Simulation for emergency nurses (SIREN): A quasi-experimental study

Boyde, Mary; Cooper, Emily; Putland, Hannah; Stanton, Rikki; Harding, Christie; Learmont, Ben; Thomas, C.; Porter, Jade; Thompson, Andrea; Nicholls, Louise Brown

doi:10.1016/j.nedt.2018.05.030

Cited by 18 publications

(13 citation statements)

References 23 publications

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“…Another study asserts that the simulation reduces the participants' anxiety and improves self-efficacy in the evaluation of the patient and that, apart from that, the nurses were very satisfied with the simulation training, also coinciding with the results obtained in this study [6]. Still in the same line, another of these studies reconfirms the results obtained herein, where statements like "The simulation is a useful teaching method for learning" or "The simulation has helped me to integrate theory and practice" obtain mean values of 4.7 and 4.2 respectively, in a Likert scale where 5 is the highest score [13].…”

Section: Discussionsupporting

confidence: 86%

“…Summarising the relevant literature, studies are found like the "SIREN" (Simulation for emergency nurses) study, a quasi-experimental paper which asserts that simulation has been recognised as an effective learning strategy, improving patient safety and the clinical outcomes; however, it is necessary and important to evaluate the effectiveness of this educational technique to support its value and effectiveness [6]. Another study shows that the simulation helped the students to understand concepts and to stimulate critical thinking, as well as being a valuable and realistic learning experience [7].…”

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

et al. 2020

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(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the “satisfaction” dimension and d = 1.25 for the “large” size of the effect, and p < 0.0069 for the “confidence and motivation” dimension and d = 0.58 for the “moderate–large” size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

et al. 2020

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“…For example, a study with a quasi-experimental design in the field of mental health showed that simulations improve students’ attitudes and enhanced their confidence and self-efficacy [ 22 ]. Other quasi-experimental design studies in the field of emergency medicine found significant and favourable relationships in the dimensions of satisfaction, confidence, and motivation following the performance of high-fidelity simulations by students [ 23 , 24 ]. Therefore, the benefits of high-fidelity simulations in terms of student learning calls for further research in this field [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

Escribano

Cabañero‐Martínez

Fernández‐Alcántara

et al. 2021

IJERPH

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Background: Standardised patient simulations seem to be useful for improving the communication skills of health sciences students. However, it is important to define the effectiveness of these types of interventions in complex scenarios linked to disease chronicity and end-of-life contexts. Methods: A quasi-experimental study with pre- and post-intervention measures was carried out in a single group. A total of 161 nursing students completed different assessment instruments to measure their attitudes towards communication (Attitude Toward Communication Scale), self-efficacy (Self-Efficacy of Communication Skills, SE-12), and communication skills (Health Professionals Communication Skills Scale, EHC-PS) before and after simulation training with standardised patients. The objective of the program was to train students in non-technical skills for complex situations involving chronicity and end-of-life care. It comprised eight sessions lasting 2.5 h each. Results: The results showed notable baseline gender differences in attitudes towards communication and in the informative communication dimension, with women obtaining higher scores. The participants’ self-efficacy and communication skills significantly improved after completing the intervention, with no significant differences being found for the attitudes towards communication variable. Conclusion: The standardised patient simulation programme for complex scenarios related to chronicity and end-of-life contexts improved communication self-efficacy and communication skills in these nursing students. In future work it will be important to analyse the influence of gender and attitudes towards communication as variables in the learning of communication skills in nursing students.

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“…Comfort scores 2. Performance scores Prospective observational Quality assessment – moderate – good (3e) Boyde 2018 [ 104 ] (Australia) To implement and evaluate an innovative simulation experience for registered nurses ( n = 50) 1. Anxiety 2.…”

Section: Resultsmentioning

confidence: 99%

GENESISS 2—Generating Standards for In-Situ Simulation project: a systematic mapping review

et al. 2022

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Background In-situ simulation is increasingly employed in healthcare settings to support learning and improve patient, staff and organisational outcomes. It can help participants to problem solve within real, dynamic and familiar clinical settings, develop effective multidisciplinary team working and facilitates learning into practice. There is nevertheless a reported lack of a standardised and cohesive approach across healthcare organisations. The aim of this systematic mapping review was to explore and map the current evidence base for in-situ interventions, identify gaps in the literature and inform future research and evaluation questions. Methods A systematic mapping review of published in-situ simulation literature was conducted. Searches were conducted on MEDLINE, EMBASE, AMED, PsycINFO, CINAHL, MIDIRS and ProQuest databases to identify all relevant literature from inception to October 2020. Relevant papers were retrieved, reviewed and extracted data were organised into broad themes. Results Sixty-nine papers were included in the mapping review. In-situ simulation is used 1) as an assessment tool; 2) to assess and promote system readiness and safety cultures; 3) to improve clinical skills and patient outcomes; 4) to improve non-technical skills (NTS), knowledge and confidence. Most studies included were observational and assessed individual, team or departmental performance against clinical standards. There was considerable variation in assessment methods, length of study and the frequency of interventions. Conclusions This mapping highlights various in-situ simulation approaches designed to address a range of objectives in healthcare settings; most studies report in-situ simulation to be feasible and beneficial in addressing various learning and improvement objectives. There is a lack of consensus for implementing and evaluating in-situ simulation and further studies are required to identify potential benefits and impacts on patient outcomes. In-situ simulation studies need to include detailed demographic and contextual data to consider transferability across care settings and teams and to assess possible confounding factors. Valid and reliable data collection tools should be developed to capture the complexity of team and individual performance in real settings. Research should focus on identifying the optimal frequency and length of in-situ simulations to improve outcomes and maximize participant experience.

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Simulation for emergency nurses (SIREN): A quasi-experimental study

Cited by 18 publications

References 23 publications

Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

GENESISS 2—Generating Standards for In-Situ Simulation project: a systematic mapping review

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