Optimising simulation learning experiences for mature, postgraduate nursing students

Spies, Cynthia; Botma, Yvonne

doi:10.1016/j.nepr.2020.102834

Cited by 14 publications

(26 citation statements)

References 23 publications

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“…Spies and Botma showed that students should be thoroughly acquainted with simulation practice and know in advance what will be expected of them when participating in scenarios [ 42 ]. The authors suggest that the sessions should start with less complex scenarios before moving on to more complex ones, which will prevent cognitive overload.…”

Section: Discussionmentioning

confidence: 99%

“…The authors suggest that the sessions should start with less complex scenarios before moving on to more complex ones, which will prevent cognitive overload. Additionally, they point out that failures should not be punished during the debriefing and discussion so that the students could get more engaged and motivated to perform better in subsequent simulation training sessions [ 42 ].…”

Section: Discussionmentioning

confidence: 99%

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Objective and Subjective Stress Parameters in Response to High and Low-Fidelity Simulation Activities

Czekirda

Misztal-Okońska

Włoszczak-Szubzda

et al. 2022

IJERPH

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Nursing graduates are required to have both excellent theoretical and practical skills that should be used during stressful emergency interventions. Since the received knowledge should be practiced to gain skills and trained to achieve competences, simulation exercises can be beneficial to even reduce the stress that each individual may face during emergency management of patients. A total of 146 first-year nursing students participated in the study, including 124 women and 22 men aged between 19 and 50 years, with a mean age of 32 years. The objective method estimated psychophysiological parameters (serum cortisol). Objective and subjective methods were used. The subjective method assessed stress experienced by students based on the standardized Stress Appraisal Questionnaire Version B for dispositional assessment. The study was conducted in the Monoprofile Medical Simulation Centre at the University of Economics and Innovation in Lublin, Poland and was approved by the University Research Ethics Committee. Both participants under and over 25 years of age showed increased levels of stress after low and high-fidelity simulations, with statistically significantly higher stress levels found for the low fidelity method. Low-fidelity simulation methods generated a greater increase in cortisol levels, indicating a higher stress level than the high-fidelity methods. The analysis of the scores obtained in the Stress Appraisal Questionnaire (KOS-B) showed that higher cortisol levels after the low-fidelity simulation reduced the subjective perception of a threat, while higher cortisol levels before the high-fidelity simulation promoted higher intellectual activity among the students. Levels of stress in the education of nursing students using low and high-fidelity methods can limit the sense of threat and activate professional task performance. The use of low and high-fidelity simulation does not generate destructive stress levels.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Objective and Subjective Stress Parameters in Response to High and Low-Fidelity Simulation Activities

Czekirda

Misztal-Okońska

Włoszczak-Szubzda

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…The results concerning student’s appreciation for this learning activity are similar to those displayed in other educational settings in which simulation was considered an adequate preparation for caring for real patients in a suitable atmosphere [ 27 – 30 ]. This approach led to meeting students’ learning needs and times and allowed them to incorporate new operative models as well as technical and non-technical skills in the following HFS sessions [ 26 , 31 ].…”

Section: Discussionmentioning

confidence: 99%

The lived experiences of intensive care nursing students exposed to a new model of high-fidelity simulation training: a phenomenological study

et al. 2021

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Background In postgraduate intensive care nursing courses, high-fidelity simulation is useful to prepare students to guarantee safe and quality care of critically ill patients. Surprisingly, this issue has not attracted sufficient attention in the literature, and it is not clear whether the linear application of the traditional high-fidelity simulation method based on prebriefing, the simulation session and debriefing, can serve as empirical reference in postgraduate students’ education. The aim of this study was to investigate the lived experiences of postgraduate students receiving multiple exposures to an innovative high-fidelity simulation design based on Kolb’s Experiential Learning Theory. Methods A phenomenological study was conducted at an Italian University involving a purposive sample of 15 nursing students attending the postgraduate intensive care course. Audio-recorded face-to-face in-depth interviews were held by a researcher in a dedicated room complemented with non-verbal communication outlined in the field notes. Thematic analysis was used to analyse the transcribed data. Results Three themes and ten categories were derived from the data analysis. The themes included pragmatic learning experience, the emotional path, and confidence. Conclusions Multiple exposure to high-fidelity simulation was lived as a pragmatic learning experience enhancing the students’ ability to apply theory into practice. This novel approach also contributed to the transition from negative to positive feelings and improved students’ confidence about technical and non-technical skills when caring for a critically ill patient.

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“…The simulation experience (component four) of the theory characterizes the simulation learning environment as experiential, interactive, learner‐centered, requires mutual trust and collaboration 2 . The theory encourages the facilitator to move away from a focus on technology and equipment and move toward how nurses experience learning through simulation 2,14 . This perspective is further supported by recognizing personal attributes brought to the simulation experience by facilitators and participants 2…”

Section: From Theory Into Practicementioning

confidence: 95%

Beyond the technology: Applying the NLN Jeffries Simulation Theory in the context of aging simulation

et al. 2022

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Background: Caring for older people has become a focus for simulation-based education. Specifically, aging simulation has emerged as an innovative and effective educational approach that utilizes aging-suits for nurses to gain insight into the aging process and the everyday difficulties faced by older people. There is limited evidence within the literature about how researchers and educators support decision-making processes in the design, implementation, and evaluation of aging simulation programs.Aim: This is a theoretical development paper and its purpose is to explore the practical application of the Jeffries Simulation Theory in the design, implementation, and evaluation of an aging simulation program to contribute to knowledge development and guide educational practices for nurse educators and researchers. Results:The authors describe a practical application of the theory to an aging simulation program using the five key theory components: context, background, design, simulation experience, and outcomes. Specific theory strengths are highlighted in practical examples generated from the authors aging simulation interventional study example: engaging stakeholders, consideration of additional observer simulation roles, reflective debrief discussions, influence of facilitator and participant personal attributes, and outcomes beyond the participants. Conclusion:The Jeffries Simulation Theory is well suited for underpinning the design, implementation, and evaluation of aging simulation programs.

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Optimising simulation learning experiences for mature, postgraduate nursing students

Cited by 14 publications

References 23 publications

Objective and Subjective Stress Parameters in Response to High and Low-Fidelity Simulation Activities

Objective and Subjective Stress Parameters in Response to High and Low-Fidelity Simulation Activities

The lived experiences of intensive care nursing students exposed to a new model of high-fidelity simulation training: a phenomenological study

Beyond the technology: Applying the NLN Jeffries Simulation Theory in the context of aging simulation

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