Using High-fidelity Simulation as a Learning Strategy in an Undergraduate Intensive Care Course

Badır, Aysel; Zeybekoğlu, Zuhal; Karaçay, Pelin; Göktepe, Nilgün; Topçu, Serpil; Yalçın, Begüm; Kebapçı, Ayda; Oban, Gül

doi:10.1097/nne.0000000000000134

Cited by 15 publications

(21 citation statements)

References 21 publications

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“…[10] The instruments used in current scientific publications are the evaluation of BLS-AED knowledge based on a multiplechoice questionnaire (MCQ) and the evaluation of skills on a simulated case by an instructor, using a performance checklist. [8,11] More recently, the automatic monitoring of compression and ventilation manoeuvres, using a high-fidelity manikin, [12][13][14] allows a more objective assessment of these manoeuvres; however, although essential, these manoeuvres do not evaluate all the components of competency.…”

Section: Discussionmentioning

confidence: 99%

A summative assessment of theoretical and practical competencies in BLS-AED-An empirical research methodology to obtain quantitative results

Castillo

Sancho

Higueras

et al. 2020

JNEP

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Background and objective: The evaluation in basic life support (BLS) and automated external defibrillator (AED) training courses is mostly formative. The objective of the study was to evaluate a quantitative assessment with an established cut-off level of 7 out of 10.Methods: The course was designed in accordance with the European Resuscitation Council (ERC). For the evaluation a high-fidelity manikin was available (Laerdal® Resusci Anne QCPR). A multiple-choice questionnaire (MCQ) was used to test knowledge, and the practical skills with a high-fidelity manikin.Results: About 68.2% and 34.1% obtained a score greater than 7 in knowledge and skills as evaluated by the nurse educator, immediately after the training. When the skills illustrated by the manikin were included, the results fell to 11.4% and 2.3%, respectively.Conclusions: A summative assessment of theoretical and practical competencies with a cut-off level of 7 demonstrates that global competency in BLS-AED is not achieved and some other strategies should be introduced in the current courses.

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Section: Discussionmentioning

confidence: 99%

A summative assessment of theoretical and practical competencies in BLS-AED-An empirical research methodology to obtain quantitative results

Castillo

Sancho

Higueras

et al. 2020

JNEP

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“…Although medical students master the basic operation steps in training, they often feel apprehensive in clinical operations due to the lack of 1st aid scene training, particularly in critical scenarios. [3] Working in the ICU requires the integration of strong theoretical, practical, and applicable multi-disciplinary knowledge and skills; hence, clinicians should be armed with solid basic theoretical knowledge, relatively strong operation skills, and comprehensive analytic skills. [4] The rapid development of critical care medicine has influenced greater requirements for doctors in the ICU and further improvement in clinical 1st aid skills and teamwork awareness.…”

Section: Discussionmentioning

confidence: 99%

The impact of SimMan on resident training in emergency skills

Yu¹,

Zhang²,

Zhang³

et al. 2019

Medicine

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The purpose of this study was to analyze the role of SimMan in resident training of emergency skills.Forty-five 1st year medical residents were selected for this study. All participants were divided into groups and each participant performed different roles during training. Clinical cases were selected using the tutor mode/auto mode in the SimMan computer system in order to train and assess each group. A pre-test was administered to the 45 residents before emergency medical technician (EMT) skill training. Finally, a post-test was conducted with SimMan after training. Tutors scored the student's performance and recorded the overall time for the procedure.Before training, the overall qualification rate was 44.44%. The average score of the 9 groups was 62.78 ± 8.84 and the average 1st aid duration was 519.22 ± 34.35 seconds. After the training, the overall qualification rate was 100%. The average score of the 9 groups was 80.89 ± 7.39. The average 1st aid duration was 453.56 ± 24.40 seconds. The P values in comparing pre- and post-training data were .009, <.001 and <.001.An integrated learning approach using SimMan as a tool for training and examination can help training residents develop emergency skills, teamwork, and communication.

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“…For measuring the satisfaction of the students with the training, the "Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation-SSHF" [36] was used. The questionnaire is composed of 38 closed questions valued by a 5-degree Likert scale, and structured in eight domains: (1) simulation utility, (2) characteristics of cases and applications, (3) communication, (4) self-reflection on performance, (5) increased self-confidence, (6) relation between theory and practice, (7) facilities and equipment and (8) negative as-pects of simulation. The greater the score for each scale, the greater the level of agreement with it.…”

Section: Instruments Used For Data Collectionmentioning

confidence: 99%

“…However, being competent in a specific area is complex because students must be able to integrate knowledge, skills, capabilities, attitudes and learning outcomes, all of which enable problem solving in various ‘real-life’ situations [ 3 , 4 , 5 ]. In this sense, simulation as an optimal teaching tool may help one achieve the competencies of preparing students for clinical practice, together with other teaching methods [ 6 , 7 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

Alconero‐Camarero

Sarabia‐Cobo

Catalán-Piris

et al. 2021

IJERPH

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Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

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Using High-fidelity Simulation as a Learning Strategy in an Undergraduate Intensive Care Course

Cited by 15 publications

References 21 publications

A summative assessment of theoretical and practical competencies in BLS-AED-An empirical research methodology to obtain quantitative results

A summative assessment of theoretical and practical competencies in BLS-AED-An empirical research methodology to obtain quantitative results

The impact of SimMan on resident training in emergency skills

Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

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