Developing clinical competency in crisis event management: an integrated simulation problem-based learning activity

Liaw, Sok Ying; Chen, F G; Klainin, Piyanee; Brammer, Jillian; O’Brien, Anthony; Samarasekera, Dujeepa D.

doi:10.1007/s10459-009-9208-9

Cited by 55 publications

(46 citation statements)

References 18 publications

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“…Simulation [21], PBL [19] or SIM-PBL [11] have been alternative ways to improve stu-dents' ability to perform the physical examination appropriately in varied clinical situations. Furthermore, previous studies have shown that SIM-PBL is better than PBL alone in teaching those skills to nursing students [11] and medical students [12].…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have indicated that simulation, coupled with PBL, can offer nursing students a more integrated learning process and a wider spectrum of clinical education. Simulation integrated with problem-based learning (SIM-PBL) has been used to improve clinical competency [11], critical assessment [12], academic achievement [13], problem solving [9], and self-efficacy (SE) [14] for nursing and medical students.…”

Section: Introductionmentioning

confidence: 99%

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The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Sohn¹,

Ahn²,

Lee³

et al. 2013

OJN

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Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students' self-efficacy (SE). Methods: This study was a one group pre-and posttest design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students' SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students' self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students' competency.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Sohn¹,

Ahn²,

Lee³

et al. 2013

OJN

View full text Add to dashboard Cite

show abstract

“…Universities currently face larger class sizes, distance learning, and the expectation to do more with less (Tompson, 2003;Sibbald, 2003;Alexiou, 2004;Brands, 2009). In health care education, students must not only gain knowledge, but also master clinical and personal skills (Kinkade, 1995;Schlicht, 1997;Fuhrman, 2001;Sibbald, 2003Sibbald, , 2004Kiegaldie, 2006;Kluge, 2007;Orr, 2007;Tsai, 2008;Bambini, 2009;Brands, 2009;Paige, 2009;Kameg, 2010;Liaw, 2010). Simulations have commonly been useful as supplements in teaching complex concepts in pharmacology and pharmacokinetics (Li, 1995;Sewell, 1996;Haworth, 1997;Hedaya, 1998;Boje, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Simulations have commonly been useful as supplements in teaching complex concepts in pharmacology and pharmacokinetics (Li, 1995;Sewell, 1996;Haworth, 1997;Hedaya, 1998;Boje, 2005). Mannequin simulations have been used to develop communication, assessment, and clinical skills (Bambini, 2009;Brands, 2009;Kameg, 2010;Liaw, 2010). Sibbald and Schlicht developed virtual patient case studies (Schlicht, 1997;Sibbald, 2003;2004).…”

Section: Introductionmentioning

confidence: 99%

“…Simulations can allow students to accomplish experiential learning in a relatively low risk environment (Schlicht, 1997;Tompson, 2000;Kiegaldie, 2006;Bambini, 2009). From using simulations, students felt that they improved their understanding of complex concepts, enhanced communication and clinical skills, improved judgment, stimulated analytical thinking, increased information retention, and improved self-efficacy (Haworth, 1997;Fuhrman, 2001;Sibbald, 2003;Boje, 2005;Kiegaldie, 2006;Kluge, 2007;Orr, 2007;Tsai, 2008;Bambini, 2009;Paige, 2009;Kameg, 2010;Liaw, 2010). In previous studies, students who learned with simulations scored higher than students who were taught with traditional methods (Fuhrman, 2001;Liaw, 2010).…”

Section: Introductionmentioning

confidence: 99%

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A Novel Virtual Pharmacy Examination Format and Student Self-Perceptions in Making Nonprescription Product Recommendations

Hamilton¹,

Clark²,

Padrón³

et al. 2012

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Objective: Determine the impact of the virtual pharmacy examination on student perceptions of confidence, competence, and comfort when recommending nonprescription products. Methods: A pre-test post-test survey of student perceptions of their own confidence, competence and comfort following exposure to a "virtual pharmacy" examination was administered. Paired sample t-tests and independent samples t-tests were used for pre-post comparisons where appropriate. Results: Analysis showed a pre-post mean increase of 1.25 on a 5-point scale (p < 0.001) for the 3-item subscale measuring perceived confidence in making nonprescription product recommendations. A single item for a pre-post comparison of perceived competence showed a mean increase of 1.45 on a 5-point scale (p < 0.001). Pre-post comparisons of self-reported comfort in making nonprescription recommendations showed a mean increase of 0.49 on a 5-point scale (p < 0.01). Conclusions: The virtual examination format improved student perceptions of their own confidence, competence and comfort in making nonprescription product recommendations.

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Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases

Imai¹,

Kresyman

Asadoorian³

2016

Journal of Dental Education

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In problem-based learning (PBL) environments, patient cases encourage students' development of critical thinking and problem-solving. Previous research has found that non-structured patient cases fostered students' critical thinking and problemsolving abilities; however, structured cases dominate in dental PBL. The aim of this study was to explore factors influencing educators as they developed cases for a hybrid PBL dental education program in Canada. In this phenomenological study, semi-structured interviews were used to collect seven educators' experiences with PBL case development. Content analyses with conceptual mapping were triangulated with field notes, researcher memos, and member checking to elucidate codes and themes. There were two major themes and 14 subthemes. The major theme-external factors-involved environmental parameters that influenced educators to develop PBL cases with a definitive problem-solving approach and preferred solution. Structured PBL cases dominated because of limited curricular time for students to explore identified learning issues within a three-session framework. The hybrid PBL dental curriculum further influenced educators to develop structured PBL cases such that content was not duplicated by corresponding lectures. The second major theme-internal factors-encompassed the educators' beliefs and values about teaching and student learning. These educators were enthusiastic about PBL as an instructional strategy, but did not appear to support the PBL philosophy wherein students engage in self-directed, self-exploratory learning. Structured PBL case development occurred when educators believed students needed content expert guidance. Structured PBL cases dominated in the hybrid PBL program because the educators felt students needed guidance in solving the cases to meet the learning objectives within the limited curricular time.

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Developing clinical competency in crisis event management: an integrated simulation problem-based learning activity

Cited by 55 publications

References 18 publications

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

A Novel Virtual Pharmacy Examination Format and Student Self-Perceptions in Making Nonprescription Product Recommendations

Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases

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