Effectiveness of Simulation-Based Education in Critical Care Nurses' Continuing Education: A Systematic Review

Jansson, Miia; Kääriäinen, Maria; Kyngäs, Helvi

doi:10.1016/j.ecns.2012.07.003

Cited by 26 publications

(21 citation statements)

References 16 publications

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“…Although the effectiveness of simulation‐based education in nurses' continuing education is still largely unknown (Jansson et al .,in press), within medical education following a systematic review McGaghie et al . () felt that there is no doubt that simulation technology can produce substantial educational benefits.…”

Section: Simulation In Critical Carementioning

confidence: 99%

International overview of high‐level simulation education initiatives in relation to critical care

Alinier

Platt

2013

Nursing in Critical Care

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The use of simulation in health care education has become very topical across all professions and specialties in order to improve patient safety and quality of care. In the last decade, the adoption of more realistic simulation-based teaching methodologies, which serves as a bridge between the acquisition and application of clinical skills, knowledge, and attributes, has been accompanied by the development of a multitude of international and national simulation societies. These serve as important exchange fora for educators, clinicians, researchers, and engineers who desire to learn and share their experience and knowledge around simulation-based education. Several countries have derived their own strategy in order to promote the use of such training methodology. Current key national strategies will be presented in this paper alongside a discussion of their expected impact. Various approaches have been adopted and each has their own place and the potential to be adopted by other nations depending on their political, economic or even geographic context. Within the critical care arena, simulation has generated considerable interest and there is a growing evidence base for its use as a learning and teaching strategy within this environment. A number of critical care-related associations and societies are now recognizing simulation as an appropriate pedagogical approach and acknowledging its potential to improve patient care and clinical outcomes. Its implementation should be carefully considered to ensure that developments are based on current best educational practice to maximize the efficiency of these educational interventions.

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Section: Simulation In Critical Carementioning

confidence: 99%

International overview of high‐level simulation education initiatives in relation to critical care

Alinier

Platt

2013

Nursing in Critical Care

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“…However, it has to be recognised that there could be unacceptable consequences arising from of a lack of knowledge and skills in identifying the deteroriating patient. It is imperative to consider the efficient and effective delivery of education necessary for the registered nurse to provide safe care of the deteriorating patient (Jansson et al, 2013;Kelly et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…There is a plethora of literature that supports simulation has a positive benefit for patient safety (Cannon-Diehl 2009;Disher 2014;Copper et al, 2013). Most of the evidence within the context of nursing has been specific to the development of the undergraduate nurse; there is limited literature regarding the ongoing effectiveness of simulation to develop knowledge acquisition for the registered nurse and the impact this has on clinical practice (Jansson et al, 2013;Hauber et al , 2010 ;Stirling et al, 2012). While some of the principles of using simulation in the education of pre-registration students is applicable to the postregistration setting, it is inappropriate to assume the same processes will be effective in improving skills and changing practice for the registered nurse.…”

Section: Introductionmentioning

confidence: 99%

Does simulation enhance nurses' ability to assess deteriorating patients?

Bliss

Aitken

2018

Nurse Education in Practice

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Recognising and responding to patient deterioration has been identified as a key skill in nursing care to ensure that care is escalated for prompt, efficient management of the potentially critically ill patient. Simulation is one teaching strategy that has been established in nurse education as a method for enhancing skills. The objective was to explore the experiences of registered nurses to ascertain whether they perceived that simulation enhanced their skills in recognising the deteriorating patient. An exploratory qualitative design was used. Data were collected from registered nurses using semi-structured interviews following a professional development course where scenario-based simulation had been used to assess the patient. Eight registered nurses were interviewed for this study. Semi-structured interviews were conducted face to face. Verbatim transcripts were analysed using thematic analysis to identify major themes. Four themes were identified: knowledge, improved assessment skills in caring for the acutely ill patient, the learning environment and decision making. The use of simulation as a strategy was perceived by nurses to improve their own ability in identifying deteriorating patients. The participants described how their knowledge was transferred to clinical practice, with the overall perception that this led to improved patient care.

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“…Through predetermined case scenarios, students learn to assess and manage complex conditions without the fear of making mistakes in a safe and supportive environment. While many nursing educators around the world have sought to validate the usefulness of HFPS in their teaching (Kardong-Edgren et al 2010), the evidence for simulation effectiveness in students' learning is inconsistent (Jeffries 2005, Kardong-Edgren et al 2010, Jansson et al 2013, Shin et al 2014. Learning evaluation is an important part of teaching process because it can help instructors evaluate student learning and performance, to improve and refine their teaching.…”

Section: Introductionmentioning

confidence: 98%

“…Learning evaluation is an important part of teaching process because it can help instructors evaluate student learning and performance, to improve and refine their teaching. However, few studies of evaluation instruments for simulation learning have sound psychometric properties (Cant & Cooper 2010, KardongEdgren et al 2010, Jansson et al 2013). Development of a sound psychometric instrument is necessary to facilitate further evaluation of the HFPS influence on student learning.…”

Section: Introductionmentioning

confidence: 98%