Strategies for implementing a multiple patient simulation scenario

Kirkman, Tera; Hall, Clarissa; Winston, Rachel Anne; Pierce, Vicki

doi:10.1016/j.nedt.2018.01.032

Cited by 28 publications

(35 citation statements)

References 20 publications

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“…Pre-briefing and debriefing are also crucial to achieving the best learning outcomes in simulation [12, 13]. In a mixed method study with 214 nursing students, increased levels of confidence, together with decision making skills, interprofessional communication, and level of preparedness were the essential competencies necessary for the transition to practice [14]. The design of the simulation program, as well as how academic staff and staff in clinical practice provide metacognitive guidance in debriefing and clinical settings, have an impact on how effectively learning is transferred from simulation-based training to clinical practice [15].…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

et al. 2019

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BackgroundSimulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice.MethodsEight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis.ResultsThree major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration.ConclusionsThis study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

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Section: Introductionmentioning

confidence: 99%

Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

et al. 2019

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“…Extended immersive ward-based simulation has evolved and practised by a number of nurse educators in recognition that tasks are not completed in isolation, but in the 'real world' tasks are often influenced by other workplace pressures and the order they are completed requires prioritisation (J. Davies et al, 2012;Gamble, 2017;Kirkman et al, 2018). The simulated activity occurs over an extended timescale greater than what would normally be required to perform a single task.…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…A total of 14 studies were identified from papers drawn from four countries: the United States of America (6) (Beroz, 2016;Franklin et al, 2020;Gore et al, 2015;Kaplan & Ura, 2010;Kirkman et al, 2018;Prince et al, 2016), United Kingdom (3) (J. Davies et al, 2012;Mole & McLafferty, 2004;Pearson & McLafferty, 2011), Australia (4) (H. Davies et al, 2020;Gamble, 2017;Hayes et al, 2017;Warland, 2011) and Singapore (1) (Liaw et al, 2014).…”

Section: Re Sultsmentioning

confidence: 99%

“…When asked to submit a written reflection about their experiences of medication administration, students found the simulated activity had made them more self-aware of their performance and had given them confidence to deal with interruptions and distractions in a busy workplace environment (Hayes et al, 2017). Kirkman et al, (2018) found 69% of students who completed a 3-point Likert scale questionnaire strongly agreed their decision-making skills had improved. This was associated with 68% of students who strongly agreed that they were more confident in their ability to communicate with other members of the healthcare team, and 72% of whom now strongly agreed their preparedness to recognise patient changes was improved.…”

Section: Confidence Buildingmentioning

confidence: 99%

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Does participation in extended immersive ward‐based simulation improve the preparedness of undergraduate bachelor’s degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review

Davies

Sundin

Robinson

et al. 2021

Journal of Clinical Nursing

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Aims and objectives:To determine if extended immersive ward-based simulation programmes improve the preparedness of undergraduate bachelor's degree nursing students to be ward ready for professional practice as a registered nurse. Background:The practice readiness of new graduate nurses to enter the workforce continues to raise concern among educators and industry. Often the transition period is a vulnerable time when the reality of clinical practice bears little resemblance of their experiences as a student. Simulation of a busy ward offers the opportunity for pre-registered nurses to practise a variety of situations they are likely to encounter once qualified in a safe and supportive learning environment. Methods:The review considered studies that investigated the experiences and learning outcomes of nursing students following participation in extended immersive ward-based simulation. Databases searched included CINAHL, EMBASE, Medline and Scopus. Two reviewers independently assessed retrieved studies that matched inclusion criteria using standardised critical appraisal instruments. Reporting of review followed PRISMA checklist.Results: Fourteen studies met the inclusion criteria. The majority of studies used a quasi-experimental mixed methods approach (10). Programme evaluations focused on self-reporting in learning satisfaction and student perceptions of performance. Six studies used a pre-and post-test design to compare the after effect on preparedness for professional practice. Two studies investigated student learning between simulated experiences and experiences gained during clinical placements. Conclusion:Learning satisfaction was high among students who participated in programmes that incorporated extended immersive ward-based simulation experiences.Students are able to practise what they need to know and on what will be expected of them in professional practice. Evidence on whether these programmes make a

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“…Nurses are role model who provide education for patients or community to change for better behavior (Morsiani, Bagnasco and Sasso, 2017). Nurses who don't have good health awareness are given interventions to change these behaviors (Morsiani, Bagnasco and Sasso, 2017;Kirkman et al, 2018). Nurses' health literacy can be formed through interpersonal relationships that can change the way they think about health behavior.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an Intervention based on Peplau’s Model on Health Literacy among Nurses Who Smoke: A Quasi-Experimental Study

Djojo¹,

Suhariyanto²,

Yuniar³

et al. 2020

J. Ners

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Introduction: : Lack of health literacy for smoking nurses has worsened image of nursing services. The role of leader can be a support in increasing behavior change of nurses who smoke. The aimed to find out health literacy of smokers in nursing staff through interpersonal role of the head of the room by intervention based on Peplau’s model.Methods: A quasi-experimental research with a pre-and post-control group design, using modification questionnaire of knowledge and behavior. The target population was nurses living in Singkawang who smoke in a hospital. Sample was 35 respondents for each group (controlling group and intervention group) using purposive sampling. Dependent variable is health literacy among nurses who smoke and independent variable is intervention based on Peplau’s model. Intervention is in the form of a guide module consisting of strengthening health literacy (health awareness, self-reflection, cognitive competence and behavioral interpersonal relationships in the head of the room) and will be implemented to nurses who smoke. Analysis data for bivariate used paired t – test and for multivariate used the McNemar test.Results: The research showed that the difference before and after intervention was 2.23 (p = 0.001) and control group was 8.00 with a default value of 0.870 deviation. The results showed a significant increase in health literacy in nurse smokers through the role of interpersonal head nurse (p=0.001).Conclusion:Role of head of room in interpersonal relationship with Peplau’s model affects the health literacy of nursing staff who smoke.

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Strategies for implementing a multiple patient simulation scenario

Cited by 28 publications

References 20 publications

Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

Does participation in extended immersive ward‐based simulation improve the preparedness of undergraduate bachelor’s degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review

Effectiveness of an Intervention based on Peplau’s Model on Health Literacy among Nurses Who Smoke: A Quasi-Experimental Study

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