The challenges of developing and evaluating complex care scenarios using simulation in nursing education

Abstract

Demonstrating the impact and effectiveness of educational interventions, including medium and high-fidelity simulation, has long been fraught with methodological challenges and ambiguities. This is particularly the case when there are several confounding factors and variables operating in situations where control trials are inappropriate, and investigative costs can be high. Current theoretical and empirical evidence, while emerging, is parsimonious and fails to take account of the characteristics of different modes of simulation, their contested theoretical models of learning and the opportunities presented by cutting edge computer science. Medium and high-fidelity simulations, situated within technology-rich environments, generate new forms of complex data that have the potential to provide insights into 'real-world' practices. Drawing on a range of locally based studies, we argue that until the methodological questions and data management Downloaded from systems can be addressed, the evidence to determine the judicious and optimal use of simulation to improve student and practitioner performance and patient outcomes will remain primarily reliant on proxy measures of self-efficacy and competence.

Web-Based Virtual Patients in Nursing Education: Development and Validation of Theory-Anchored Design and Activity Models

“…Technology-enhanced simulation is one possible solution [ 4 ]. Different types of simulation modalities as a teaching method in health care education have developed rapidly during the last decade [ 6 , 7 ]. Simulation offers a safe and realistic environment in which to learn, practice, and make mistakes without direct contact with and risk of harm to patients [ 8 ].…”

Designing virtual patients for education of nursing students in cancer course

“…(2012) with scales (Yes-No) to validate the scenarios. [ 12 ] It should be noted that the format of the questions in the scenarios was Key Features (KF). Designed scenarios were then given to eight experienced nursing professors to test the content and face validation (according to the checklist) and match them with learning objectives.…”

Special Collection Editorial: The digital movement in nursing

“…Simulation as a teaching strategy in professional healthcare was discussed by Gobbi et al (2012) and adopted by many institutions globally. In this paper, the authors examined some of the challenges associated with simulation education in a technologically rich environment.…”

“…It would be interesting to revisit Moule et al’s (2011) work now to see what this sudden shift has meant to e-learning and the future directions HEIs will take in balancing blended learning strategies with face-to-face teaching, or whether some are embracing more advanced simulation or Artificial Intelligence (AI) in teaching. The investment issues that Gobbi et al (2012) identified are still with us as many countries, and their health and education sectors, experience economic constraint. Where simulation education is expanding, planners, managers, educators and clinical partners need assurances that such an approach is cost effective, evidence-based and led by prepared trainers (NICE 2019).…”