smoother. In addition, the fact that critical care practice was performed on a mannequin helped students practice skills such as evaluation, decision-making and nursing interventions without risks to a real patient (Burbach et al, 2016;Kapucu, 2017;Lawrence et al, 2018).…”
Section: Learning Stimulants-elements That Favour Learningmentioning
Objectives
To synthesise the experience of nursing students in their final years regarding high‐fidelity simulation in acute and critical care.
Background
For the complex and changing healthcare environment, new tools are required to help health students, educational staff and managers to design and present rewarding educational simulations. Due to the complexity and limited learning opportunities in real settings, high‐fidelity simulation enables students to acquire skills for the provision of acute and critical care in a controlled environment that closely imitates reality; however, the literature on students’ learning experiences with this education methodology is still limited.
Design
This study followed Noblit and Hare's interpretive meta‐ethnography, which was written and reviewed for reporting clarity against the EQUATOR checklist using the eMERGe.
Data sources
A comprehensive systematic search strategy was carried out in five databases: PubMed, Scopus, CINAHL, Web of Science and PsycINFO.
Review methods
Ten studies met the research objective and inclusion criteria.
Results
The metaphor ‘Cultivating learning in vitro’ and four themes were developed to describe the learning experiences of nursing students regarding high‐fidelity simulation in acute and critical care. The themes were as follows: Learning roots—Ways to learn during high‐fidelity simulation; Learning stimulants—Elements that favour learning; Learning impairments—Elements that hinder learning; and Learning flourishing—Results after high‐fidelity simulation.
Conclusions
Seeing, doing and reflecting constituted the main sources of learning. Students identified the stimulating and debilitating aspects of learning which could help in the design of simulation sessions and promote their incorporation into nursing curricula. Finally, ‘the flowering of the plant’ represents the learning outcomes developed in a controlled and safe environment.
Relevance to clinical practice
The results of this meta‐ethnography provide keys to promote change in teaching planning in relation to acute and critical care.
“…Other roles such as leaders enhanced the feeling of professional duty and their involvement in the simulation activity (Hustad et al, 2019). In addition, if they shared the practice with students of another educational level, learning was reciprocal and favoured an environment of trust and comfort to develop the simulation (Lawrence et al, 2018). The step from theory in books and tasks to hospital reality is overwhelming.…”
Section: Resultsmentioning
confidence: 99%
“…(Badir et al, 2015) When the simulation sessions were developed with groups of students who knew each other, they were more open to participate and the sessions were smoother. In addition, the fact that critical care practice was performed on a mannequin helped students practice skills such as evaluation, decision-making and nursing interventions without risks to a real patient (Burbach et al, 2016;Kapucu, 2017;Lawrence et al, 2018).…”
Section: Learning Stimulants-elements That Favour Learningmentioning
Objectives
To synthesise the experience of nursing students in their final years regarding high‐fidelity simulation in acute and critical care.
Background
For the complex and changing healthcare environment, new tools are required to help health students, educational staff and managers to design and present rewarding educational simulations. Due to the complexity and limited learning opportunities in real settings, high‐fidelity simulation enables students to acquire skills for the provision of acute and critical care in a controlled environment that closely imitates reality; however, the literature on students’ learning experiences with this education methodology is still limited.
Design
This study followed Noblit and Hare's interpretive meta‐ethnography, which was written and reviewed for reporting clarity against the EQUATOR checklist using the eMERGe.
Data sources
A comprehensive systematic search strategy was carried out in five databases: PubMed, Scopus, CINAHL, Web of Science and PsycINFO.
Review methods
Ten studies met the research objective and inclusion criteria.
Results
The metaphor ‘Cultivating learning in vitro’ and four themes were developed to describe the learning experiences of nursing students regarding high‐fidelity simulation in acute and critical care. The themes were as follows: Learning roots—Ways to learn during high‐fidelity simulation; Learning stimulants—Elements that favour learning; Learning impairments—Elements that hinder learning; and Learning flourishing—Results after high‐fidelity simulation.
Conclusions
Seeing, doing and reflecting constituted the main sources of learning. Students identified the stimulating and debilitating aspects of learning which could help in the design of simulation sessions and promote their incorporation into nursing curricula. Finally, ‘the flowering of the plant’ represents the learning outcomes developed in a controlled and safe environment.
Relevance to clinical practice
The results of this meta‐ethnography provide keys to promote change in teaching planning in relation to acute and critical care.
Objectives: While peer teaching has been found to be an effective technique during simulation, no peer teaching training curriculum (PTTC) has been developed for simulation-based learning. The objective of this study, therefore, was to develop, implement, and evaluate a PTTC during a high-fidelity trauma simulation.
Methods:When developing the PTTC, we combined several validated learning models for teaching and learning procedural skills. We then implemented it over 6 days in two phases: instructional (learning how to teach) and experiential (practicing teaching). Our research team conducted a qualitative evaluation to evaluate the effectiveness of the PTTC. We analyzed written self-reflections from 20 second-year medical students who completed the PTTC. Using an iterative inductive approach to data analysis, our research team first individually coded the reflection papers. We then met to define and categorize the codes into themes. Finally, we compared these themes to the PTTC's objectives to evaluate the curriculum's effectiveness.
Results:The following themes emerged from the data: 1) learning through teaching;2) self-actualization as an educator; and 3) role of physician as leader, advocate, and educator. The students described how the peer teaching experience improved their own procedural knowledge and skills. They also reported an increase in their leadership and communication skills as they effectively provided guidance and feedback to their peers, which led to their self-actualization as an educator. This self-actualization inspired the peer teachers' professional identity formation as leaders and educators in medicine.
Conclusions:Based on these themes, we found our PTTC to be an effective curricular design. Our results reinforce previously described benefits to both peer teachers and learners in regard to medical knowledge and skills acquisition and furthers the academic emergency medicine community's understanding of how students'
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