An Interprofessional Simulation-Based Learning Activity for Nursing and Physiotherapy Students

Dennis, Diane; Furness, Anne; Duggan, Ravani; Critchett, Siana

doi:10.1016/j.ecns.2017.06.002

Cited by 27 publications

(14 citation statements)

References 30 publications

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“…Our findings confirm that ISBL also creates more substantial understanding and respect between professions by providing insights into their respective roles and functions. This aligns with the findings of Dennis et al (2017), suggesting that ISBL provided the participants with an enhanced understanding of interprofessional team roles and that everyone has an important role in the care of the patient.…”

Section: Discussionsupporting

confidence: 88%

A qualitative study of perioperative nursing students' experiences of interprofessional simulation‐based learning

Kaldheim

Fossum

Munday

et al. 2020

Journal of Clinical Nursing

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Aim To explore perioperative nursing students' experiences of interprofessional simulation‐based learning to gain a deeper understanding of how this educational tool can be used to support students' learning and enable them to achieve the intended learning outcomes. Background Despite extensive research, it remains unclear what and how participants learn from interprofessional simulation‐based learning. There is a need to specify how interprofessional simulation‐based learning should be organised to support and promote learning processes, especially for postgraduate learners. In particular, there seems to be little evidence in the existing literature in the field of educating perioperative nurses, where advanced technical skills and high‐quality nursing care are required. Design The study's qualitative and explorative design is reported in accordance with the COREQ guideline. Method Between May–October 2019, thirty‐four perioperative nursing students from four educational institutions participated in six focus group interviews, with four to eight students in each. All participants had previous experience of interprofessional simulation‐based learning in acute settings. Data were transcribed verbatim and were then subjected to phenomenological hermeneutical analysis involving three steps: naïve reading, structural analysis and comprehensive understanding. Results Three themes were identified the following: customised interprofessional simulation‐based learning; reality of the experience of interprofessional simulation‐based learning; and preparedness for clinical practice. Conclusion Customised interprofessional simulation‐based learning was found to be of value to the participants and reflected their feeling of mental preparedness entering interprofessional simulation‐based learning. Furthermore, participants' experience of reality when using the tool was a key theme that also impacted how prepared participants felt for clinical practice. Relevance to clinical practice The study findings contribute to the further expansion of interprofessional simulation‐based learning in perioperative nursing education as a means of developing students' professional competence. This is essential knowledge, as professional practitioners must reflect on practice to further enhance that practice and patient safety.

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Section: Discussionsupporting

confidence: 88%

A qualitative study of perioperative nursing students' experiences of interprofessional simulation‐based learning

Kaldheim

Fossum

Munday

et al. 2020

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…Other clinical areas in which physiotherapists work, have already demonstrated the positive effects of simulation to promote other skills. Some antecedents mention that simulations improve teamwork and the understanding of professional roles [44]. Moreover, simulations can replace part of the time in clinical institutions [38], contribute to education in cardiorespiratory physiotherapy [20], improve confidence in students, and enhance the procedural skills in the different performance areas [45], not just in physiotherapy but also in the nursing profession as it has already shown an important effect on anxiety and self-confidence [46].…”

Section: Discussionmentioning

confidence: 99%

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

et al. 2021

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Background Low back pain (LBP) is a condition with a high global prevalence, which is getting health professionals’ attention, including physiotherapists as they must have the skills to provide treatment that increases the patient’s quality of life. Clinical simulations could be a pedagogic strategy that facilitates adequate training for students to acquire skills to improve their professional reasoning in this clinical situation. Objective This study sought to determine the effects of clinical simulations with simulated patients (SP) on the physiotherapy students’ clinical decision-making within a role-playing (RP) scenario while caring of LBP patients. Methods This experimental study included 42 participants from two Colombian universities, randomized into two groups (SP, n = 21; RP, n = 21). The clinical skill of performing the Objective Structured Clinical Examination (OSCE-LBP) was evaluated while students cared for patients with LBP; after that, a pedagogical method was conducted that included clinical simulation and, finally, the OSCE-LBP was applied again to compare both groups. Results Changes occurred in the OSCE-LBP among both groups of students: the scores increased (0.66 and 0.59 in RP and SP, respectively), and neither of the two was superior (p value 0.01; 95%CI − 0.21 to 0.23). Conclusion Both types of simulation favor decision-making in professional reasoning in physiotherapy students during interactions with individuals with LBP. Trial registrationhttps://clinicaltrials.gov/ct2/show/NCT04428892 Identifying number: NCT04428892. It was retrospectively registered.

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“…Other clinical areas in which physiotherapists work have already demonstrated the positive effects of simulation as a pedagogic approach that develops integrally the skills of the future professional. Some antecedents mention that simulation improves teamwork and the understanding of professional roles (41); it can replace part of the time in clinical institutions (37), contribute to education in cardiorespiratory physiotherapy (20), improve con dence in students and enhance the procedural skills in the different performance areas (42).…”

Section: Discussionmentioning

confidence: 99%

Simulation in Physiotherapy Students for Clinical Decisions during Interaction with People with Low Back Pain. Randomized Controlled Trial

Cuellar

Mora

Castellanos-Garrido

et al. 2021

Preprint

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Background: Low back pain (LBP) is a symptomatology with a high global prevalence; health professionals, including physiotherapists, must have the skills to create professional actions that increase a quality of life for patients. Clinical simulation can be a pedagogic strategy that facilitates in students adequate training to acquire skills that improve professional reasoning in this clinical situation. The objective of this study was to compare the effects of clinical simulation with simulated patient (SP) versus simulation with role playing (RP) in physiotherapy students for decision-making in clinical skills while caring for a person with LBP. Methods. Experimental study, with 42 participants from two Colombian universities, randomized into two groups (SP n = 21, RP n = 21). The clinical skill was evaluated during the interaction with a person with LBP for which the Objective Structured Clinical Examination (OSCE-LBP) was validated for individuals with low back pain; thereafter, a pedagogical method was conducted that included clinical simulation and, finally, the OSCE-LBP was applied again to compare both groups.Results. Changes occurred in the OSCE-LBP among both groups of students: the scores increased (0.66 and 0.59 in RP and SP, respectively), and neither of the two was superior (difference 0.01 95%CI -0.21 to 0.23). Conclusion. Both types of simulation favour decision-making in professional reasoning in physiotherapy students during interaction with individuals with LBP.Contribution of paper: This is an RCT that explores the use of clinical simulation with simulated patient as a teaching method in decision making by physiotherapists versus traditional use of role playing

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An Interprofessional Simulation-Based Learning Activity for Nursing and Physiotherapy Students

Cited by 27 publications

References 30 publications

A qualitative study of perioperative nursing students' experiences of interprofessional simulation‐based learning

A qualitative study of perioperative nursing students' experiences of interprofessional simulation‐based learning

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

Simulation in Physiotherapy Students for Clinical Decisions during Interaction with People with Low Back Pain. Randomized Controlled Trial

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