Simulation training in critical care: Does practice make perfect?

Springer, R.D. Ninfa Saturnino; Mah, John; Shusdock, Ian; Brautigam, Robert T.; Donahue, Stephen; Butler, Karyn L.

doi:10.1016/j.surg.2013.04.038

Cited by 20 publications

(9 citation statements)

References 14 publications

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“…Simulation is a learning method that involves the use of high-fidelity manikins that enable nurses to experience diverse clinical settings without threatening patients’ safety. Simulation has been utilized in the training of nursing/pharmacology students, as well as in the continued education of nurses, surgeons, physicians, and others working at the forefront of critical care [ 5 – 7 ]. It is highly appreciated and has been broadly accepted by nursing educators.…”

Section: Introductionmentioning

confidence: 99%

Heart rate variability can clarify students’ level of stress during nursing simulation

et al. 2018

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Simulation is regarded as an effective educational method for the delivery of clinical scenarios. However, exposure to unfamiliar environments during simulation can cause excessive stress among students, possibly leading to unnatural speech/behavior and poor skill learning (Yerkes-Dodson’s law). Thus, assessing students’ stress in a simulation can provide educators with a better understanding of their mental state. This study sought to clarify stress changes throughout the progression of the simulation by measuring heart rate variability and students’ subjective reactions in 74 nursing students. Heart rate variability was calculated in terms of its high-frequency (HF) and low-frequency/high-frequency (LF/HF) components during 4 phases—the break, patient care, reporting, and debriefing. Students were interviewed about stress experienced during the simulation. The results showed that HF decreased significantly from the break to the patient care and reporting phases. Furthermore, LF/HF increased significantly from the break to the reporting phases. Approximately 55 students felt stressed during the simulation, 24 of whom felt most stressed during the reporting phase. Therefore, the reporting phase involved high objective and subjective stress. It may be possible that the educator’s evaluative attitude increased students’ stress. Therefore, a stress intervention during the reporting phase might further improve students’ performance during that phase. The debriefing phase did not significantly differ from the break phase for objective stress, and students did not report feeling stressed. Thus, in this phase, they were released from the stress of the reporting phase and the unfamiliar environment. During this phase, they might be able to learn what they could not understand owing to high stress in the patient care and reporting phases. This study provides objective and subjective evidence of students’ stress during simulation, and indicates the necessity of providing support during the reporting phase and the importance of debriefing when using clinical scenarios for teaching clinical skills.

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Section: Introductionmentioning

confidence: 99%

Heart rate variability can clarify students’ level of stress during nursing simulation

et al. 2018

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“…Cases can be graduated and repeated, pushing students through zones of development toward mastery [30]. Finally, it has been demonstrated that simulation as a version of deliberate practice can lead to more effective and lasting results than traditional methods [31,32].…”

Section: Simulationmentioning

confidence: 99%

Innovative strategies in critical care education

Tainter

Wong

Bittner

2015

Journal of Critical Care

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“…15 Studies assessing the best ways to deliver SBME have been increasingly conducted in the critical care setting. For example, Springer and colleagues 61 concluded that multiple 30-min simulation sessions held over 3 consecutive days were more effective than one 90-min session to improve resident knowledge regarding recognition and management of septic shock. Ali and colleagues 62 reported that both students and instructors perceived the use of mechanical simulators and of simulated patients as equally satisfactory for ATLS training.…”

Section: How Should Simulation-based Medical Education Be Used?mentioning

confidence: 99%

Five Questions Critical Care Educators Should Ask About Simulation-Based Medical Education

Piquette

LeBlanc

2015

Clinics in Chest Medicine

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Simulation is now commonly used in health care education, and a growing body of evidence supports its positive impact on learning. However, simulation-based medical education (SBME) involves a range of modalities, instructional methods, and presentations associated with different advantages and limitations. This review aims at better understanding the nature of SBME, its theoretic and proven benefits, its delivery, and the challenges posed by SBME. Areas requiring further research and development are also discussed.

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Simulation training in critical care: Does practice make perfect?

Cited by 20 publications

References 14 publications

Heart rate variability can clarify students’ level of stress during nursing simulation

Heart rate variability can clarify students’ level of stress during nursing simulation

Innovative strategies in critical care education

Five Questions Critical Care Educators Should Ask About Simulation-Based Medical Education

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