A Review of Currently Published Evaluation Instruments for Human Patient Simulation

Kardong-Edgren, Suzie; Adamson, Katie Anne; Fitzgerald, Cynthia

doi:10.1016/j.ecns.2009.08.004

Cited by 213 publications

(118 citation statements)

References 26 publications

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“…There is a relative lack of reliable and valid evaluation instruments measuring the learning outcomes outlined in this study and / or the effectiveness of HFS as a teaching modality (Kardong-Edgren, Adamson, & Fitzgerald, 2010). The Ottawa GRS measures all five CRM skills listed within this proposal.…”

Section: Limitationsmentioning

confidence: 99%

Development of Crisis Resource Management Skills: A Literature Review

Lucas

Edwards

2017

Clinical Simulation in Nursing

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In this repeated-measures observational study, eleven acute care and critical care registered nurse participants were evaluated at four different time points to measure the effect of an education program on observed performance of crisis resource management (CRM) skills.Performance was measured using the Ottawa Global Rating Scale and a checklist developed for this study. One-on-one semi-structured interviews also assessed nurses' perceptions of the learning that occurred in the education program. Results were mixed with statistically significant changes in mean scores occurring between time one and time two and non-statistically significant improvement in mean scores overall. Interview results indicated nurses perceived a high degree of learning through passive observer roles as well as active responder roles. This study adds to the body of evidence on the effectiveness of high-fidelity simulation education programs and highlights the need for further research in multiple areas. AL Thesis CRM Skills 3Acknowledgements

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Section: Limitationsmentioning

confidence: 99%

Development of Crisis Resource Management Skills: A Literature Review

Lucas

Edwards

2017

Clinical Simulation in Nursing

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“…[6,28] In 2003, the NLN/Laerdal simulation research study developed the EPQ instrument. [31] The EPQ has been shown to have good reliability, with Cronbach alphas ranging from .88 to .93 across the four domains [30] for both the presence of features in simulation and .91 for the importance of these features. [28] For each statement, students were asked two separate questions.…”

Section: Instrumentsmentioning

confidence: 99%

“…Students are required to follow the same dress code and preparation policies for both clinical learning experiences. [2,[29][30][31] We integrated high-fidelity human mannequin simulation into the undergraduate program curriculum in the following ways. First, we created learning objectives and course outlines for the four core didactic medical surgical courses.…”

Section: Nyu Meyers Clinical Teaching Modelmentioning

confidence: 99%

“…Clinical topics covered in the weekly lecture course are reinforced and elaborated in the on-campus and off-campus clinical sessions. [2,[29][30][31] To support the alignment of the course content across the four core didactic and clinical classes, the faculty developed a portfolio of patient scenarios for each on-campus clinical simulation session. The original case scenarios were purchased from Laredal, the simulator manufacturer, and revised by faculty to reflect local population demographics and clinical practice patterns.…”

Section: Nyu Meyers Clinical Teaching Modelmentioning

confidence: 99%

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Simulation is more than working with a mannequin: Student’s perceptions of their learning experience in a clinical simulation environment

Rodriguez

Nelson

Gilmartin

et al. 2017

JNEP

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Purpose: This paper describes undergraduate nursing students' assessment of learning in a clinical teaching model that replaces 50% of the traditional clinical hours with high-fidelity simulation. We assessed students' perceptions of the use of best practices in simulation teaching, and the importance assigned to each teaching practice to support learning. Methods: Longitudinal program evaluation design. We surveyed undergraduate nursing students with the Educational Practices Questionnaire (EPQ) at the mid-point (semester 2) and end of the program (semester 4). We used paired t-tests to assess changes in student EPQ scores between mid-and end-program. Results: Results showed that students' reported greater exposure over time to clinical simulation activities that fostered active learning and high expectations; the degree to which they rated collaborative learning as important also increased. Conclusions: Students' perceptions of the use of educational best practices and the importance of simulation in nursing education from program mid-point to end-point lends support for a clinical teaching model that uses a simulation to substitute for traditional clinical hours.

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“…tient simulator is a computerized full-body manikin that is able to provide real-time physiological and pharmacological parameters of persons of both genders, varying ages, and with different health conditions [3]. This study looks at the interface occurring when simulation and Millennials engage.…”

mentioning

confidence: 99%

Simulation and Millennials—The Perfect Storm

Erlam¹,

Smythe²,

Clair³

2016

OJN

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Simulation in its various forms has developed extensively over the past 15 -20 years for use in undergraduate nursing programs. The widespread integration of technology-based educational tools into nursing curricula is raising concerns that technology rather than sound philosophically-based pedagogy is informing nursing education. Some believe that educational soundness has been overtaken by a focus on technological prowess. The manikins used in this immersive classroom often breathe, blink, and even speak in response to lecturer-controlled commands. This research explores how Millennials as a generational cohort (18 -30 years of age) interface with the teaching/learning platform of simulation. This action research study is unfolded in three distinct action cycles involving 161 undergraduate nursing students. Millennial characteristics of confidence, high achievement, team orientation, technology focus, feedback-saturated, and trophy-seeking traits make them especially adept in immersive simulation environment. If supported by appropriate philosophical underpinnings, simulation as a teaching/learning platform has the potential to become the preferred classroom for Millennial nursing students.

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A Review of Currently Published Evaluation Instruments for Human Patient Simulation

Cited by 213 publications

References 26 publications

Development of Crisis Resource Management Skills: A Literature Review

Development of Crisis Resource Management Skills: A Literature Review

Simulation is more than working with a mannequin: Student’s perceptions of their learning experience in a clinical simulation environment

Simulation and Millennials—The Perfect Storm

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