Fostering Cultural and Interdisciplinary Awareness With "Low-Tech" Simulation in a Fundamentals Nursing Course to Prepare Student Nurses for Critical Care Clinical Rotations

Ruth-Sahd, Lisa A.; Schneider, Melissa A.; Strouse, Abigail C.

doi:10.1097/dcc.0b013e318227717e

Cited by 10 publications

(16 citation statements)

References 13 publications

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“…About training, 76% of the articles (18,(21)(22)(23)(24)(25)(26)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(43)(44)(45)(46) discuss the use of simulation in continuing education of nursing professionals, while the other studies describe the use of simulation for the education of nursing students (19)(20)25,27,(40)(41)(42) .…”

Section: Resultsmentioning

confidence: 99%

“…The use of clinical simulation for training and qualification in Nursing related to care for critical patients has been of international interest; however, it is little studied in Brazil. This active teaching methodology has been shown to be effective for the qualification of ICU care in several countries (18,(32)(33)(37)(38)42,44) , training professionals and students in technical and non-technical skills, being a considerable tool for the qualification of care. It should be noted that most publications present a setting of exclusive training of professional nurses, not nursing staff.…”

Section: Discussionmentioning

confidence: 99%

“…Ruth-Sahd LA, Schneider MA, Strouse A (42) Fostering cultural and interdisciplinary awareness with "low-tech" simulation in a fundamentals nursing course to prepare student nurses for critical care clinical rotations.…”

Section: Contemporary Nurse Descriptive Developmental L6mentioning

confidence: 99%

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Clinical simulation in nursing education in intensive therapy: an integrative review

Linn¹,

Caregnato²,

Souza³

2019

Rev. Bras. Enferm.

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Objective: to analyze the publications on clinical simulation practices for education in Nursing in Intensive Care. Method: an integrative review carried out through LILACS, PubMed, Cochrane Library, CINAHL and SciELO databases, of articles published from 2008 to 2017. Results: 29 articles were selected, of which 76% discuss the use of simulation in continuing education of nursing professionals, while the others describe their use for student education. There is a higher prevalence of studies with a level of evidence 6 (17), with 28 international publications. There was an increase in scientific production, with 16 articles published in the last three years. Conclusion: variables after simulation use, such as confidence, communication skills, efficiency in the identification of clinical worsening of patients, development of technical skills, teamwork and clinical decision-making, presented a significant improvement, demonstrating that this tool is effective in qualifying care for critical patients.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Clinical simulation in nursing education in intensive therapy: an integrative review

Linn¹,

Caregnato²,

Souza³

2019

Rev. Bras. Enferm.

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“…Effective teamwork also requires highly developed communication skills. The value of simulation training for combining professional knowledge23 and raising inter-disciplinary awareness has been highlighted 24. It is, however, rare for members of the same team to train together, as is common in other industries such as aviation 25…”

Section: Introductionmentioning

confidence: 99%

Simulation training for improving the quality of care for older people: an independent evaluation of an innovative programme for inter-professional education

et al. 2012

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This paper describes the evaluation of a two-day simulation training programme for staff designed to improve inpatient care and compassion in an older persons' unit. ObjectiveThe programme was designed to improve inpatient care for older people by using mixedmodality simulation exercises to enhance empathetic and compassionate care. MethodsHealthcare professionals took part in a) a one-day human patient simulation course with six scenarios and b) a one-day ward-based simulation course involving five one-hour exercises with integrated debriefing. A mixed-methods evaluation included observations of the programme, confidence rating scales and follow-up interviews with staff at 7-9 weeks post-training. ResultsObservations showed enjoyment of course but some anxiety and apprehension about the simulation environment. Staff self-confidence improved after human-patient simulation (t= 9; df = 56; p<.001) and ward based exercises (t= 9.3; df= 76; p<.001). Thematic analysis of interview data showed learning in teamwork and patient care. Participants thought that simulation had been beneficial for team practices such as calling for help and verbalising concerns and for improved interaction with patients.Areas to address in future include widening participation across multi-disciplinary teams, enhancing post-training support and exploring further which aspects of the programme enhance compassion and care of older persons.Published in BMJ Quality and Safety, 22, 6, 495-505 Ross, Anderson, Kodate et al. (2013) 3 ConclusionThe study demonstrated that simulation is an effective method for encouraging dignified careand compassion for older persons by teaching non-technical skills which focus on team skills and empathetic and sensitive communication with patients and relatives.

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“…Only a few others have reported on projects involving other health professions. They include pharmacy (Barnett, Hollister, & Hall, 2011;Ruth-Sahd, Schneider, & Strouse, 2011), dietician (Hall, Marshall, Weaver, Boyle, & Taniguchi, 2011;Prentice, Taplay, Horsley, Payeur-Grenier, & Belford, 2011;van Soeren et al, 2011) social work Prentice, et al, 2011), occupational therapy Ruth-Sahd et al, 2011), audiology (Barnett et al, 2011), and physiotherapy .…”

Section: Interprofessional Simulationmentioning

confidence: 99%

Palliative Care Simulation: Nurturing Interprofessional Collegiality

Gillan¹,

Arora²,

Sanderson³

et al. 2013

Health and Interprofessional Practice

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INTRODUCTION Interprofessional collaboration is essential to ensure safe and effective patient-centred care. Health care students need to gain an understanding of the roles played by interprofessional team members to provide optimal care at the end-of-life. Interprofessional education and simulation are becoming important strategies in providing health care students with opportunities to learn interprofessionally. However, there is limited evidence in the literature on interprofessional simulation, and more specifically on interprofessional end-of-life care simulation. The aim of this research project was to provide students from four health care disciplines from the School of Health at a rural Australian university with an opportunity to experience simulated interprofessional end-of-life care. This paper will discuss the qualitative results obtained from student evaluations following an interprofessional workshop.

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Fostering Cultural and Interdisciplinary Awareness With "Low-Tech" Simulation in a Fundamentals Nursing Course to Prepare Student Nurses for Critical Care Clinical Rotations

Cited by 10 publications

References 13 publications

Clinical simulation in nursing education in intensive therapy: an integrative review

Clinical simulation in nursing education in intensive therapy: an integrative review

Simulation training for improving the quality of care for older people: an independent evaluation of an innovative programme for inter-professional education

Palliative Care Simulation: Nurturing Interprofessional Collegiality

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