Clinical Simulation in Nursing最新文献

Background

In recent years, simulation teaching has been widely used as a teaching method to improve midwifery students' practical skills. This study was conducted to evaluate the effect of the simulation teaching method on midwifery students' knowledge and skills of vaginal examination in labor.

Method

This is a randomized controlled experimental study and was conducted between November 08, 2022 and August 18, 2023. The research group consisted of third-year students in the midwifery department of a state university in Turkey . The study was completed with 32 students in the experimental group and 30 students in the control group. Student Identification Form, Vaginal Examination Procedural Information Form, Vaginal Examination Findings Record Form, and Vaginal Examination Knowledge Test were used as data collection tools.

Results

In the study, the Vaginal Examination Procedural Information Form score was found to be statistically significantly higher in the experimental group (p = .001). There was no significant difference between the groups in terms of the Vaginal Examination Knowledge Test score. Cervical effacement (U = 3.930; p < .001), cervical dilatation (U = 4.781; p < .001), and fetal descent (U = 4.608; p < .001) accuracy scores were significantly higher in the experimental group compared to the control group.

Conclusion

Teaching vaginal examination in labor with simulation improved midwifery students' vaginal examination skills by increasing their procedural knowledge and accuracy in vaginal examination assessments in the clinical setting.

Background

High-fidelity simulation is an effective tool in nursing education, but a research gap exists in its application to wound care training. This study explored the acceptability of working with simulated patients (SPs) with moulaged wounds to improve students' wound care skills.

Method

This descriptive qualitative study used semi-structured interviews with 14 student nurses who competed a high-fidelity wound simulation. Data were analysed using a deductive thematic approach.

Findings

Findings are presented with reference to the Australian Standards of Wound Prevention and Management guidelines. Four main themes (and six subthemes) were identified: realism (moulage and SPs), situational awareness (decision making and task focus), reflective practice (learning from others and self-reflection), and consolidation of practice.

Conclusion

The standards-based simulation proved effective and acceptable to students.

Background

The literature regarding using simulation-based training to manage nonphysical violence among Jordanian nursing students is limited. The aim of this study was to examine the effectiveness of simulation-based training on nursing students’ efficacy about managing nonphysical violence.

Method

This study was conducted using a single-group, pre-test, post-test experimental design. Non-probability convenience sampling method was used to recruit the nursing students in the current study (N = 67). The participants attended a simulation-based training session about violence in healthcare settings. The data collection consisted of a demographics questionnaire, the perception of aggression scale (POAS), and the Defence Styles Questionnaire-40 (DSQ-40). A paired sample t-test was performed to compare the mean scores of POAS and DSQ-40 pre- and postintervention.

Results

The results of this study showed that the simulation training program did not produce a significant impact on enhancing nursing students’ efficacy about managing nonphysical violence.

Conclusion

While no statistically significant differences were observed in the outcome measures, this study informs future research by reporting findings from a single simulation exposure and adding to the literature about using simulation interventions to impact education outcomes.

Background

Nursing education faces significant challenges in providing students with adequate clinical learning experiences, particularly in mental health. Anxiety among nursing students related to clinical practice is well-documented and can hinder effective learning and performance.

Methods

This pilot study aimed to assess the feasibility and effectiveness of using Branching spherical video learning scenarios to reduce student anxiety and enhance mental health assessment knowledge in undergraduate nursing students. A mixed-methods approach, including quasi-experimental design and qualitative interviews, was employed. Participants were randomly assigned to intervention and control groups, with the intervention group experiencing the learning scenario during their clinical course.

Results

Quantitative analysis revealed reductions in anxiety and increases in confidence among the intervention group postintervention. Qualitative interviews confirmed reduced anxiety, increased confidence, and enhanced mental status examination (MSE) knowledge among participants.

Conclusion

Branching spherical video learning scenarios show promise in alleviating student anxiety and improving mental health assessment knowledge in nursing education. The study underscores the potential of immersive VR technologies to enhance learning experiences and prepare students for clinical practice.

Background

In multi-level health care environments, the complexity of nursing decisions is increasing, which places greater demands on nurses’ decision-making ability. Compared with traditional teaching methods, simulation has gradually been introduced into nursing decision-making training curricula because of the advantages of simulation-based learning (SBL).

Methods

Meta-analysis.

