Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis

Topping, Annie; Bøje, Rikke Buus; Rekola, Leena; Hartvigsen, Tina; Prescott, Stephen; Bland, Andrew; Hope, Angela; Haho, Päivi; Hannula, Leena

doi:10.1016/j.nedt.2015.06.003

Cited by 42 publications

(43 citation statements)

References 22 publications

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“…Simulation design was the most important factor influencing learner engagement with simulation debriefing. Some prior studies noted the importance of educator competency regarding creating and programming authentic scenarios for effective simulation‐based learning (Al Sabei & Lasater, ; Topping et al ., ). Nursing students in our study could actively engage in the simulation‐based learning because our simulation course was designed with high‐fidelity scenarios and settings.…”

Section: Discussionmentioning

confidence: 97%

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Survey of factors influencing learner engagement with simulation debriefing among nursing students

Roh

Jang

2017

Nursing & Health Sciences

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Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.

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Section: Discussionmentioning

confidence: 97%

“…A simulation educator should be competent in planning and designing simulations, and be able to facilitate learning in safe environments with knowledge and professional values (Topping, Bøje, Rekola, et al ., ). Facilitator competency has received the most attention in terms of maximizing learning opportunities (Decker et al ., ).…”

Section: Introductionmentioning

confidence: 97%

Survey of factors influencing learner engagement with simulation debriefing among nursing students

Roh

Jang

2017

Nursing & Health Sciences

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“…According to Issenberg et al, high degree of realism is important as an approximation of simulation to obstetric emergencies [11]. Bridging theory and practice through simulation training is partly dependent on comportment, in which the teacher or patient actor engages as a real-world role model [18]. …”

Section: Introductionmentioning

confidence: 99%

“No patient should die of PPH just for the lack of training!” Experiences from multi-professional simulation training on postpartum hemorrhage in northern Tanzania: a qualitative study

Egenberg

Karlsen

Massay³

et al. 2017

BMC Med Educ

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BackgroundPostpartum hemorrhage (PPH) is a major cause of maternal morbidity and mortality. In Tanzania, PPH causes 25% of maternal deaths. Skilled attendance is crucial to saving the lives of mothers and their newborns during childbirth.This study is a follow-up after multi-professional simulation training on PPH in northern Tanzania. The purpose was to enhance understanding and gain knowledge of important learning features and outcomes related to multi-professional simulation training on PPH.MethodsThe study had a descriptive and exploratory design. After the second annual simulation training at two hospitals in northern Tanzania, ten focus group discussions comprising 42 nurse midwives, doctors, and medical attendants, were carried out. A semi-structured interview guide was used during the discussions, which were audio-taped for qualitative content analysis of manifest content.ResultsThe most important findings from the focus group discussions were the importance of team training as learning feature, and the perception of improved ability to use a teamwork approach to PPH. Regardless of profession and job tasks, the informants expressed enhanced self-efficacy and reduced perception of stress. The informants perceived that improved competence enabled them to provide efficient PPH management for improved maternal health. They recommended simulation training to be continued and disseminated.ConclusionLearning features, such as training in teams, skills training, and realistic repeated scenarios with consecutive debriefing for reflective learning, including a systems approach to human error, were crucial for enhanced teamwork. Informants’ confidence levels increased, their stress levels decreased, and they were confident that they offered better maternal services after training.

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“…Literature indicates that there is a strong trend to increase SBL experiences for students in order to prepare them with the competence and confidence required to practice in complex healthcare environments and to enhance patient safety (Norman, 2012;Rickets, 2011;Topping et al, 2015). The study results demonstrate that this trend has been taking place in Ontario nursing programs since at least 2013.…”

Section: Discussion and Recommendationsmentioning

confidence: 71%

Exploring Simulation Utilization and Simulation Evaluation Practices and Approaches in Undergraduate Nursing Education

Zitzelsberger¹,

Coffey²,

Graham³

et al. 2016

INTED2016 Proceedings

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Simulation-based learning (SBL) is rapidly becoming one of the most significant teaching-learning-evaluation strategies available in undergraduate nursing education. While there is indication within the literature and anecdotally about the benefits of simulation, abundant and strong evidence that supports the effectiveness of simulation for learning and evaluation in nursing education is slow to emerge and has yet to be fully established. As the use of SBL increases in nursing education, the need to evaluate students appropriately, accurately, and in reliable ways intensifies. Furthermore, as nursing programs increasingly consider SBL as direct clinical replacement in the context of increased student enrolment and dwindling clinical placements, standardized evaluation must play a vital role. Our study investigated simulation utilization and simulation evaluation practices and approaches employed among undergraduate nursing educational programs in Ontario, Canada, using a mixed methods approach. Both quantitative and qualitative data were collected through a confidential online survey. The goal of our study is to establish a "picture" of current trends, practices, and approaches related to simulation that is employed within this entire province. An overview of the study findings and recommendations that have potential to make a substantial contribution to the growing evidence for best practices in the science of simulation will be discussed.

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Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis

Cited by 42 publications

References 22 publications

Survey of factors influencing learner engagement with simulation debriefing among nursing students

Survey of factors influencing learner engagement with simulation debriefing among nursing students

“No patient should die of PPH just for the lack of training!” Experiences from multi-professional simulation training on postpartum hemorrhage in northern Tanzania: a qualitative study

Exploring Simulation Utilization and Simulation Evaluation Practices and Approaches in Undergraduate Nursing Education

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