Effectiveness Of Clinical Simulation Research Articles

Effectiveness of Clinical Simulation and Peer-Assisted Learning to Teaching About the Sexuality of People With Spinal Cord Injury.

BACKGROUND: The sexuality of people with spinal cord injury (SCI) is a subject often neglected by healthcare professionals because of their lack of knowledge or understanding of how to proceed in this context. Different teaching strategies can be used to fill this knowledge gap, such as clinical simulation and peer-assisted learning. This study evaluates the effects of an educational intervention on nursing students' knowledge acquisition about the sexuality of individuals with SCI and on the students' self-confidence and satisfaction with the experience. METHODS: Quasi-experimental, pretest-posttest design was conducted with nursing students (N = 54). The intervention was the application by a senior-level nursing student of 2 scenarios of high-fidelity clinical simulation. The primary outcome was the knowledge about the sexuality of people with SCI. The secondary outcome was the satisfaction and self-confidence in learning. We performed descriptive and inferential statistics and built multiple linear regression models. RESULTS: The effect of the intervention on knowledge acquisition ranged from the mean of 1.26 in the pretest to 3.10 in the posttest. The means in the scores of satisfaction and self-confidence were considered excellent and correlated with knowledge acquisition. Previous attendance of a class on SCI positively interfered in the scale of knowledge acquisition. CONCLUSION: We verified an effect size ranging from medium to large magnitude for knowledge acquisition, and great satisfaction and self-confidence in learning through the use of simulated experience and peer-assisted learning.

The effects of clinical simulation on stress, anxiety, and hemodynamic parameters among the candidates for coronary angiography

Background and aims: Stress and anxiety during coronary angiography (CA) can lead to serious complications such as cardiac dysrhythmias, coronary artery spasm, and coronary artery rupture. This study aimed to evaluating the effects of clinical simulation on stress, anxiety, and hemodynamic parameters among the candidates for CA. Methods: This clinical trial was conducted on eighty candidates for CA. Participants were conveniently recruited from Tehran Heart Center, Tehran, Iran, and randomly allocated to a control and an intervention group through block randomization with a block size of 2. The Beck Anxiety Inventory, the Cohen Perceived Stress Scale, and a datasheet for hemodynamic parameters were used to assess participants’ anxiety, stress, and hemodynamic parameters before and after the study intervention. Participants in the intervention group received routine care services and a clinical simulation intervention, while participants in the control group solely received routine care services. Data were analyzed using the chi-square, independent-sample t, and paired-sample t tests. Results: The mean scores of stress and anxiety and the mean values of systolic blood pressure (SBP), diastolic blood pressure (DBP), and heart rate (HR) significantly decreased in the intervention group (P<0.05), but did not significantly change in the control group (P>0.05). The pretest posttest differences in the means of stress, anxiety, SBP, DBP, and HR in the intervention group were significantly greater than the control group (P<0.05). Conclusion: Clinical simulation is effective in significantly reducing stress, anxiety, and hemodynamic parameters among the candidates for CA. Therefore, clinical simulation is recommended before CA.

Effectiveness of clinical simulation on nursing student's improving critical care knowledge: a pretest-posttest study.

To evaluate the effectiveness of Human Patient Simulation method, as an additional method to theoretical lectures, on improving critical care knowledge of third course nursing students compared to only theoretical lectures. It was hypothesised that, the greater cognitive abilities used and trained around a specific subject, more strengthening of the subject contents is done by the students. A non-experimental pretest-post test study was carried out with a questionnaire created ad hoc specifically for this study. Pretest questionnaire was administered after students received five weeks of theoretical lectures on critical care subjects. Post test was administered after students performed the theoretical classes and the simulation based learning activity on critical care subjects. 60 nursing students of the Campus Docent Sant Joan de Déu, attending to critical care subjects, were enrolled in the study. The statistical analyses performed showed a significance of the intervention in the post-test: p value 0.01 and the students improved on average by 1 point after the intervention, passing from 11.94 in the pre-test to 12.94 in the post-test. Results of this study suggest that use of Human Patient Simulation method of zone two made a positive difference in nursing students' ability to answer questions about critical care when there was need to apply their cognitives abilities. We evidenced that is crucial to direct cognitive resources appropriately toward each section of the simulation activity. Choosing the quantity and the kind of cognitive abilities that will be used by a specific group of students in a simulation activity, facilitators can upgrade the student knowledges and avoid impaired learning.

