Student Characteristics and Perceptions of Learning and Confidence Acquisition Associated with Simulation

March, Alice L.; Adams, Matthew; Robinson, Cecil

doi:10.5480/12-998.1

Cited by 8 publications

(6 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is a promising result for the ongoing project, since simulation-based learning can be successfully applied in the acquisition of both technical and non-technical skills. [21,22] According to the respondents, their theoretical knowledge base should be expanded and updated in medication administration, acute and prolonged care situations and in the use of scientific knowledge. The finding is supported by the statistical analysis, which revealed poor self-rated theoretical and practical competence in acute situations.…”

Section: Discussionmentioning

confidence: 99%

“…Simulation is a holistic and experiential way of learning and it can be used to the develop a wide variety of competences. [19] Simulation can increase staff's confidence in their technical and non-technical skills [20][21][22] and their situational sensitivity, emotional intelligence and problem-solving skills, all essential in securing patient safety and in preventing near misses in patient care. [23][24][25][26] Training based on simulation is suitable for practicing both acute, recurrent and infrequent situations in patient or client care.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Salminen‐Tuomaala

Kangasluoma

Niinimäki

et al. 2018

CNS

View full text Add to dashboard Cite

Objective: The study describes learning needs of social and healthcare staff in small and middle-sized enterprises, which participate in a simulation-based coaching project. The study aims at producing knowledge that can be used to develop the content of multiprofessional simulation-based coaching. Methods: Data were collected through an online survey using a questionnaire with quantitative and qualitative items. The qualitative data were analyzed using inductive content analysis and the statistical data using SPSS for Windows version 23. Results: The professional development needs of social and healthcare staff in small and middle-sized enterprises emerged in the following areas: the respondent's professional knowledge base; the respondent's professional skill base; multiprofessional collaboration; development of the business, and networking between enterprises. The staff recognized their need to develop both personally in the area of key competences, and collaboratively in the organization. Conclusions: The results will be used when planning multiprofessional simulation-based coaching for acute, recurrent and infrequent situations in small and middle-sized social and healthcare enterprises. Simulation pedagogy can also be used to prepare for various client and family counseling situations and to practice communication and interaction for interdisciplinary teamwork.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Salminen‐Tuomaala

Kangasluoma

Niinimäki

et al. 2018

CNS

View full text Add to dashboard Cite

show abstract

“…Simulation and other action-based methods been found to suit both students and professionals participating in continuing education programmes, and they can be useful in enhancing nurse-physician collaboration and mutual appreciation (McPherson et al 2001, Baker et al 2006. Simulation-based learning has even been found to improve such complex skills and attributes as problem-solving, emotional intelligence and situational sensitivity (Duff 2013, Forneris et al 2015 and it can increase participants' confidence levels (Cooper et al 2012, March et al 2014. All these improvements can be expected to improve care quality and patient and client (Issenberg et al 2005, Duff 2013, Jeffries 2015, Forneris et al 2015.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

Salminen‐Tuomaala¹

2019

AJHMS

View full text Add to dashboard Cite

Continuous multiprofessional development and networking are essential elements of health and social care practice today. This paper gathers together the results gained so far of a regional research and development project and discusses their application and implications for future. The aims of the project were to create a network-like simulated learning environment, to develop multiprofessional simulation education for medical students and for students representing two levels of nursing education and to create a multiprofessional simulation-based coaching programme for health and social care professionals in small and medium-sized enterprises. The project partners were two educational institutions and a Central Hospital in Finland. The first sub-project involved an online survey at the turn of 2016 and 2017, whose purpose was to describe nursing and medical staff's (n=125) knowledge of simulated learning and their experiences about the usefulness of simulation-based education. Quantitative data was analysed using SPSS Statistics for Windows 24 and qualitative data using inductive content analysis. Another online survey was conducted as part of the second sub-project in 2017 to study nurse and practical nurse students' experiences (n=21) of joint simulation training. The results were analysed using SPSS. The third sub-project, which aims at the development of a new simulation coaching project for health and social care staff in small and medium-sized enterprises, also involved a survey conducted in 2017 to study staff's learning needs (n=125). The results of the three surveys confirmed that both nursing and medical staff, students and professionals working in small and medium-sized enterprises find multiprofessional simulation-based learning effective and useful in promoting networking and the exchange of knowledge, skills and support. This paper also discusses the practical applications of the project results.

show abstract

“…Simulation enables the learning of various competences in a holistic and experiential manner [28] and it can increase participants' confidence in their skills, whether technical or nontechnical. [29][30][31] Simulation can be used to improve client safety, [32,33] for example by focusing on situational sensitivity and problem-solving skills, which are essential in preventing near misses. [34,35] It can be useful when practicing acute, recurrent or rare situations, and even in learning empathy skills.…”

Section: Introductionmentioning

confidence: 99%

Social and healthcare personnel’s self-reported competence in small and medium-sized companies in preparation for simulation coaching

Salminen‐Tuomaala

Haapasalmi

Jaskari

et al. 2019

CNS

View full text Add to dashboard Cite

Purpose: The paper describes staff’s self-rated theoretical, practical and interaction competence in 20 social and healthcare companies. The study draws from a research and development project run jointly by two educational institutions and a health technology development center. The results can be used to develop the content of a multiprofessional simulation coaching intervention.Data and methods: Data were collected in the autumn of 2017 using an online survey software. The quantitative data were analyzed using the SPSS for Windows version 23 and the qualitative data using inductive content analysis. The response rate was 96% (n = 125). This article presents the quantitative results.Results: Respondents found that they were competent in interaction, in identifying their clients’ needs, in attending to client safety and in supporting clients’ psychosocial and physical function. Their ratings were lower for issues pertaining to severe disability, for encountering aggressive behavior and for some aspects of digitalization.Conclusions: The most important development needs involved making better use of digital tools and remote counseling, enhancing information technology competence and learning to encounter aggressive behavior.

show abstract

Student Characteristics and Perceptions of Learning and Confidence Acquisition Associated with Simulation

Cited by 8 publications

References 2 publications

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Development of Multiprofessional Simulation-based Education in South Ostrobothnia, Finland

Social and healthcare personnel’s self-reported competence in small and medium-sized companies in preparation for simulation coaching

Contact Info

Product

Resources

About