Integration of Simulation Across the Undergraduate Curriculum: Student and Faculty Perspectives

Howard, Valerie; Englert, Nadine C.; Kameg, Kirstyn; Perozzi, Katherine J.

doi:10.1016/j.ecns.2009.10.004

Cited by 99 publications

(73 citation statements)

References 17 publications

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“…Numerous studies have focused on student and faculty perceptions [3,[11][12]. An area that necessitates further research is how best to prepare both faculty and students for the simulation experience.With health care reform such a prominent issue, nursing schools will be required to train more students with limited clinical resources, making simulation an increasingly important and effective strategy.…”

Section: Introductionmentioning

confidence: 99%

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Sharoff¹

2015

J Contemp Med

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ABASTRACTObjectives: Assess efficacy of pre-briefing preparatory materials handed out prior to simulation lab and explore the connection between simulation, clinical judgment and reflective process. Methods:Triangulated evaluation study, utilizing Survey Monkey for three survey instrument data collection, designed to assess the efficacy of preparatory materials for undergraduate junior and senior nursing students and nurse educators while exploring the connection with clinical judgment and reflection. This study was conducted in the U.S.A.Results:Pre-briefing preparatory material for both students and instructors provided essential and adequate information for an effective and enhanced simulation learning experience. Students felt their ability to grasp the experience; understand the simulation situation; provide effective nursing actions; and reflect upon their experience was enhanced with the utilization of the pre-briefing preparatory material. Instructors felt more confident and prepared after reading the preparatory material.Conclusions:Pre-briefing preparatory material provides students with information necessary to allow them to fully engage during the simulation experience, while decreasing anxiety and promoting critical thinking, clinical reasoning, reflective practice and confidence. Providing instructors with pre-briefing preparatory material enhances their overall ability to effectively teach at a higher caliber while promoting professionalism and accuracy in patient care.

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Section: Introductionmentioning

confidence: 99%

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Sharoff¹

2015

J Contemp Med

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“…Research clearly shows a perceived benefit for nursing students who attended simulation scenarios [10][11][12]. These perceived benefits were reflected in the students debriefing journals.…”

Section: Resultsmentioning

confidence: 95%

Validating the Use of High-Fidelity Simulation as a Clinical Adjunct in Undergraduate Nursing Education

Headstream-Pehl¹

2017

J Healthc Commun

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According to the American Association of Colleges of Nursing (AACN) the entry level enrollment for Baccalaureate nursing programs has risen 82.7% since 2002. The increased enrollment has translated into a need for clinical sites and experiences required to develop skilled, knowledgeable nurses. Nursing schools are looking at advances in technology to help maintain a high standard of education and provide needed clinical opportunities.Current research suggests that the use of high-fidelity simulation is an effective method of preparing nursing students to care for patients. Students can develop teaching, technical, and critical thinking skills during the high-fidelity simulations that can be readily transferred to living patients in a standard care situation.This project investigated the premise that simulation experiences are comparable in effectiveness to hospital clinicals by comparing pretest/posttest scores and semester exams scores after a four week clinical rotation. Statistical results showed no difference in scores between the test and control groups, thus supporting the literature review and the null hypothesis.

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“…[7] Although high-fidelity simulation using human mannequin simulators can facilitate problem-based learning among undergraduate nursing students, less attention has been paid to student perceptions of the quality and usefulness of simulation within the context of undergraduate education. [4,[8][9][10][11] Drawing from a larger program evaluation study, we present data on student perceptions of their clinical training in an undergraduate nursing program in which 50% of total clinical contact hours in each of the four nursing core medicalsurgical courses are taught using high-fidelity human mannequin simulation.…”

Section: Introductionmentioning

confidence: 99%

“…Instructional strategies associated with active-learning stress the importance of allowing students to work through an evolving clinical situation by gathering and analyzing data to determine an appropriate course of action to resolve patient problems. [8][9][10][11] The process of learning-by-doing inherent in the active-learning domain enables students to experiment, develop critical thinking skills, and reflect on their overall performance prior to receiving feedback from their peers and clinical instructor.…”

Section: Introductionmentioning

confidence: 99%

“…High-fidelity simulation provides a controlled environment appropriate to these diverse learning styles. [8,9] High fidelity simulation enables instructors to facilitate students' different learning styles because simulation requires students to use all of their senses to work through a clinical scenario. In turn, the active learning process that is the hallmark of simulation enables students to internalize what they have experienced.…”

Section: Introductionmentioning

confidence: 99%

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Simulation is more than working with a mannequin: Student’s perceptions of their learning experience in a clinical simulation environment

Rodriguez

Nelson

Gilmartin

et al. 2017

JNEP

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Purpose: This paper describes undergraduate nursing students' assessment of learning in a clinical teaching model that replaces 50% of the traditional clinical hours with high-fidelity simulation. We assessed students' perceptions of the use of best practices in simulation teaching, and the importance assigned to each teaching practice to support learning. Methods: Longitudinal program evaluation design. We surveyed undergraduate nursing students with the Educational Practices Questionnaire (EPQ) at the mid-point (semester 2) and end of the program (semester 4). We used paired t-tests to assess changes in student EPQ scores between mid-and end-program. Results: Results showed that students' reported greater exposure over time to clinical simulation activities that fostered active learning and high expectations; the degree to which they rated collaborative learning as important also increased. Conclusions: Students' perceptions of the use of educational best practices and the importance of simulation in nursing education from program mid-point to end-point lends support for a clinical teaching model that uses a simulation to substitute for traditional clinical hours.

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Integration of Simulation Across the Undergraduate Curriculum: Student and Faculty Perspectives

Cited by 99 publications

References 17 publications

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Validating the Use of High-Fidelity Simulation as a Clinical Adjunct in Undergraduate Nursing Education

Simulation is more than working with a mannequin: Student’s perceptions of their learning experience in a clinical simulation environment

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