Using a simulated environment to support students learning clinical skills

Abstract

Within intellectual disability nursing students are prepared within a biopsychosocialeducational model and curriculum address these challenges. Using a simulated learning environment has great potential for promoting competence and indepth knowledge of substantive topics relevant to practice. This article presents an assignment designed to more closely resemble realeworld activities to allow students develop and exercise skills that translate to practice activities and incorporates a student's reflective comments on the process. The assignment was designed to foster intellectual disability student nurses ability to facilitate family/client education. The aim of the assignment was fulfilled through the students designing a clinical skill teaching session that could be used with families/clients. The sessions were recorded and the student reviewed their recording to reflect on their performance and to self assess. To facilitate student learning the modules academic lecturer also reviewed the recording and both lecturer and student meet to discuss the reflection and self assessment.

Motivation of student radiographers in learning situations based on role-play simulation: A multicentric approach involving trainers and students

“…In addition, in the radiography profession minimizing radiation exposure and dose to patients is far more in the forefront of the justification of examinations today than ever before. 10,13 SBL would appear to be ideally suited in enabling radiography students in learning many techniques and professional requirements pre-clinical placement. Therefore, it is imperative to establish the value of SBL in radiography education which competencies could be taught using SBL and how can educators implement effective authentic learning for their students.…”

Improving Clinical Skills of Medical Students Based on the Clinical Skills Competition

“…The professional knowledge can be further consolidated in the process of practice. Hence, the clinical skills competition creates a new way for college students in their learning [6], [7].Over the years,the implementation of clinical skills competition has ensured constant improvement of the teaching quality in our college and the clinical teaching has also been recognized by our counterparts. In nearly four years, the employment rate of clinical medicine colleges is above 95%, and the postgraduate entrance exams passing rate of graduates in 2010 was 21.2%, in 2011 was 27.7% and in 2012 was 26.5%; in 2009, the passing rate of 1459 graduates participating in the national medical practitioners examination was 57.99%, 5.93 percentage points higher than the national average (the total passing rate of examinees all over China was 57.6%); in 2010, the passing rate of 1204 graduates taking part in the national medical practitioners examination was 69.19%, 11.32 percentage points higher than the national average (the total passing rate of examinees all over China was 57.87%); and in 2011, the passing rate of 926 graduates attending the national medical practitioners examination was 70.93%, 13.33 percentage points higher than the national average (the total passing rate of examinees all over China was 57.6%).…”

Radiation therapy students’ perceptions of their learning from participation in communication skills training: An innovative approach

“…Simulation offers hands‐on practice with a real person/situation, engaging active learning through practice and discussion via group debriefing and shared problem‐solving . This facilitates the development of higher‐order thinking skills like analysis, synthesis and evaluation and enables students to identify their own strengths and weaknesses through self‐review An integral aspect of learning gained from simulation is through self‐reflection . According to Bandura, self‐reflection is one of the core components of learning, along with intentionality, forethought, and self‐regulation.…”

“…The benefits of simulation have been widely acknowledged to improve student performance in managing a range of clinical situations in a safe environment. 2,4,[12][13][14] However, LeBlanc 5 cautions about the hidden danger of simulation: it may increase students' selfconfidence and perceived abilities without actually developing them because students may cease to practise skills in the belief that they have reached an acceptable level of competency. Evidence is also conflicted about whether there is any transfer of learning from simulated to clinical settings, including the radiation therapy setting.…”

“…17 This facilitates the development of higher-order thinking skills like analysis, synthesis and evaluation and enables students to identify their own strengths and weaknesses through self-review 3,12 An integral aspect of learning gained from simulation is through self-reflection. 12 According to Bandura, 18 selfreflection is one of the core components of learning, along with intentionality, forethought, and self-regulation. Therefore, simulation could be a helpful tool to develop radiation therapy students' metacognitive skills required for reflection on their performance.…”