The educator inside the patient: students’ insights into the use of high fidelity silicone patient simulation

Reid‐Searl, Kerry; Eaton, Anne; Vieth, Lea; Happell, Brenda

doi:10.1111/j.1365-2702.2011.03795.x

Cited by 44 publications

(27 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is imperative that the facilitator has proficiency and experience in the clinical activity that they propose to simulate, proficiency in communication and information technologies, and an ability to perform dramatizations. In this sense they simplify and dynamize the proposed scenario, assuming extremely important roles within the simulated environment (18)(19)(20) . In relation to the interviews of the experts participating in the development of the script of the simulated scenario, seven units of significance and their respective subunits were found; they were organized into three stages of the script: previous knowledge; preparation; and final components of the scenario to present the results of the study.…”

Section: Discussionmentioning

confidence: 99%

“…It must be carried out in an integrated manner, observing skills, attitudes, and knowledge (26) . It may be carried out through the use of forms, which should be previously established and known by the learners (19) . In order for the simulation to be effective and achieve the expected results it should be developed by means of a scenario that covers the proposed objectives.…”

Section: Progress Of the Situationmentioning

confidence: 99%

See 1 more Smart Citation

Development of a theoretical-practical script for clinical simulation

Fabri

Mazzo

Martins

et al. 2017

Rev. esc. enferm. USP

View full text Add to dashboard Cite

Objective:To develop a theoretical-practical script based on the opinion of experts to be used in simulated clinical activities. Method: Qualitative study through analysis of content of interviews with experts on the theme in order to develop the proposed script. Of the 24 invited experts, 12 specialists from educational institutions in Brazil and abroad participated in the study in compliance with the ethical precepts. The experts responded to questions on the characterization of their study attributes and described the items required for the development of a simulated scenario. In view of the responses obtained, data content was analyzed and classified into units and subunits of significance. Results: The items mentioned for the development of the script generated seven units of significance. The units and subunits of significance were gathered in three stages of the main components of the simulated scenario: prior, preparation, and finals. Conclusion: This study enables an innovative, stimulating teaching experience, making it easier for professors to use the simulation resource as a learning process in an effective and objective manner, as a guide to professors and researchers in the area of clinical simulation.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Progress Of the Situationmentioning

confidence: 99%

Development of a theoretical-practical script for clinical simulation

Fabri

Mazzo

Martins

et al. 2017

Rev. esc. enferm. USP

View full text Add to dashboard Cite

show abstract

“…They reach cognitive, psychomotor and affective factors, contributing to the transfer of knowledge from the classroom to clinical settings. 24,25 In the health area, students seek experiences close to the actual clinical practices through simulation, so they can develop competencies related to the identification of patients' health needs through the collection of clinical history, physical examination, development of necessary interventions, resources management, and available health staff.…”

Section: Discussionmentioning

confidence: 99%

Teaching of pressure injury prevention and treatment using simulation

et al. 2017

View full text Add to dashboard Cite

Objective: To describe the construction of a high-fidelity clinical scenario simulation of "Pressure injury patient nursing care". Method:Report the experience of constructing a high-fidelity clinical scenario simulation based on the literature and on Bloom's taxonomy. Learning objectives, prior study material, fidelity, clinical case, necessary resources, problem solving, face and content validity, debriefing and evaluation were considered. Results: The scenario included cognitive, psychomotor and affective aspects; role-playing and the moulage technique were used, and it was positively evaluated by the students. resumen Objetivo: Describir la construcción de escenario clínico simulado de alta fidelidad destinado a la enseñanza aprendizaje de la asistencia de enfermería al paciente con lesión por presión. Método: Relato de experiencia de construcción de escenario clinico simulado de alta fidelidad, con base en la literatura y Taxonomía de Bloom. Fueron considerados objetivos de aprendizaje, material de estudio previo, fidelidad, caso clínico, recursos necesarios, resolución de problemas, validación de apariencia y contenido, debriefing, evaluación. Resultados: El escenario incluyó los aspectos cognitivos, psicomotores y afetivos y utilizado role player y la técnica de moulage. Fue evaluado de forma positiva por los estudiantes. Conclusión: La construcción de escenarios clínicos simulados planificados, estructurados y validados, aproxima al aprendiz con veracidad de la práctica clínica y posibilita el desarrollo de competencias necesarias para la prevención y tratamiento de lesión por presión. Implicaciones para la práctica:Tales recursos auxilian el proceso de enseñanza aprendizaje y la actualización de los profesionales en prevención y tratamiento de lesiones, lo que contribuye positivamente al desarrollo del aprendiz, seguridad y calidad de la asistencia de los pacientes.

show abstract

“…The concepts of Mask-Ed (KRS Simulation) (Reid-Searl, Eaton, Vieth, & Happell, 2011) where the expert educator (in this case the nurse) dons silicone props and transforms into a character with a history that becomes the platform for learning and teaching, has been adapted to build a simulation approach for the use of puppets. The Pup-Ed (KRS Simulation) framework affirms that the wearer of the puppet must have a sound knowledge of the health issue or procedure that the child is experiencing so that they can respond to the child in an authentic way .…”

Section: Context Of the Studymentioning

confidence: 99%

Puppets in an acute paediatric unit: Nurse’s experiences

et al. 2017

Self Cite

View full text Add to dashboard Cite

a b s t r a c tPuppets have been used for play and in education with children in a variety of contexts, including health care. There is however a dearth of literature that explains nurses' experiences when using puppets in a paediatric health care context nor any process to guide how they use puppets. In 2007 an educational framework called the Pup-Ed (KRS Simulation) was developed to assist nurses and educators in using puppets. In 2012 nurses (n = 13) from a regional paediatric acute care setting, who had been educated in the Pup-Ed (KRS Simulation) framework, described their experiences using puppets when caring for sick children. Participants reported that the principles of the Pup-Ed (KRS Simulation) framework including the users' knowledge/hidden nurse, a consistent history and silent voice all contributed to the central theme called connecting to optimise care. The puppets were a means to educate the children and were a source of distraction from unpleasant procedures. Additionally the puppets were a strategy to reduce fear and break down barriers for the child especially when undergoing procedures. When using the puppets participants identified that infection transfer was something to be considered and not all nurses felt comfortable using the puppets. A lack of confidence and time were identified as barriers to using the puppets. The findings from this study have been valuable in establishing recommendations for future puppet use.

show abstract

The educator inside the patient: students’ insights into the use of high fidelity silicone patient simulation

Cited by 44 publications

References 27 publications

Development of a theoretical-practical script for clinical simulation

Development of a theoretical-practical script for clinical simulation

Teaching of pressure injury prevention and treatment using simulation

Puppets in an acute paediatric unit: Nurse’s experiences

Contact Info

Product

Resources

About