Evaluating An Interprofessional Pediatrics Educational Module Using Simulation

Luctkar-Flude, Marian; Medves, Jennifer; Tsai, Ellen; Rivard, Lauren; Goyer, Marie-Claude; Krause, Ana

doi:10.1016/j.ecns.2011.11.008

Cited by 15 publications

(7 citation statements)

References 19 publications

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“…Only one pediatric sepsis simulation study was found which included student nurses in an interprofessional simulation with medical students (Luctkar-Flude et al, 2013). Sepsis was one of the two scenarios evaluated with a skill performance checklist from either not done (0 point) to done well (2 point); skills included pediatric (assessment, task) and team.…”

Section: Student Nursesmentioning

confidence: 99%

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Early Recognition of Pediatric Sepsis Simulation Checklist - An Exploratory Study

Díaz

Anderson

Quelly

et al. 2020

Journal of Pediatric Nursing

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Section: Student Nursesmentioning

confidence: 99%

“…While a Cronbach alpha was provided for the team skills subscale (0.87), no other psychometrics were provided for the performance tool. Emphasis on early recognition of pediatric sepsis was not discussed (Luctkar-Flude et al, 2013).…”

Section: Student Nursesmentioning

confidence: 99%

Early Recognition of Pediatric Sepsis Simulation Checklist - An Exploratory Study

Díaz

Anderson

Quelly

et al. 2020

Journal of Pediatric Nursing

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“…A recent study showed improvement in interprofessional teamwork skills when interprofessional education was employed using a nursing student in a pediatric clinical simulation scenario with medical students. 9…”

Section: Introductionmentioning

confidence: 99%

Fever and Seizure in a Young Infant: A Simulation Case

Rideout

Raszka

2016

MedEdPORTAL

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Introduction: Fever in early infancy is a common problem for which management can be challenging. All residents need to be able to recognize critical illness such as meningitis in febrile infants and manage complications such as seizures. Many new residents are not competent performing bedside procedures as there is little opportunity to perform them while in medical school. This simulation case revolves around fever and subsequent seizures in an infant. Designed to last 2 hours, the case is specific for subinterns but is relevant for clerkship students and interns in pediatrics, family medicine, and emergency medicine. Methods: In this case, a 5-week-old infant presents with fever and lethargy. He develops seizures with respiratory depression requiring antiseizure medication and respiratory support. His final diagnosis is bacterial meningitis. Major equipment required includes an infant mannequin and an infant lumbar puncture task trainer. Results: A pilot study was conducted in 2015 with all subinterns on the pediatric service. Students' perceived competence in diagnosis/management, procedural skills, and managing complex pediatric cases rose sharply after completing the session. Critical actions include obtaining IV access, performing blood and urine cultures, considering lumbar puncture, recognizing respiratory depression, performing bag and mask ventilation, administering antiseizure medication, counseling parents, and starting appropriate anti-infective therapy. Discussion: This clinical simulation case allows students to demonstrate clinical reasoning skills, procedural skills such as performing a lumbar puncture and bag-mask ventilation, and management skills. Materials are provided for students to perform selfassessments of perceived competency in procedural, diagnosis, and management skills related to the case.

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“…At the same time, nurse preceptors should develop, create and use those teaching tools for guiding interns in assessment, planning, practicing, evaluating and documenting nursing activities. [5,10,11] A teaching model is an approach to clarify and present phenomena and issues with sound, reasonable and logical illustrations and simplify the recognized relationship between concept components. A nursing model is frequently explained as "a representation of reality or a more simple way of organizing a complex phenomenon".…”

Section: Introductionmentioning

confidence: 99%

Development of clinical judgment model to guide nursing interns

Ibrahim

Aly

Gaber

2018

CNS

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Every day and every moment, nurses have to deal with a wide variety of patient's issues and problems, with multiple difficulties and conflicts. Nurse's judgment considers the core component of healthcare activities. This judgment directs her/his achievement and choices, not for her/him only, but for other healthcare professionals. Thus, nurses have to be competent observers and decision makers with reasoning and sound regarding their intervention and practice. Clinical judgment skills are essential aptitudes in nursing practice, predominantly, in nursing internship intermediary period, in which, a graduate nurse faced several predicaments and obstacles in such transitory experience from academic work to real labor. The present study aimed to develop a clinical judgment model to guide nursing interns in their nursing practice and assess its effectiveness on nursing interns' clinical judgment knowledge and skills. The study passed through Quasi-experimental pretest-posttest research design. A stratified random sampling approach was used to recruit 50 nursing interns as an experimental group out of 305. The collection of data was carried out in the following hospitals of nurses' intern's training: Damanhur Medical National Institute, El Raee El Saleh, El Farok and Kafer El Dawar Hospitals, in Damanhur, Egypt. The Clinical Judgment Evaluation Sheet (CJES) was employed to collect necessary data. It included two parts: the Clinical Judgment Knowledge Test that was developed by Fathi & Aly in 2018, beside the Lasater Clinical Judgment Rubric (LCJR) that was developed by Kathie Lasater et al., in 2009. Results before using the developed model demonstrated that there were observed lacking in knowledge and skills about clinical judgment in nursing practice among experimental group. Then improvements were noticed after using the developed clinical judgment model. These results confirm that the use of an educational and self-learning reference such as the developed clinical judgment model is a successful tool for Egyptian nursing interns in nursing practice. Conclusion and recommendations: There is an understandable deficiency of nursing interns' clinical judgment knowledge and skills in nursing practice. But, after using the developed clinical judgment model with them as a self-learning reference, it was confirmed that it is a helpful approach to develop and improve clinical judgment knowledge and skills of nursing interns. Creativity in using instructional aides and self-learning approaches is an essential ability that is important among nurse educators and preceptors who direct nursing intern's performance. For further sturdies, replicate the study using the developed model with different subjects in nursing practice or develop new instructive models about creative, reflective, discovery, and decision-making models among nursing interns.

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Evaluating An Interprofessional Pediatrics Educational Module Using Simulation

Cited by 15 publications

References 19 publications

Early Recognition of Pediatric Sepsis Simulation Checklist - An Exploratory Study

Early Recognition of Pediatric Sepsis Simulation Checklist - An Exploratory Study

Fever and Seizure in a Young Infant: A Simulation Case

Development of clinical judgment model to guide nursing interns

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