Kommunikasjonskurs med simulering

Gabrielsen, Anita Kristin; Karlsen, Marte‐Marie Wallander; Falch, Anne Lise; Stubberud, Dag-Gunnar

doi:10.4220/sykepleienf.2016.57832

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…Communication is particularly vital for nurses as they provide daily and ongoing care to patients, and as such it is included among the core competencies of nursing standards across the globe (Gabrielsen et al, 2016;Wang et al, 2015). Nurses with excellent communication skills are very important for patients.…”

Section: Introductionmentioning

confidence: 99%

Combination of the role-playing method and video training in undergraduate nursing studies

Tomová¹,

Kilíková²,

Bartoníčková³

et al. 2020

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Objective: The paper aimed to present the results of an innovative strategy that combined role-playing and video training as an effective approach for teaching active listening skills in nursing training. Design: A descriptive cross-sectional study. Methods: The data collection was carried out by the standardised observation of the outcomes of how 58 Bachelor's degree nursing program students communicate in model situations. The record sheet was aimed at monitoring the skills of active listening and its verbal and nonverbal expressions. The data were analysed by quantitative and qualitative analysis. Results: The results indicate improvement in active listening skills after completing the training -in both verbal and non-verbal communication. Conclusions: By combining the role-playing method with video training and increasing the frequency of sessions, communication skills are improved, and therefore, the quality of nursing care may also be improved. Original research article * Numbers in the diagram represent the average values of communication skills. Chart 2. The difference in communication skills of active I/B listening (non-verbal expressions) before and after completion of the video training in combination with the role-playing method in students of the undergraduate nursing study program. * Numbers in the diagram represent the average values of communication skills. Chart 3. The difference in communication skills of active I listening (verbal & non-verbal expressions) before and after completion of the video training in combination with the role-playing method in students of the undergraduate nursing study program.

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Section: Introductionmentioning

confidence: 99%

Combination of the role-playing method and video training in undergraduate nursing studies

Tomová¹,

Kilíková²,

Bartoníčková³

et al. 2020

Kontakt

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“…[13] Besides teamwork skills, simulation has been found to facilitate the creation of shared mental models [14] and to allow learning from mistakes without risk to clients. [15][16][17][18] According to research, simulation can change existing behavioral habits and help the participant detect the change. Although simulation laboratories in educational institutions have been proved very useful for skills development, practicing in a genuine clinical environment can also be very much recommended.…”

Section: Introductionmentioning

confidence: 99%

“…Although simulation laboratories in educational institutions have been proved very useful for skills development, practicing in a genuine clinical environment can also be very much recommended. [18,19] In Europe, the European Union, national governments, and other authorities have a role in steering professional development and workplace education. As recommended by the European Commission, foresight work, or future-oriented thinking, is necessary to anticipate and prepare for changing competence requirements not only nationally, but also regionally.…”

Section: Introductionmentioning

confidence: 99%

Health and social welfare professionals’ self-rated competence and feedback following a simulation-based coaching intervention in small and medium-sized enterprises

Salminen‐Tuomaala

Kangasluoma

Paavola

et al. 2019

CNS

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Objective: To examine how health and social welfare professionals in small and medium-sized companies (SMEs) rated their theoretical, practical, and interaction competencies following simulation-based coaching, and to collect feedback for the coaching intervention.Methods: This quantitative survey is part of a wider research and development project conducted in Finland in the years 2017-2019 with assistance from the European Social Fund and carried out in collaboration between two educational institutions. Respondents were 107 nurses and other health and social care professionals in 20 SMEs. Data collection took place using an online questionnaire in May 2019. The data were analyzed using IBM SPSS for Windows 25.Results: The great majority of the participants were satisfied with the coaching intervention. Respondents rated their theoretical, practical, and interaction competencies as good. They also felt confident about their skills in learning, problem-solving, and action-based learning. Among the most salient learning needs were the use of digital tools, social media, and electronic learning environments, and the need to practice remote counseling.Conclusions: The results indicate a need to provide continuing education on information and communication technology for health and social welfare professionals in small and medium-sized companies.

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Status of Nordic research on simulation-based learning in healthcare: an integrative review

et al. 2018

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BackgroundBased on common geography, sociopolitics, epidemiology, and healthcare services, the Nordic countries could benefit from increased collaboration and uniformity in the development of simulation-based learning (SBL). To date, only a limited overview exists on the Nordic research literature on SBL and its progress in healthcare education. Therefore, the aim of this study is to fill that gap and suggest directions for future research.MethodsAn integrative review design was used. A search was conducted for relevant research published during the period spanning from 1966 to June 2016. Thirty-seven studies met the inclusion criteria. All included studies were appraised for quality and were analyzed using thematic analysis.ResultsThe Nordic research literature on SBL in healthcare revealed that Finland has published the greatest number of qualitative studies, and only Sweden and Norway have published randomized control trials. The studies included interprofessional or uniprofessional teams of healthcare professionals and students. An assessment of the research design revealed that most studies used a qualitative or a descriptive design. The five themes that emerged from the thematic analysis comprised technical skills, non-technical skills, user experience, educational aspects, and patient safety.ConclusionThis review has identified the research relating to the progress of SBL in the Nordic countries. Most Nordic research on SBL employs a qualitative or a descriptive design. Shortcomings in simulation research in the Nordic countries include a lack of well-designed randomized control trials or robust evidence that supports simulation as an effective educational method. In addition, there is also a shortage of studies focusing on patient safety, the primary care setting, or a combination of specialized and primary care settings. Suggested directions for future research include strengthening the design and methodology of SBL studies, incorporating a cross-country comparison of studies using simulation in the Nordic countries, and studies combining specialized and primary care settings.Electronic supplementary materialThe online version of this article (10.1186/s41077-018-0071-8) contains supplementary material, which is available to authorized users.

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Kommunikasjonskurs med simulering

Abstract: Conclusion:The study indicates that simulation improved the comprehension about how to use the communication model.

Cited by 5 publications

References 31 publications

Combination of the role-playing method and video training in undergraduate nursing studies

Combination of the role-playing method and video training in undergraduate nursing studies

Health and social welfare professionals’ self-rated competence and feedback following a simulation-based coaching intervention in small and medium-sized enterprises

Status of Nordic research on simulation-based learning in healthcare: an integrative review

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