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

2020 ◽  
Vol 46 ◽  
pp. 50-56
Author(s):  
Patti G. Grota ◽  
Cynthia O'Neal
Keyword(s):  
Learning Experiences ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Simulation ◽  
Learning Standards ◽  
International Nursing ◽  
Simulation Learning

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

2021 ◽  
Vol 18 (2) ◽  
pp. 804
Author(s):  
Ana Rosa Alconero-Camarero ◽  
Carmen María Sarabia-Cobo ◽  
María José Catalán-Piris ◽  
Silvia González-Gómez ◽  
José Rafael González-López
Keyword(s):  
Nursing Students ◽  
Lower Cost ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Satisfaction Scale ◽  
Clinical Simulation ◽  
Level Of Knowledge ◽  
Spanish Universities ◽  
Students Satisfaction ◽  
Better Than

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.

scholarly journals Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 280 ◽  
Author(s):  
Diana Jiménez-Rodríguez ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Total Sample ◽  
Healthcare Services ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Technical Issues ◽  
The University

Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.

scholarly journals An Academic Reflection as an Examination after High-Fidelity Simulation in Nursing Education

2020 ◽  
Author(s):  
Sunmi Miyane
Keyword(s):  
Nursing Education ◽  
Clinical Competence ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Nurses ◽  
Well Being ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Good Learning ◽  
The Individual

Introduction: Today’s healthcare is complex and the need for quick decisions and care can be crucial for the patient’s well-being. For the students, it is essential to develop clinical competence during their nursing education. Aim: The aim of the study was to explore how an individual written academic reflection as an examination after high-fidelity simulation can support student nurses’ learning experiences of clinical competence when a developed questionnaire was used to stimulate in-depth reflection. Method: After the intervention of using an academic reflection as an examination after high-fidelity simulation during the fourth semester of the nursing programme, 107 individually written academic reflections were collected from students during 2017-18. A questionnaire with seven open-ended questions was developed to stimulate the reflection of students’ learning experiences of clinical competence. Based on Kolb’s experiential learning cycle, a deductive content analysis was used with focus on the students’ learning experiences. Results: The students expressed that the performed simulated scenario in connection with the individual written academic reflection made them aware of the strengths and weaknesses in their ability to clinical reasoning and patient safety. Furthermore, the importance of communications skills emerged. The students highlighted the use of the closed loop structure for communication in the team, and the necessity to involve the patient more in clinical situations. During the simulation scenarios, the students appreciated in having the opportunity to be an observer for developing knowledge concerning clinical competence. Conclusion: By implementing an examination that provides an opportunity for time for an in depth-reflection, creates effectively professional development. The academic reflection as an examination appears to be a good learning experience such as the clinical competence became visible for the students. Integrating reflective writing continuously during the nursing education can contribute progression of students’ skills to write an academic reflection.

scholarly journals Adult learning: What nurse educators need to know about mature students

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Cynthia Spies ◽  
Ielse Seale ◽  
Yvonne Botma
Keyword(s):  
Adult Learners ◽  
Nurse Educators ◽  
Adult Learner ◽  
Learning Experiences ◽  
Secondary Analysis ◽  
Nominal Group ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Mature Students ◽  
Independent Learner

Background: Most nurse educators regard students who enter postgraduate studies as adult learners capable of self-direction and independent learner behaviour. Therefore, a mismatch between the nurse educator’s expectation of adult learners and actual adult learner conduct may result in disappointment and even frustration for both educator and learner.Purpose: This article is a report of a secondary analysis of data that were collected to explore the high-fidelity simulation learning experiences of a group of postgraduate nursing students.The secondary analysis was done to determine whether adult learners who bring professional knowledge and experience to a postgraduate learning environment displayed adult learner conduct as proposed by educational theorist Malcolm Knowles.Method: Using a qualitative descriptive research design, data were gathered from 18 postgraduate nursing students who participated in high-fidelity simulation in a nursing school at a higher education institution in South Africa. The nominal group technique was used to collect the students’ ideas about improving their simulation learning experiences. A secondary qualitative analysis of the primary nominal group data was done.Findings: Data either confirmed or belied adult learner behaviour. Although the findings suggested self-directed and independent learner behaviour, they also revealed behaviour evident of dependence on the educator.Conclusion: Mature students have well established ways of thinking and doing that may hinder learning. Educators have to support adult learners in developing effective learning techniques in order to maximise the benefits of their experience and knowledge by fostering independence and self-direction.

scholarly journals Developing, implementing and evaluating a simulation learning package on post-partum haemorrhage for undergraduate midwifery students in KwaZulu-Natal*

2017 ◽  
Vol 22 ◽  
Author(s):  
Hafaza B. Amod ◽  
Petra Brysiewicz
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Student Satisfaction ◽  
Post Partum ◽  
Satisfaction Survey ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Interactive Method ◽  
Post Partum Haemorrhage ◽  
Simulation Learning

