Factors Influencing Nurses’ Attitudes Toward Simulation-Based Education

DeCarlo, Deborah; Collingridge, David; Grant, Carrie; Ventre, Kathleen M.

doi:10.1097/sih.0b013e318165819e

Cited by 36 publications

(18 citation statements)

References 9 publications

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“…Ten of the studies focused on high-fidelity patient simulation as an adjunct to traditional methods of teaching (Bremner et al, 2006;Childs & Sepples, 2006;DeCarlo, Collingridge, Grant, & Ventre, 2008;Henrichs et al, 2002;Jeffries & Rizzolo, 2006;King, Moseley, Hindenlang, & Kuritz, 2008;Lasater, 2007b;Nehring & Lashley, 2004a;Rystedt & Lindstrom, 2001;Schoening, Sittner, & Todd, 2006). In general, these researchers found that both students and faculty found high-fidelity patient simulation to be a positive experience that helped to increase confidence.…”

Section: Low-fidelity To High-fidelity Mannequinsmentioning

confidence: 97%

“…In general, these researchers found that both students and faculty found high-fidelity patient simulation to be a positive experience that helped to increase confidence. In the practice setting, nurses displayed more anxiety if they had less experience with the types of patients found in high-fidelity patient simulation (DeCarlo et al, 2008).…”

Section: Low-fidelity To High-fidelity Mannequinsmentioning

confidence: 99%

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Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

196

114

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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.T hroughout time, nursing educators have sought effective ways to help students to become competent nurses. Since learning takes place through cognitive, psychomotor, and affective domains, nursing education has taken place in the lecture room, the psychomotor laboratory, and in the health care delivery setting. To enhance theoretical learning, simulation, in its many forms, has been added. The types of simulation used in nursing education include anatomical models, task trainers, role playing, games, computer-assisted instruction (CAI), standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins. For the most part, these types of simulation, with the exception of anatomical models, task trainers, and role playing, have been introduced to nursing education in the past 40 years, which coincides with the 40th anniversary of this journal. With increasing numbers of nursing students and decreasing numbers of available clinical sites and nursing faculty, the use of simulation has become an integral part of nursing education. In this article, each of these types of simulation and their use in nursing education is discussed. This is followed by a description of the roles of simulation in both nursing education

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Section: Low-fidelity To High-fidelity Mannequinsmentioning

confidence: 97%

Section: Low-fidelity To High-fidelity Mannequinsmentioning

confidence: 99%

Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

196

114

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“…37 Nurses' attitudes can also play a role in the effectiveness of simulation as a learning tool. A study by Decarlo et al 38 found that attitudes toward simulation-based education varied with years of experience and clinical area of work. Nurses who had fewer years of experience, who worked in nonacute patient care areas, and who had exposure to simulation before deemed simulation as "not the real thing" and found it to be a barrier to learning.…”

Section: Limitationsmentioning

confidence: 98%

“…Although simulation cannot replace real life experiences, it can offer opportunities to develop decision-making skills and integration of critical care procedures and concepts into the employee competency arena. 38 Inconsistencies and concerns related to teaching materials, scheduling, instructional reliability, validation of competence, assessment of critical-thinking skills, out-dated material, and dissatisfaction among the orientee and preceptor prompted the Northwestern Memorial Hospital of Chicago, Illinois to redesign their critical care orientation. The goal of the new orientation was to provide new nurses with the skill set necessary to function independently and competently in the ICU.…”

Section: New Employee Orientationmentioning

confidence: 98%

Use of Simulation Training in the Intensive Care Unit

Cato

Murray

2010

Critical Care Nursing Quarterly

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With increased patient acuity, nurse educators are faced with the challenge of providing ongoing education and ensuring nurse competency. High-fidelity simulation is an effective teaching modality that can meet the diverse needs of critical care nurses with various backgrounds and levels of experience. The Institute of Medicine recommends the use of simulation and simulators as a best practice tool for an instructional method in healthcare. There is documented support for the integration of simulation in nursing continuing education. Organizations such as the Agency for Healthcare Research and Quality, American College of Surgeons, American Council for Graduate Medical Education, National League for Nursing, American Nursing Association, and American Association of Critical Care Nurses have provided support and encouragement for the use of innovative teaching modalities to create enhanced learning. Along with enhanced learning, simulation plays a role in improving patient safety, recruitment and retention strategies, and addressing quality and risk-management concerns. This article will focus on high-fidelity simulation as it relates to clinical education and nurse competency in the intensive care unit.

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“…While the benefits of high-fidelity simulation are widely reported, learners cite limited realism (DeCarlo et al 2008) and the need for more authenticity (Pike & O'Donnell 2010) as areas that diminish their learning experience. Participants in simulation may not identify or effectively communicate with a mannequin during a simulation exercise (Weller et al 2012).…”

Section: Issues With Fidelitymentioning

confidence: 99%