The Impact of Simulation on Graduate Entry Master's Students' Confidence to Provide Safe Patient Care: A Longitudinal Study

Brown, Janie; Kelly, Michelle; McGough, Shirley; Fagence, Anna; Bosco, Anna; Mason, Jaci; Albrecht, Matthew A.

doi:10.1016/j.ecns.2019.12.001

Cited by 9 publications

(8 citation statements)

References 30 publications

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“…It can be said that the simulation significantly increased students' confidence. 14 On the other hand, the increase in student midwives' knowledge, as demonstrated by the post-test results after the simulation, was characterized by skill improvements, as demonstrated by the evaluation grid results, especially in the second rehearsal session, This is consistent with Nelissen et al in their study where they measured the level of knowledge and skills before and immediately after simulation-based training in obstetrical care to understand the impact of training on these components. 15 The results of the study revealed that the simulation is based on the concept of the right to error.…”

Section: Discussionsupporting

confidence: 83%

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students

Changuiti¹,

Moustarhfir²,

Marfak³

et al. 2021

AMEP

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Purpose A health professional’s learning curriculum should lead to the acquisition of technical and non-technical skills. This study aims at demonstrating the impact of simulation-based learning (SBL) experience on the learning of midwifery students. Patients and Methods Using an experimental design, the experimental group (n=14) received pretest, high fidelity simulation, then a post-test. Whereas the control group (n=14) received pretest, revision of the theoretical course instead of simulation, post-test 1, high fidelity simulation, then a post-test 2. The first scenario was about a normal childbirth when the midwifery students were in their 2nd year. And then the second one was about immediate postpartum hemorrhage when the students moved to their 3rd year. Results During the simulation sessions, the experimental group had a higher mean score in the post-test than the control group. This indicated that the simulation significantly (p<0.001) increased the students’ knowledge. Also, for both eutocic and dystocic delivery simulation experiments, students obtained higher score in the second simulation sessions (19.69 and 19.4 for eutocic and dystocic, respectively) than in the first session (11.23 and 9.12 for eutocic and dystocic, respectively; p<0.0001). Conclusion These findings confirm that SBL offers an opportunity for learners to be immersed in an environment that is closer to reality, thus improving learning in a safe environment.

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Section: Discussionsupporting

confidence: 83%

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students

Changuiti¹,

Moustarhfir²,

Marfak³

et al. 2021

AMEP

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“…25 Some studies have focused on the value of using simulation to teach clinical skills. 26,27 Additional studies have found the use of simulation to be an effective approach in improving health care providers' knowledge, skills, and attitudes toward breastfeeding support. 28,29 Webber and Serowoky 30 found that using both low-and high-fidelity simulation exercises increased the breastfeeding confidence and self-efficacy of undergraduate nursing students in their maternal-child health rotation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…From a pedagogical perspective, simulation provides a safe learning environment and allows for the enhancement of students’ knowledge and application of didactic concepts 25 . Some studies have focused on the value of using simulation to teach clinical skills 26,27 . Additional studies have found the use of simulation to be an effective approach in improving health care providers’ knowledge, skills, and attitudes toward breastfeeding support 28,29 .…”

Section: Introductionmentioning

confidence: 99%

Breastfeeding and Human Lactation Curriculum Survey of Midwifery Programs in the United States

Webber

Wodwaski

Busch

2022

J Midwife Womens Health

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Introduction:The health attributes and advantages of breastfeeding are well documented in the literature. Current research identifies the importance of comprehensive lactation knowledge among health care professionals to improve breastfeeding outcomes. Educational curricula to incorporate lactation content is necessary for student preparedness to provide competent care. Midwives are in a unique position to support, promote, and manage breastfeeding. The purpose of this study was to survey Accreditation Commission for Midwifery Education (ACME)-accredited midwifery education programs in the United States for their breastfeeding curricular content including opportunities for clinical experiences in managing and counseling breastfeeding parents.Methods: A descriptive survey was deployed online to midwifery programs listed by the American College of Nurse-Midwives, with a response completion rate of 44.7%. Data collection included program descriptors, hours of lactation content, educational topics, faculty preparation, use of simulation, and clinical breastfeeding experiences.Results: Descriptive analyses revealed differences among the midwifery education programs surveyed regarding the amount of lactation content and clinical opportunities. Two programs offer a course specific to breastfeeding, with the remaining programs providing lactation content threaded throughout their curricula; 29.4% of programs offer 3 to 4 hours of lactation content, 35.3% report 5 to 8 hours of content, and 11.8% provide at least 10 hours of content. One program reports 18+ hours of content provided in both didactic and clinical settings. All programs report providing breastfeeding clinical opportunities for students; 18% of programs offer simulation experiences. No programs report using standardized lactation clinical competencies.Discussion: Midwives play a pivotal role in breastfeeding promotion, counseling, and clinical support. Standardization of didactic lactation education will assist programs in future curriculum mapping. Given the variability of clinical settings and patient access, creating clinical competencies and providing lactation simulation experiences may offer midwifery students a broader opportunity to gain critical skills in lactation management to best support breastfeeding families.

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“…Among training strategies to develop patient safety competencies, interprofessional simulation has become increasingly important in recent years [ 5 ]. To our knowledge, the Health Professional Education in Patient Safety Survey has been used in 2 studies and has shown overall improvement in all 6 competency domains [ 6 , 7 ]. Brown et al [ 6 ] followed 32 nursing students over 3 consecutive semesters with 128 hours of simulation.…”

Section: Introductionmentioning

confidence: 99%

“…To our knowledge, the Health Professional Education in Patient Safety Survey has been used in 2 studies and has shown overall improvement in all 6 competency domains [ 6 , 7 ]. Brown et al [ 6 ] followed 32 nursing students over 3 consecutive semesters with 128 hours of simulation. They found an overall improvement in all 6 competency domains over time, yet with declines between each set of measurements.…”

Section: Introductionmentioning

confidence: 99%

Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study

Boloré,

Fassier,

Guirimand

2023

J Educ Eval Health Prof

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Purpose: This study aimed to identify the effects of a 12-week interprofessional simulation program, operated between February 2020 and January 2021, on the patient safety competencies of healthcare professionals in Switzerland.Methods: The simulation training was based on 2 scenarios of hospitalized patients with septic shock and respiratory failure, and trainees were expected to demonstrate patient safety competencies. A single-group before and after study was conducted after the intervention—simulation program, using a measurement tool (the Health Professional Education in Patient Safety Survey) to measure the perceived competencies of physicians, nurses, and nursing assistants. Out of 57 participants, 37 answered the questionnaire surveys 4 times: 48 hours before the training, followed by post-surveys at 24 hours, 6 weeks, and 12 weeks after the training. The linear mixed effect model was applied for the analysis.Results: Four components out of 6 perceived patient safety competencies improved at 6 weeks but returned to a similar level before training at 12 weeks. Competencies of “communicating effectively,” “managing safety risks,” “understanding human and environmental factors that influence patient safety,” and “recognize and respond to remove immediate risks of harm” are statistically significant both overall and in the comparison between before the training and 6 weeks after the training.Conclusion: Interprofessional simulation programs contributed to developing some areas of patient safety competencies of healthcare professionals, but only for a limited time. Interprofessional simulation programs should be repeated and combined with other forms of support, including case discussions and debriefings, to ensure lasting effects.

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The Impact of Simulation on Graduate Entry Master's Students' Confidence to Provide Safe Patient Care: A Longitudinal Study

Cited by 9 publications

References 30 publications

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students

Breastfeeding and Human Lactation Curriculum Survey of Midwifery Programs in the United States

Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study

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