Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

Jowsey, Tanisha; Petersen, Lynne; Mysko, Christopher; Cooper-Ioelu, Pauline; Herbst, Pauline; Webster, Craig; Wearn, Andy; Marshall, Dianne; Torrie, Jane; Lin, Meng Jiun Penny; Beaver, Peter; Egan, Johanne; Bacal, Kira; O’Callaghan, Anne; Weller, Jennifer

doi:10.1371/journal.pone.0236085

Cited by 23 publications

(21 citation statements)

References 38 publications

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“…Simulation "always" works -but sometimes it does not and why is that? The learners' perceptions matter (15,(30)(31)(32)(33)(34)(35)(36)(37).…”

Section: Discussionmentioning

confidence: 99%

“…Examining learners' perceptions to SBT is not uncommon and have been described in previous publication. (15,(30)(31)(32)(33)(34)(35)(36)(37) Our study builds on this knowledge by focusing on perceptions that stem from the active phase of the simulation: Apart from "mental effort", all the items in the SBT-QA10 showed fair correlation suggesting they are all measuring elements of a participant's experience in the active phase of simulation scenarios. Factor analysis supported these ndings and the conclusion from the earlier interview study that learners' perceptions include both psychosocial and cognitive themes.…”

Section: Sbt-qa10 Questionnairementioning

confidence: 92%

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Evaluation of the Simulation Based Training Quality Assurance Tool (SBT-QA10) as a measure of learners’ perceptions during the action phase of simulation

Ekelund

O’Regan

Dieckmann

et al. 2023

Preprint

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Background: In an earlier interview-based study the authors identified that learners experience one or more of eight explicit perceptual responses during the active phase of simulation-based training (SBT) comprising a sense: of belonging to instructor and group, of being under surveillance, of having autonomy and responsibility for patient management, of realism, of an understanding of the scenario in context, of conscious mental effort, of control of attention, and of engagement with task. These were adapted into a ten-item questionnaire: the Simulation Based Training Quality Assurance Tool (SBT-QA10) to allow monitoring of modifiable factors that may impact upon learners’ experiences. This study assessed the construct validity evidence of the interpretation of the results when using SBT-QAT10. Materials and Methods: Recently graduated doctors and nurses participating in a SBT course on the topic of the deteriorating patient completed the SBT-QAT10 immediately following their participation in the scenarios. The primary outcome measure was internal consistency of the questionnaire items and their correlation to learners’ satisfaction scores. A secondary outcome measure compared the impact of allocation to active versus observer role. Results: A total of 349 questionnaires were returned by 96 course learners. The median of the total score for the ten perception items (TPS) was 39 (out of 50), with no significant difference between the four scenarios. We identified fair and positive correlations between nine of the 10 items and the SBT-QA10-TPS, the exception being “mental effort”. Compared to observers, active learners reported significantly more positive perceptions related to belonging to the team and interaction with the instructor, their sense of acting independently, and being focused. The questionnaire items were poorly correlated with the two measures of global satisfaction. Conclusion: Except for the item for mental effort, the QA10-TPS measures learners’ experiences during the active phase of simulation scenarios that are associated with a positive learning experience. The tool may have utility to learners, instructors, and course providers by informing subsequent debriefing and reflection upon practice for learners and faculty. The relationship between these perceptions and commonly used measures of satisfaction remains poorly understood raising questions about the value of the latter.

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“…Simulation "always" works -but sometimes it does not and why is that? The learners' perceptions matter (15,(30)(31)(32)(33)(34)(35)(36)(37).…”

Section: Discussionmentioning

confidence: 99%

Section: Sbt-qa10 Questionnairementioning

confidence: 92%

Evaluation of the Simulation Based Training Quality Assurance Tool (SBT-QA10) as a measure of learners’ perceptions during the action phase of simulation

Ekelund

O’Regan

Dieckmann

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…Contemporary, researchers reveal that PC education and experience are essential to deliver high-quality palliative nursing care from nursing students 6,7 . Nursing education ensures that students are empowered, safe, and capable 2–4 . Nurse educators are responsible for providing the best possible education method to prepare tomorrow's nurses to deliver high-quality palliative nursing care.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills

Alwawi

İnkaya²

2022

CIN: Computers, Informatics, Nursing

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Nursing students from developing countries have limited opportunities to experience palliative care. Standardized patient and low-fidelity simulations can provide realistic palliative care experiences for students. However, limited research is available on simulation-based education in Palestine. Testing and using these two types of simulation methods may be the best solution for developing countries that lack adequate resources. This study aimed to test the effects of low-fidelity simulation compared with standardized patient simulation in palliative care teaching on nursing students' knowledge, satisfaction, confidence, and skills. The study was a randomized controlled trial of 70 nursing students in their sophomore year. Students' knowledge was assessed with the Palliative Care Quiz for Nursing test; satisfaction and confidence with the Learner Satisfaction and Self-confidence in Learning; and skills rated by two researchers. Students' knowledge improved significantly on the posttest compared with the pretest, without significant differences between both groups. The findings showed that the utilization of the two methods in students' clinical training for scenario has the same effect on the satisfaction and confidence. The skills of the standardized patient group improved significantly more than the low-fidelity group. The study revealed that both simulation modalities are effective for palliative care nursing students.

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“…In the context of educational training, some studies questioned whether students' emotions can impair learning (7) in undergraduate nursing (8)(9) , in multidisciplinary training contexts (10) and in the anesthesiologist nursing program (11) . However, although they have assessed students' satisfaction, self-confidence and stress in these different contexts, such researches have not deepened, based on a theoretical-methodological framework, students' emotional behavior inserted in the teaching-learning process (12)(13)(14) , even though negative feelings and emotional or psychological insecurity arose during simulation (15) .…”

Section: Introductionmentioning

confidence: 99%

Artificial intelligence in the analysis of emotions of nursing students undergoing clinical simulation

et al. 2023

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Objective: to assess nursing students’ emotions undergoing maternal-child clinical simulation. Methods: an observational study, carried out between June and July 2019. The Focus Group technique was used, with 28 nursing students, randomly distributed into three groups, with qualitative (Bardin technique) and quantitative data (Artificial Intelligence) analysis, to analyze emotions through facial expressions, tone of voice and description of speeches. Results: we defined two categories: “It was not easy, it was very stressful”; and “Very valuable experience”. In Artificial Intelligence, emotional distribution between face, voice and speech revealed a prevalence of negative valence, medium-high degree of passivity, medium power to control the situation and medium-high degree of obstruction in task accomplishment. Final considerations: this study revealed an oscillation between positive and negative emotions, and shows to the importance of recognizing them in the teaching-learning process in mother-child simulation.

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Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

Cited by 23 publications

References 38 publications

Evaluation of the Simulation Based Training Quality Assurance Tool (SBT-QA10) as a measure of learners’ perceptions during the action phase of simulation

Evaluation of the Simulation Based Training Quality Assurance Tool (SBT-QA10) as a measure of learners’ perceptions during the action phase of simulation

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills

Artificial intelligence in the analysis of emotions of nursing students undergoing clinical simulation

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