Survey of Australian Schools of Nursing Use of Human Patient (Mannequin) Simulation

Abstract

Rapid adoption of high-fidelity human patient (mannequin) simulation has occurred in Australian Schools of Nursing in recent years, as it has internationally. This paper reports findings from a 2012 online survey of Australian Schools of Nursing and builds on findings of earlier studies. The survey design allowed direct comparison with a previous study from the USA but limited its scope to the pre-registration (pre-service Bachelor of Nursing) curriculum. It also included extra mental health specific questions. Australian patterns of adoption and application of high-fidelity human patient (mannequin) simulation in the pre-registration nursing curriculum share features with experiences reported in previous US and Australian surveys. A finding of interest in this survey was a small number of Schools of Nursing that reported no current use of high-fidelity human patient (mannequin) simulation and no plans to adopt it, in spite of a governmental capital funding support programme. In-line with prior surveys, mental health applications were meagre. There is an absence of clearly articulated learning theory underpinnings in the use of high-fidelity human patient (mannequin) simulation generally. It appears the first stage of implementation of high-fidelity human patient (mannequin) simulation into the pre-registration nursing curriculum has occurred and the adoption of this pedagogy is entering a new phase.

Manikin Simulation in Mental Health Nursing Education: An Integrative Review

“…In an Australian context, manikin simulation is used extensively, in particular in undergraduate education (McGarry, Cashin, & Fowler, 2014 b). Standardised patients, virtual patients and simulation of patient experience (for example, voice-hearing experience simulation) have also been reported (Brown, 2015).…”

“…Understanding how the use of manikin simulation enhances nursing students' learning of mental health care is crucial as this teaching method becomes widespread (Brewer, 2011;McGarry, Cashin, & Fowler, 2011). We suggest that as simulation activities are further integrated into nursing curricula, there needs to be rigorous examination of its potential to affect pre-registration preparation for psychiatric nursing practice McGarry et al, 2014 b). This review will help fill this gap in the existing level 1 evidence.…”

A Scoping Review of the Health Technology Procurement Decision Process in Indonesia

“…On a related, although slightly tangential note, consider the introduction of high-fidelity mannequins into health education programs as an example. These expensive devices became commonplace despite high costs and high intensity of teacher time requirements despite little and where it exists relatively small-scale evidence of any improvement in achievement in learning outcomes (McGarry, Cashin, & Fowler, 2014). While the literature related to high fidelity human patient simulation is vast, few studies have been conducted that have demonstrated improved learning outcomes as compared to usual teaching practice.…”

The effect of high fidelity simulated learning methods on physiotherapy pre-registration education: a systematic review protocol

“…A belief in this approach is evidenced through the increased use of simulated learning activities in medical and nursing education. 23,24 This has been supported, certainly in the United Kingdom, by the Department of Health: The Chief Medical Officer indicated that simulation is an important method of learning for safer patient care and that it needs to be more fully integrated into health care education. 25 Internationally there is also support, for example the large scale project undertaken in Australia by Wright, Moss, Watson and Rue.…”