The Effects of Simulated Clinical Experiences on Anxiety: Nursing Students' Perspectives

Gore, Teresa; Hunt, Caralise W.; Parker, Francine; Raines, Kimberly

doi:10.1016/j.ecns.2010.02.001

Cited by 66 publications

(37 citation statements)

References 11 publications

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“…A recurrent finding in all the interviews coincidental with other studies [16,36,37] was the informants experiencing simulation and especially debriefing, as highly relevant to facilitating effective learning. Their concerns and discussions revolved around the learning conditions and what in the literature is called a "lack of simulation competency" [17] .…”

Section: Discussionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

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The debriefing phase in human patient simulation is considered to be crucial for learning. To ensure good learning conditions, the use of small groups is recommended, which poses a major challenge when the student count is high. The use of large groups may provide an alternative for typical lecture-style education and contribute to a more frequently and repeated training which is considered to be important for achieving simulation competency. The purpose of the present study was to describe nursing students' experiences obtained during the debriefing conducted in small and large groups with the use of a qualitative descriptive approach. The informants had participated in a human patient simulation situation either in large or small groups. Data was collected through the use of five focus-group interviews and analysed by content analysis. The findings showed that independent of group-size the informants experienced the learning strategies to be unfamiliar and intrusive, and in the large groups to such an extent that learning was hampered. Debriefing was perceived as offering excellent opportunities for transferable learning, and activity, predictability and preparedness were deemed essential. Small groups provided the best learning conditions in that safety and security were ensured, but were perceived as providing limited challenges to accommodate professional requirements as a nurse. Simulation competency as a prerequisite for learning was shown not to be developed isolated in conjunction with simulation, but depends on a systematic effort to build a learning community in the programme in general. The faculty needs to support the students to be conscious and accustomed to learning as a heightened experience of learning out of their comfort zone.

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Section: Discussionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

View full text Add to dashboard Cite

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“…Studies reported that students experienced an initial increase in anxiety in simulation but also reported anxiety decreased with repeated exposure to simulation [3,24]. While the paradox of anxious feelings with simulation exists, awareness and learning through simulation can occur and continue to formulate with reflection.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have explored simulation [2][3][4].There have been studies exploring how well simulation prepares students for clinical judgment development [2,5,6] yet studies are still needed to explorethe reflective process that is intertwined with clinical reasoning to further enhance knowledge retention. Clinical judgment is quite complex, and necessitates a flexible and distinct ability to recognize undefined clinical information, interpret its meaning and respond appropriately [7,8].In conjunction with clinical judgment is reflection on practice which is critical for the development of clinical knowledge and improvement in clinical reasoning [5,7].Reflecting upon one's experience promotes learning, and a guide for reflection using the clinical judgment model was developed to promote students' reflective writing to encourage critical thinking, knowledge transfer, transformation, metacognition, and exploration of emotional aspects of situations encountered in clinical experiences [9,10].…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies have focused on student and faculty perceptions [3,[11][12]. An area that necessitates further research is how best to prepare both faculty and students for the simulation experience.With health care reform such a prominent issue, nursing schools will be required to train more students with limited clinical resources, making simulation an increasingly important and effective strategy.…”

Section: Introductionmentioning

confidence: 99%

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Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Sharoff¹

2015

J Contemp Med

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ABASTRACTObjectives: Assess efficacy of pre-briefing preparatory materials handed out prior to simulation lab and explore the connection between simulation, clinical judgment and reflective process. Methods:Triangulated evaluation study, utilizing Survey Monkey for three survey instrument data collection, designed to assess the efficacy of preparatory materials for undergraduate junior and senior nursing students and nurse educators while exploring the connection with clinical judgment and reflection. This study was conducted in the U.S.A.Results:Pre-briefing preparatory material for both students and instructors provided essential and adequate information for an effective and enhanced simulation learning experience. Students felt their ability to grasp the experience; understand the simulation situation; provide effective nursing actions; and reflect upon their experience was enhanced with the utilization of the pre-briefing preparatory material. Instructors felt more confident and prepared after reading the preparatory material.Conclusions:Pre-briefing preparatory material provides students with information necessary to allow them to fully engage during the simulation experience, while decreasing anxiety and promoting critical thinking, clinical reasoning, reflective practice and confidence. Providing instructors with pre-briefing preparatory material enhances their overall ability to effectively teach at a higher caliber while promoting professionalism and accuracy in patient care.

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“…The students have a pre-briefing, simulation, and debriefing. Students were specifically questioned and guided on proper hand hygiene including hand sanitizer use and gloves during the simulation and in debriefing [35,36] .…”

Section: Teaching and Evaluation Strategies On Hand Hygienementioning

confidence: 99%

Teaching consistent hand hygiene: How can we improve?

Baggett

Gore

Sanderson

et al. 2013

JNEP

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Background: Hand hygiene is the simplest, most effective measure for preventing nosocomial infections. However, this technique is not consistently translated into clinical practice. Educators must first evaluate current practices to determine what has been effective, what changes need to occur, how to evaluate, and what evidence provides guidelines for best practices.Methods: This article examines current practices of instructing hand hygiene and describes teaching and evaluation strategies used in a nursing fundamental didactic and laboratory course. Instructors used educational strategies, lab practice, and mock hospital simulations to teach and evaluate hand hygiene compliance in the clinical setting. The authors used Kolb's Experiential Learning Theory during both lecture and lab to analyze the effectiveness of hand hygiene education and compliance during evaluations of undergraduate nursing students. Different simulation techniques were evaluated to determine implementations for future improvement. Conclusion:Educators must continue to combine didactic courses and simulations labs to enhance the knowledge and improve skills of undergraduate nursing students. Educators must mentor each other and define clear objectives before teaching a lab simulation or lecture. More research is needed as to what specific concepts should be taught using learning and theoretical models that will ultimately improve patient safety through hand hygiene compliance when nurses go out into their practice settings.

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The Effects of Simulated Clinical Experiences on Anxiety: Nursing Students' Perspectives

Cited by 66 publications

References 11 publications

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Teaching consistent hand hygiene: How can we improve?

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