Simulation-Focused Pedagogy for Nursing Education

Daley, Karen M.; Campbell, Suzanne Hertzel

doi:10.1891/9780826119391.0001

Cited by 10 publications

(23 citation statements)

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“…Second, designing suitable scenarios is imperative to instructors, as it creates a sense of authenticity that facilitates instructors' role. Although authenticity was previously documented as crucial to workshop participants' experience in SBL (Campbell and Daley, 2017), the current study highlights its importance for instructors' ability to lead SBL. In the same vein, as technology-related needs in this context coincide with Maslow's basic needs (Bailey and Pownell, 1998), instructor training should include technology orientation, as previously argued (Fanning and Gaba, 2007).…”

Section: Basic Needsmentioning

confidence: 68%

“…This gap in the literature is surprising, considering the vital role of instructors during SBL. Therefore, expanding our understanding of instructors’ needs by mapping them is expected to provide insight into ways to optimize the instructors’ functioning ( Der-Sahakian et al, 2015 ; Campbell and Daley, 2017 ). In the current study, we addressed this overlooked aspect, by examining SBL instructors’ needs through the lens of Maslow’s Hierarchy of Needs ( Maslow, 1943 ).…”

Section: Introductionmentioning

confidence: 99%

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Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Frei-Landau

Levin

2023

Front. Psychol.

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IntroductionSimulation-based learning (SBL) has become an effective tool in the education field, and instructors play a significant role in leading it. Although much is known about participants’ needs, SBL instructors’ needs have yet to be addressed. The study’s goal was to explore SBL instructors’ needs while guiding an SBL workshop using the psychological framework of Maslow’s Hierarchy of Needs.MethodsWe employed a qualitative case-study design, consisting of 68 four-hour-long workshops, held at a teacher-education simulation center by the center’s professional instructors. Data collection comprised 211 statements derived from instructors’ open-ended reflections, the transcripts of two focus groups held with the instructors, and 98 interpersonal communication documents.ResultsData were analyzed using both deductive and inductive thematic analysis, which rendered 11 themes spanning Maslow’s five levels, and revealing two possible simulation-based learning paths: a complete process, in which all needs are met and an incomplete process, in which needs remain unmet.DiscussionTheoretical insights and practical implications are provided for attending to instructors’ needs (i.e., basic needs, security, belonging, self-esteem, self-actualization) to ensure optimal learning in teacher education when using SBL.

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Section: Basic Needsmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Frei-Landau

Levin

2023

Front. Psychol.

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“…Although the simulation was done on a manikin, the debriefer reminds the students that they should immerse themselves into the procedures as if they are being performed on a real patient, ending her comment with a long pause (line 83). What the debriefer is emphasizing here has also been emphasized by Campbell and Daley (2017), who pointed out that students must feel responsibility for care in order to effectively perform their assigned roles in a simulated environment.…”

Section: Resultsmentioning

confidence: 91%

Exploring the Discourse of Debriefing Interactions: Areas for Improvement

Mohammad

2023

SAGE Open

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Debriefing has been widely used as part of simulation-based education (SBE) to promote reflective thinking and prepare students for real clinical practice. This study examined a real debriefing transcript to identify its structure and gain insight into communication strategies used by the participants. The sample included an extended debriefing session in which a debriefer and undergraduate students, who participated in a critical care nursing simulation, engaged in a self-reflection phase. Adopting discourse analysis approaches, the analysis revealed how this interaction unfolds. The analysis also unveiled an asymmetric relationship during the debriefing that positioned the debriefer in a position of power and interactional dominance, and placed students in a passive role. Interactional features such as the use of open-ended questions, silent pauses, and informative feedback were identified as effective communication strategies to support the interaction; however, to achieve efficient self-debriefing, debriefers in this setting are encouraged to balance the use of questions to avoid restraining students from engaging and producing extended turns. Moreover, debriefers need to establish a safe environment that optimizes students’ involvement in self-reflection. This study recommends the use of other debriefing techniques to minimize the dominance of the debriefer during the interaction.

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“…The scenario was adopted from the Simulation Scenarios for Nurse Educators developed by Campbell and Daley. 15 This scenario included a four-year-old child complaining of a high fever, nuchal rigidity, photophobia, and positive Krings and Budenski signs. The researchers divided the students in the simulation training into 5 groups of fifteen students in each group.…”

Section: Methodsmentioning

confidence: 99%

“…°The study supports using high-fidelity simulation in conjunction with the clinical site experience in preparing pediatric nursing students, where the integration intended to bridge the gap between knowledge and nursing practice adopted from the Simulation Scenarios for Nurse Educators developed by Campbell and Daley. 15 This scenario included a four-year-old child complaining of a high fever, nuchal rigidity, photophobia, and positive Krings and Budenski signs. The researchers divided the students in the simulation training into 5 groups of fifteen students in each group.…”

Section: The Interventionmentioning

confidence: 99%

Effect of High-Fidelity Simulation on Clinical Judgment Among Nursing Students

Ayed

Khalaf

Fashafsheh

et al. 2022

INQUIRY

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Introduction Nursing education needs to be improved in order to bridge the gap between education and clinical practice. However, clinical placements for nursing students are limited and student nurses often take merely an observer role, especially in critical situations. High-fidelity simulation (HFS) is a teaching method that can bridge the gap between education and clinical practice. The purpose of this study was to evaluate the influence of using HFS as a teaching method on clinical judgment among pediatric nursing students at the Arab American University utilizing a bacterial meningitis case scenario. Methods A quasi-experimental study with a convenience sample of one hundred and fifty baccalaureate nursing students enrolled in a pediatric health nursing course. Nursing students were randomly assigned to high-fidelity simulation experience or traditional methods. The clinical judgment was assessed using Lasater Clinical Judgment Rubric Tool. Results Results revealed that the high-fidelity simulation experience has improved pediatric nursing students’ clinical judgment. The mean clinical judgment differed significantly at post-test in the intervention group after the simulation (t (148) = 7.20, P < .001). Conclusion The HFS can be an effective tool to provide a safe and effective learning environment for pediatric nursing students, consequently improving their clinical judgment

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Simulation-Focused Pedagogy for Nursing Education

Cited by 10 publications

References 0 publications

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Exploring the Discourse of Debriefing Interactions: Areas for Improvement

Effect of High-Fidelity Simulation on Clinical Judgment Among Nursing Students

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