Physical stress triggers in simulated emergency care situations

Abstract

A nurse's knowledge, skills and experience are of great importance for ensuring good and safe care. Thus, it is important that nurses in training are given the opportunity to practise, for example emergency care situations during their education (Abelsson, Rystedt, Suserud, & Lindwall, 2018). Practice to become a clinically competent nurse in educational settings and the assessment of competence is therefore important as it ensures that the individual knows what is required of them when carrying out their profession (Miller, 1990). Marton and Booth (1997) believe that knowledge is to know and to understand something. Aristotle (2000) also describes knowledge as a skill used in practical action. Gadamer (1989) describes how knowledge leads to further knowledge and experiences. With pre-knowledge and familiarity within an area, understanding and interpretation can lead to new knowledge beyond our existing meaning horizon. Knowledge and experience are created in a circle where the interpreter of a phenomenon creates a design of meaning by moving from the whole (the theorem) to the part (the set pieces) and back to the whole (Gadamer, 1989). 2 | BACKG ROU N D With simulation, theoretical and practical knowledge can be trained to become experiences. Simulation is, therefore, increasingly used in nurse education. In situ simulations are common as they include the demonstration of skills and show the participants' performance of an independent clinical practitioner, according to Miller's competence pyramid (1990). Simulation, however, exposes students to different degrees of stress and anxiety (Abelsson & Bisholt, 2017; Abelsson et al., 2018). The complexity of the simulated environment determines the level of stress experienced by the participants. At a medically advanced level, the more complex environment with many simultaneous events, the more complicated the simulation and thus increasing levels of stress (Abelsson et al., 2018). If the simulated scenarios have relevant content and are not exaggerated, participants maintain a comfortable stress level (Abelsson & Bisholt, 2017). By minimizing the nursing students' stress, the learning improves (Miller & Sawatzky, 2017).

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