Effectiveness of Simulation among Undergraduate Students in the Critical Care Nursing

Abstract

IntroductionNovice nursing students are trained to develop skills for delivering safe patient-centered holistic care in the undergraduate nursing. Entry of novice students in the higher levels of the undergraduate curriculum entails their adult clinical experience in the intensive care, high acuity, post-anesthetic and emergency settings. This clinical practice exposes the students to a variety of clinical conditions with unpredictable socio-cultural and psychosocial background [1]. With growing patient acuity and the complexity of care, higher standards of nursing and competencies are set for new graduates in the clinical settings. Nurse educators endeavor to promote students' critical thinking skills and confidence and are confronted with interactive technology for improving student centered learning [2,3].Simulations technology constructs real critical care scenarios for improving active participation, clinical reasoning, judgment, and acute decision making skills [4]. It provides hands-on practice and experiences in life-saving measures, resuscitation, cardiac arrest, casualty, disaster and emergency management to enhance understanding and learning. Simulation technology in teaching and science encourages interaction between Abstract Aim: This paper evaluates the effectiveness of simulation in critical care nursing among students in a public university. Methods:A single quasi-experimental design was used to evaluate the effectiveness of simulation compared to videos and High Fidelity Simulation (HFS). A convenience sample of 100 students in the critical care nursing course was selected in the year 2015-2016. Standardized simulation instruments were used to measure the knowledge, performance, self-satisfaction and self-confidence, educational practices and simulation design among students. ANOVA and t-test was used to analyze the findings.

Interactive Video Simulation for Remote Healthcare Learning

“…The use of simulation videos, however, played a role as a mediocre replacement to in-person simulation activities. Interactivity is an essential component of healthcare simulation (18) and passively watching simulation videos without interactivity does not satisfy the standards of best practice for healthcare simulation (19). To resolve this issue, we developed an Interactive Video Simulation (IVS) software that converts a simulation video into an interactive experience using educators' existing video content.…”

Interdisciplinary teaching practices: Reflections from a teaching triangle

“…[5] Teaching presence is the design, facilitation, and direction of cognitive and social processes to realize personally meaningful and educationally worthwhile learning outcomes. [6] Cognitive presence is the extent to which learners can construct and confirm meaning through sustained reflection and discourse. [6] The process of community inquiry can facilitate an understanding of the complexities of building student relationships.…”

“…[6] Cognitive presence is the extent to which learners can construct and confirm meaning through sustained reflection and discourse. [6] The process of community inquiry can facilitate an understanding of the complexities of building student relationships.…”

Evaluation of Disaster Simulation: Learning Process, Satisfaction, and Self-Confidence among Nursing Students

“…A positive sign indicates the better the learning process is applied; the students will feel more satisfied. In research conducted by D'souza et al (2017) on 100 nursing, students showed a significant relationship between the simulation learning process and student satisfaction (p = 0.03) [25]. Thus, the simulation learning process directly increases student satisfaction and student knowledge and performance related to critical care and nursing care compared to students only learning by watching videos.…”