Interprofessional simulation in undergraduate nursing program: An integrative review

Labrague, Leodoro J.; McEnroe–Petitte, Denise M.; Fronda, Dennis C.; Obeidat, Arwa Atef

doi:10.1016/j.nedt.2018.05.001

Cited by 82 publications

(59 citation statements)

References 58 publications

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“…Our findings also confirm previous studies in which a large proportion of students had reported higher confidence levels, and increased problem‐solving abilities and communication skills in managing patients and performing nursing skills, after completing simulation‐based activities in maternity nursing . They also support previous literature regarding the efficacy of high‐fidelity simulations in augmenting student clinical competence; critical thinking, problem‐solving and decision‐making skills; clinical judgment and reasoning; self‐confidence; knowledge; and the ability to work in a team …”

Section: Discussionsupporting

confidence: 90%

Experiences of Arab male nursing students during high fidelity maternity simulation training

et al. 2019

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Background: In Arab countries, many nursing schools rely heavily on simulationbased activities to provide experiential learning to male students with regard to maternal and child care; however, no study has been conducted to explore their experiences with such simulation training.Aim: To describe the experiences of male nursing students who were exposed to high-fidelity simulation training related to maternity and child care.Methods: Husserl's approach to phenomenology guided this study, through the use of a structured interview with 15 Arab male nursing students. A thematic analysis technique served as a framework for the data analysis.Findings: Thematic analysis revealed four essential themes: gained competency; compensation for missed clinical experience; overcoming of cultural or religious barriers; and challenges related to the use of simulation technologies.Conclusions: High-fidelity simulation can be a viable option to clinical training for enhancing Arab male nursing student competencies when providing maternal and child nursing care, which are often not available in the clinical area or are considered to be off limits due to cultural or religious reasons. K E Y W O R D Shigh-fidelity simulation, male nursing students, maternal and child nursing care AUTHOR BIOGRAPHIES

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Section: Discussionsupporting

confidence: 90%

Experiences of Arab male nursing students during high fidelity maternity simulation training

et al. 2019

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“…These findings were supplemented by qualitative analyses, as improved confidence in clinical care emerged as a major theme evidencing similar changes. These findings support those of existing research and further develop the view that simulation training can improve confidence in working with mental health patients (Guise et al, 2012;Happell, 2008;Labrague et al, 2018;Tiffen et al, 2009).…”

Section: Interpretation Of Findingssupporting

confidence: 87%

“…Qualitative analyses identified interprofessionalism as a considerable benefit, supporting findings relating to this concept from the attitudes and confidence scales for which multiple items related to interprofessional teamwork and collaboration (see table 1). In line with existing literature, simulation training improved participants' openness towards and appreciation of consulting and involving colleagues from other professions in clinical care, which was accompanied by increased understanding of other professions, their roles, and one's own limitations (Baker et al, 2008;Fichtner et al, 2000;Granheim et al, 2018;Ker et al, 2003;Labrague et al, 2018;Reeves, 2001).…”

Section: Interpretation Of Findingssupporting

confidence: 54%

“…Simulation has evidence in the literature to support its use to reduce stigma and improve trainees' attitudes towards mental health (Brown, 2009;Gough & Happell, 2009;Happell, 2008). Further benefits outlined in the literature include improved confidence and decision-making in nursing (Guise et al, 2012;Happell, 2008;Labrague et al, 2018;Tiffen et al, 2009), and reflective and critical thinking (Edward et al, 2007;Sleeper & Thompson, 2008).…”

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confidence: 99%

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Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees

Attoe

Lavelle²,

Sherwali

et al. 2019

JMHTEP

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Purpose Mental health simulation is the educational practice of recreating clinical situations in safe environments using actors, followed by structured debriefing, to foster professional development and improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care. The purpose of this paper is to evaluate the impact of mental health simulation training on students’ confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice. Design/methodology/approach Participants (n=56) were medical (41 per cent) and mental health nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios, involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’ confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report questionnaires. Perceptions of impact on professional development and clinical practice were assessed using thematic analysis of post-course questionnaire responses. Findings Knowledge, confidence and attitudes scores showed statistically significant increases, with large effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective practice, personal resilience, clinical skills and confidence. Research limitations/implications Further research should clarify the impact of interprofessional simulation training on mental health practice in the context of other training received. Practical implications Simulation training may begin to influence participants’ professional development and future clinical practice and subsequently care delivered, supporting its increased use in mental health. Originality/value This study adds to nascent understandings of the use and potential of interprofessional mental health simulation, outlining innovative training, its positive outcomes and implications.

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“…However, we suspect students admitted pre-cut-score may not have studied prior to taking the A2 exam while students admitted after may have studied more to ensure successful admission to the program. It is possible that students admitted after the cut-score implementation may be more motivated and, therefore, more likely to study after admission to the program (Labrague, McEnroe-Petitte, Fronda, & Obeidat, 2018). The attrition rate indicates that students were more likely to experience successful program progress to completion.…”

Section: Resultsmentioning

confidence: 99%

Admission Assessment: Linking a Standardized Admission Exam to Nursing Program Outcomes

Reinhardt¹,

Keller²,

Kolenovsky³

et al. 2019

AIJ

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This article reports the results of an academic program evaluation in which standardized admission test scores are compared to intermediate and final program outcomes. We used two intermediate program measures of progress-first semester nursing grades and performance on a standardized exit exam prior to graduation. Program final outcomes compared are student attrition and graduate nurses' performance on the NCLEX-RN ®. The analysis resulted in identifying statistically significant relationships between entrance exam scores and first semester grades. Statistically significant relationships were seen between entrance exam scores and performance on a pre-graduation exit exam. There was a statistically significant relationship between entrance exam scores and NCLEX-RN ® pass rates. These results indicate that admission testing is a viable option for use as part of an admission process for baccalaureate nursing programs.

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Interprofessional simulation in undergraduate nursing program: An integrative review

Cited by 82 publications

References 58 publications

Experiences of Arab male nursing students during high fidelity maternity simulation training

Experiences of Arab male nursing students during high fidelity maternity simulation training

Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees

Admission Assessment: Linking a Standardized Admission Exam to Nursing Program Outcomes

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