The effect of high-fidelity simulation on examination performance

Beddingfield, Sheryl; Davis, Betty W.; Gilmore, Melanie; Jenkins, Lisa

doi:10.1016/j.teln.2010.10.001

Cited by 10 publications

(6 citation statements)

References 9 publications

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“…[16] Its reasonable economic value, nevertheless, does not compromise the effectiveness of the role-play simulation to achieve the learning goals. [11] The present study found that the professional attitude, including the cooperation between the health care providers, could only significantly increase after the clinical hands-on practice at the hospital. This finding is consistent with the study result of Garbee.…”

Section: Discussionmentioning

confidence: 49%

“…[10] Learning environment of a simulated practice is designed for students and teachers to work together aiming at meeting the learning goals. [10,11] Patient simulation practice encourages more kinesthetic learning that promotes a change in the attitude of the students. [12] In Indonesia, educating future nurses with good attitude is a double challenge.…”

Section: Introductionmentioning

confidence: 99%

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Human patient simulation to improve the attitude of the nursing students

Nuraini

Afifah

Agustini

et al. 2015

JNEP

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Attitude is an essential attribute of a nurse. Nursing education has an important role to shape the attitude of the nursing students, as a foundation of their attitude as nurses. The aim of this study was to evaluate the effect of the human patient simulation learning method on the attitude of the nursing students. Quasi-experimental, two group pre/post-test design was used. A total of 95 nursing students of the second year were given intervention and 37 students from another institution were assigned as control group. Second year students were selected as they were about to have clinical practice at the hospital. After the human patient simulation the attitude score statistically significantly increased in the intervention group (p < .01). The attitude score in the intervention group rose by 18.7 points (scale 37-185) and decreased by 8.2 point in the control group. The findings showed that the human patient simulation improved the attitude of the nursing students before having the actual learning experience with the patients at the hospital. Clinical learning environment in Indonesia is generally far from ideal to shape good attitude of the nursing students. Thus, human patient simulation is recommended to prepare the nursing students prior to clinical internship.

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Section: Discussionmentioning

confidence: 49%

Section: Introductionmentioning

confidence: 99%

Human patient simulation to improve the attitude of the nursing students

Nuraini

Afifah

Agustini

et al. 2015

JNEP

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“…Positive student learning outcomes associated with simulation include enhanced knowledge acquisition, critical thinking, psychomotor skills, and confidence, which translate into higher quality health care and greater patient safety (Kameg, Howard, Clochesy, Mitchell, & Suresky, 2010;Ortega, Gonzalez, De Tantillo, & Gattamorta, 2018). Given these benefits and the comparative effectiveness of simulation relative to clinical experience, the United States National Guidelines for Pre-Licensure Nursing Programs allow for the substitution of ''high-quality simulation'' for up to half of traditional clinical hours (Beddingfield, Davis, Gilmore, & Jenkins, 2011;Gore, Leighton, Sanderson, & Wang, 2014; (Hayden et al, 2014b); Hayden, Smiley, & Gross, 2014). However, it is important to note that this clinical replacement recommendation is only valid when ''high-quality simulations'' are administered.…”

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confidence: 99%

Spearheading Simulation in a Middle-Income Country: An International Collaboration

Snowden

Foronda

Falcon

et al. 2021

Clinical Simulation in Nursing

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Background: Faculty members in low-and middle-income countries (LMICs) are seeking to develop simulation centers with fewer resources. The aim of this study was to describe an effective approach to build capacity and facilitate the incorporation of simulation into the curriculum of a nursing program in a middle-income country. Method: A team of expert faculty members from the United States visited Jamaica to provide a trainthe-trainer simulation workshop. Results: Innovative and engaging strategies were used to foster faculty member development including codevelopment of simulations, implementation of simulation, codebriefing experiences, and curriculum development. Conclusion: Boards of nursing in LMICs are hesitant to accept simulation as the majority of evidence supporting simulation has been conducted in high-income countries. To influence policy, faculty members are urged to conduct more simulation research in LMICs to establish an evidence base. Collaborations of nurse faculty members involving high-, middle-, and low-income countries are recommended to further the science of simulation worldwide.

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“…A study examining the differences between HPS and traditional clinical experiences on the development of critical care nursing skills and critical thinking used a quasi-experimental posttest comparison of two sample groups (Beddingfield, Davis, Gilmore, & Jenkins (2011).…”

Section: Research On Simulation In Nursing Educationmentioning

confidence: 99%

“…Studies that compared the effectiveness of HPS and traditional clinical experiences were found to have findings similar to this study; however, the number of hours used for comparison was small. Beddingfield et al (2011) compared the difference between traditional clinical experiences and HPS experiences for care of two selected types of patient conditions. No significant statistical correlations were found between scores on an exam and the type of clinical experiences (traditional patients versus HPS experiences) students were exposed to.…”

Section: Summary Of Findingsmentioning

confidence: 99%

Relationship between Fidelity and Dose of Human Patient Simulation, Critical Thinking Skills, and Knowledge in an Associate Degree Nursing Program

Beebe¹

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This study examined the relationship between human patient simulation (HPS), critical thinking skills, and knowledge acquisition after HPS was integrated across the curriculum of an associate degree nursing program to determine if differences existed in critical thinking and knowledge of students based on the fidelity of HPS used and amount of student exposure to HPS. The effectiveness of HPS when used as a teaching strategy in lieu of traditional clinical experiences was examined to determine the impact on critical thinking and knowledge in relation to the percentage of traditional clinical experiences substituted with HPS. The National League for Nurses" (NLN) Nursing Education Simulation Framework, based on Kolb"s experiential learning theory, provided the framework. An ex post facto design was used with a convenience sample of 187 graduates drawn from the six cohorts of graduates who graduated from the nursing program spring 2006 through spring 2010. The Health Education Systems Incorporated (HESI) exit exam"s (E 2) composite score and HESI E 2 critical thinking (CT) subscore, used to measure nursing knowledge and critical thinking skills, were compared among the six cohorts of graduates exposed to varying degrees of fidelity and number of hours of traditional clinical experiences substituted with HPS during their educational program. Analysis of variance revealed that a significant difference in knowledge (p = 0.012) existed between the six cohorts. In addition, analysis of covariance revealed that a significant difference in critical thinking skills (p = 0.003) existed between the six cohorts. Polynomial contrasts identified a significant, positive linear trend in HESI E 2 mean scores (p = .001) and HESI E 2 CT mean scores (p < .001) across the six cohorts as exposure to and number of traditional clinical hours substituted with simulation increased. Significant statistical differences existing between pairs of cohorts were identified by pairwise comparisons of the six cohorts. The results supported the use of HPS as an effective teaching strategy in lieu of a small percentage of traditional clinical experiences. No significant statistical differences were identified in knowledge and critical thinking based on the fidelity of HPS used.

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The effect of high-fidelity simulation on examination performance

Cited by 10 publications

References 9 publications

Human patient simulation to improve the attitude of the nursing students

Human patient simulation to improve the attitude of the nursing students

Spearheading Simulation in a Middle-Income Country: An International Collaboration

Relationship between Fidelity and Dose of Human Patient Simulation, Critical Thinking Skills, and Knowledge in an Associate Degree Nursing Program

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