Simulation: Linking Quality and Safety Education for Nurses Competencies to the Observer Role

Schaar, Gina L.; Ostendorf, Marilyn; Kinner, Tracy

doi:10.1016/j.ecns.2012.07.209

Cited by 13 publications

(5 citation statements)

References 4 publications

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“…An observation form functions as a tool that mediates learning [ 38 , 39 ] and draws students' attention to the importance of change in patients' condition. The use of observation tools has been reported to engage the observer in learning [ 40 – 42 ] and facilitate observational learning by focusing on important aspects [ 43 – 45 ]. The observation form may have triggered assessments of actions based on specific professional knowledge rather than an overall approach.…”

Section: Discussionmentioning

confidence: 99%

The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

Haukedal

Reierson

Hedeman

et al. 2018

Nursing Research and Practice

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Simulation-based learning is an effective technique for teaching nursing students' skills and knowledge related to patient deterioration. This study examined students' acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students' theoretical knowledge of patient deterioration may be enhanced by improving the students' prerequisites for learning and by strengthening debriefing after simulation.

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Section: Discussionmentioning

confidence: 99%

The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

Haukedal

Reierson

Hedeman

et al. 2018

Nursing Research and Practice

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show abstract

“…The positive response from the activity led to the incorporation of the simulation into the curriculum (Kaplan et al, 2011). Schaar, Ostendorf and Kinner (2013) integrated the six key competencies of the quality and safety education for nurses (QSEN) initiative into their simulation curriculum. Four senior level nursing students carried out a simulation on postpartum hemorrhage and 37 remaining students observed using the provided observer record.…”

Section: Simulation and Nursing Competenciesmentioning

confidence: 99%

“…The development of the observer record was successful and later used in the development of critical care, pediatric and medical-surgical simulations. More research is needed to validate the efficacy of the QSEN simulation observer record (Schaar et al, 2013).…”

Section: Simulation and Nursing Competenciesmentioning

confidence: 99%

Educating Oncology Nurses with Simulation: A Chemotherapy Spill

DeMacedo¹

2016

Preprint

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<p>The purpose of the QI project was to determine if the use of a simulated chemotherapy spill increased the competencies and confidence of oncology nurses employed on an inpatient chemotherapy unit. An educational QI design was utilized including a confidential voluntary pre and post intervention survey. The simulations were held on a 25 bed oncology unit. Twenty-nine RNs participated. The simulation objective was to locate and follow the current hospital policy, the MSDS for the particular drug and clean up the simulated spill based on the current policy. Twelve simulations were conducted. Only 20.6% of RNs had been previously exposed to a chemotherapy spill. More than half of RNs felt the simulation resembled real life and all felt that the simulation very much or somewhat prepared them to handle a chemotherapy spill. The results of the comparable questions were all statistically significant (P = <0.001) and suggest that the simulation did increase the nurses’ awareness of and comfort in locating the current hospital policy and MSDS. RN’s reported increased knowledge of the contents within a chemotherapy spill kit and an increase in feeling prepared to deal with a spill in the future. An unintentional finding revealed omissions and discrepancies in the current policy. Future research to include larger cohorts in multiple oncology settings is needed to support educating nurses with simulation. Simulation may also be useful in creating, reviewing and revising policies.</p>

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“…A number of authors have written about their experiences with incorporating informatics content, including the use of EHRs, into nursing pre-licensure curricula. EHRs have been used in conjunction with narrative case studies in which students were asked to document relevant case information [13,14] , or incorporated into medium and high fidelity simulations [15][16][17][18][19] . Meyer et al [17] required junior nursing students to access a simulated EHR for patient information prior to four simulations, comparable to how they would prepare for clinical experiences, and to document cares as part of the simulation sessions.…”

Section: Literature Reviewmentioning

confidence: 99%

Student perceptions of electronic health record use in simulation

Jansen

2014

JNEP

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Background/Objectives: Use of an electronic health record (EHR) system is a necessary part of the educational experience of nursing students. The purposes of this evaluation project were to ascertain from baccalaureate nursing students their perceptions of the importance of an EHR system and simulation to their education and their evaluations of one particular simulation/EHR system (S/EHR). Methods: Sixteen baccalaureate nursing students completed a survey, following use of the S/EHR in simulated clinical practice. Results: Despite technical challenges, the majority of students agreed the S/EHR was realistic, easy to work with, and increased their confidence and ability to safely provide patient care and administer medications. The majority felt it was important for the nursing program to use some type of EHR and desired more simulations. Conclusions: The S/EHR contributed to the realism of the simulation experiences. Considerations are provided for nursing programs needing to obtain and implement an EHR system for educational purposes.

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Simulation: Linking Quality and Safety Education for Nurses Competencies to the Observer Role

Cited by 13 publications

References 4 publications

The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

Educating Oncology Nurses with Simulation: A Chemotherapy Spill

Student perceptions of electronic health record use in simulation

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