A critique of the National League for Nursing/Jeffries simulation framework

LaFond, Cynthia M.; Vincent, Catherine

doi:10.1111/j.1365-2648.2012.06048.x

Cited by 39 publications

(27 citation statements)

References 24 publications

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“…The use of simulation as a pedagogical approach is widespread and rapidly expanding in nurse education [1,2] . Through the use of human patient simulation (HPS), realistic and holistic clinical situations can be recreated on campus [3] .…”

Section: Introductionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

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The debriefing phase in human patient simulation is considered to be crucial for learning. To ensure good learning conditions, the use of small groups is recommended, which poses a major challenge when the student count is high. The use of large groups may provide an alternative for typical lecture-style education and contribute to a more frequently and repeated training which is considered to be important for achieving simulation competency. The purpose of the present study was to describe nursing students' experiences obtained during the debriefing conducted in small and large groups with the use of a qualitative descriptive approach. The informants had participated in a human patient simulation situation either in large or small groups. Data was collected through the use of five focus-group interviews and analysed by content analysis. The findings showed that independent of group-size the informants experienced the learning strategies to be unfamiliar and intrusive, and in the large groups to such an extent that learning was hampered. Debriefing was perceived as offering excellent opportunities for transferable learning, and activity, predictability and preparedness were deemed essential. Small groups provided the best learning conditions in that safety and security were ensured, but were perceived as providing limited challenges to accommodate professional requirements as a nurse. Simulation competency as a prerequisite for learning was shown not to be developed isolated in conjunction with simulation, but depends on a systematic effort to build a learning community in the programme in general. The faculty needs to support the students to be conscious and accustomed to learning as a heightened experience of learning out of their comfort zone.

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Section: Introductionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

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“…Applying this model in a national multi-site, multi-method project, Jeffries and Rizzolo (2006) found that debriefing was the most important feature in simulation design, and variables such as collaboration, problem-solving and high expectations were the essential education practices in simulation teaching. Favourable student outcomes such as increased student satisfaction, confidence and improved skill performance were also reported by a critique article of the framework of simulation model (Lafond & Van Hulle Vincent 2013). Yet, many of its concepts and propositions in the framework require further study.…”

Section: Introductionmentioning

confidence: 87%

“…Simulation design includes five other important constituents: objectives, fidelity, problem-solving, student support and debriefing. Learning outcomes may be evaluated by five indicators: knowledge, skill performance, learner satisfaction, critical thinking and self-confidence (Jeffries & Rogers 2009, Lafond & Van Hulle Vincent 2013. Applying this model in a national multi-site, multi-method project, Jeffries and Rizzolo (2006) found that debriefing was the most important feature in simulation design, and variables such as collaboration, problem-solving and high expectations were the essential education practices in simulation teaching.…”

Section: Introductionmentioning

confidence: 97%

Development and validation of the Simulation Learning Effectiveness Inventory

Chen

Huang

Liao

et al. 2015

Journal of Advanced Nursing

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“…[23][24][25][26] It can also increase learners' confidence in their skills. [27,28] Finally, successful teamwork between professionals affects patients' experience of the quality of the overall care delivered. [29] 3.…”

Section: Introductionmentioning

confidence: 99%

Nursing and medical staff’s experiences of simulation education

Salminen‐Tuomaala

Jaskari

Perälä

et al. 2017

CNS

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Objective: The purpose of the research was to describe nursing and medical staff's knowledge of simulated learning and their experiences of the usefulness of simulation education in one hospital district in Finland. The research aimed at producing user-oriented knowledge to be used in the development of multiprofessional simulation pedagogical continuing education. The study is part of a larger research project, whose purpose is to build up a multiprofessional simulated learning environment for a network of partners. They involve a university of applied sciences, a vocational education center, a health technology development center and a hospital district. Methods: Data were collected using a Web-based survey tool between December 1, 2016 and January 13, 2017. The questionnaire contained both quantitative (n = 24) and qualitative (n = 3) items. This article deals with quantitative data only. Data was analyzed using SPSS Statistics for Windows 23. The response rate was 28% (n = 125). Results: Both nursing and medical staff found that simulation education had been useful for the development of their theoretical and practical competence. Some statistically significant differences were discovered between various age and professional groups. Conclusions: As a conclusion, nursing and medical staff in this hospital district need more information about simulation education and simulated learning environments. The knowledge produced in this study can be used in planning multiprofessional simulation pedagogical continuing education. Simulation pedagogy can be especially useful when practicing teamwork and interaction in acute, recurring and infrequent care situations.

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A critique of the National League for Nursing/Jeffries simulation framework

Cited by 39 publications

References 24 publications

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Development and validation of the Simulation Learning Effectiveness Inventory

Nursing and medical staff’s experiences of simulation education

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