Background: The training of undergraduate midwifery students to identify and manage post-partum haemorrhage, is an essential skill in midwifery.Aim: The aim of this study was to develop, implement and evaluate a simulation learning package (SLP) on post-partum haemorrhage for undergraduate midwifery students using high fidelity simulation without risks to real-life patients.Methods: An exploratory sequential mixed methodology was used in this study. The study was made up of three phases namely; the development, implementation and evaluation of the learning package. The research participants were fourth year baccalaureate of nursing midwifery students and midwifery experts involved in teaching midwifery. Data was collected using an evaluation checklist for experts, a student satisfaction survey and focus group sessions. Quantitative data were analysed using SPSS Version 23.0 and the qualitative data was analysed using content analysis as described by Graneheim and Lundman(2004).Results: The evaluation checklist for experts revealed that the developed SLP was considered suitable for undergraduate students. It encouraged active learning, teamwork and accommodated diverse learning styles. The package was easy to use and offered opportunities for student feedback.The student satisfaction survey revealed that the pre-simulation support received was adequate and helpful, and the post simulation outcomes showed that using high fidelity simulation improved clinical skills, knowledge, critical thinking, self-confidence and satisfaction.The focus group sessions revealed that the SLP was an innovative and interactive method of learning; it improved the student's perception of their clinical competence, stimulated critical thinking and increased self-confidence.Conclusion: A simulation learning package, that uses high fidelity simulation, can be an innovative and interactive method to teach midwifery emergencies.

scholarly journals The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Hungwei Tseng ◽  
Lori Hill
Keyword(s):  
Nursing Students ◽  
Reflective Thinking ◽  
Empirical Support ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Simulation ◽  
Theory To Practice ◽  
Significant Difference ◽  
Flexible Thinking ◽  
The Impact

This study evaluated the effect of high-fidelity simulation with both mannequins and live actors on flexible and reflective thinking of nursing students. Students enrolled in an undergraduate nursing program were recruited to participate in this study. Ninety students, all female, completed both pre- and post-surveys. The researchers conducted a paired samples <em>t</em>-test to determine if there is a statistically significant difference in students’ level of flexible thinking before and after they experienced the high-fidelity simulation. Moreover, we conducted multivariate correlational analysis to examine the relationships between flexible thinking and reflective thinking. In general, statistical results in this study provide empirical support for the values of clinical simulation and debriefing on nursing students’ flexible and reflective thinking. High-fidelity simulation can expose students to controlled and dynamic clinical environments, allowing them to attempt the transfer of theory to practice, learn from collaborative and active learning tasks, and be open-minded to multiple perspectives and in diverse situations. We conclude that critical reflection is an important piece of development in flexible thinking and reflective learning. During the time of post-simulation interactions, students are encouraged to reflect objectively on their performance in each scenario. The input from peers and instructors provides students with the opportunity to assess their personal ability to transfer theory to practice and evaluate if the theory design of the course is providing them with the needed information to care for the clients presented in the clinical simulation scenarios.

scholarly journals P094: Use of high fidelity simulation to improve quality of care within Correction Canada's maximum security facilities: A Canada's first

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S98-S99
Author(s):  
F. Gilic ◽  
A. Valeriano ◽  
E. Johannessen ◽  
J. Nickason ◽  
I. Irving
Keyword(s):  
Acute Care ◽  
Circulatory Support ◽  
Rank Test ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Improvement Program ◽  
In Situ Simulation ◽  
Clinical Simulation ◽  
Maximum Security

Innovation Concept: Nurses working in corrections facilities are routinely faced with acute care scenarios requiring skilled management. There are also increasing numbers of inmates with chronic health conditions and acute exacerbations. Correctional Service Canada (CSC) has partnered with the Clinical Simulation Lab at Queen's University to develop a simulation-based training program aimed at improving acute care skills of Corrections nurses and staff. This novel quality improvement program encompasses a range of presentations that commonly occur in correctional environments. Methods: The program consisted of two laboratory sessions focused on acute care and trauma followed by an in-situ simulation session. The sessions were organized around the 4-component instructional design that enhances complex learning. Both lab sessions began with scaffolded part-task training (IV insertion, ECG interpretation, airway, circulatory support, etc) and then progressed to six team-based high-fidelity simulations that covered cardiac arrhythmias, hypoglycemia, agitated delirium, drug overdoses, and immediate trauma management. Participants rated the effectiveness of each session. Lastly, an in-situ session was conducted at the Millhaven maximum security facility for nursing and correctional staff. It comprised of five scenarios that incorporated actors, a high-fidelity manikin, and simulated security issues. Participants completed a validated self-assessment before and after the session grading themselves on aspects of acute care. Curriculum, Tool, or Material: Our multi-modal simulation curriculum enhanced self-assessed knowledge of CSC learners. Of 71 attendees in the acute care skills session, 70 agreed or strongly agreed that the exercise enhanced their knowledge, satisfied their expectations, and conveyed information applicable to their practice. All 13 participants in the trauma session agreed or strongly agreed to these sentiments. We used Wilcox signed rank test item by item on the in-situ questionnaire. There was significant improvement in majority of skills sampled: airway management, O2 delivery, team organization and assessment/treatment of cardiac arrest. Conclusion: This initiative is the first time high-fidelity simulation training has been used with Corrections nurses and the first in-situ simulation in a maximum security institution in Canada. The sessions were well-liked by participants and were assessed as very effective, validating the demand for further implementation of clinical simulation in correctional facilities.

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