Outcomes of a Simulation-Based Nurse Residency Program

Beyea, Suzanne C.; Slattery, Mary Jo; Reyn, Linda J. von

doi:10.1016/j.ecns.2010.01.005

Cited by 43 publications

(69 citation statements)

References 4 publications

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“…For example, simulation in this review frequently included case study and debriefing. [52-54, 56-58, 62] In addition, simulation was found to have been combined with other strategies such as lecture, [26,58] skills stations, [26] clinical practice with preceptors [26] and self-directed learning packages. [58] Of the simulation strategies, multiple simulator tools were used.…”

Section: Figure 1 Search Processmentioning

confidence: 99%

“…[60,61] Case scenarios were reported as adjunct strategies and were used in a majority of studies. [26,[52][53][54][55][56][57][58][60][61][62] Student feedback was reported in most of the strategies as being provided through human debriefing experiences, [52-54, 56-59, 62] through real time computerized feedback, [60] and through real time live human feedback.…”

Section: Education Strategiesmentioning

confidence: 99%

“…The main education strategies, in order of high to lower frequency of use, were: (1) simulation-based learning, [26, 52-54, 56-58, 60-62] (2) didactic instruction and preceptored clinical experiences, [26,59] and (3) use of multi-media electronic technologies. [60,61] Case scenarios were reported as adjunct strategies and were used in a majority of studies.…”

Section: Education Strategiesmentioning

confidence: 99%

“…[24] Confidence is a common theme in studies that have examined novice RNs' ability to learn skills required for safe patient care. [25][26][27][28] However, few studies focus on novice RN confidence and training strategies in the hospital setting. Investigations of hospital training strategies are needed to build the knowledge base for improving novice RN confidence for the application of clinical skills used towards safe patient care.…”

Section: Introductionmentioning

confidence: 99%

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Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs' professional development, enhance clinical confidence, and focus on patient safety. Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs' clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN's skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care. Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

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Section: Figure 1 Search Processmentioning

confidence: 99%

Section: Education Strategiesmentioning

confidence: 99%

Section: Education Strategiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effective patient safety education for novice RNs: A systematic review

Niemeyer¹

2017

JNEP

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“…Under these adverse circumstances, simulation-based education has gained much attention as a promising educational approach to enhance the competency of medical team members such as physicians, nurses, and paramedics. [1][2][3][4][5][6][7] However, the history of simulation-based education is short in Japan, and both undergraduate and postgraduate education curricula still give priority to task training. In consequence, unified curricula for simulation-based education are not yet available in Japan.…”

Section: Subjectsmentioning

confidence: 99%

Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education

Abe

Kawahara

Yamashina

et al. 2013

American Journal of Critical Care

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BackgroundIn Japan, nursing education is being reformed to improve nurses' competency. Interest in use of simulation-based education to increase nurses' competency is increasing.ObjectivesTo examine the effectiveness of simulation-based education in improving competency of cardiovascular critical care nurses.MethodsA training program that consisted of lectures, training in cardiovascular procedures, and scenario simulations was conducted with 24 Japanese nurses working at a university hospital. Participants were allocated to 4 groups, each of which visited 4 zones and underwent scenario simulations that included debriefings during and after the simulations. In each zone, the scenario simulation was repeated and participants assessed their own technical skills by scoring their performance on a rubric. Before and after the simulations, participants also completed a survey that used the Teamwork Activity Inventory in Nursing Scale (TAINS) to assess their nontechnical skills.ResultsAll the groups showed increased rubric scores after the second simulation compared with the rubric scores obtained after the first simulation, despite differences in the order in which the scenarios were presented. Furthermore, the survey revealed significant increases in scores on the teamwork scale for the following subscale items: “Attitudes of the superior” (P < .001), “Job satisfaction” (P = .01), and “Confidence as a team member” (P = .004).ConclusionsOur new educational approach of using repeated scenario simulations and TAINS seemed not only to enhance individual nurses' technical skills in critical care nursing but also to improve their nontechnical skills somewhat.

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The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

et al. 2020

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Aims To examine the use and effects of multiple simulations in nursing education. Design A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020. Method Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool. Results In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence. Conclusion Multiple scenario‐based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.

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Outcomes of a Simulation-Based Nurse Residency Program

Cited by 43 publications

References 4 publications

Effective patient safety education for novice RNs: A systematic review

Effective patient safety education for novice RNs: A systematic review

Repeated Scenario Simulation to Improve Competency in Critical Care: A New Approach for Nursing Education

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

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