Outcome of Clinical Simulation on Neonatal Resuscitation in Development of Knowledge and Skill among Baccalaureate Nursing Students at a selected Nursing Institution

Context: Simulation facilitates learning with practice opportunities with feedback for the students in preparatory programme in health care profession. Objectives: This study examined the effectiveness of Clinical simulation in acquiring knowledge and skill in performing Neonatal Resuscitation among B.Sc. Nursing students. Methods and Materials: With Quasi experimental approach Eighty five students of B.Sc Nursing III year were enrolled by Non Randomized purposive sampling technique. Study was conducted in Simulation Lab, PSG IMSR, Coimbatore. The student’s knowledge was assessed by using questionnaire on Neonatal Resuscitation Programme (NRP). The students were educated on NRP in case scenarios through clinical simulation approach in four groups. After the period of one week the student’s knowledge and Psychomotor skill in performing Neonatal Resuscitation was assessed through questionnaire and Objective Structured Clinical Examination (OSCE) on Neonatal Resuscitation Programme. Results/Findings: The results revealed that half of the nursing students 44 (52%) had inadequate knowledge, forty one nursing students (48%) had moderately adequate knowledge and none of them had adequate knowledge on neonatal resuscitation in pre test. Mean knowledge score at Pre test was 8.83±2.80 and the post test knowledge score was 21.7±2.68. Comparison of pre test and post test Knowledge score on NRP was 12.89±3.92 (t=30.31, p-value=0.0001, p<0.05) and statistically significant difference was found in post test knowledge score. There was a significant increase in post test skill of nursing students on various areas like Basic Life support, newborn not breathing, Positive pressure ventilation and chest compression with calculation and administration of medications. The overall mean post test skill was 21.52±4.21. Moreover, it was found that the nursing students after post test skill reported that they were confident in performing Neonatal resuscitation. Conclusion: This finding demonstrates that the clinical simulation transforms the pedagogy of nursing education from theory and clinical learning to theory, simulation and clinical application.

Making Sense of Methods and Measurement: Cost-Effectiveness Research

The evidence is in and high quality simulation activities can provide an effective alternative to traditional clinical experiences (Hayden, Smiley, Alexander, KardongEdgren, & Jeffries, 2014). Research in nursing and health science education overwhelmingly supports the use of simulation for improving a variety of student and patient outcomes. However, few studies include costeffectiveness or cost-benefit analyses of simulation activities (Zendejas, Wang, Brydges, Hamstra, & Cook, 2013). The question remains, ‘‘Do the effects of clinical simulation outweigh the costs?’’ To answer this simple yet challenging question, simulation researchers need to adopt new methods for assessing the effectiveness and the costs associated with simulation (Zendejas, Wang, Brydges, Hamstra, & Cook, 2013). Previously, in Making Sense of Methods and Measurement ,w e underscored the importance of conducting, ‘‘rigorous research that produces valid and reliable data about the effectiveness of clinical simulation’’ (Prion & Adamson, 2012, p. e193). It is equally important to produce evidence describing the costs associated with clinical simulation. Accurately demonstrating both sides of this costeffectiveness equation is the only way nurse educators will be able to provide maximum effectiveness with limited resources. Although cost-effectiveness research is a specialty of its own and the intricacies of the calculations involved are beyond the scope of this column, we hope to inspire readers with a brief explanation and a few resources for conducting cost-effectiveness analyses as a part of their own research. The basic idea behind cost-effectiveness research involves (a) calculating the costs associated with the intervention (simulation), (b) calculating the effectiveness of the intervention, and then (c) comparing the costs and effectiveness to draw conclusions about the value of the intervention. Figure illustrates an example of this comparison.

