The Impact of Simulation on Knowledge and Performance Gain Regarding Diabetic Patient Care

Woda, Aimee; Hansen, Jamie; Dreifuerst, Kristina Thomas; Anderson, Polly; Hardy, Theresa M.; Garnier‐Villarreal, Mauricio

doi:10.1016/j.ecns.2019.05.001

Cited by 9 publications

(5 citation statements)

References 15 publications

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“…Whilst a cause for this craft group difference could not be triangulated, previous studies have proposed the robust psychosocial dimensions afforded by common nursing learning environments compared to those doctors are commonly offered by doctor training [ 5 ]. A key pillar of simulation development is careful design to recreate clinical settings that align closely with those experienced by the learner [ 17 ] to enhance engagement and immersion by evoking or replicating aspects of the real world that affect clinical performance [ 1 ]. This includes designing both the physical and psychosocial dimensions of the learning environment.…”

Section: Discussionmentioning

confidence: 99%

Simulation translation differences between craft groups

et al. 2022

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Background Many simulation-based clinical education events (SBCEE) aim to prepare healthcare professionals with the knowledge, skills, and features of professionalism needed to deliver quality patient care. However, how these SBCEE learnings are translated into broader workplace practices by learners from different craft groups has not been described. Objectives To understand how learners from different craft groups (doctors and nurses) anticipate simulation-based learnings will translate to their workplaces and the process by which translation occurs. Design Qualitative descriptive study design using pre- and post-SBCEE questionnaires. Settings A large tertiary Australian hospital-based simulation centre that facilitates SBCEE for multi-professional graduate and undergraduate clinicians from 16 hospitals. Methods Participants who attended SBCEEs between May and October 2021 completed questionnaires at two touchpoints, on the day of attending a SBCEE and 6 weeks after. Based on a phenomenological approach, the study examined clinicians’ experiences in relation to simulation education, intended simulation learning use in the workplace, and perceived success in subsequently using these learnings to improve clinical outcomes. Qualitative inductive thematic data analysis was used to develop narratives for different learner cohorts. Results Three overarching themes were identified regarding simulation participants’ perceptions of the success of translating simulation learnings into the workplace. These were: scenario-workplace mirroring, self-assessment, and successful confidence. Doctor participants found it difficult to map SBCEE learnings to their workplace environments if they did not mirror those used in simulation. Nurses sought peer evaluation to analyse the effectiveness of their workplace translations, whereas doctors relied on self-assessment. Learners from both craft groups highly prized ‘confidence-building’ as a key indicator of improved workplace performance achieved through SBCEE learning. Conclusion A diverse range of factors influences healthcare workers’ experiences in translating simulation learnings to their workplace. To equip simulation learners to translate learnings from a SBCEE into their clinical practices, we suggest the following areas of focus: co-development of translation plans with learners during the delivery of an SBCEE including the indicators of success, above table discussions on the generalisability of learnings to different environments and contexts, smart investment in simulation outputs, and cautious championing of confidence-building.

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Section: Discussionmentioning

confidence: 99%

Simulation translation differences between craft groups

et al. 2022

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“…The use of instruments for scenario development favors applying high-fidelity simulation [21][22][23][24][25][26]48] and provides synergy with care practice in terms of patient safety [49][50][51][52]. For example, carrying out the pilot/test of the scenario prepared by the participants in the test is considered as an element of good practices [22], and identified opportunities for improving the scenario execution and pointed out latent threats which favored reflection and implementation behavior in professional practice.…”

Section: Plos Onementioning

confidence: 99%

Form for planning and elaborating high fidelity simulation scenarios: A validation study

2022

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Every human being has the right to safe, dignified and harm-free care in health institutions. High fidelity simulation has been used in teaching for the training and continuing education of health professionals to promote quality, safe and humanized patient care. Elaborating scenarios is an important phase to provide a simulation-based experience, and is relevant in the teaching-learning process. The objective of this study was to validate the content and applicability of the High Fidelity Simulation Scenario Planning and Development Form and its Operational Manual. The form could be used to development of scenarios to medicine, nursing, physiotherapy and as well as other specialties in the healthcare. This was a methodological validation study of the form and its manual content by experts in simulation and its feasibility, conducted in two phases: Phase 1: eight experts were selected using the “snowball” sampling technique to validate the content measured by the content validity index; Phase 2 (test): the form and its operational manual validated by the experts were made available to 28 participants in order to elaborate scenarios for the feasibility assessment and participation in the focus group. All items in the form and in the operational manual reached a content validity index above 0.80. The total content validity index was 0.98. The evaluation of the usability of the instruments carried out by the participants reached a percentage above 96.43% in all alternatives except for the item “It was easy to use the form to build your scenario” (75%). Eight participants were present in the focus group. Focus group discussions were categorized into completeness, practicality and usefulness according to comments and suggestions. The form and its operational manual proved to be valid instruments.

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confidence: 99%

“…According to the Centers for Disease Control and Prevention (2018), 32.4 million Americans have diabetes, and another 88 million Americans have prediabetes. Patient education is essential to prevent serious long-term effects of diabetes (Woda et al, 2019). In addition to patient education, nursing interventions for patients with diabetes include glucose monitoring, nutrition, insulin administration, foot care, and recognizing and treating clinical manifestations of hypoglycemia and hyperglycemia.…”

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“…As a result of their findings, NCSBN is planning a significant revision of NCLEX-RN ® , including evaluating nursing graduates' clinical judgment. New registered nurses face increasing challenges, including high nurse/patient ratios and an increase in chronic illnesses (Woda et al, 2019). Nursing students need to develop clinical judgment skills (Ashcraft et al, 2013; Martin et al, 2020; Yang et al, 2019) and it is essential that opportunities to do so are provided in undergraduate nursing programs (Dickison et al, 2019).…”

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Using Simulation to Develop Clinical Judgment in Undergraduate Nursing Students

Byrne

Blumenfeld

Szulewski

et al. 2023

Home Healthcare Now

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The National Council of State Boards of Nursing plans to update the National Council Licensure Exam for nursing graduates to better measure clinical judgment. It is important that schools of nursing provide opportunities for nursing students to practice and develop clinical judgment skills. Simulation offers nursing students opportunities to use clinical reasoning and clinical judgment to care for patients in a safe environment The purpose of this study was to evaluate an unfolding case study using high-fidelity simulation to develop nursing students' clinical judgment skills across three practice settings: primary care office, acute care hospital, and home healthcare. This was a mixed-method, posttest study design with a convenience sample of 91 nursing students using the Lasater Clinical Judgment Rubric (LCJR) and survey questions. The posttest analysis mean of the LCJR subgroups revealed students felt accomplished following the intervention. Four themes emerged from content analysis of the qualitative data: 1.) increased knowledge of management of diabetes in various clinical settings, 2.) using clinical judgment/critical thinking in the home care setting, 3.) being able to self-reflect on actions, and 4.) a desire for more simulation experiences in the home healthcare setting. The results of the LCJR indicated that students felt accomplished after the simulation experience. This outcome was also evident in the qualitative data, indicating that students felt more confident in managing the care of a patient with a chronic illness using clinical judgment skills in various clinical settings.

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The Impact of Simulation on Knowledge and Performance Gain Regarding Diabetic Patient Care

Cited by 9 publications

References 15 publications

Simulation translation differences between craft groups

Simulation translation differences between craft groups

Form for planning and elaborating high fidelity simulation scenarios: A validation study

Using Simulation to Develop Clinical Judgment in Undergraduate Nursing Students

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