Rising to the Challenge: The Delivery of Simulation and Clinical Skills during COVID-19

Miller, Amanda; Guest, Keeley

doi:10.1080/24694193.2021.1883156

Cited by 8 publications

(12 citation statements)

References 24 publications

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“…The study characteristics are presented in the Table 1. Most of the studies on simulation-based training were developed in response to SARS-CoV-2 (n = 117, 79.1%) 6–8,16–128 . Eighteen were motivated by Ebola outbreaks (12.2%), 129–146 7 by influenza (4.7%), 147–153 3 by MERS (2%), 154–156 and 3 by pandemics in general (2%) 157–159 …”

Section: Resultsmentioning

confidence: 99%

Health Care Simulation as a Training Tool for Epidemic Management

et al. 2023

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Summary StatementThe objective of this research was to identify and review studies that have evaluated the impact of simulation-based training on health care professionals during epidemics.All studies in health care simulation-based training published during the last 5 epidemics with a global impact (SARS-CoV, H1N1, MERS, Ebola, SARS-CoV-2; through July 2021) were selected from a systematic search of PUBMED, EMBASE, and key journals.The search strategy identified 274 studies; 148 met the inclusion criteria and were included. Most of the studies were developed in response to SARS-CoV-2 infection (n = 117, 79.1%), used a descriptive approach (n = 54, 36.5%), and were used to train technical skills (n = 82, 55.4%).This review demonstrates a growing interest in publications related to health care simulation and epidemics. Most of the literature is marked by limited study designs and outcome measurements, although there is a trend toward the use of more refined methodologies in the most recent publications. Further research should seek the best evidence-based instructional strategies to design training programs in preparation for future outbreaks.

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Section: Resultsmentioning

confidence: 99%

Health Care Simulation as a Training Tool for Epidemic Management

et al. 2023

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“…Recent studies conclude that simulation is efficient in terms of time spent on patient activities, critical thinking, and clinical decision making, compared to time spent in clinical placement task completion with limited focus on critical thinking (Sullivan et al, 2019; Zyniewicz, 2019). Evidence supports simulation being used to ensure student nurses are safely prepared for clinical practice, providing a bridge between classroom learning and clinical realities (Chabrera et al, 2021; Miller & Guest, 2021; Roberts et al, 2019).…”

Section: Simulation-based Learningmentioning

confidence: 99%

“…Simulation allows student nurses to gain experience in a controlled environment, participating in realistic situations, practicing skills, and engaging in decision making while preparing to undertake the actual management of patient care in the clinical environment. Studies conclude that simulation has positive outcomes for student nurses’ confidence and skill development, with high levels of student satisfaction with learning (Chabrera et al, 2021; Miller & Guest, 2021).…”

Section: Ethical Considerationsmentioning

confidence: 99%

Ethical Considerations of Replacing Clinical Hours With Simulation in Undergraduate Nursing Education: Means to an End, or an End in Itself?

Sadd

2023

Creative Nursing

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In the current health-care environment, undergraduate nursing programs are expected to provide high-quality clinical experiences for students despite increasing difficulty accessing clinical placements. Expectations for newly graduated nurses have increased in the last few years, with an emphasis on “work-ready” graduates. At the same time, the availability of a variety of clinical practicum placements has decreased in some areas, increasing the difficulty of meeting the increasing numbers of nursing students required for future workforce planning, a situation exacerbated by the ongoing COVID-19 global pandemic. Nursing educators are caught between industry requirements for clinically prepared students and the regulatory requirements of their educational institutions. One solution being espoused internationally is substituting simulation for clinical practicum hours. Simulation offers many advantages, especially for patient safety, providing students with opportunities to link theory to practice in a controlled environment. This article discusses the ethical considerations of substituting simulation for clinical hours in undergraduate nursing education. Is this substitution justified as a means to an end or an end in itself?

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“…Online assessment strategies included modifications to traditional objective structured clinical examination (OSCE) for simulated online scenarios (Arrogante et al, 2021;Bradford et al, 2021), collaborative role plays (A. Miller & Guest, 2021), and self-recorded demonstration of skill proficiency (Palmer et al, 2021). Bradford et al ( 2021) used a scripted scenario and actor patient to simulate telehealth experiences while assessing women's health nurse practitioners' knowledge, clinical reasoning, and professional behaviours.…”

Section: Online Learning Environmentmentioning

confidence: 99%

“…Twenty-one papers described replacing onsite clinical placement with virtual simulation opportunities. Four of these employed both synchronous and asynchronous approaches to enable students to undertake client assessments (DeFoor et al, 2020), offer community support services (Gresh et al, 2021), and improve student competence and learning experiences (A. Miller & Guest, 2021;Peachey et al, 2021). Five used synchronous virtual simulation to incorporate debriefing sessions (n=3) and facilitate clinical learning and simulation experience (Kim et al, 2021;Kubin et al, 2021).…”

