Nursing students' perceptions of learning after high fidelity simulation: Effects of a Three-step Post-simulation Reflection Model

Lestander, Örjan; Lehto, Niklas; Engström, Åsa

doi:10.1016/j.nedt.2016.03.011

Cited by 70 publications

(91 citation statements)

References 31 publications

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“…Additionally, personal growth was mentioned. 7,10,[25][26][27][28] Self-awareness interventions showed positive effects on self-efficacy and autonomy. 3,4) Psychodrama/action methods enhanced understanding of others and self-related concepts.…”

Section: Discussionmentioning

confidence: 99%

“…Writing report and journals, performing simulations, and workshops are included as methods Comprehensive self understanding used to perform the intervention. 7,10,[25][26][27][28] Two studies used self-awareness programs that had 11 to 12 topics in 10 to 24 sessions. 3,4) The topics were awareness, anxiety, trust, dependence, flexibility, loneliness, helplessness, loss, anger, guilt, power, and hope.…”

Section: Interventions and Contentsmentioning

confidence: 99%

“…Additionally, it enhances selfrelated concepts such as self-awareness, self-evaluation, self-esteem, self-efficacy, and self-concept [3][4][5][6][7][8][9][10][11] and improves professional growth and the quality of patient care. 12) Thus, self-awareness is mentioned in a wide range of areas from clinical practice skills to leadership quality.…”

Section: Introductionmentioning

confidence: 99%

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An Integrative Literature Review on Self-awareness Education/Training Programs in the Nursing Area

Han

Kim

2016

Perspect Nurs Sci

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Purpose: This paper is a review of interventions designed to promote self-awareness in the nursing area. The specific purpose was to analyze the general characteristics of self-awareness intervention studies, intervention contents, and the effects of the studies in order to present basic information for developing self-awareness interventions in the nursing area. Methods: Using "nurse/nursing" and "self-awareness" as key words, the researchers searched six electronic databases. The method proposed by Whittemore and Knafl was used. Results: Seventeen studies met the inclusion criteria. The most common research design was quasi-experimental. Nine quasi-experimental studies (52.9%), 7 qualitative studies (41.2%), and 1 mixed methodology study (5.9%) were analyzed. Most studies used group intervention and student nurses as participants. The interventions were revealed to be effective in enhancing participants' self-awareness. The reflection method was used in most intervention approaches. Conclusion: To provide therapeutic nursing care, having self-awareness is important. Future research with well-designed clinical trials applying self-awareness intervention needs to be conducted to enhance self-awareness in the nursing area.

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Section: Discussionmentioning

confidence: 99%

Section: Interventions and Contentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Integrative Literature Review on Self-awareness Education/Training Programs in the Nursing Area

Han

Kim

2016

Perspect Nurs Sci

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“…Para determinar a complexidade de cada cenário deve-se saber quais são os objetivos de aprendizagem a serem alcançados pelo participante [20]. Os recursos podem variar desde uso de atores, peças anatômicas, simuladores inanimados ou simuladores tecnologicamente muito avançados em robótica e informática, que apresentam grande semelhança com o corpo humano, além dos detalhes nos recursos físicos, ambientais e materiais que em conjunto colaboram para o realismo da cena [21,22].…”

Section: Conteúdo Da Revisãounclassified

“…Na simulação de média fidelidade existe algum tipo de interação entre o simulador e o aprendiz, o cenário vai além do desenvolvimento de uma competência, exige uma intervenção clinica. Já a simulação de alta fidelidade envolve a resolução de cenários complexos, com casos muito próximos do ambiente das instituições de saúde e da prática profissional [20][21][22], o que despertou o interesse para esse nível de complexidade nesta revisão.…”

Section: Conteúdo Da Revisãounclassified

Uso da simulação de alta fidelidade no preparo de enfermeiros para o atendimento de urgências e emergências: revisão da literatura

