Simulation-based education promoting situation awareness in undergraduate nursing students: A scoping review

Priambodo, Ayu Prawesti; Nurhamsyah, Donny; Lai, Wei‐Shu; Chen, Hsing-Mei

doi:10.1016/j.nepr.2022.103499

Cited by 7 publications

(7 citation statements)

References 28 publications

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“…These are just two examples of how an educator might choose to modify the functionality of the system. Because the display may be customized to show just the necessary sub-systems and functionalities, teachers are able to direct their students' attention to certain assignments without having to fear that their pupils would get overwhelmed or excessively distracted by the display's other features and capabilities [5].…”

Section: Resultsmentioning

confidence: 99%

“…In the scientific field, the ability to ask questions and seek answers is a particularly valuable talent that teachers want to instil in their pupils. However, owing to the time constraints placed on teachers, students seldom participate in this kind of activity [5]. Many theorists agree that for learning to occur, students must actively apply, practice, and struggle with the material in meaningful, situated, and collaborative ways; however, these theoretical frameworks necessitate complex learning experiences (coupled with necessary learner scaffolding) that engage both cognitive and affective domains [6].…”

Section: Introductionmentioning

confidence: 99%

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An artificial intelligence-based tool for student-generated question

Anistyasari,

Ekohariadi,

Yani

et al. 2024

E3S Web Conf.

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The benefits of student question generation have been extensively established, yet most students do not engage in question-generation activities throughout their formal education and are not used to writing questions. The goal of this project was to create a flexible online learning environment that highlights several types of scaffolding in order to better assist student question production activities in a timely, adaptable, and practically possible manner. The system’s underlying architecture and design principles are outlined. The objective of this work is so utilise Chat-GPT that guides student generated questions. The potential of the student-generated question method of instruction is explored, as is an initial examination of students’ impressions of the helpfulness of the different built-in support systems. Suggestions on how the study’s findings could be used in the classroom and in future research are offered. It has been established that perceived utility plays a significant influence in the dissemination and acceptance of new technology for a wide variety of innovations. Finally, the link between the students’ impressions of the utility of the framework in the established system and their cognitive skills regarding the educational potential of student-generated questions was investigated.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An artificial intelligence-based tool for student-generated question

Anistyasari,

Ekohariadi,

Yani

et al. 2024

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…Participants sampled within the evidence synthesized in this review must focus on undergraduate healthcare professions education in either the clinical workplace or education environments. Previous reviews have focussed on one healthcare professional group only [8,16] or predominantly postgraduate learners working in teams [22]. The undergraduate population is of particular interest as these learners have limited exposure and practice in this skill development, and increasing numbers of health professions students are putting significant pressure on healthcare systems already under strain [3].…”

Section: Participantsmentioning

confidence: 99%

“…There is a strong history of using simulation to expose learners to situations that are low occurrence and that otherwise, they would not be able to experience through traditional apprentice-style training. A recent review examined the teaching of SA in simulation-based education in general, focusing particularly on nursing students, but did not specifically focus on using VR techniques [16]. Other recent relevant reviews examined VR within medical student education without focusing on SA or DM, or VR within nursing student education for DM only [8,17].…”

Section: Introductionmentioning

confidence: 99%

Virtual, augmented and mixed reality simulation for teaching and assessing situational awareness and decision-making in health professions education: a scoping review protocol

Brown,

Chandanani,

Laidlaw

2024

International Journal of Healthcare Simulation

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Virtual reality (VR) simulation is a rapidly expanding disruptive technology within healthcare professions education with the possibility of significantly transforming how healthcare education is delivered. There is a perceived gap in the current synthesized literature of how VR is being used to teach and assess key skills relating to situational awareness (SA) and decision-making (DM) across the spectrum of undergraduate healthcare professions. This paper details the scoping review protocol that will address this current gap. The scoping review will examine ‘What is known about the use of VR within simulation training for SA and DM behavioural skills in healthcare professions education?’. This main question will be addressed by synthesizing the answers to three sub-questions: (1) In what contexts is VR used within simulation training for SA and DM behavioural skills in healthcare professions education? (2) What outcome measures are used to examine the impacts of VR use within simulation training for SA and DM behavioural skills in healthcare professions education? (3) What educational theories underpin VR use within simulation training for behavioural skills in healthcare professions education? Nine databases, PubMed, PsychINFO, Embase, Scopus, Web of Science, CINAHL, ERIC, and Google Scholar, will be searched using a pre-defined search strategy with explicit inclusion and exclusion criteria. A data extraction template will be used to map out the data before summarizing, synthesis and reporting. This scoping review aims to address the current gap in the literature regarding what is known about VR simulation and DM and SA across undergraduate health education programmes, identifying current trends and uses as well as gaps in the published literature for further exploration.

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“…This is considered one of the most important NTS and usually requires some degree of clinical experience and previous exposure to similar situations. However, with adequate simulation-based training it can also be developed by the junior trainee ( 10 ).…”

Section: Non-technical Skills In Traumamentioning

confidence: 99%

Non-technical skills and teamwork in trauma: from the emergency department to the operating room

Alexandrino,

Martinho,

Ferreira

et al. 2023

Front. Med.

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Management of a trauma patient is a challenging process. Swift and accurate clinical assessment is required and time-sensitive decisions and life-saving procedures must be performed in an unstable patient. This requires a coordinated response by both the emergency room (ER) and operating room (OR) teams. However, a team of experts does not necessarily make an expert team. Root cause analysis of adverse events in surgery has shown that failures in coordination, planning, task management and particularly communication are the main causes for medical errors. While most research is focused on the ER trauma team, the trauma OR team also deserves attention. In fact, OR team dynamics may resemble more the ER team than the elective OR team. ER and OR trauma teams assemble on short notice, and their members, who are from different specialties and backgrounds, may not train regularly together or even know each other beforehand. And yet, they have to perform high-risk procedures and make high stake decisions, in a time-sensitive manner. The airline industry has long recognized the role of team training and non-technical skills (NTS) in reducing hazards. The implementation of the so called crew resource management or crisis resource management (CRM) has significantly made airline travel safer and the transposition to the medical context, with specific training in non-technical skills, has also brought great benefits. In fact, it is clear that adoption of non-technical skills (NTS) in healthcare has led to an increase in patient safety. In this narrative review we recapitulate some of the key non-technical skills and their relevance in trauma, with a focus on both the emergency department (ER) and the operating room (OR) teams, as well as on the transition of care from one to the other. Also, we explore the use of debriefing the team, as well as the roles of NTS training in both undergraduate and postgraduate settings. We review some of the existing trauma training courses and their roles in developing NTS. Finally, we briefly address the challenges posed by the development of trauma hybrid operating rooms.

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Simulation-based education promoting situation awareness in undergraduate nursing students: A scoping review

Cited by 7 publications

References 28 publications

An artificial intelligence-based tool for student-generated question

An artificial intelligence-based tool for student-generated question

Virtual, augmented and mixed reality simulation for teaching and assessing situational awareness and decision-making in health professions education: a scoping review protocol

Non-technical skills and teamwork in trauma: from the emergency department to the operating room

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