The Influence of High-Fidelity Simulation on Knowledge Gain and Retention

Zinsmaster, Jaime Lynne; Vliem, Sally

doi:10.1097/01.nep.0000000000000028

Cited by 7 publications

(9 citation statements)

References 10 publications

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“…We found evidence of a significant and considerable improvement from before to after training, which was in line with previous data in the literature. [4][5][6][7] Our data also corroborated studies that showed that simulation was essential for developing, testing, refining and implementing new workflows and protocols in healthcare. 8,10,11,18,19 This was also essential in the context of the COVID-19 pandemic, in which we trained healthcare professionals on the new protocol for safe and effective care of patients with COVID-19.…”

Section: Discussionsupporting

confidence: 81%

“…Simulation training has been widely used for continuing professional development, in order to train healthcare professionals in relation to new systems, thereby enabling them to remain up-to-date regarding new demands and protocols within their clinical practice. [3][4][5][6][7] Simulation has played a key role in testing and implementing new workflow structures, new protocols and cognitive resources, 8 through offering participants the possibility to practice rare and critical events in a controlled environment. 9In the current pandemic, simulation has been shown to be useful for testing healthcare systems, processes and new protocols.…”

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confidence: 99%

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Implementing healthcare professionals’ training during COVID-19: a pre and post-test design for simulation training

Santos¹,

Pedrosa²,

Carvalho³

et al. 2021

Sao Paulo Med. J.

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Coronavirus disease-19 has imposed a new reality through the pandemic that it has caused, and this presents challenges to healthcare professionals and systems. The high rate of transmissibility of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), through droplets, aerosols and contaminated surfaces, has led to development of strict protocols for individual and collective protection for patient care, 1,2 which have been implemented throughout hospitals. Adaptations to protocols for procedures have been brought in, including use of alternative medications to minimize virus transmission in aerosol-producing procedures, donning and doffing of personal protective equipment (PPE) and other measures.The implementation of these new protocols has required training for all front-line healthcare workers, without endangering them or their patients. Use of simulations may be an appropriate way for providing training since this replicates real-environment situations in a safe environment, and thus protects both patients and professionals from unnecessary risks. Simulation training has been widely used for continuing professional development, in order to train healthcare professionals in relation to new systems, thereby enabling them to remain up-to-date regarding new demands and protocols within their clinical practice. [3][4][5][6][7] Simulation has played a key role in testing and implementing new workflow structures, new protocols and cognitive resources, 8 through offering participants the possibility to practice rare and critical events in a controlled environment. 9In the current pandemic, simulation has been shown to be useful for testing healthcare systems, processes and new protocols. [10][11][12][13][14][15] Moreover, studies have shown that simulation is an appropriate teaching tool that has the capacity to quickly prepare frontline teams for changes that are necessary, through generating gains in knowledge and skills. 10,13,16,17

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Section: Discussionsupporting

confidence: 81%

mentioning

confidence: 99%

Implementing healthcare professionals’ training during COVID-19: a pre and post-test design for simulation training

Santos¹,

Pedrosa²,

Carvalho³

et al. 2021

Sao Paulo Med. J.

View full text Add to dashboard Cite

show abstract

“…The development of this LMS enabled the students to read and practice about IMI virtually which will help the student to expand their comprehension abilities and use their critical thinking to be able to perform IMI without the need to do real-life practice in the nursing lab, some studies like (16,17) found an enhancement in students' capability presentation, next simulation classes. Simulation brings enhancements to increasing knowledge (18) . And they can practice virtually administering of IMI using virtual simulation available in 3D.…”

Section: Discussionmentioning

confidence: 99%

How to Teach Intramuscular Injection Through Virtual Learning Environment in Covid-19 Pandemic Time for Nursing Students

Khraisat¹,

Hapidin²,

Ahmad³

et al. 2020

IJFMT

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During the pandemic COVID-19 spread and the temporary lockdown of universities, there has been a global shift toward online learning. Some universities were not prepared for such circumstances, and they began attempting to meet this unprecedented task for not missing the academic year. Recently, there has been a project that is currently working on the same issue regarding teaching nursing students how to deliver intramuscular (IM) injection using online in a virtual learning environment. The objective of this study was to create a simulation in an online course using a three-dimensional (3D) learning management system (LMS) in a virtual learning environment (VLE). That can replace IM injection traditional teaching method. This LMS intended to supplement the existing lab practice to nursing undergraduate students by creating a simulated online clinic with a nurse and patient avatars. Theoretical content in the form of reading material and related videos was also provided for students' cognitive base before they start the 3D simulation training. This new course was founded on the Galvis panqueva method that resulted in a product called Online-3D-IMI-VLE. Various validation processes undertook for multiple development processes involving nursing content specialists and computer multimedia. The pilot results showed that this LMS could replace the traditional way of teaching and support online learning during the normal education environment as well as in this COVID-19 pandemic time.

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“…18 In addition, CSD 1 reflects the professionals' feeling of concern regarding their outdated information about the service protocols. According to the literature, 19 the knowledge acquired decreases over time and needs to be updated frequently. When the health professionals provide assistance when they are out of date, they can compromise the quality of the services and, above all, have a significant impact on the morbidity and mortality of the patients.…”

Section: /12mentioning

confidence: 99%

In Situ Simulation in the Permanent Education of the Intensive Care Nursing Team

Malfussi

Nascimento

Baptista

et al. 2021

Texto contexto - enferm.

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Objective: to know the perception of nursing professionals about the in situ strategy in continuing education in intensive care. Method: a descriptive, exploratory and qualitative study, conducted with 15 nursing professionals from an Intensive Care Unit. Data was collected from December 2018 to February 2019, by means of semi-structured interviews, after in situ simulations that occurred in the work environment and involving two settings, one on septic shock and the other, cardiorespiratory arrest. For analysis, the collective subject discourse technique was applied using a software program. Results: from the 15 nursing professionals participating in the study, eight were nurses and seven were nursing technicians. Their age varied from 23 to 56 years old and their time in intensive care ranged from two months to 17 years. The in situ simulation was perceived as an opportunity to update and acquire professional knowledge, skills and competencies, especially for those without experience, favoring the gain of self-confidence, communication, decision-making and clinical reasoning. The simulated in situ strategy was also portrayed as a possibility of training in the professional practice and in real time, unlike traditional training, and also, as a safe environment to make mistakes of diverse magnitudes because it is a training setting. Conclusion: the professionals understand the in situ simulation as being valid for professional update and practical learning in a safe setting.

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The Influence of High-Fidelity Simulation on Knowledge Gain and Retention

Cited by 7 publications

References 10 publications

Implementing healthcare professionals’ training during COVID-19: a pre and post-test design for simulation training

Implementing healthcare professionals’ training during COVID-19: a pre and post-test design for simulation training

How to Teach Intramuscular Injection Through Virtual Learning Environment in Covid-19 Pandemic Time for Nursing Students

In Situ Simulation in the Permanent Education of the Intensive Care Nursing Team

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