Exploring the use of standardized patients for simulation-based learning in preparing advanced practice nurses

Kowitlawakul, Yanika; Chow, Yeow Leng; Salam, Zakir Hussian Abdul; Ignacio, Jeanette

doi:10.1016/j.nedt.2015.03.004

Cited by 48 publications

(43 citation statements)

References 23 publications

(31 reference statements)

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“…[15,16] Two groups of subjects were used in the samples, namely: nursing students (undergraduate and graduate) and nurses. [14][15][16][17][18][19] Further information about the methodological approach and the aims of the articles are shown in Table 2.…”

Section: Resultsmentioning

confidence: 99%

“…[14][15][16][17] This teaching tool allows nursing students to show better response to emergencies after they take part in simulations. [14][15][16] During a simulation, it is possible for students to engage in error without consequence, that is to say without harming a live patient.…”

Section: Simulation As a Teaching Toolmentioning

confidence: 99%

“…[14][15][16] During a simulation, it is possible for students to engage in error without consequence, that is to say without harming a live patient. [14][15][16][17][18][19] 14 …”

Section: Simulation As a Teaching Toolmentioning

confidence: 99%

“…(M4) [17] Assessing the teamwork skills used by nursing students and graduate nurses to deal with critically ill patients during simulation exercises involving actors playing the role of patients.…”

Section: Main Conclusionmentioning

confidence: 99%

“…However, most of the studies used human patients, i.e., actors who simulated clinical symptoms or diseases in scenarios previously thought by trained researchers with clinical reasoning goals (see Table 3). [15][16][17] …”

Section: Types Of Simulation Used In Emergency Trainingmentioning

confidence: 99%

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Simulation in emergency nursing education: An integrative review

Bias

Agostinho

Coutinho

et al. 2016

JNEP

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Introduction: The growing development of technological resources has allowed simulations to be increasingly used in nursing education. Aim: assessing the scientific literature on the use of simulations in emergency nursing education. Methods: Integrative literature review conducted in databases such as LILACS, MEDLINE, ERIC, and CINAHL, including full-text articles published in English, Portuguese or in Spanish, between 2005 and 2015. Results: After applying the inclusion and exclusion criteria, the current study selected six primary studies supporting three categories, namely: developing skills and assuredness to work in emergencies; types of simulation used in emergency training; and the impact of simulation on self-confidence and on satisfaction. Conclusions: Simulation is a satisfactory teaching methodology, which shows positive effects on the responses to emergencies, and it contributes to the participants' assuredness and to the improvement of their skills and self-confidence.

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Section: Resultsmentioning

confidence: 99%

Section: Simulation As a Teaching Toolmentioning

confidence: 99%

“…[14][15][16] During a simulation, it is possible for students to engage in error without consequence, that is to say without harming a live patient. [14][15][16][17][18][19] 14 …”

Section: Simulation As a Teaching Toolmentioning

confidence: 99%

Section: Main Conclusionmentioning

confidence: 99%

Section: Types Of Simulation Used In Emergency Trainingmentioning

confidence: 99%

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