The impact of simulation education on self‐efficacy towards teaching for nurse educators

Garner, Shelby L.; Killingsworth, Erin E.; Bradshaw, Martha J.; Raj, Leena; Johnson, Sally; Abijah, S.P.; Parimala, S.; Victor, Samson R

doi:10.1111/inr.12455

Cited by 34 publications

(35 citation statements)

References 19 publications

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“…The phases of analysis and synthesis, in turn, promote reflection, which is crucial in learning because it modifies behaviors due to the acquired knowledge and interpretation of the experienced situations (43) . Studies have identified that nursing students who participate in structured debriefing and synthesize all the components of a simulated experience in a context they consider meaningful (2,26) find it easier to reflect assertively and comprehensively (24) , develop critical thinking and the ability to integrate new information and improve their clinical judgment ability (26) . Today, the body of evidence that evaluates debriefing methods is increasing although a given method is usually chosen according to the personal preference of the facilitator without regard for the context and the objectives (4) .…”

Section: Discussionmentioning

confidence: 99%

“…The increasing complexity of health systems and greater awareness of user rights have forced nurses to adapt to this scenario (1) . Simulation in initial and continuing nursing education to support teaching and learning is currently considered one of the best ways to improve the capacity to reflect and reason clinically and develop competencies (2) .…”

Section: Introductionmentioning

confidence: 99%

“…Simulation is an active teaching and learning strategy whereby students actively participate in scenarios that mimic real-life situations and consequently engage in reflective practices, divided into three phases, namely preparation, participation and debriefing (2)(3)(4) .…”

Section: Introductionmentioning

confidence: 99%

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Debriefing methods and techniques used in nursing simulation

Nascimento

Oliveira

Alves

et al. 2020

Rev. Gaúcha Enferm.

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Integrative Review Debriefing methods and techniques used in nursing simulationMétodos e técnicas de debriefing utilizados em simulação na enfermagem Métodos y técnicas de debriefing utilizadas en la simulación de enfermería ABSTRACT Objective: To identify in the literature methods and techniques of debriefing used in teaching and learning in nursing simulation. Methods: Integrative review of PubMed/MEDLINE®, LILACS, Scopus and CINAHL® databases, with the descriptors "nursing", "nursing education", respective terms in English and Spanish, and the keyword "debriefing". Twelve primary studies, in Portuguese, English and Spanish, from January 2008 to December 2018 were included. Qualitative analysis was used to categorize the domains. Results:The identified meaningful learning methods were based on principles of transfer of learning; model of clinical reasoning, interprofessional, with good judgment and structured and self-debriefing techniques, oral, eye-tracking, video-assisted and written debriefing. Conclusions:The structured method and the oral technique with video were outstanding. One method was not superior to the other but effective for a particular proposal. No national studies have been found. Research should be conducted on the effectiveness of nursing debriefing methods and techniques.Objetivo: Identificar na literatura métodos e técnicas de debriefing utilizados no processo de ensino e aprendizagem na simulação em enfermagem. Métodos:Revisão integrativa, nas bases de dados PubMed/MEDLINE®, LILACS, Scopus e CINAHL®, com os descritores "enfermagem", "educação em enfermagem", respectivos termos em inglês e espanhol e a palavra chave "debriefing" Incluíram-se 12 estudos primários, nos idiomas português, inglês e espanhol, de janeiro de 2008 a dezembro de 2018. Utilizou-se análise qualitativa para categorização dos domínios. Resultados: Identificaram-se os métodos de debriefing Meaningful Learning; based on principles of transfer of learning; model of clinical reasoning, interprofissional, com bom julgamento e estruturado, e técnicas self-debriefing; oral; Eye-Tracking; videoassistido e written debriefing.Conclusões: Sobressaíram-se o método estruturado e a técnica oral com vídeo. Um método não foi superior ao outro, mas eficaz para determinada proposta. Não foram encontrados estudos nacionais. Sugere-se, pesquisas sobre a eficácia dos métodos e técnicas debriefing na enfermagem. Palavras-chave:Enfermagem. Educação em enfermagem. Debriefing. Tecnologia educacional. Simulação. RESUMEN Objetivo: Identificar en la literatura los métodos y técnicas de análisis utilizados en el proceso de enseñanza y aprendizaje en la simulación de enfermería.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Debriefing methods and techniques used in nursing simulation

Nascimento

Oliveira

Alves

et al. 2020

Rev. Gaúcha Enferm.

