Reported clinical outcomes of high-fidelity simulation versus classroom-based end-of-life care education

Venkatasalu, Munikumar Ramasamy; Kelleher, Michael; Shao, Chun Hua

doi:10.12968/ijpn.2015.21.4.179

Cited by 53 publications

(41 citation statements)

References 27 publications

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“…Although there is no educational consensus whether simulation manikins should ‘die’ in undergraduate scenarios, there is evidence that senior medical students find this a useful learning experience 9. HFS improves end-of-life care learning for nursing undergraduates 10. There may be a perception that HFS is not useful in palliative medicine education since it is a less acute specialty.…”

Section: High-fidelity Simulationmentioning

confidence: 99%

“…Fewer still appear to test the transferability of skills learnt in a simulated setting to real-life practice. Venkatasalu et al 10 found that HFS better prepared nursing students for their first healthcare placements both emotionally and in terms of ‘hands on’ skills. Rayment et al 12 demonstrated improved confidence in advance care planning by generalists using simulation with actors.…”

Section: Uses In Palliative Medicinementioning

confidence: 99%

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State of the science: the doll is dead: simulation in palliative care education

Evans

Taubert

2018

BMJ Support Palliat Care

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ObjectivesBoth simulation and high-fidelity simulation involving manikins, clinical training suites, wards, computer programs and theatres have established themselves in medical undergraduate and postgraduate education. Popular among students, they have been shown to be effective learning tools. Contrasted with this is the potential risk to patients and their proxy associated with learning ‘at the bedside’, which can pose a real challenge in medical and palliative settings. The need for education and training methods that do not expose the patient to preventable communication blunders from less experienced practitioners is a priority.MethodsHere, we provide a summary review on the current literature and evidence for simulation and high-fidelity simulation in palliative and end-of-life care settings, and discuss potential uses of technologies including virtual and augmented reality in future training.ResultsThe most common form of simulation in palliative medicine is often an actor-based role-play scenario with particular emphasis on communication skills. This is expensive and time-consuming to set up. Less evidence was found on the use of high-fidelity simulation in end-of-life care teaching.ConclusionPalliative medicine has been slow to adapt to an educational method and environment that now is widely used across other areas of healthcare. There has been less emphasis on training with manikins and even less on using computer simulation and virtual reality environments to recreate challenging end-of-life care scenarios. We provide some examples of where this could benefit the curriculum.

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Section: High-fidelity Simulationmentioning

confidence: 99%

Section: Uses In Palliative Medicinementioning

confidence: 99%

State of the science: the doll is dead: simulation in palliative care education

Evans

Taubert

2018

BMJ Support Palliat Care

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“…Rasmansama Vekataslu, Kellher and Hua Shao [2015] found that nursing students preferred learning about end-of-life care in the simulation laboratory as opposed to the traditional classroom [7]. Simulation serves as a teaching-learning strategy that provides learners the ability to practice in a safe, realistic healthcare environment tending to the needs of a simulated patient [8].…”

Section: Simulation As a Driving Force For End-of-life Care Preparationmentioning

confidence: 99%

Bringing the Background to the Foreground in Nursing Education: Appreciating Nursing Students’ Backgrounds in an End-Of-Life Care Simulation

Allen¹

2018

PMCOA

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Background: Multiple healthcare agencies, such as American Association of Colleges of Nursing (2016) and American Nurses' Association (2017), requested that end-of-life care be incorporated in undergraduate nursing education. Simulation offers nursing educators the opportunity to offer safe, hands-on end-of-life care education. However, a gap in the literature exists when examining the impact of the simulator and nursing students' backgrounds on their stress.

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“…The use of simulation in healthcare has advanced beyond teaching medical knowledge and practising technical skills. Currently, it continues to expand into other aspects of non-technical medical education, including learning how to deal with death during infrequent events,1 practising end-of-life care2 and evaluating ethical standards 3. As healthcare educators find more novel ways to incorporate simulation to train practitioners, the need to address ethical considerations surrounding the use of high-fidelity simulation becomes more germane.…”

Section: Introductionmentioning

confidence: 99%

Simulated death enhances learner attitudes regarding simulation

et al. 2017

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IntroductionDespite the widespread use of simulated death in healthcare education, some view it as a controversial learning tool due to potential psychological harm. Others believe that allowing death during simulation enhances participant learning. Sparse data exist in the literature about learner attitudes towards simulated death. Our objective was to establish a link between exposure to simulated death and learner attitudes regarding simulation. Our hypothesis was that exposure to simulated death will positively affect learner attitudes towards simulation.MethodsAnonymous surveys were distributed to participants of simulations conducted by our department from January 2014 to December 2015. Collected survey data included total number of simulation scenarios, exposure to death and participants’ views towards simulation afterwards. Participants also rated the simulation on a Likert scale. We compared demographic and simulation data for participants who experienced simulated death versus participants who did not. Exposure to death and clinical level were included as predictor variables in logistic regressions using the simulator experience variables as outcomes.Results250 survey responses were analysed. 64% of participants were attendings. 82% of participants experienced death during simulation. The group that experienced simulated death gave significantly higher ratings (4.77 vs 4.50, p=0.004) and a higher percentage of maximum ratings on the Likert scale (83% vs 59%, p=0.0002). More participants who experienced death thought that simulated death could enhance learning (76% vs 59%, p=0.021). When adjusted for training level, those who experienced death in simulation were nearly twice as likely to think that death can enhance learning (p=0.049) and 133% more likely to give the simulation the highest rating (p=0.036).ConclusionsSurvey participants who experienced simulated death were more likely to think that death can enhance learning and more likely to give the simulation the highest rating, thereby demonstrating that exposure to simulated death positively affects learner attitudes regarding simulation.

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Reported clinical outcomes of high-fidelity simulation versus classroom-based end-of-life care education

Abstract: Despite the fact that both strategies improved students' knowledge of EoLC, simulation-based EoLC education was perceived as better in terms of enhanced practical skills and improved emotional experience in their first clinical placement.

Cited by 53 publications

References 27 publications

State of the science: the doll is dead: simulation in palliative care education

State of the science: the doll is dead: simulation in palliative care education

Bringing the Background to the Foreground in Nursing Education: Appreciating Nursing Students’ Backgrounds in an End-Of-Life Care Simulation

Simulated death enhances learner attitudes regarding simulation

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