Use of a Human Simulator for Undergraduate Nurse Education

McCausland, Linda L.; Curran, Cynthia C.; Cataldi, P

doi:10.2202/1548-923x.1035

Cited by 55 publications

(30 citation statements)

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“…Although SE is a complex phenomenon, it is subjective and thus more items on the SE instrument would not necessarily change the subject's response. Although others have used multiple item SE assessments in HPS (Jarzemsky & McGrath, 2008;Jeffries & Rizzolo, 2006;Lauder et al, 2008;McCausland, Curran, & Cataldi, 2004;Ravert, 2004), they typically are inquiring about a subject's SE in multiple topic areas.…”

Section: Discussionmentioning

confidence: 99%

Does Nursing Student Self-efficacy Correlate with Knowledge When Using Human Patient Simulation?

Shinnick

Woo

2014

Clinical Simulation in Nursing

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Background: Self-efficacy (SE) is commonly believed to be associated with nursing knowledge and is thought to be improved with manikin-based human patient simulation (HPS) training. Yet there is little evidence of a relationship between SE and knowledge. Methods: Using a 2-group (HPS and control) experimental design, we examined the relationship of knowledge and SE and the predictors of knowledge scores in 161 students (age 25.7 AE 6.6; 89% female) from 4 prelicensure cohorts at three nursing schools. Knowledge and SE assessments were given at two testing points: Baseline and after HPS. Statistical analyses consisted of Pearson's correlations, analysis of variance, and multivariate logistic regression with the covariates of group (HPS or control), gender, ethnicity, SE and knowledge at baseline, school, and number of prior HPS exposure(s). Results: Significant score increases in SE and knowledge were seen between the testing points for the experimental group (had HPS), but not the control group (no HPS) and differences were found between the groups for both variables (p < .01 for each). However, there was no correlation between SE and knowledge. Additionally, a logistic regression for ''high'' SE scores revealed baseline SE (p .01) and HPS participation (p ¼ .002) as the only predictors of higher SE scores. Furthermore, SE was not a predictor of ''good'' knowledge scores. Conclusion: This study demonstrated SE and knowledge gains in subjects who participated in HPS; however, there was no correlation between SE and knowledge nor was SE a predictor of ''good'' knowledge scores. Although educators strive to develop SE in their students, the limitations of SE's impact on outcome measures such as knowledge needs to be established.

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Section: Discussionmentioning

confidence: 99%

Does Nursing Student Self-efficacy Correlate with Knowledge When Using Human Patient Simulation?

Shinnick

Woo

2014

Clinical Simulation in Nursing

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“…Student engagement with the HPS adds a learning dimension not found in traditional didactic teaching methods that normally involve passive learning and emphasize rote memorization, resulting in less retention (Haskvitz & Koop, 2004). Authors of recent descriptive studies on the use of HPS in nursing programs suggested that most students felt that the HPS was realistic and prepared them for clinical situations, although minor technical problems had to be overcome (Feingold, Calaluce, & Kallen, 2004;McCausland, Curran, & Cataldi, 2004;Nehring, Ellis, & Lashley, 2004;Ravert, 2002;Wilson et al, 2005).…”

Section: Current Research On Simulation In Nursing Educationmentioning

confidence: 99%

“…A major documented advantage of patient simulations for nursing students has been the ability to learn interactively and to practice skills in a risk-free environment with immediate faculty feedback (Nehring et al, 2001;Feingold et al, 2004;McCausland et al, 2004;Haskvitz, & Koop, 2004;Rauen, 2004). Other advantages identified in the literature were learning in a self-paced manner, using technology to improve critical thinking skills Rauen, 2004), applying theory to practice in an integrated manner (Rauen, 2004), remediating students experiencing difficulty in clinical situations (Haskvitz & Koop, 2004), and reinforcing curriculum consistency across learners (Ravert, 2002).…”

Section: Current Research On Simulation In Nursing Educationmentioning

confidence: 99%

Measuring Clinical Practice Parameters with Human Patient Simulation: A Pilot Study

Radhakrishnan

Roche

Cunningham

2007

International Journal of Nursing Education Scholarship

108

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Human Patient Simulators (HPS), electronically controlled mannequins as patient models, are increasingly being used in nursing education. However, no studies have validated the influence of systematic practice with HPS on clinical performance of nursing students. This pilot study attempted to identify the nursing clinical practice parameters influenced by HPS by evaluating the clinical performance of 12 senior second degree BSN students in five categories: safety, basic assessment skills, prioritization, problem-focused assessment, ensuing interventions, delegation and communication in a complex two-patient, simulated assignment. Students who practiced with the HPS in addition to their usual clinical training had significantly higher scores than the control group (usual clinical training alone) on Patient Identification (a subcategory of the safety category; p = 0.001), and on Assessing Vital Signs (a subcategory of the basic assessment category; p = 0.009). The control and intervention groups' performances were similar in every other category. Replication of this pilot with a larger sample is recommended.

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“…Although the use of a high-fidelity human patient simulator displays benefits and positive outcomes, such as improving students' knowledge (Bogossian et al, 2013) and self-efficacy (Cardoza and Hood, 2012), its high cost with respect to technical and human resources has prompted administrators and faculty to contemplate its value (McCausland et al, 2004). In addition, some studies have reported disadvantages of a high-fidelity human patient simulator, such as the limited number of students that can be trained at one time (Hicks et al, 2009), and negative transfer when the instructor fails to make clear to the students the differences between the training device and the real situation (Bond et al, 2007).…”

Section: Introductionmentioning

confidence: 99%