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“…The higher the dispositional resilience level, the lower the burnout situations in nurses who can successfully overcome obstacles, uncertainties, and adverse conditions [ 43 ]. Simulation workshops have been indicated as an effective strategy to improve self-efficacy and resilience [ 44 ]. We suggest that nurses can provide a better quality of care in nursing practice by these training programs.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Practice toward Do-Not-Resuscitate among Taiwanese Nursing Staff Using Path Modeling

Chang

Hung

et al. 2020

IJERPH

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This study aimed to elucidate the predictors and the effects of path modeling on the knowledge, attitude, and practice toward do-not-resuscitate (DNR) among the Taiwanese nursing staff. This study was a cross-sectional, descriptive design using stratified cluster sampling. We collected data on demographics, knowledge, attitude, and practice as measured by the DNR inventory (KAP-DNR), Mindful Attention Awareness Scale, General Self-Efficacy Scale, and Dispositional Resilience Scale. Participants were 194 nursing staff from a medical center in northern Taiwan in 2019. The results showed that participation in DNR signature and education related to palliative care were significant positive predictors of knowledge toward DNR. The DNR predictors toward attitude included DNR knowledge, mindfulness, self-efficacy, dispositional resilience, and religious belief of nurses. Generally, the critical predictors of DNR practice were DNR attitude, dispositional resilience, and male nurses. In path modeling, we identified that self-efficacy, dispositional resilience, master’s degree, and religious belief directly influenced practice constituting DNR. Based on the findings of this study, we propose that nurses should improve their self-efficacy and dispositional resilience through training programs. Encouraging staff to undertake further education and have religious beliefs can enhance the practice of DNR and provide better end-of-life care.

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“…As new teaching strategies are being introduced in India, it is vital to ascertain the teacher self-efficacy of the Indian nursing faculty. According to Britton, K. L., [14] higher self-efficacy is achieved by understanding and experience which affect teaching behaviors and professional progress and is integral to increasing self-efficacy [15].…”

Section: Introductionmentioning

confidence: 99%

Effect of Applying Program Based Learning on Nurse's Performance and Self-efficacy Regarding Arterial Blood Puncture

Elkader¹,

Shahin²,

El-Ata³

2020

AJNR

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Background: Arterial blood puncture is one of the most complex parts of nursing practice. Purpose: Evaluate effect of applying program based learning on nurse's performance and self-efficacy regarding arterial blood puncture. Method: Quasi experimental research design has been utilized in this study. This study was conducted at four hospitals affiliated to ministry of health. A convenient sample of 70 nurses was included. Three tools were utilized for collecting data; first tool was a questionnaire to assess nurses' knowledge regarding arterial blood puncture. Second tool was observational checklist of arterial blood puncture procedure. The last one was arterial blood puncture self-efficacy scale. Results: the study results revealed improvement in nurses' knowledge and practice regarding arterial blood puncture after applying the program based learning. A significant difference was founded between levels of nurses' self-efficacy about arterial puncture after program implementation with p-value of 0.000. While, hospitals where nurses working are associated significantly with total self-efficacy of nurses regarding arterial blood puncture. Conclusion: the current study concluded that the program based learning about arterial puncture improves nurses' knowledge, practice and self-efficacy. Additionally, regular training program regarding arterial blood puncture should be applied in hospitals. Conducting the same study in larger sample is recommended.

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The impact of simulation education on self‐efficacy towards teaching for nurse educators

Abstract: The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call.

Cited by 34 publications

References 19 publications

Debriefing methods and techniques used in nursing simulation

Debriefing methods and techniques used in nursing simulation

The Effect of Practice toward Do-Not-Resuscitate among Taiwanese Nursing Staff Using Path Modeling

Effect of Applying Program Based Learning on Nurse's Performance and Self-efficacy Regarding Arterial Blood Puncture

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