High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning

Kirkman, Tera

doi:10.1515/ijnes-2012-0009

Cited by 66 publications

(44 citation statements)

References 14 publications

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“…A growing body of literature provides evidence that high fidelity simulation improves knowledge acquisition and critical thinking of undergraduate nursing students, [20] as well as self-efficacy and learner satisfaction, [21][22][23] and that the knowledge and skills gained from simulation practice transfers directly to the point of care. [22,24,25] Consistent with the literature, students in accelerated baccalaureate programs engaged in high fidelity simulation report learner satisfaction and increased self-efficacy and competence for clinical practice. [26,27] A key challenge in the integration and use of high fidelity simulation in nursing curricula is the measurement and evaluation of clinical competencies.…”

Section: Introductionsupporting

confidence: 53%

Comparison of second-degree and traditional baccalaureate nursing students’ performance in managing acute patient deterioration events

Cormier

Whyte

2016

JNEP

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Background: Students in accelerated second-degree programs are reported to be highly motivated, older, competitive, maintain higher grade point averages than their traditional counterparts, and score higher on standardized nursing achievement tests. However, studies that directly measure clinical performance parameters of students in accelerated second-degree programs in direct side-by-side comparison with traditional students under similarly controlled conditions have not been reported. Aim: The purpose of this study was to compare traditional and second-degree baccalaureate nursing students' performance of key assessments and interventions in the management of deteriorating patients in a simulated task environment. Methods: A convenience sample of 20 traditional and 20 accelerated undergraduate baccalaureate-nursing students participated. The four high-fidelity simulation exercises required the participants to detect early signs of patient deterioration and initiate treatment-based interventions. Two research personnel independently coded audio and videotaped data. The coders recorded the first time in which an assessment or intervention was performed. An independent samples t-test was performed to determine differences in nursing students' performance of key assessments and interventions. Results: Second-degree accelerated nursing students were in general more likely to recognize and respond to indicators of patient deterioration more promptly than their traditional counterparts. Conclusions: Second-degree students appear to possess attributes that increase the likelihood that they will appreciate stimuli in the clinical environment, which is a precursor to effective intervention. Further research is required to substantiate the factors that account for performance differences between these traditional and second-degree baccalaureate nursing students.

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Section: Introductionsupporting

confidence: 53%

Comparison of second-degree and traditional baccalaureate nursing students’ performance in managing acute patient deterioration events

Cormier

Whyte

2016

JNEP

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“…There is a need for other ways of exploring the impact of simulation training, particularly as research indicates that students appear to lack capability to judge their own performance, [20] and facilitators tend to be too subjective in their evaluations. [17] A review of the literature identified two studies [21,22] that directly reported on students' skill performance across skills centre and clinical setting. Alteren & Bjørk [21] investigated if role-play as a learning strategy influenced the skill of helping the patient to eat and drink.…”

Section: Simulation-based Learningmentioning

confidence: 99%

“…Students experienced different but complementary learning opportunities in the two learning environments, and similarities between the two learning settings supported their performance. Kirkman [22] explored how high-fidelity simulation prepared nursing students to perform a respiratory assessment on actual patients. High-fidelity simulation was an effective learning strategy, and students applied what was achieved in the simulation session to actual patients.…”

Section: Simulation-based Learningmentioning

confidence: 99%

“…High-fidelity simulation was an effective learning strategy, and students applied what was achieved in the simulation session to actual patients. Kirkman [22] promoted similarity and relevance between the learning settings as a contribution to students' performance in the clinical setting. None of these studies explored the learning process in detail.…”

Section: Simulation-based Learningmentioning

confidence: 99%

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Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Ravik

Havnes

Bjørk

2014

JNEP

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Background: It is assumed that practical skills learned through simulation can be transferred to the clinical setting, but little is known about students' skill performance on real patients after simulation-based learning. The literature shows that newly qualified nurses lack proficiency in skill performance, implying that transfer of learning is challenging. The aim is to explore practical skill transfer from skill centre to clinical setting.Method: A qualitative descriptive observational study of five undergraduate nursing students practicing peripheral venous cannulation (PVC) in the skills centre and clinical setting. Performances were compared using content analysis.Findings: There were similarities and differences in the students' performance accuracy in the skills centre and the clinical setting. Many steps were performed correctly, though some were performed incorrectly, and several were not performed or not relevant to perform in either setting. Practicing on a mannequin and on actual patients gave different learning opportunities. Practicing on a mannequin gave the students the opportunity to perform most of the PVC steps even if the vein was missed. When students missed the vein on real patients, they had to terminate the attempt, with no opportunity to perform subsequent steps of the skill.Conclusion: Low-fidelity simulation was found both to be effective, as it provided familiarity with equipment used in the clinical setting, and inadequate due to lacking opportunity to discern differences encountered in the clinical setting. The simulation must be improved to ensure that students learn what is needed for safe practice on real patients in the clinical setting.

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“…[20,21] A study of 42 students using high-fidelity simulation involving a respiratory care scenario demonstrated transfer of learning to application. [22] However, other literature finds that the transfer of learning outcomes is unaffected by the fidelity of simulation. [23] 2.…”

Section: Simulationmentioning

confidence: 99%

Clinical judgment in medication administration among nursing students

Konieczny

2017

CNS

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Nursing education includes the area of pharmacological therapies. Nursing educators may benefit from having students think like a nurse related to medication administration. The increased use of prescription medication and the complexities of medication administration present the need for clinical judgment. Simulation is used as an educational strategy to provide the opportunity for students to practice safe interventions which require the use of judgment to notice changes and interpret and intervene correctly. The comparison of low-fidelity and high-fidelity simulation experience in a study sample (n = 126) is examined for the effect on clinical judgment. The Lasater Clinical Judgment Rubric (LCJR) is used to score students after the simulation related to medication administration. Two of the items in the LCJR, noticing deviations (p = .35) and self-analysis (p = .32), are positively affected by the level of fidelity of the simulation. A diverse, nontraditional student study sample demonstrated consistency in LCJR scoring. The outcome of increased clinical judgment may improve safety and nursing care in medication administration among nursing students.

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High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning

Abstract: Transfer of learning was demonstrated and the use of HFS was found to be an effective learning and teaching method. Implications of results are discussed.

Cited by 66 publications

References 14 publications

Comparison of second-degree and traditional baccalaureate nursing students’ performance in managing acute patient deterioration events

Comparison of second-degree and traditional baccalaureate nursing students’ performance in managing acute patient deterioration events

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Clinical judgment in medication administration among nursing students

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