Clinical Simulation in Nursing最新文献

Background

Methods

Results

Conclusions

Despite the technological advances in simulation with high-fidelity manikins, moulage, and virtual reality, there continues to be a lack of realism during simulation that allows students to navigate specific scenarios appropriately. Faculty implemented an innovative teaching strategy with third-semester nursing students using QR codes during postpartum simulation to accurately depict OB-specific assessment findings. Faculty observations during the simulation and student feedback received during debriefing revealed that the inclusion of authentic assessment photos enhanced students' clinical judgment when identifying the priority interventions for their patients. QR codes can be used in simulation to provide life-like assessment findings at a low cost to departments and allow students to build on clinical judgment and critical thinking skills.

Background

Healthcare teams need cognitive skills and social skills in acute care and routine situations. This article describes the use of storytelling and the re-enactment of a real-life event to teach such skills.

Method

We describe the preparation, conduct, and debriefing of the simulation.

Results

In our conducts of the simulation most participants found it valuable, but we also saw a low number of participants, who did not engage a lot in simulation.

Conclusion

This concept and the principle of combining story-telling with re-enactment can provide valuable learning opportunities for different target groups in healthcare settings.

Background

The National Aeronautics and Space Administration-Task Load Index (NASATLX) is a subjective instrument for measuring cognitive load. Originally designed for aviation, it has proven a valid and reliable instrument across disciplines. Despite extensive use, its ability to measure cognitive load in group and individual nursing simulation has yet to be explored.

Methods

This secondary analysis investigates NASA-TLX psychometric properties among 488 surveys completed by learners from a Bachelor's nursing program during individual and group simulation. Psychometric tests included item analysis, Cronbach's alpha, inter-item correlations, and exploratory factor analysis.

Results

NASA-TLX demonstrated acceptable reliability and validity in individual simulation; however, there was less reliability in group simulations.

Conclusion

Administration variances across individual and group simulation impact NASATLX validity and reliability.

Background

Simulation activities allow students to engage in interprofessional learning in safe, low-risk environments conducive to learning. This enables students to make connections between different health professionals outside of the clinical setting to help improve their practical patient centered care.

Sample

Third year nursing and second year medical radiation sciences students.

Method

Participants were invited to take part in an interprofessional simulation activity. Participants could then choose to complete an online survey after the practical simulation activity.

Results

Survey results showed that most participants found the simulation IPL activity to be useful.

Conclusion

Simulation education can be implemented to raise awareness of the roles of nursing and medical radiation science student practitioners by other student practitioners. There is scope to incorporate interprofessional simulation activities in future curriculum educational design to aid student interprofessional awareness, communication and collaboration.

Introduction

Traditional nursing education often lacks interprofessional collaboration across different levels of education. The Interprofessional Education Collaborative (IPEC) provides competencies to foster such collaboration. Updates by the American Association of Colleges of Nursing (AACN) emphasize interprofessional partnerships and population health.

Method

This mixed-methods study involved senior nursing students in a simulated mass casualty incident (MCI) with paramedic students and standardized patients. Pre- and post-surveys measured students' perceptions and preparedness, supplemented by qualitative data from open-ended survey questions. The simulation included Sort, Assess, Life-saving interventions, Treatment triage training and a structured debriefing session.

Results

A total of 35 (62.5%) students completed surveys. Post-simulation, significant improvements were observed in perceived preparedness (p = .00) and team engagement (p = .02). Qualitative analysis identified four themes: Art of nursing, Lived experience of a nurse, Teamwork, and Triage, highlighting enhanced communication and teamwork skills.

Conclusions

The simulated MCI effectively improved students' preparedness and interprofessional collaboration skills, though leadership and critical thinking, showed nonsignificant statistical changes. Future simulations should address design limitations to better reflect real-world dynamics and enhance interprofessional interactions.

The purpose of this manuscript is to share the interprofessional development of foundational lactation open education resources (OERs) for prebriefing prior to simulation. A team of health faculty, students, and practitioners developed five lactation modules with an Equity Diversity Inclusion (EDI) framework representing diverse families. Participants (n=1453) answered a survey at the end of the OER modules including a variety of healthcare professional faculty, students, practitioners, and parents. The process of development, effectiveness, and usability of these modules were used for prebriefing prior to teaching/learning opportunities. The findings from use of the five OERs provide descriptive data on the usefulness for interprofessional education and professional development. The creation of five OER lactation modules provide an equity and inclusion lens to model consistent approaches to support the needs of diverse families allowing interprofessional students to develop shared mental models and psychological safety prior to clinical experiences.

Background

Breaking disciplinary silos and increasing understanding for students has the potential to transform the future of healthcare, yet it can be challenging to develop interdisciplinary simulations.

Methods

While integrating the AACN Essentials into a new course about forensics in the healthcare setting, innovative simulation design helped undergraduate nursing and pre-health track science students demonstrate specific sub-competencies.

Results

The simulations resulted in self-reported increased student learning.

Conclusion

With simulation-based experiences in both healthcare and chemistry lab settings, nursing faculty and students, science faculty and students interested in health sciences, public safety, and counseling services are ubiquitous to institutions of higher learning that house nursing programs and are all great partners in designing simulations in the interdisciplinary forensic science field.

Background

This study developed simulation-based augmented reality (AR) to enhance pediatric nursing and clinical reasoning competency among students in Taiwan.

Methods

A quasi-experimental repeated measures study was conducted with 45 participants. The pediatric nursing knowledge test and clinical reasoning scale (CRS) were evaluated three times: pre-test, post-test, and follow-up.

Results

Repeated measures ANOVA showed that pediatric nursing knowledge and CRS both had significant differences in the three time points. The highest-scoring CRS domain was 'awareness of clinical cues' and the lowest was 'conformation of clinical problems'.

Conclusions

Simulation-based AR is effective in improving students’ knowledge and clinical reasoning competency.

Background

This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.

Results

Each discipline group demonstrated significant changes in perceived self-efficacy (p < .001) and communication (p < .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.

Conclusion

Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.