Simulation for High-Stakes Evaluation in Nursing

Bensfield, Linda A.; Olech, Michelle J.; Horsley, Trisha Leann

doi:10.1097/nne.0b013e3182461b8c

Cited by 47 publications

(15 citation statements)

References 3 publications

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“…Simulation allows learners to practice and demonstrate competence in areas involving knowledge, skills, critical thinking, and communication. 8 There are many types, ranging from low-fidelity simulation to high-fidelity simulation. It can use mannequins or people to create a learning environment that mimics clinical practice.…”

Section: Teaching and Learning Environments For Ethicsmentioning

confidence: 99%

Simulation: A New Approach to Teaching Ethics

Buxton¹,

Phillippi²,

Collins³

2014

J Midwife Womens Health

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The importance of ethical conduct in health care was acknowledged as early as the fifth century in the Hippocratic Oath and continues to be an essential element of clinical practice. Providers face ethical dilemmas that are complex and unfold over time, testing both practitioners' knowledge and communication skills. Students learning to be health care providers need to develop the knowledge and skills necessary to negotiate complex situations involving ethical conflict. Simulation has been shown to be an effective learning environment for students to learn and practice complex and overlapping skills sets. However, there is little guidance in the literature on constructing effective simulation environments to assist students in applying ethical concepts. This article describes realistic simulations with trained, standardized patients that present ethical problems to graduate-level nurse-midwifery students. Student interactions with the standardized patients were monitored by faculty and peers, and group debriefing was used to help explore students' emotions and reactions. Student feedback postsimulation was exceedingly positive. This simulation could be easily adapted for use by health care education programs to assist students in developing competency with ethics.

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Section: Teaching and Learning Environments For Ethicsmentioning

confidence: 99%

Simulation: A New Approach to Teaching Ethics

Buxton¹,

Phillippi²,

Collins³

2014

J Midwife Womens Health

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“…Simulation-based medical education (SBME) is a powerful educational strategy enabling students to practice and demonstrate competence in areas including knowledge, skills, critical thinking and communication thereby enriching learning experience (Motola et al 2013;Salas et al 2013;Bensfield et al 2012;Issenberg et al 2005). It provides a bridge between didactic and observational learning to clinical practice using experiential learning, however it has rarely been used to teach medical students about ethical conflicts or to assess their understanding of ethical principles applied to difficult clinical decision making (Tritrakarn 2014).…”

Section: Description Of a New Education Methods Or Toolmentioning

confidence: 99%

Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates

Henderson¹,

Ballard²,

Alsuwaidi³

et al. 2018

MedEdPublish

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In today's healthcare world it is important to equip medical students with the knowledge, challenges and solutions to handle ethical dilemmas. Whilst there is no recommended format for how medical ethics should be taught it is recognized that students prefer a learnercentred approach. In a new medical college within the United Arab Emirates a simulation based medical education approach was adopted for first year, semester one medical students to support the taught theoretical underpinnings. Simulation scenarios which focused on the main ethical principles as well as the Islamic principles particularly in relation to the beginning and end of life were developed. Students were exposed to a variety of scenarios and were required to interact with standardized patients. Feedback from the students showed that 100% of them were in agreement that the simulation scenarios helped to support the theory taught in class. Simulation based medical education has the opportunity to enhance the undergraduate medical curriculum as well as to raise awareness of ethical dilemmas that students will face when qualified.

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“…Nearly 25% of the students did not pass the summative assessment and had to participate in remediation. The process, however, revealed gaps in the curriculum as well as the need for students to be comfortable with simulation for instructional purposes before it is used for high-stakes assessment (Bensfield et al, 2012).…”

Section: Summative Simulation-based Assessmentmentioning

confidence: 99%

“…Bensfield, Olech, and Horsley (2012) used simulation-based assessment of senior baccalaureate nursing students to determine whether they achieved program competencies and to guide remediation. The objectives for the evaluation were derived from the program outcomes and four quality and safety competencies (patient-centered care, teamwork and collaboration, evidence-based practice, and safety).…”

Section: Summative Simulation-based Assessmentmentioning

confidence: 99%

Summative Simulated-Based Assessment in Nursing Programs

Oermann¹,

Kardong-Edgren²,

Rizzolo³

2016

J Nurs Educ

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Background: Summative simulated-based assessments are intended to determine students' competence in practice. These assessments need to be carefully designed and implemented especially when the results are used to make high-stakes decisions. Method: Critical steps need to be followed to design simulations for summative assessment, ensure the validity of the assessment and reliability of the ratings, and train evaluators. Results: Guidelines for using simulation for assessment in nursing are suggested. The guidelines are based on the literature and the authors' experiences from a project that examined the feasibility of using simulation for determining students' competence in performance at the end of the nursing program. Conclusion: Summative simulation-based assessments need to be valid, measuring the knowledge and skills they are intended to, and reliable, with results being reproduced by different evaluators and by the same evaluator at another time. [J Nurs Educ. 2016;55(6):323-328.]

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Simulation for High-Stakes Evaluation in Nursing

Cited by 47 publications

References 3 publications

Simulation: A New Approach to Teaching Ethics

Simulation: A New Approach to Teaching Ethics

Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates

Summative Simulated-Based Assessment in Nursing Programs

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