Measuring Clinical Practice Parameters with Human Patient Simulation: A Pilot Study

Radhakrishnan, Kavita; Roche, Joan; Cunningham, Helene

doi:10.2202/1548-923x.1307

Cited by 108 publications

(71 citation statements)

References 6 publications

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“…Therefore, participants were also evaluated using a checklist tool (Appendix A). This tool was created by the PI by combining elements from the Ottawa Global Rating Checklist ), a simulation evaluation instrument found in Todd, Manz, Hawkins, Parsons, and Hercinger (2008), and another instrument created by Radhakrishnan, Roche, and Cunningham (2007). These instruments were chosen as they had elements of all five CRM skills as well as representative nursing behaviours that could be identified in the videos.…”

Section: Data Collection Strategiesmentioning

confidence: 99%

Development of Crisis Resource Management Skills: A Literature Review

Lucas

Edwards

2017

Clinical Simulation in Nursing

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In this repeated-measures observational study, eleven acute care and critical care registered nurse participants were evaluated at four different time points to measure the effect of an education program on observed performance of crisis resource management (CRM) skills.Performance was measured using the Ottawa Global Rating Scale and a checklist developed for this study. One-on-one semi-structured interviews also assessed nurses' perceptions of the learning that occurred in the education program. Results were mixed with statistically significant changes in mean scores occurring between time one and time two and non-statistically significant improvement in mean scores overall. Interview results indicated nurses perceived a high degree of learning through passive observer roles as well as active responder roles. This study adds to the body of evidence on the effectiveness of high-fidelity simulation education programs and highlights the need for further research in multiple areas. AL Thesis CRM Skills 3Acknowledgements

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Section: Data Collection Strategiesmentioning

confidence: 99%

Development of Crisis Resource Management Skills: A Literature Review

Lucas

Edwards

2017

Clinical Simulation in Nursing

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“…[3][4][5] Simulation has gained credibility as an effective teaching technique for undergraduate nursing students, and there is evidence to support the increase of knowledge, skills, and critical thinking, and the ability to recognize a deteriorating patient using clinical simulation. [6][7][8] Studies also indicate that with simulation students have increased critical thinking skills. [9][10][11] Despite common use and evidence to support its effectiveness, the use of simulation in health professions education remains controversial.…”

Section: Simulationmentioning

confidence: 99%

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

McCabe

Gilmartin

Goldsamt

2016

JNEP

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Objective: This paper describes undergraduate nursing students' assessment of confidence in clinical practice within a model that uses a "high-dose" of clinical simulation to replace 50% of the traditional clinical experience hours in an upper division bachelor's degree program. We assessed changes in self-reported confidence between the middle and end of a two-year nursing curriculum. Design: Longitudinal design. We surveyed undergraduate nursing students to assess their perceived self-confidence in carrying out eight core competencies associated with generalist nursing practice with the Assessment of Nursing Education Scale (Robert Wood Johnson Foundation, 2009) at the mid-point (semester 2) and end of program (semester 4). Methods: Data were analyzed Generalized Linear models. To account for changes over time, we included program track (traditional BSN or 15-month accelerated second degree program) and gender (male/female) as co-variates in the models. Results: One hundred and twenty-two students completed the ANE at the two time points. Results for analysis of student confidence over time showed significant improvement on each of the eight domains of generalist nursing practice. There was no significant effect of gender or program type on student's perceived self-confidence. Conclusions: Overall significant improvement in students' self-assessed confidence from program mid-point to end-point lends support to the efficacy of a clinical teaching model that uses a high dose of simulation to substitute for traditional clinical hours.

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“…However, since popularisation, research studies had focused primarily on the measurement of outcomes such as knowledge gain [9][10][11] , self-efficacy, self-confidence and skills attainment [12][13][14][15][16][17][18] . Studies which compared HF-HPSMs with other popular pedagogic approaches yielded some interesting results; demonstrating the superiority of HF-HPSMs in the student-centred approach to acquiring competent skills over both problem based learning [19] and interactive case study [20] .…”

Section: Literature Reviewmentioning

confidence: 99%

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Loke

Lee

Noor

et al. 2014

JNEP

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Background: The continued use of high fidelity full sized human patient simulation manikins (HF-HPSMs) for developing decision making skills of nursing students has led to growing research focusing its value on student learning and decision making skills. Methods:In October 2012, a cross-sectional survey using the 24-item Nurse Decision-Making Instrument was used to explore the decision making process of 232 pre-registration nursing students (age 22.0 ± 5.4; 83.2% female) in Singapore. Results:The independent samples t-tests demonstrated three significant predictive indicators. These indicators include: prior experience in high fidelity simulation based on pre-enrolled nursing course (t = 70.6, p = .001), actual hands-on practice (t = 69.66, p < .005) and active participation in debrief (t = 70.11, p < .005). A complete experience based on role-playing followed by active discussion in debrief was a significant contributor to the decision making process (t = 73.6667, p < .005). However, the regression model indicated active participation in debrief as a significant variable which explained its development (t = 12.633, p < .005). Conclusions:This study demonstrated the usefulness of active participation in simulation learning for an analyticintuitive approach to decision making, however active participation in debrief was a more important influencing element than role-playing. In situations where resources are limited for students to experience hands-on role-playing, peer reviewing and feedback on others' experiences could benefit students, just as much. However, further study is warranted to determine the development of HF-HPSMs as a pedagogic tool for enhancing the decision making process of nursing students.

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Measuring Clinical Practice Parameters with Human Patient Simulation: A Pilot Study

Cited by 108 publications

References 6 publications

Development of Crisis Resource Management Skills: A Literature Review

Development of Crisis Resource Management Skills: A Literature Review

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

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