The use of simulation as a teaching modality for paramedic education: a scoping review

Abstract

<sec id="s1">Background: Simulation is a broad concept used as an education pedagogy for a wide range of disciplines. The use of simulation to educate paramedics is a frequently used but untested modality to teach psycho-motor skills, acquire new knowledge and gain competence in practice. This review identifies how simulation is currently being used for the education of paramedics, and establish the context for future application. </sec> <sec id="s2">Methods: A scoping review of the literature was undertaken following the PRISMA systematic approach. Flexible inclusion criteria were used to capture research and non-research articles that would contribute to the synthesis of literature with a specific knowledge base pertaining to simulation use for paramedic education. </sec> <sec id="s3">Results: Initial searching yielded 1388 records, of which 22 remained after initial title and abstract reading. Following secondary full-text screening, 18 articles were deemed appropriate for final inclusion: eight are research, two literature reviews and eight non-research. Across all the literature, a range of concepts are discussed: Skill vs Scenario, Virtual Learning, Inter-Professional Learning, Fidelity, Cost, Equipment, Improvement of Competency, Patient Safety, Perception of Simulation. </sec> <sec id="s4">Conclusion: It is evident that simulation is a primary teaching modality, consistently used to educate and train paramedics. Simulation is inherently effective at teaching clinical skills and building student competence in particular areas. Similarly, simulation is effective at providing paramedics with experiences and opportunities to learn in varied environments using differing techniques. This allows students to apply the relevant skills and knowledge when faced with real patients. </sec>

Barriers to nurses health advocacy role

“…An exposure to simulations and real clinical advocacy issues during training would arm and equip them with adequate knowledge on health advocacy in practice. 45 A study in Ghana by Dadzie, Aziato 29 reported that being empathetic, nurturing, ethical, assertive, persistent and compassionate are keys to advocating. This is contrary to what our participants reported, as they held that clients had to be considerate for nurses to advocate.…”

“…An exposure to simulations and real clinical advocacy issues during training would arm and equip them with adequate knowledge on health advocacy in practice. 45…”

Growing Students' Learning Activity Through Ict-Based Simulation Model on Online Learning in Elementary School

“…Kemudian dengan penelitian Okamoto, Gouda, Koide, Tokimasa, Kageyama, Iwamoto, Shiomi, Kusano, Tanaka, Kiya, Tada, & Koetaka (2020), dan Wheeler & Dippenaar (2020) mengungkapkan bahwa pembelajaran melalui simulasi memberikan pengalaman dan kesempatan belajar pada peserta didik untuk mempraktekkan sesuatu. Meskipun demikian, konteks temuan penelitian ini sedikit berbeda dengan konteks temuan penelitian Okamoto, Gouda, Koide, Tokimasa, Kageyama, Iwamoto, Shiomi, Kusano, Tanaka, Kiya, Tada, & Koetaka (2020) dan Wheeler & Dippenaar (2020). Pada penelitian Okamoto, Gouda, Koide, Tokimasa, Kageyama, Iwamoto, Shiomi, Kusano, Tanaka, Kiya, Tada, & Koetaka (2020) lebih mengarah kepada pengembangan program pembelajaran simulasi, sehingga dapat meningkatkan kekuatan komunitas.…”

“…Pada penelitian Okamoto, Gouda, Koide, Tokimasa, Kageyama, Iwamoto, Shiomi, Kusano, Tanaka, Kiya, Tada, & Koetaka (2020) lebih mengarah kepada pengembangan program pembelajaran simulasi, sehingga dapat meningkatkan kekuatan komunitas. Penelitian Wheeler & Dippenaar (2020) mengarah pada modalitas pengajaran utama dalam mendidik dan melatih keterampilan psikomotorik paramedis dengan menggunakan teknik yang berbeda.…”

SPECTRa: An Online Tool for Simulating Prehospital Patient Care

“…Prehospital environments for research and training have typically been “staged” using live simulation, where participants complete scenarios using highly realistic physical tools and technology-enhanced manikins (Abelsson et al, 2014; McKenna et al, 2015). However, live simulation requires considerable resources, is difficult to replicate precisely, and requires facilitators and participants to be at the same location (Mills et al, 2020; Wheeler & Dippenaar, 2020). Computer-based virtual simulation and virtual reality simulation use virtually created environments, which can overcome some of these limitations (Birtill et al, 2021; Foronda et al, 2020).…”