Simulation as Clinical Replacement: Contemporary Approaches in Healthcare Professional Education

Kardong-Edgren, Suzie; Sullivan, Nancy

doi:10.1007/978-981-13-6106-7_44-1

Cited by 3 publications

(2 citation statements)

References 48 publications

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“…Simulation-based learning (SBL) is a well-established and universally accepted pedagogy for experiential learning and alternative clinical experience within undergraduate nursing education (Gaba, 2004; Kardong-Edgren et al, 2020; Miller & Guest, 2021). Nursing simulation activities “mimic the reality of a clinical environment and are designed to demonstrate procedures, decision making and critical thinking through techniques such as role-playing and the use of devices such as interactive videos or mannequins… combined to provide some semblance of reality” (Jeffries, 2005, p. 978).…”

Section: Simulation-based Learningmentioning

confidence: 99%

“…Student nurses in clinical practicum placements are supervised by experienced, qualified nurses. In this era of increased acuity, higher turnover of staff, and increased levels of burnout (Kardong-Edgren et al, 2020; Taylor et al, 2017), supervising student nurses can be viewed as adding to this burden (Roberts et al, 2019). Simulation provides a safe learning environment in which students are not pressured to make decisions quickly, and can experience the results of their clinical decisions without harming a real patient (Bowen-Withington et al, 2020; Chabrera et al, 2021; INACSL, 2016).…”

Section: Simulation-based Learningmentioning

confidence: 99%

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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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Section: Simulation-based Learningmentioning

confidence: 99%

Section: Simulation-based Learningmentioning

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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Educational and personal impacts of the COVID-19 pandemic on emergency medicine resident physicians: a qualitative study

Fults,

Gerwin,

Boyce

et al. 2024

BMC Med Educ

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Background The COVID-19 pandemic had a significant impact on both the clinical practice and the psychological states of frontline physicians in the emergency department. Trainees, at the beginning of their careers and thus still developing their practice styles and identities as physicians, were uniquely affected. Objective In this qualitative study, we sought to explore how the pandemic environment shaped the experiences of emergency medicine resident physicians. Methods This was a qualitative study. We conducted in-depth interviews with emergency medicine faculty, resident physicians, and staff at a single emergency department based at an urban academic institution in the northeastern United States. Interviews were audio recorded and transcribed, and transcripts were then analyzed in an iterative process by our coding team for recurring themes related to the resident experience. Results We reached data saturation with 27 individuals. Of those who were interviewed, 10 were resident physicians [6 senior residents (PGY-3 or PGY-4) and 4 junior residents (PGY-1 or PGY-2)]. Three major recurring themes regarding resident physician experience emerged during our analysis of the interviews: (1) novel educational experiences dampened by negative structural forces from the pandemic, (2) fracturing of social interactions and mitigation through ad-hoc support systems and community of practice, and (3) development of negative emotions and psychological trauma including fear, resentment, and moral injury causing lasting harm. Conclusions Our results suggest that emergency medicine resident physicians training during the COVID-19 pandemic faced unique experiences concerning their education, social support systems, and emotional states. While the educational and social experiences were described as having both negative and positive impacts, the emotional experiences were largely negative. Residency program leadership may use these insights to improve resident preparation, wellness, and resilience in the face of future adverse events.

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Simulation in Undergraduate Education

Franklin¹,

Blodgett²

2020

Annu Rev Nurs Res

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Simulation is an integral component of undergraduate nursing education because it allows for a safe, timely, and prescriptive approach to meet learning objectives at the levels of individual simulations, courses, and academic programs. This review of the literature provides an overview of steps taken to move simulation forward in undergraduate nursing education, and it highlights educational theories, research, best practices, and policy statements underpinning modern nursing simulation. This chapter outlines simulation and curriculum integration approaches and provides examples of participant, course, and program outcomes.

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Simulation as Clinical Replacement: Contemporary Approaches in Healthcare Professional Education

Cited by 3 publications

References 48 publications

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

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

Educational and personal impacts of the COVID-19 pandemic on emergency medicine resident physicians: a qualitative study

Simulation in Undergraduate Education

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