Girão

Mazzo

Pereira

2018

Sci Med

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. CONCLUSÕES: A simulação de alta fidelidade no atendimento de urgência e emergência com enfermeiros apresentou-se como uma ferramenta que, associada a outras estratégias de ensino, pode resultar em inúmeros benefícios para os profissionais, para o sistema de saúde e, principalmente, para a segurança dos pacientes. O conhecimento sobre as contribuições que esse método proporciona aos profissionais pode ser um forte aliado para estimular a participação dos mesmos em cenários simulados e também para justificar aos empregadores a necessidade desse tipo de estratégia.DESCRITORES: enfermagem; educação em enfermagem; percepção; simulação de paciente; treinamento com simulação de alta fidelidade; emergência.ABSTRACT AIMS: To identify, in the scientific literature, what are the gains perceived by nurses in the use of simulated high fidelity practices in urgency and emergency situations. METHODS: The search was done in pairs in the Cumulative Index to Nursing and Allied Health Literature, Latin-American and Caribbean Literature in Health Sciences, National Library of Medicine, SCOPUS and Web of Science, using the keywords or their synonyms for each item of the strategy. Thus, nurses OR nursing was used for Population; perception OR "acquisition of knowledge" OR experiences, for Concept; "high fidelity simulation" OR simulation OR emergencies, for Context. RESULTS: Eight studies that met the established inclusion criteria were analyzed, seven of each (88%) being quantitative studies that performed the interventions only with professional nurses. Among the several gains obtained by the nurses, the increase of self-confidence and satisfaction, and improvements in technical and non-technical skills, communication and leadership were remarkable. The fact that each participant had different places of professional performance may have influenced their experience, which may have resulted in different perceptions for each of them. CONCLUSIONS: The high fidelity simulation in urgency and emergency care with nurses presented itself as a tool that, in association with other teaching strategies, can result in countless benefits for professionals, for the health system, and, especially, for patient safety. Knowledge about the contributions this method provides to the professionals can be a reliable ally to stimulate their participation in simulated scenarios and also to justify to the employers the necessity of this type of strategy.

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Assessment of communication and physical exam skills: A comparison of students, faculty and standardized patients

Cuevas‐Nunez

Pulido

Harpe

et al. 2022

Journal of Dental Education

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Purpose/objectives: The objective of this retrospective study was twofold: it aimed to investigate dental students' communication and physical exam selfassessment skills by comparing students' self-evaluations with those completed by faculty and standardized patients (SPs). Second, it aimed to compare faculty and SPs assessment of students' communication skills. Methods: At the end of their first year of training, students (n = 127), participated in one SP encounter about an initial dental consultation. Students completed self-assessment before receiving feedback from faculty (n = 19) and SPs (n = 19). The data source included evaluation forms submitted by students, faculty and SPs. The Wilcoxon signed rank test was used to compare the overall scores between groups. Agreement between evaluations items were analyzed with McNemar's test (p < 0.05).Results: Overall, there were no statistically significant differences in how students and faculty graded for either communication (p = 0.6724) or physical exam (p = 0.1921) skills. However, both students and faculty provided less favorable marks than SPs for communication skills with a statistically significant difference in the overall grading between both students and SPs (p = 0.0146) and between faculty and SPs (p = 0.0045). Conclusions: While there was disagreement between students and faculty versus SPs, they weren't meaningful differences in scores and the dissimilarities mainly consisted of ratings of explanation skills. We suggest that, when applicable, dental student's self-evaluations may represent an alternative to faculty assessments of communication and physical exam skills. Nonetheless, we recommend that SPs be included in the assessment of communication skills to provide students with comprehensive feedback that more realistically represents the natural patient-provider relationship.

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Nursing students' perceptions of learning after high fidelity simulation: Effects of a Three-step Post-simulation Reflection Model

Cited by 70 publications

References 31 publications

An Integrative Literature Review on Self-awareness Education/Training Programs in the Nursing Area

An Integrative Literature Review on Self-awareness Education/Training Programs in the Nursing Area

Uso da simulação de alta fidelidade no preparo de enfermeiros para o atendimento de urgências e emergências: revisão da literatura

Assessment of communication and physical exam skills: A comparison of students, faculty and standardized patients

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