Simulated Nursing Video Consultations: An Innovative Proposal During Covid-19 Confinement

Jiménez-Rodríguez, Diana; Navarro, María del Mar Torres; Pino, Fernando Jesús Plaza del; Arrogante, Óscar

doi:10.1016/j.ecns.2020.08.004

Cited by 46 publications

(66 citation statements)

References 35 publications

(61 reference statements)

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“…Another study indicated that frequent practice is needed to maintain CPR skills [ 28 ]. There are several recent investigations that coincide with our results, affirming that clinical simulation is an essential component in nursing education [ 25 , 26 , 27 , 28 ].…”

Section: Discussionsupporting

confidence: 90%

“…The 2015 American Heart Association (AHA) Guidelines include recommendations for BLS training such as simulations [ 15 , 21 , 22 ] using high-fidelity manikins, feedback devices, more frequent training, and online courses [ 15 ] as resources to teach and learn CPR skills in continuing education [ 23 , 24 ]. Various sources confirm that clinical simulation is an essential component of nursing education [ 25 , 26 , 27 , 28 ].…”

Section: Introductionmentioning

confidence: 99%

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Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

Requena

Alarcón

Ventura-Miranda

et al. 2021

IJERPH

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Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

Requena

Alarcón

Ventura-Miranda

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…A high-fidelity clinical simulation scenario depicting a potential case of GBV during COVID-19 confinement was performed in the form of a simulated video consultation. This methodology is considered as one more online high-fidelity simulation teaching option [ 42 , 43 ]. Therefore, it was carried out using a virtual platform for online video conferences provided by the university, namely Blackboard Collaborate LauncherTM.…”

Section: Methodsmentioning

confidence: 99%

“…All of the interviews were recorded with the participant’s verbal consent. Lastly, a pilot study was not necessary, as indicated in a similar study that was previously conducted to evaluate the nursing students’ perceptions in other clinical situations [ 42 ].…”

Section: Methodsmentioning

confidence: 99%

“…Therefore, we believe that it is important to teach and train nursing students on GBV using high-fidelity clinical simulations in the shape of video consultations, especially in situations of vulnerability, such as during the current COVID-19 pandemic. We implemented this methodology to train our nursing students on other clinical situations, and they expressed a high level of satisfaction and positive perceptions about this innovative proposal [ 42 , 43 ]. In this way, the purpose of this research is to explore the perceptions and opinions of third-year nursing students about the use of simulated video consultations to assist potential cases of GBV victims.…”

Section: Introductionmentioning

confidence: 99%

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Nurse Training in Gender-Based Violence Using Simulated Nursing Video Consultations during the COVID-19 Pandemic: A Qualitative Study

Jiménez-Rodríguez

García

et al. 2020

IJERPH

Self Cite

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Gender-based violence (GBV) is a serious global public health problem that becomes aggravated during public health emergencies that involve quarantine measures. It is important to train nursing students on GBV, especially in vulnerable situations, such as the current COVID-19 pandemic. The purpose of our study is to explore the perceptions of third-year nursing students about simulated nursing video consultations for providing assistance to potential cases of GBV victims using a high-fidelity clinical simulation methodology. After all of the simulated scenarios were completed, 48 scripted interviews were carried out following a guide composed of four open-ended questions to facilitate in-depth discussion. A descriptive qualitative study based on the interpretative paradigm was conducted. The nursing students indicated that they improved their knowledge on GBV victim management (mainly their awareness of the problem, recognition of the role of nursing professionals, and performance of non-technical skills), although they also mentioned the need for continuous training (particularly in socio-emotional skills, interview techniques, a holistic nursing care approach, and not presupposing). This innovative high-fidelity simulation methodology allows nursing students to improve their awareness of the GBV problem, acquire a realistic view about their role in addressing GBV, and build their non-technical skills (such as active listening, communication skills, empathy, and generating confidence) required to adequately care for victims of GBV.

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Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Carvalho-Filho

Hafferty

Pawlina

2021

Anatomical Sciences Ed

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The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0).

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Simulated Nursing Video Consultations: An Innovative Proposal During Covid-19 Confinement

Cited by 46 publications

References 35 publications

Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

Nurse Training in Gender-Based Violence Using Simulated Nursing Video Consultations during the COVID-19 Pandemic: A Qualitative Study

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

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