Using International Nursing Association for Clinical Simulation and Learning Standards to Evaluate the Rigor of High-Fidelity Simulation Learning Experiences

Grota, Patti G.; O'Neal, Cynthia

doi:10.1016/j.ecns.2020.05.001

Cited by 7 publications

(19 citation statements)

References 15 publications

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“…The nursing department has a dedicated simulation laboratory with resources to allow for high-fidelity simulations. Debriefing after each simulation was faculty led using debriefing with good judgment as the guiding theoretical framework 16,17…”

Section: Methodsmentioning

confidence: 99%

“…Debriefing after each simulation was faculty led using debriefing with good judgment as the guiding theoretical framework. 16,17 The elective was a 3-credit course. Simulations were offered weekly and included multiple topics that focused on skills such as communication, wound care, high-alert medications and blood administration, chest tube assessment, urinary catheter insertion, and mock codes.…”

Section: Interventionmentioning

confidence: 99%

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Impact of Simulation on Undergraduate Student Outcomes

Thomas

Barker

2022

Nurse Educ

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Background: Clinical reasoning is a cognitive and metacognitive process that is essential for positive patient outcomes. Simulation experiences provide situations and reflection where students can build clinical reasoning. Purpose: This study examined the impact of a higher number of simulation experiences on undergraduate student outcomes. Methods: A retrospective comparison study examined differences between group grade point average, Assessment Technologies Institute (ATI) predictor, and National Council Licensure Examination (NCLEX) scores (P < .05). A sample of 395 students was included in data analysis. Results: No differences were noted in grade point average or NCLEX pass rates. However, students who completed a simulation elective had significantly higher ATI predictor scores. Cohen's d (0.39) approached a medium effect size. Conclusions: Incorporating higher levels of in-person simulation through creative delivery models can improve student outcomes. Simulations may enhance students' clinical reasoning skills.

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Section: Methodsmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Impact of Simulation on Undergraduate Student Outcomes

Thomas

Barker

2022

Nurse Educ

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“…The use of instruments for scenario development favors applying high-fidelity simulation [21][22][23][24][25][26]48] and provides synergy with care practice in terms of patient safety [49][50][51][52]. For example, carrying out the pilot/test of the scenario prepared by the participants in the test is considered as an element of good practices [22], and identified opportunities for improving the scenario execution and pointed out latent threats which favored reflection and implementation behavior in professional practice.…”

Section: Plos Onementioning

confidence: 99%

Form for planning and elaborating high fidelity simulation scenarios: A validation study

2022

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Every human being has the right to safe, dignified and harm-free care in health institutions. High fidelity simulation has been used in teaching for the training and continuing education of health professionals to promote quality, safe and humanized patient care. Elaborating scenarios is an important phase to provide a simulation-based experience, and is relevant in the teaching-learning process. The objective of this study was to validate the content and applicability of the High Fidelity Simulation Scenario Planning and Development Form and its Operational Manual. The form could be used to development of scenarios to medicine, nursing, physiotherapy and as well as other specialties in the healthcare. This was a methodological validation study of the form and its manual content by experts in simulation and its feasibility, conducted in two phases: Phase 1: eight experts were selected using the “snowball” sampling technique to validate the content measured by the content validity index; Phase 2 (test): the form and its operational manual validated by the experts were made available to 28 participants in order to elaborate scenarios for the feasibility assessment and participation in the focus group. All items in the form and in the operational manual reached a content validity index above 0.80. The total content validity index was 0.98. The evaluation of the usability of the instruments carried out by the participants reached a percentage above 96.43% in all alternatives except for the item “It was easy to use the form to build your scenario” (75%). Eight participants were present in the focus group. Focus group discussions were categorized into completeness, practicality and usefulness according to comments and suggestions. The form and its operational manual proved to be valid instruments.

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“… Sullivan et al. (2019) described emerging evidence for the ratio of clinical to simulation hours as 2:1 and based on the limited evidence available, a similar 2:1 replacement of clinical hours was adopted to simulation hours during the pandemic ( Grotta et al., 2020 ; Sullivan et al., 2019 ). In principle, committing to high quality virtual simulation experience constituted that one hour of simulation (including synchronous and asynchronous activities) would provide a comparable experience equivalent to two hours in a clinical practice setting in a more traditional face-to-face experience.…”

Section: Establishing Guiding Principles As a Starting Pointmentioning

confidence: 99%