Exploring the extent to which simulation-based education addresses contemporary patient safety priorities: A scoping review

Seaton, Philippa; Levett‐Jones, Tracy; Cant, Robyn; Cooper, Simon; Kelly, Michelle; McKenna, Lisa; Ng, Linda; Bogossian, Fiona

doi:10.1016/j.colegn.2018.04.006

Cited by 37 publications

(18 citation statements)

References 38 publications

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“…Simulation in healthcare is widely regarded as both a safe and effective way to expose students to clinical realities and replicate the real world 26. Simulation draws on both active learning27 28 and experiential learning theories 29 30.…”

Section: Discussionmentioning

confidence: 99%

Exploring the application of mixed reality in Nurse education

2019

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The aim of this study was to explore the contemporary application, inclusive of advantages and challenges, of mixed reality (MR) technology in the education of nursing students and, its contribution to enhanced learning. A descriptive evaluation design was undertaken to explore the learning experience of second year students enrolled in a 3 year Bachelor of Nursing programme. One hundred per cent of the students stated that the experience assisted them in their learning. The key themes of engagement in learning, and developing clinical judgement emerged from students’ responses, and demonstrated ways in which students felt MR enhanced their learning. This emerging technology has the potential to assist in enhancing clinical judgement and developing skills in noticing physical cues in patients. The implementation of MR may also enhance student motivation and engagement with learning.

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Section: Discussionmentioning

confidence: 99%

Exploring the application of mixed reality in Nurse education

2019

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“…Consequently, SBE was more normalised in medical programmes, which were more likely to have resources, infrastructure, including dedicated and trained staff, access to simulation spaces and timetables. For other professions, the SBE literature, although emerging, is perhaps not as mature 36 and there were no formal requirements to include simulation in training programmes, making SBE more vulnerable to atrophy.…”

Section: Discussionmentioning

confidence: 99%

Implementing, embedding and sustaining simulation‐based education: What helps, what hinders

et al. 2020

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Objectives Although there is much evidence to support the use of simulation‐based education (SBE) in undergraduate education of health care professionals, less attention has been paid to how SBE, viewed as a complex intervention, is implemented and becomes embedded and sustained. This paper aims to explore factors that inhibited or promoted SBE becoming normal practice in undergraduate health care professional programmes. Methods Participants involved in the organisation, design and delivery of SBE in the north of England were recruited purposefully from higher education institutions (HEI) and National Health Service (NHS) Trusts through local networks for qualitative telephone interviews. Transcripts were analysed inductively using a hybrid approach involving simultaneous inductive open coding and deductive coding using normalisation process theory (NPT) as a theoretical lens. Findings A total of 12 NHS staff from 11 trusts and seven individuals from four HEIs were interviewed. There was considerable variation in the approach taken to implementation across organisations, which resulted in varying degrees of embeddedness. Implementation was challenged or enabled by organisational leadership, professional buy‐in and the development and maturity of the strategic approach. Variation in understanding of the scope and pedagogical aims of SBE led to inequity between professions and organisations in investment and participation, as well as design and delivery of SBE. Conclusions Given the complexity of SBE, best practice in implementation should be considered fundamental to the successful delivery of SBE. The findings provide an explanation of how contextual factors can support or hinder implementation to maximise potential benefits and learning outcomes; this understanding can be used to better inform development of SBE strategies and highlight potential factors needed to navigate contextual barriers so that learning outcomes can be maximised.

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“…While this study did not compare a simulation integrated workshop with a non‐simulation programme, the participant feedback valued the use of simulation and role‐playing the most, with several participants requesting greater use. Much of the reported simulation research focuses on the advantages and efficacy of simulation as positively contributing to increases in learner satisfaction, confidence and knowledge acquisition (Seaton et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…The interactive and varied teaching approaches were not only highly valued by students but appeared to positively impact their learning experiences and achievement of learning objectives immediately after the workshop. Experiential learning is described in the literature as fundamental in preparing health professional students for professional practice (Horntvedt, Nordsteien, Fermann, & Severinsson, 2018;Poore, Cullen, & Schaar, 2014, (May) research focuses on the advantages and efficacy of simulation as positively contributing to increases in learner satisfaction, confidence and knowledge acquisition (Seaton et al, 2018).…”

Section: (1)mentioning

confidence: 99%

Design, delivery and evaluation of a simulation‐based workshop for health professional students on falls prevention in acute care settings

et al. 2019

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Aims and objectives To describe the design, delivery and evaluation outcomes of a simulation‐based educational workshop to teach a patient‐centred falls prevention strategy to health professional students tasked with implementing the strategy during clinical placement. Background Falls are among the most common and costly threat to patient safety. The Safe Recovery Programme (SRP) is an evidence‐based, one‐to‐one communication approach with demonstrated efficacy at preventing falls in the postgraduate context. Simulation‐based education (SBE) is commonly used to address issues of patient safety but has not been widely incorporated into falls prevention. Methods This study was a Pre–Post‐test intervention design. Health professional students were taught how to deliver the SRP in an SBE workshop. The workshop incorporated content delivery, role‐play simulations and interactions with a simulated patient. Students completed surveys immediately before and after the workshop and after clinical placement. Linear and logistic regression analysis was undertaken to identify differences within each pairwise comparison at the three time points. Qualitative free text responses underwent content analysis. Results There were 178 students trained. The educational design of the programme described in this paper was highly valued by students. Following the workshop, students' falls knowledge increased and they correctly identified evidence‐based strategies except bedrail use and patient sitters. Following clinical placement, fewer SBE students correctly identified evidence surrounding bed alarm use. Students became more confident about falls communication post‐SBE; however, this confidence decreased postclinical placement. Motivation to implement the SRP decreased between postworkshop and postclinical placement time points. Conclusions Falls research often includes educational components but previous studies have failed to adequately describe educational methods. Students learnt about best evidence falls prevention strategies using interactive educational methodologies with a workshop viewed by students as being well‐designed and assisting their learning from theory to practice. While students valued the delivery of the SRP using SBE, confidence and motivation to implement falls strategies were not sustained following clinical placement. A programme of education including SBE can be used to support the delivery of falls‐based education, but further research is needed to identify what factors may influence student's motivation and confidence to implement falls prevention strategies during clinical placement.

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Exploring the extent to which simulation-based education addresses contemporary patient safety priorities: A scoping review

Cited by 37 publications

References 38 publications

Exploring the application of mixed reality in Nurse education

Exploring the application of mixed reality in Nurse education

Implementing, embedding and sustaining simulation‐based education: What helps, what hinders

Design, delivery and evaluation of a simulation‐based workshop for health professional students on falls prevention in acute care settings

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