Effects of Repeated Exposure in Simulation-Based Education on Hospital Emergency Care

Choi, Eun Hee; Kim, Eun-Hwi

doi:10.14257/ijunesst.2016.9.1.29

Cited by 2 publications

(4 citation statements)

References 30 publications

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“…These study results are similar to other studies that support repetitive practice. [14,16,27] 4.2 Competency findings An overall improvement in mean performance scores for the treatment group was recognized. Specifically, the treatment group had performance gains in the Communication and Safety C-CEI R domains.…”

Section: Knowledge Findingsmentioning

confidence: 95%

“…Few studies using repetitive practice with nursing students are in the literature. Choi & Kim [16] found that nursing students' performance scores improved regardless of role assigned with repeated simulation exposures of emergency care. Kaddoura [17] explored the use of seven different sce-narios with first-year nursing students who had no previous exposure to simulation or assigned clinical.…”

Section: Repeat/repetition Simulationmentioning

confidence: 99%

“…Emerging evidence suggests that simulation-based education's efficiency is related to the frequency of simulation exposure [14][15][16][17][18][19] and increased opportunities for reflection. [20,21] However, there is a gap in research exploring the use of repetitive simulation exposures and reflection with pre-licensure students' sepsis specific knowledge and skill.…”

Section: Introductionmentioning

confidence: 99%

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The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

Maguire

White

Brannan

et al. 2020

JNEP

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Background: Prelicensure nursing students possess minimal knowledge and skill to implement sepsis protocols effectively. This article evaluates an educational project to assess the impact of a repeat septic shock simulation on pre-licensure nursing students' knowledge and skill competency. Methods: A quasi-experimental, repeated measures, pre-post design strategy was used to evaluate a repeat septic shock simulation. A convenience sample of one-hundred-forty-three (N = 143) senior baccalaureate nursing students enrolled in the study. The project consisted of a septic shock didactic session, septic shock simulation with a high-fidelity mannequin, debrief, repeat simulation followed by a second debrief as a component of a complex health nursing course. Ninety-seven (n = 97) participants were randomly assigned to groups of up to five students to participate in a repeat septic shock simulation. Forty-six (n = 46) participants were randomly assigned to up to five students and served as a control group. The control group participated in all study elements except the repeat simulation.Results: The percent change in nursing students’ knowledge scores from Pre-simulation to Post-simulation was statistically significant (p < .001). The initial and repeat simulation realized modest gains in competency scores between the initial and repeated simulation.Conclusions: Providing concurrent experiences using a screening tool in real-time while simultaneously providing an opportunity to practice and refine clinical judgment through a repeat simulation proved effective.

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Section: Knowledge Findingsmentioning

confidence: 95%

Section: Repeat/repetition Simulationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

Maguire

White

Brannan

et al. 2020

JNEP

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“…These findings support previous studies focused on critical patient scenarios that found repetitive practice improves performance. [26][27][28]…”

Section: Awareness Of Skillsmentioning

confidence: 99%

Immediate repeat of a septic shock simulation: Nursing students’ lived experience

Maguire

White²

2021

JNEP

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Background and objective: The COVID-19 pandemic has placed a significant increase for the need of high quality, high fidelity simulation practices to replace limited clinical experiences. Repetitive experiential practice is a training strategy used among professionals to bridge theoretical concepts to action. Furthermore, immediate repetitive experiential practice in a simulation environment is a novel approach that holds promise for learners to improve their response to critical conditions through increased faculty guided reflection. This study aimed to explore student attitudes regarding an immediate repeat of a simulation as a first step to explore training effectiveness.Methods: Students enrolled in a complex health baccalaureate nursing course participated in an immediate repeat of a septic shock simulation. An interpretive phenomenological approach was utilized to better understand undergraduate nursing students' lived experience of learning through a repeat septic shock simulation.Results: Three themes emerged: Appreciation of Knowledge, Awareness of Skill, and Awareness of Attitudes.Conclusions: Learners found an immediate repeat of the simulation a valuable teaching strategy. Participants described a growing sense of differentiating priorities when managing a patient in septic shock. The immediate repeat simulation was deemed impactful to the learners’ knowledge, skills, and attitudes. This is a viable option for educators to incorporate at a time when forced to utilize simulation experiences to replace limited clinical opportunities.

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Effects of Repeated Exposure in Simulation-Based Education on Hospital Emergency Care

Abstract: Satisfaction (t=0.257, p=.798), p=.102), and performance (t=0.147, p=.883)

Cited by 2 publications

References 30 publications

The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

Immediate repeat of a septic shock simulation: Nursing students’ lived experience

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