Results

This meta-analysis included 11 studies. SBL showed statistically significant improvements in nursing decision-making ability (SMD = 0.89, 95% CI = [0.39, 1.38], p < .001), knowledge (SMD = 0.46, 95% CI = [0.14, 0.79], p = .006), critical thinking (SMD = 0.50, 95% CI = [0.15, 0.84], p = .005), and skills (SMD = 0.34, 95% CI = [0.10, 0.58], p = .005). Subgroup analyses revealed that SBL was more helpful for nursing students than for registered nurses. The effects of a computer-based simulation were similar to those of a people-based simulation. Interventions conducted for “2-8 weeks” and immediate measurement were found to be more effective.

Conclusions

SBL is an effective method for improving nurses’ decision-making ability, knowledge, critical thinking and skills.

Background

An Australian academic electronic medical records (AAeMR) program was tested amongst third-year undergraduate nursing students at one large regional university.

Methods

An inductive qualitative thematic analysis of focus group data was applied.

Results

Four themes emerged 1) Being prepared for an e-change; 2) Is e-learning better or just different? 3) Learning to be safe using workstations on wheels in a safe environment and 4) Caring for patients when connecting with technology.

Conclusion

Students identified the AAeMR software promotes the delivery of patient centred care and enhances their preparedness to use electronic records in clinical practice.

There is strong evidence supporting the integration of simulation into nurse practitioner (NP) education; however, there is a lack of literature describing the benefits of multiple patient scenarios. The goal of this innovative simulation is for the NP student to manage multiple acutely ill pediatric patients and communicate effectively with an interprofessional team. A formative simulation was implemented in the last semester of an acute care pediatric NP program. The scenario included four patients with commonly encountered diagnoses on a pediatric hospitalist service. A postimplementation survey was developed to assess student perceptions of the simulation activity. Students (n = 13) reported increased confidence in assessment skills, clinical decision making, and their ability to prioritize patient care interventions. Overall, 69.2% of students strongly agreed and 30.8% agreed that this was a useful simulation experience. Multiple patient simulation scenarios may enhance NP student competency and confidence while facilitating the transition to the provider role.

Background

Empathy is essential to effective patient-nurse relationships and decision making in nursing care. This study aimed to explore the use of virtual simulation to promote empathy and the relationship between empathy and attitude in nursing students.

Methods

Randomized pre-test and post-test control group design was employed.

Results

The participants who experienced the text-based case study or virtual simulation self-reported significantly increased empathy after the activity, but no differences between the groups. Meanwhile, more negative attitudes toward substance overuse correlated with a lower level of empathy toward affected patients.

Conclusion

Both text-based case study and virtual simulation are effective to promote empathy.

Aim

To develop and apply during clinical simulation a checklist for assessing nursing students' competence in safe medication administration.

Design and Method

Two-stage instrumental study: 1) Development and preliminary validation of the checklist; 2) observational study of first- and second-year students to assess reliability of the checklist and analyze the results obtained. The observation involved simulation scenarios in which students had to administer intravenous medication.

Results and Conclusions

The MEDISIM checklist comprises 26 items and shows good psychometric properties (Cronbach's alpha = .842; inter-observer reliability = .974). A high proportion of students were observed to have adequate needle technique (86%) and to wash their hands prior to preparing medication” (72%), whereas far fewer disinfected the catheter hub before administering medication (18%) or checked for drug allergies (33%). Mean scores (out of a possible 26) were 15.2 (SD 4.54) among year 1 students and 18.0 (SD 5.29) for year 2 students (p < .001). The results obtained highlight areas that need to be addressed in nurse education, as well as by students in their independent learning.

Background

Palliative care is a human right to which all people should have access, however pediatric and neonatal palliative care resources are limited in India.

Design and Methods

A quantitative one-arm pre-test / post-test and descriptive correlational design was used to determine the impact of an interprofessional pediatric and neonatal palliative care specialty education and simulation program among health providers and ancillary support team in India.

Results

Post-intervention scores were significantly higher than pre-intervention scores for self-assessment, education assessment, and knowledge assessment of the healthcare team. The mean score of barriers to palliative care utilization had no significant difference between the pre- and post-intervention.

Conclusion

Nurses in India are ready and interested in improving pediatric and neonatal palliative care outcomes and favored interprofessional simulation as a teaching and learning strategy. Results indicated the specialty education and simulation program was effective in improving pediatric and neonatal health capacity among an interprofessional healthcare team in India. This study highlights the need for effective, structured programs to build pediatric and neonatal palliative care capacity in India.