Showing papers in "Clinical Simulation in Nursing in 2014"

TL;DR: Kolb's Experiential Learning Theory can be used to guide simulation-based interprofessional education, offering both a foundation and process for knowledge acquisition based on the needs of each individual learner.

TL;DR: In this article, a phenomenological study investigated baccalaureate nursing students' perceptions about the characteristics of debriefing that contributed to their ability to learn Twenty-eight students participated in focus groups after simulation experiences.

TL;DR: The Spearman-rho ranked-order correlation coefficient as mentioned in this paper provides an overview of the Spearman correlation coefficient and its relationship with the correlation coefficient of the rank-order measure.

TL;DR: The Pearson productmoment correlation coefficient (PMC) as discussed by the authors is a measure of the Pearson product-moments correlation coefficient, which measures the correlation between the productmoments of a moment and its product.

TL;DR: This report summarizes the findings for the Simulation Design Characteristics construct and finds wide variance in the volume and strength of the evidence in support of the construct and its subcomponents.

TL;DR: The study shows that even limited interprofessional simulation exposure enabled students to acquire knowledge of other professions and develop a better appreciation of interprofessional learning.

TL;DR: The process of qualitative research and how to assess the methodological rigor of this type of study are described, which takes a more ‘‘emic’’ perspective than quantitative, meaning that the participant provides the truth and meaning instead of the researcher.

TL;DR: Findings from this study affirm the effectiveness of simulation as an educational tool, which promotes cognitive and psychomotor results equivalent to traditional methods with higher levels of faculty satisfaction and critical thinking development.

TL;DR: The aim of this article was to present strategies for incorporation of virtual simulation in nurse to education and to provide an approach to get started.

TL;DR: It is suggested that clinical simulation is a more effective teaching strategy than classroom teaching for the development of the assessment skills of the deteriorating patient.

TL;DR: In this article, a descriptive study examined baccalaureate nursing student perceptions of roles played in high-fidelity patient simulation, focusing on the observer role, with three themes emerging: conceptualizing the learning experience, capturing the big picture, and connecting with the team.

TL;DR: Although further research is needed, this study suggests that the use of SPEs is an effective methodology for promoting therapeutic communication skills in undergraduate psychiatric nursing students.

TL;DR: A systematic approach to training for role portrayal drawn from Simulated (Standardized) Patient methodology is likely to improve confederate portrayal.

TL;DR: There are multiple opportunities for future research to validate how learning outcomes are effected by using the NLN/JSF framework as a modality for education and research design.

TL;DR: The results of the study revealed a statistically significant reduction in student anxiety after the interaction with the SP and provide preliminary support of incorporating SPs as a teaching methodology in the mental health specialty.

TL;DR: In this paper, the authors describe how one Midwest community college utilizes the component processes of Bandura's observational learning as a foundation to design simulation experiences around the observer role, which provides all participants, regardless of the role, the same opportunities to achieve scenario learning objectives.

TL;DR: VRS provides an engaging learning opportunity to learn the skill of decontamination, and Educators and developers must work together to ensure optimal learning opportunities for students in virtual environments.

TL;DR: SG simulation may be an effective teaching strategy and has promise as an emerging pedagogical approach in students through the use of a serious game simulation.

TL;DR: A classroom-centered PBL scenario was an effective teaching strategy for preparing new graduates to address nurse-to-nurse incivility in the practice setting.

TL;DR: An objective structured clinical examination (OSCE) with culturally diverse standardized patients was introduced to 29 first-year graduate nursing students, and the objective scoring of student competency from the SPs was positive.

TL;DR: Evidence that virtual patient simulations can provide transformative learning experiences in nursing is presented, however, these simulations must allow students to explore the presentation, history, and backstory of the virtual patient in depth, beyond superficial clinical findings.

TL;DR: A multiyear evolution of the use of virtual environment simulations to improve communication and subjective assessment skills of prelicensure baccalaureate nursing students is detailed.

TL;DR: High-quality, in situ, simulation-based team training may have its greatest impact on improvement in nurse confidence in and performance of teamwork skills, but, regardless of the method, well-designed educational programs are effective in improving nursing knowledge of care of complex patients.

TL;DR: Urinary catheter insertion is a high-risk skill and therefore should be afforded ample time to practice, and one-time competency validation using a simulator is not enough to ensure skill mastery or retention.

TL;DR: The findings of the literature review for the educational practices construct and suggestions for moving forward with the NLN/Jeffries (2007) Simulation Framework towards a theory are detailed.

TL;DR: A review of the current state of the science in support of this framework was launched in 2010 as mentioned in this paper, where a diverse array of anecdotal literature with inconsistent terminology was identified, and a change in terminology from teacher to facilitator was proposed by the team.

TL;DR: A metaphor of simulation as a theatrical play with three underpinning themes emerged: Setting the Stage, The Performance, and Faculty as Directors triggered self-reflection and reframing from positive and negative simulation experiences.

TL;DR: In 2011, the International Nursing Association for Clinical Simulation and Learning (INACSL) assembled a panel of simulation experts to review the literature to establish evidence for each of the framework constructs.

TL;DR: In this paper, the authors define content validity of human patient simulation scenarios, implementation fidelity by facilitators, and reliability of scoring rubric and raters before its use in decision making.

TL;DR: The simulated role play experience in SL helped 10 of 11 students to apply concepts regarding the lived experience of marginalized persons and the use of SL as an innovative teaching/learning strategy for nursing education was validated.