Error identification and recovery by student nurses using human patient simulation: Opportunity to improve patient safety

Henneman, Elizabeth A.; Roche, Joan; Fisher, Donald L.; Cunningham, Helene; Reilly, Cheryl A.; Nathanson, Brian H.; Henneman, Philip L.

doi:10.1016/j.apnr.2008.02.004

Cited by 66 publications

(60 citation statements)

References 28 publications

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“…The curriculum model aims to link simulation to theoretical delivery therefore supporting applied knowledge (Prescott & Garside, 2009). The empirical evidence on the benefits and outcomes of simulation as a teaching and learning strategy is limited (Henneman et al, 2010). This can make it difficult to justify the expansion of this resource intensive learning method, hence the rationale for this study.…”

Section: Local Simulationmentioning

confidence: 99%

Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice

Hope¹,

Garside²,

Prescott³

2011

Nurse Education Today

111

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In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the preregistration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from preregistration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students. In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students...

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Section: Local Simulationmentioning

confidence: 99%

Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice

Hope¹,

Garside²,

Prescott³

2011

Nurse Education Today

111

View full text Add to dashboard Cite

show abstract

“…Even 15 years after the Institute of Medicine's report (Kohn et al, 2000) that exposed the dangers of the U.S. health system, patient safety is still threatened by a lack of basic patient safety principles (Henneman et al, 2010). It is estimated that roughly 15% of all adverse events occurring in hospitals are related to medications (de Vries, Ramrattan, Smorenburg, Gouma, & Boermeester, 2008).…”

mentioning

confidence: 98%

Learning From Simulation-Based Medication Event Reporting: A Mixed Methods Analysis

Sanko

Mckay

Santis

et al. 2015

Clinical Simulation in Nursing

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“…Simulation has gained popularity and could provide students with opportunities to perform skills, make errors, and study errors without harming patients. [39] This practice could build needed confidence and bridge the transition into the clinical setting. Employing learning opportunities through simulation that help students to develop thinking patterns that are rooted in early detection, recognition, and intervention would help to improve their self-confidence.…”

Section: Implications For Education/practicementioning

confidence: 99%

Baccalaureate nursing students’ confidence on patient safety

Raymond

Medves

Godfrey³

2017

JNEP

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High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students' confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confident on topics related to Human and Environmental Factors and Culture of Safety. Overall, they are more confident in the classroom than in the clinical settings with fourth year students expressing lower degrees of confidence on many of the areas. Education programs need to reinforce patient safety and educate students on their responsibilities to protect patients/clients. Programs need to target strategies to reduce student fears, promote error reporting, and system improvements.

show abstract

Error identification and recovery by student nurses using human patient simulation: Opportunity to improve patient safety

Cited by 66 publications

References 28 publications

Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice

Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice

Learning From Simulation-Based Medication Event Reporting: A Mixed Methods Analysis

Baccalaureate nursing students’ confidence on patient safety

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