Section: Telehealth Technology To Create Alternative Clinical Spaces ...mentioning

confidence: 99%

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

Amankwaa

Boateng

Quansah

et al. 2022

Nursing Praxis in Aotearoa New Zealand

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The novel coronavirus disease (COVID-19) has transformed the delivery of nursing education. This scoping review identified innovative improvements or changes in nursing education developed by nursing faculty in response to the COVID-19 pandemic globally. This is a scoping review using Arksey and O’Malley framework, refined by Joanna Briggs Institute. Three electronic databases were searched to identify studies published between December 2019 and December 2021, irrespective of design. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) guidelines. Two reviewers independently assessed the eligibility of the studies, and multiple reviewers extracted the studies. Two reviewers crosschecked 10% of the extracted data to ensure accuracy and consistency. We grouped and described conceptual categories narratively. Of the 1339 retrieved papers, 111 met eligibility criteria. Most studies were from North America (69; 62.2%) and involved undergraduate nursing students (80; 72.1%). Many studies (61; 55.0%) were letters, commentaries, and editorials that offered short communications on ongoing innovative interventions. Reported nursing education innovations included online or virtual alternatives to face-to-face delivery (68; 61.3%), online or virtual alternatives to clinical placement (39; 35.1%) and faculty development (4; 3.4%). Reported outcomes included students’ satisfaction and intervention experiences. The reported innovations were crucial in mitigating the challenges posed by the COVID-19 pandemic for nursing education. Nurse educators are presented with a unique opportunity to embrace and build on the emerging pedagogies even after the global emergency. Further research must focus on 1) understanding the sustainability and enduring effects of the identified innovations in the post-pandemic period; 2) supporting students and faculty with new learning platforms, and 3) the long-term impacts of the COVID-19 pandemic on undergraduate and postgraduate nursing education. TE REO MĀORI TRANSLATION Ngā auahatanga i te ao mātauranga tapuhi hei urupare ki te Mate Urutā o COVID-19: He Arotake Hōkai Ngā Ariā Matua Nā te Mate Urutā o COVID-19 i whakaumu te horanga mātauranga tapuhi. Nā tēnei arotake hōkai i tautohu ētahi whakapikinga auaha, panonitanga hoki i roto i te mātauranga tapuhi, o ētahi whare whakaako tapuhi, hei urupare ki te mate urutā COVID-19 huri noa i te ao. He arotake hōkai tēnei i whakamahi i te anga a Arksey rāua ko O’Malley, he mea whakamahine e Joanna Briggs Institute. E toru ngā pātengi raraunga hiko i rapua hei tautohu i ngā pukapuka i whakaputaina i waenga i Tīhema 2019 me Tīhema 2021, ahakoa pēhea te hoahoa. Nā ngā aratohu Preferred Reporting Items for Systematic Reviews me Meta-analysis Statement for Scoping Reviews (PRISMA-ScR) ngā mahi i ārahi, ā, i riro nā ētahi kaiarotake tokorua i aromatawai takitahi te āheinga o te pukapuka, ā, he maha ngā kaiarotake nāna i kounu ngā raraunga. Tokorua ngā kaiarotake i āta titiro i tētahi 10% o ngā raraunga i kounutia, kia mōhio pū ai he tika, he hangarite hoki. I whakarōpūtia, i whakamāramatia hoki e mātou ngā kāwai ariā hei pūrākau. O ngā pepa 1339 i tīkina ake, i tutuki ngā paearu āheinga i ngā mea 111. Ko te nuinga o ngā puka nō Amerika ki te Raki (69; 62.2%) ā, he ākonga tapuhi paetahi ngā mea i roto (80; 72.1%). He tini ngā reta, ngā tākinga kōrero, ngā tuhinga ētita hoki i roto (63; 57.0%) i kitea ai ētahi whakapuaki pono mō ngā whakahoutanga auaha. Ko ētahi o ngā auahtanga mātauranga tapuhi i roto ko ngā ara hou i te ao tuihono, mariko rānei, hei whakakapi mō te horanga mātauranga ā-kanohi (68; 61.3%); ngā ara hou i te ao tuihono, mariko rānei, mō te whakanohonga ki ngā mahi tiaki tūroro (39; 35.1%); me te whakawhanaketanga kura whakaako (4; 3.4%). I kitea i roto i ngā putanga i pūrongotia ko te harikoa ākonga, me ngā wheako whakahoutanga. He mea taketake ngā whakahoutanga i pūrongotia hei whakaheke i ngā wero i ara ake i roto i te mate urutā COVID-19, mō te mātauranga tapuhi. Kua homai tētahi whāinga wāhi taketake ki ngā kaiako tapuhi kia awhi, kia waihanga hoki i ngā akoranga hou, ahakoa i muri i te whawhati nui i pā ki te ao. Me aro nui ētahi atu rangahau ki te 1) māramatanga ki te toitū, me ngā pānga haere tonu o ngā auahatanga i tautohutia i te wā i muri i te mate urutā; 2) te tautoko i ngā ākonga me te kura whakaako ki te hāpai i ngā pūhara ako hou; me 3) ngā pānga wā roa o te mate urutā COVID-19 ki ngā mātauranga tapuhi paetahi, paerua hoki. Ngā kupu matua: COVID-19; auahatanga; mātauranga tapuhi; mate urutā; arotake hōkai; ngā hangarau

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Rising to the Challenge: The Delivery of Simulation and Clinical Skills during COVID-19

Cited by 8 publications

References 24 publications

Health Care Simulation as a Training Tool for Epidemic Management

Health Care Simulation as a Training Tool for Epidemic Management

Ethical Considerations of Replacing Clinical Hours With Simulation in Undergraduate Nursing Education: Means to an End, or an End in Itself?

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

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