Does prior exposure to clinical critical events influence stress reactions to simulation session in nursing students: A case-control study

Couarraze, Sébastien; Saint-Jean, Michèle; Marhar, Fouad; Carneiro, Jean-Marc; Siksik, Georges; Weider, André; Kurrek, Matt M.; Rey, Thierry; Houzé-Cerfon, Charles-Henri; LeBlanc, Vicki R.; Geeraerts, Thomas

doi:10.1016/j.nedt.2021.104792

Cited by 10 publications

(5 citation statements)

References 36 publications

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“…Thus, we also wonder whether learning patientspecific cultural differences from other IP team members was a novel experience that may have affected self-assessment scores. This aligns with prior studies that postulate a 1-time simulation exposure may be a powerful strategy in promoting positive outcomes such as reducing self-assessed stress 25 or improving clinical assessment and intervention skills. 26 This study integrated exposure in 2 ways.…”

Section: Discussionsupporting

confidence: 82%

Interprofessional Simulation as an Educational Tool to Assess Cultural Competence Among Health Professions Students

et al. 2022

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BackgroundThe concept of collaborative practice within health professions is viewed as “best practice.” Poor collaboration can adversely affect patient safety. Interprofessional (IP) teamwork skills can be developed and nurtured through the health professionals' education; however, many barriers exist, which deter this from occurring. A lack of cultural diversity exposure within the healthcare setting can result in treatment disparities and place the patient at risk. One healthcare area that has gained considerable interest is the practitioners' understanding of multiculturalism and how cultural competence subsequently influences health disparities.ObjectivesThis study examined the application of culturally complex clinical simulation scenarios that intentionally integrated IP teamwork and hypothesized that participants' understanding of cultural competence would improve.MethodsParticipants were junior-level nursing, bachelor-level social work, graduate-level occupational therapy, and PharmD students (N = 180) who participated in an IP simulation exercise composed of culturally complex clinical scenarios performed by trained standardized patients designed to demonstrate underrepresented populations with diverse religious/spiritual, sexual orientation, racial/ethnic, socioeconomic, psychosocial, and geographic characteristics. Survey tools included an adapted Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) and the Cultural Awareness Assessment Tool (CAAT). Descriptive statistical analyses were conducted to describe the sample population with the use of inferential statistics to analyze the MAKSS and CAAT scores using a statistical significance level of 0.05. Data were analyzed using SPSS v25 using paired t tests to compare pretest-posttest results.ResultsResults showed that there was a statistically significant increase in MAKSS and CAAT scores from presimulation to postsimulation. The findings also suggest that participation in this type of exercise may have increased self-assessment of cultural awareness and multicultural awareness, knowledge, and skills among health professions students.ConclusionsThis study described the planning and execution of a large multiple scenario simulation event that involved 180 students spanning 5 healthcare disciplines. Findings demonstrated that the IP simulation event improved the students' self-assessment of multicultural awareness, knowledge, and skills as well as their own cultural awareness. The exploration of cultural competence and humility should be a priority for simulation-based learning.

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Section: Discussionsupporting

confidence: 82%

Interprofessional Simulation as an Educational Tool to Assess Cultural Competence Among Health Professions Students

et al. 2022

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“…• Intensity of clinical stress: Analyzed with the stress numerical rating scale, a scale also used in other research (Blomberg et al, 2014;Couarraze et al, 2021). A range of 0-10 was used (0 = no stress, 10 = extreme stress).…”

Section: Designmentioning

confidence: 99%

Stress factors experienced by nursing and midwifery students

Mrosková,

Schlosserová,

Cuperová

et al. 2024

Cent Eur J Nurs Midw

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“…Et d'autre part, la littérature démontre que le stress génère de l'anxiété qui, en fonction de son intensité, peut influencer ou non l'apprentissage (Bauer et al, 2013, p. A161;Evain et al, 2015, p. A279). Cependant, la sécurité psychologique peut être garantie pendant la formation par simulation en indiquant clairement lors du briefing que les personnes participantes peuvent quitter la session si elles en ressentent le besoin (Couarraze et al, 2021). Ces émotions peuvent aussi être utilisées en simulation afin de travailler les compétences émotionnelles (Bourgeon et al, 2021, p. 164).…”

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L’apprentissage du raisonnement clinique infirmier par la simulation en formation initiale pour la qualité et l’efficience des soins

Hoyelle-Pierre,

Jaillet

2024

RITPU

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Mis en ligne : 13 février 2024 RésuméUne erreur de jugement clinique, à l'issue du raisonnement clinique du professionnel infirmier, peut avoir des conséquences plus ou moins graves pour le patient ou la patiente en altérant la qualité et l'efficacité des soins prodigués avec la survenue d'évènements indésirables. Une expérimentation auprès d'étudiantes et étudiants en soins infirmiers français a permis de mettre en évidence le processus métacognitif afin de limiter les heuristiques de raisonnement grâce à l'introduction de la simulation haute-fidélité dans le curriculum de formation. Grâce à cette expérimentation en formation initiale infirmière, il a été possible de mesurer la pertinence du diagnostic de situation clinique suite au raisonnement clinique infirmier. Cela a permis de mettre en évidence les liens entre le bénéfice de la simulation haute-fidélité et la mise en lumière du processus métacognitif dont l'objectif final sera de limiter la survenue d'évènements indésirables. Cependant, l'ingénierie de formation ayant recours à la simulation haute-fidélité ne doit pas exclure les facteurs contributifs comme les émotions et les sentiments qui influencent ce processus de raisonnement, mais qui permettent d'accéder au processus de réflexion métacognitive dans le contexte d'apprentissage.

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Does prior exposure to clinical critical events influence stress reactions to simulation session in nursing students: A case-control study

Cited by 10 publications

References 36 publications

Interprofessional Simulation as an Educational Tool to Assess Cultural Competence Among Health Professions Students

Interprofessional Simulation as an Educational Tool to Assess Cultural Competence Among Health Professions Students

Stress factors experienced by nursing and midwifery students

L’apprentissage du raisonnement clinique infirmier par la simulation en formation initiale pour la qualité et l’efficience des soins

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