Simulation as a learning method in public health nurse education

Abstract

Objective: To view simulation as a learning method in the light of learning theories and to describe the student's reflections and experiences of simulating anaphylaxis during vaccination. Design and Sample:Public health nursing students at a university in Norway simulated scenarios related to anaphylaxis during vaccination of an infant. The aim of the intervention was to facilitate the competence of public health nurses to handle unforeseen events associated with vaccinations. The students wrote reflection notes about their experiences after the simulation. The reflection notes were analyzed using qualitative content analysis. Results:The students experienced simulation as a realistic educational method with feelings of stress in an acute situation. They discovered the importance of cooperation and communication to avoid misunderstandings that could lead to serious failure in the treatment. The students emphasized that simulation gave them a preparation for practice to handle anaphylaxis associated with vaccines. Conclusion:The public health nurse students experienced simulation as a realistic and effective educational method. Simulation made them reflect on the public health nurse's area of responsibility. Kolb's learning theory and Schön's theory of knowledge-in-action, may explain how simulation as a didactic method develops competence to act in a concrete situation of anaphylaxis by vaccination of children. K E Y W O R D Sacute situations, anaphylaxis, public health nurse education, simulation, skills, vaccination

Debriefing Model for Psychological Safety in Nursing Simulations: A Qualitative Study

“…Qualitative studies of the lived experience of nursing students in simulations reported both positive experiences, such as learning practices without fear, gaining confidence in clinical practicum, maturing in the profession, awareness and understanding, and simulation as preparation for practice [18][19][20][21]; and negative experiences, such as being anxious about having students' mistakes exposed, anxiety from being observed, an uncertain journey to achievement and needing a navigator, and pre-experience anxiety [22][23][24][25].…”

Simulation as a pedagogical learning method for critical paediatric nursing in Bachelor of Nursing programmes: a qualitative study

“…This dilemma creates the necessity to justify why simulation as a learning method provides students with a more realistic approach to solving practical challenges than traditional teaching. When paediatric emergencies occur in the clinic, students are often not first in line to respond and thus do not gain sufficient experience to learn how to deal with these situations [32]. Theories of reflection, such as Schön's reflection theory, describe how students who participate in simulations of clinical situations have the opportunity to make decisions and exercise critical thinking [25].…”

Simulering som pedagogisk metode i lærerutdanning

“…Det oppleves motiverende for studentene og skaper effektive laeringsmuligheter (Wiesbeck, Bauer, Gartmeier, Kiessling, Møller, Karsten, Fischer & Prenzel, 2017). Annen forskning innen helsefaglige utdanninger viser at simulering brukt som pedagogisk verktøy forbereder studentene til å øve på realistiske situasjoner (Akselbo, Olufsen, Ingebrigtsen & Aune, 2018;Brannan, White & Bezanson, 2008;Breckwoldt, Gruber & Wittman, 2014). Videre viser studier at simulering i sykepleieutdanningen kan erstattes av ferdighetstrening, og at samme laeringsutbytte oppnås i forhold til ferdigheter og kunnskap (Celik, Ceylantekin & Kilic, 2017;Forcina, Woodley & Goodwin, 2018).…”

“…Videre opplever de å bli trygge i eget yrke (Rauen, 2004;Østergaard, 2004). Dette samsvarer med Akselbo et al, (2018) som viser til at sykepleiestudentene opplever at simulering er et realistisk og effektivt laeringsverktøy som er nyttig for praksis og som gir grunnlag for refleksjoner. Derimot viser en studie at ferdighetstrening og simulering gir samme tilegnelse av kunnskap innen identifisering, prioritering og iverksetting av relevante sykepleietiltak (Bratås, Albriktsen, Eriksson & Grønning, 2018).…”

“…De begrunnet dette med at de opplevde rollespillet både som realistisk og virkelighetsnaert. Dette er sammenfallende med andre studier som er gjennomført (Akselbo et al, 2018;Rauen, 2004;Østergaard, 2004).…”