Patient Deterioration Education: Evaluation of Face-to-Face Simulation and e-Simulation Approaches

Cooper, Simon; Cant, Robyn; Bogossian, Fiona; Kinsman, Leigh; Bucknall, Tracey

doi:10.1016/j.ecns.2014.10.010

Cited by 48 publications

(42 citation statements)

References 30 publications

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“…These results corroborate findings of various previous studies (e.g. ) and are rooted in the socio‐constructivist learning theory . Thus, this review indicates that digital collaborative learning is an effective teaching method in nursing education.…”

Section: Discussionsupporting

confidence: 92%

Digital collaborative learning in nursing education: a systematic review

Männistö

Mikkonen

Kuivila

et al. 2019

Scandinavian Caring Sciences

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Section: Discussionsupporting

confidence: 92%

Digital collaborative learning in nursing education: a systematic review

Männistö

Mikkonen

Kuivila

et al. 2019

Scandinavian Caring Sciences

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“…In recent years, healthcare educators have sought to develop new teaching methods, including simulation, to find effective ways to achieve better learning outcomes (Poikela et al, ). Different learning experiences can reinforce student learning and build knowledge and skills through varied approaches (Cooper et al, ). The findings of this study suggest that simulation combined with another learning method, such as pre‐education, is an effective educational strategy that can be applied sequentially .…”

Section: Discussionmentioning

confidence: 99%

Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students

Lee

Kang

Park

et al. 2017

Nursing & Health Sciences

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Educational outcomes, such as knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods in caring for children with croup, were compared between groups of students that received education through simulation combined with pre‐education, simulation only, and pre‐education only. In this quasi‐experimental design, the educational intervention for the experimental group was the pre‐education modality. Data from a convenience sample of 127 senior nursing students were drawn from three nursing schools in South Korea. There were significant differences in the mean scores of knowledge, confidence in performance, satisfaction with the learning method, and ability in nursing practice between the three groups. Pre‐education with simulation significantly enhanced students' knowledge, confidence in performance, ability in nursing practice, and satisfaction with learning methods compared with pre‐education or simulation alone. Simulation strategies should focus more on enhancing nursing students' learning outcomes.

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“…As is the case with laboratory-based simulation, problem-solving through e-simulation can assist with the transfer of theoretical knowledge into the practice setting. [17] E-simulation also has an added benefit in that learners complete the program in their own time and unobserved, potentially improving learning outcomes by reducing their anxiety state. [10] In addition, e-simulation allows repeated practice, as there are no logistical concerns such as laboratory bookings, equipment or staff allocation.…”

Section: How Learners Learn Via E-simulationmentioning

confidence: 99%

“…The authors of the current paper, as part of a larger team, developed and evaluated a multi-media Web-based simulation education program which aimed to develop nursing students' management of deteriorating patients. [17] The program, funded by a grant from the Australian Government, is freely available for public access at: http://first2actw eb.com/. Participation takes approximately one and a half hours.…”

Section: Hospital Patient Deteriorationmentioning

confidence: 99%

The time is right for Web-based clinical simulation in nursing education

Cant

Cooper

2015

JNEP

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E-simulation involves goal-based role play using digital simulations that take place via a computer screen. Learners interact with the program via multi-media applications such as animation and video, graphics, sound, vision, and text through the use of advanced Web authoring tools. When the simulation is Web-based (via a remote server), this allows data collection and real-time feedback. We aimed to explore how the Internet has been utilized for the purposes of e-simulation in healthcare education. We describe published resources focusing on pre-registration education for undergraduate nursing and medicine students. Many studies in these domains have developed e-simulation as components of research, but we identified only four that were openly accessible (without fees). We describe four Web-based simulation programs that will benefit learners through better understanding of cardiopulmonary resuscitation; patient deterioration recognition and management; communication with the mentally ill; and knowledge of cultural competence. These programs have the advantage of being available across borders and are accessible to a broad audience wherever there is adequate Internet access. The approach appears to be highly acceptable to learners and offers the opportunity for repeated practice. The time is right for greater distribution and sharing of Web-based simulation resources for teaching in both undergraduate and at professional levels. Web-based simulation programs are a valuable resource that can be used in combination with traditional forms of laboratory and classroom teaching, in order to facilitate the development of students' clinical competence.

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Patient Deterioration Education: Evaluation of Face-to-Face Simulation and e-Simulation Approaches

Cited by 48 publications

References 30 publications

Digital collaborative learning in nursing education: a systematic review

Digital collaborative learning in nursing education: a systematic review

Effects of pre‐education combined with a simulation for caring for children with croup on senior nursing students

The time is right for Web-based clinical simulation in nursing education

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