Simulation-based learning: a case study, part 2

For several years, simulation-based learning (SBL) has been applied in academic settings in the acquisition of professional knowledge and skills ( Cioffi et al, 2005 ). In midwifery education, clinical simulation promotes learning by providing an opportunity for students to experience a realistic learning experience in a simulated, safe environment within the theoretical setting without harming the mother or baby. However the effectiveness of clinical simulation in preparing student midwives for the reality of clinical practice and the application of simulated skills to the workplace is uncertain. This second of three articles presents the findings from a case study, which explored the application of clinical simulation to clinical practice. Findings indicate that it was mainly the practical skills developed from simulation which were transferred and applied in practice. There was also evidence to suggest that context-dependent memory played a role in effective recall of the sequencing of practical skills in an environment similar to the university.

Making Sense of Methods and Measurement: The Need for Rigor in Simulation Research

Few in health care education doubt the effectiveness of clinicalsimulationasapowerfulteachingelearningtechnique. As an instructional strategy, clinical simulation has been purported to teach a variety of content, including psychomotor skills, teamwork, leadership, and clinical reasoning, and to increase student confidence in clinical situations. The amount of research about clinical simulation has increased dramatically in the past 10 years. Much of this research has focused on the measurement of self-report data with locally developed instruments that have not been systematically evaluated or psychometrically tested. This reliance on untested instruments measuring indirect data provides little support for educators trying to make informed decisions about integrating simulation into a curriculum, and it prevents researchers from building a credible body of knowledge about simulation. We know from previous research that students and nursing staff enjoy clinical simulation and that each group reports significant learning from participation in simulation experiences. Also from previous research, we know that faculty members and administrators like clinical simulation and believe that students and staff learn from these experiences. We recognize that building a simulation lab and adequately preparing it with equipment and staff is expensive. It is now our collective responsibility to conduct rigorous research that produces valid and reliable data about the effectiveness of clinical simulation. This research should directly measure learning, help describe what characteristics of simulation experiences contribute most to learning, and identify what groups of learners benefit most from specific simulation strategies. The purpose of this ongoing column in Clinical Simulation in Nursing is to review a variety of topics directly related to research methodology and both qualitative and quantitative data analysis. In future columns, we will be exploring reliability and validity, statistical and practical significance, psychometric testing, levels of measurement, and a number of common qualitative and quantitative data analysis techniques.

A Novel Methodology for Assessing the Reliability of Simulation Evaluation Instruments

The Veterans Health Administration (VHA) is one of the largest employers of nurses in the country, and their care impacts Veterans living in and out of the continental United States. The VHAOffice of Nursing Services supports all levels of nursing staff in the field with special initiatives, research findings, toolkits, education, and other programs that support nursingpractice. The VHA Office of Nursing Services is also a leadership partner in VHA’s Simulation Learning, Education, and Research Network (SimLEARN). When identifying and developing topics for a national simulation curriculum, key questions must be asked of the primary stakeholders. The following questions have been developed by VA experts, and used during steering committee meetings, when multiple priorities are brought to the table for a possible national roll out to the field: What is the clinical problem or issue that you are attempting to address with training? What data support its identification as a problem? What is the business/clinical case for the problem being a national priority? Is training the optimal solution? What other options have been considered? Is there evidence which shows that training employees corrects the problem? Is simulation the most appropriate modality for the training? Is there evidence of the effectiveness of clinical simulation in this type of situation? For instance, topics such as nursing orientation, mental health assessments, advanced assessments across the lifespan, team communication, or l Simulation and Learning. Published by Elsevier Inc. All rights reserved.

Clinical simulation: a new approach to midwifery education

A review of the literature demonstrated that the theory–practice gap caused by a shift from the traditional apprenticeship-style education to higher education institutions (HEIs) ten years' ago might have impacted on the students' fitness to practice at the point of registration. However a new approach to midwifery education, clinical simulation, could transform teaching and learning strategy for undergraduate student midwives. Clinical simulation is based on the concept of experiential learning and can enhance skill acquisition by providing a safe and controlled, student-focused learning environment in a setting that is comparable to reality. While this may offer students the opportunity to apply their learning more easily when they return to the clinical area, further research into the effectiveness of clinical simulation in preparing students for the reality of clinical practice and, in particular, the transfer of simulated skills to the workplace, is suggested.