Simulation as a Vehicle for Enhancing Collaborative Practice Models

Jeffries, Pamela R.; McNelis, Angela M.; Wheeler, Corinne

doi:10.1016/j.ccell.2008.08.005

Cited by 34 publications

(22 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nursing and other health professions have embraced the same notion as both technology and pedagogy. In the USA, for example, Jeffries et al outlined the core elements necessary to integrate simulation into nursing curricula 25. Early studies have reported increased learner confidence and demonstrated skills in end-of-programme evaluation.…”

Section: History Of Simulation As Applied To Health-professional Educmentioning

confidence: 99%

Training and simulation for patient safety

Aggarwal

Mytton²,

Derbrew

et al. 2010

Quality and Safety in Health Care

568

362

View full text Add to dashboard Cite

Background Simulation-based medical education enables knowledge, skills and attitudes to be acquired for all healthcare professionals in a safe, educationally orientated and efficient manner. Procedure-based skills, communication, leadership and team working can be learnt, be measured and have the potential to be used as a mode of certification to become an independent practitioner. Results Simulation-based training initially began with life-like manikins and now encompasses an entire range of systems, from synthetic models through to high fidelity simulation suites. These models can also be used for training in new technologies, for the application of existing technologies to new environments and in prototype testing. The level of simulation must be appropriate to the learners' needs and can range from focused tuition to mass trauma scenarios. The development of simulation centres is a global phenomenon which should be encouraged, although the facilities should be used within appropriate curricula that are methodologically sound and cost-effective. Discussion A review of current techniques reveals that simulation can successfully promote the competencies of medical expert, communicator and collaborator. Further work is required to develop the exact role of simulation as a training mechanism for scholarly skills, professionalism, management and health advocacy.

show abstract

Section: History Of Simulation As Applied To Health-professional Educmentioning

confidence: 99%

Training and simulation for patient safety

Aggarwal

Mytton²,

Derbrew

et al. 2010

Quality and Safety in Health Care

568

362

View full text Add to dashboard Cite

show abstract

“…Major components of simulation in education include student and teacher factors/interactions, educational practices, design characteristics, and debriefing (Jeffries, 2005;Jeffries, McNelis, & Wheeler, 2008). The teaching role in simulation assumes either a learning or evaluative objective: If learning, teachers facilitate and provide support throughout the learning process; if evaluative, teachers assume the role of observer.…”

Section: Background Simulation and Its Componentsmentioning

confidence: 99%

How to Obtain Contact Hours by Reading Articles in This Issue

2015

J Psychosoc Nurs Ment Health Serv

View full text Add to dashboard Cite

show abstract

“…Due to conducting actions targeted to a human object, one should understand that nurses and other health professionals need to avoid, as far as possible, the occurrence of procedural errors. Accordingly, a realistic simulation allows academic students to practice their performance previously, with the possibility of occurrence of failures, and, through discussion, reformulate their behavior successfully 3 .…”

Section: Introductionmentioning

confidence: 99%

Realistic simulation as a teaching-learning method in the undergraduate nursing level: An experience report

Nicola¹,

Martinello²,

Ilha³

et al. 2014

J. Nurs. Socioe. Health

View full text Add to dashboard Cite

The objective was to describe the activities of an extension project targeted to the application of realistic simulation in the nursing course of a federal university from the extreme south of the state. This activity occurred in the first half of 2012 through a discipline concerning Women's Health, and the scenario represented a home visit to a puerperal woman. The human resources were students of the Graduate Level who were previously trained by a drama teacher and by the teachers responsible for the project in such a way as to convince the pupils at the time of the practice of realistic simulation. The graduate students developed a clinical case to be executed by undergraduate students, who, throughout the activity, conducted interviews, physical examinations and guidelines to puerperal women, thereby corresponding to the previously designed Actions Protocol. We conclude that realistic simulation is a feasible activity in every university and that integration of graduate students with nursing students extends the knowledge by means of socialization of experiences.

show abstract

Simulation as a Vehicle for Enhancing Collaborative Practice Models

Cited by 34 publications

References 25 publications

Training and simulation for patient safety

Training and simulation for patient safety

How to Obtain Contact Hours by Reading Articles in This Issue

Realistic simulation as a teaching-learning method in the undergraduate nursing level: An experience report

Contact Info

Product

Resources

About