Simulering kan gi bedre praksis

Hagen, Inger Hilde; Molnes, Sven Inge

doi:10.4220/sykepleiens.2013.0103

Cited by 5 publications

(3 citation statements)

References 3 publications

(3 reference statements)

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“…Several informants were keen to see good crossprofessional collaboration, and many wanted more training. Team training across professional boundaries can help to improve collaboration (25,26).…”

Section: Communicating With Childrenmentioning

confidence: 99%

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Prehospitalt helsepersonell er usikre på luftveishåndtering av barn

Vasset¹,

Molnes²,

Vasset³

2019

Sykepleien

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Section: Communicating With Childrenmentioning

confidence: 99%

“…Simulations will therefore be useful for practising and evaluating learnt skills. Healthcare personnel can sit down together to reflect on the treatment provided (19,25,27). Simulations are all about becoming competent and ready to implement procedures that are special to a particular profession (26).…”

Section: Simulations Are Desirablementioning

confidence: 99%

Prehospitalt helsepersonell er usikre på luftveishåndtering av barn

Vasset¹,

Molnes²,

Vasset³

2019

Sykepleien

Self Cite

View full text Add to dashboard Cite

show abstract

“…Simulation is considered a safe method when learning to cope with unforeseen situations in relation to nontechnical skills, thereby improving management abilities [8]. However, the acquisition and maintenance of equipment and audio-visual solutions for high-fidelity simulation is more expensive than other teaching methods.…”

Section: Introductionmentioning

confidence: 99%

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

2020

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Background In the national education plan for Bachelor of Nursing in Norway, it is emphasized that focus areas for practical studies must include experience related to paediatric nursing. However, given the paucity of children’s wards in Norwegian hospitals, few students are offered this. The purpose of this study is to explore undergraduate nursing student’s perception of using simulation as a learning method to obtain knowledge and skills in delivering quality healthcare to children and their parents in emergencies. Method A total of 36 students participated in focus groups. The students were asked to reflect on their learning outcomes regarding the educational method during the simulation. In addition, the students were encouraged to discuss whether this pedagogical method was useful in preparing them to deal with critical medical situations in relation to children and their parents. The interviews were transcribed and analyzed using qualitative content analysis. Results Three subjects emerged from the analysis. The first, simulation as an educational method, showed that the students thought that simulation gave a greater degree of realism and seriousness than other learning activities. The second subject, preparedness for later practice, showed that the students perceived simulation as one of the ways in which they were best prepared for the profession as a nurse. The students emphasized the benefit of having concentrated on children and their parents. The third subject, stress and leadership, showed that simulation as a method was stressful to most students, and lack of knowledge and anxiety about conducting other students kept them from taking the lead. However, the students experienced that they learned a lot about themselves and how they appear as nurses. Conclusion The bachelor-level student nurses experienced simulation as a realistic and effective educational method for gaining knowledge in the critical healthcare of children and their parents. Simulation made them reflect on a nurse’s area of responsibility in emergencies. When offered practical experience in children’s wards, the use of simulation as a didactic method may help students develop sufficient competence to act appropriately and expediently in critical paediatric nursing settings. Trial registration The study (number 52776) was approved by the Norwegian Centre for Research Data.

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How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare

Akselbo

Aune

2022

How Can We Use Simulation to Improve Competencies in Nursing?

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In this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.

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Simulering kan gi bedre praksis

Cited by 5 publications

References 3 publications

Prehospitalt helsepersonell er usikre på luftveishåndtering av barn

Prehospitalt helsepersonell er usikre på luftveishåndtering av barn

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

How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare

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