Effectiveness Of Simulation-based Training Research Articles

Effect of Simulation-Based Training on Nurses' Performance regarding care of patients undergoing humeral fracture surgery

Effect of Simulation-Based Training on Nurses' Performance regarding care of patients undergoing humeral fracture surgery

Effect of Simulation-Based Training on Nurses' Performance about Procedural Pain Management of Neonates' Heel-Sampling

Effect of Simulation-Based Training on Nurses' Performance about Procedural Pain Management of Neonates' Heel-Sampling

Investigating the Influence of Simulation-Based Instruction on Advancing Nursing Proficiency: A Rapid Review.

Nursing practice is continuously evolving, requiring nurses to update their knowledge and skills. A common approach in nursing education is simulation-based training. Although its effectiveness was studied in a sample of undergraduate students, evidence of its effectiveness in nursing continuing education is lacking. This review examined the effectiveness of simulation-based instruction in advancing nursing proficiency in lifelong or continuing learning. Searches of EMBASE, MEDLINE via PubMed, Web of Science, and Google Scholar were performed. Studies conducted between 2000 and 2023, focusing on postregistration or postlicensure nurses undergoing simulation-based training to improve their nursing proficiency, were considered for review. The quality of the studies was assessed using the transparency, accuracy, purpose, utility, propriety, accessibility, and specificity (TAPUPAS) criteria. Data were synthesized with narrative summaries. A total of 14 studies with a total sample size of 1,204 nurses met the eligibility criteria. Studies showed that simulation-based instruction in nursing continuing education improves knowledge and skills. Some studies showed disagreements on the effectiveness of simulation-based training on other factors. Embracing high-fidelity simulation in continuing education is crucial for advancing proficiency. Tailoring simulation scenarios to specific competency domains is recommended to address variations in outcomes. Policymakers are encouraged to integrate simulation into education policies and support ongoing research to refine best practices and align policies with evolving nursing needs. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Effectiveness of Simulation-Based Training on Nurses' Performance, Self-Confidence, and Satisfaction Regarding Blood Transfusion

Effectiveness of Simulation-Based Training on Nurses' Performance, Self-Confidence, and Satisfaction Regarding Blood Transfusion

Knowledge and Skills in Cardiopulmonary Resuscitation and Effect of Simulation Training on it among Healthcare Workers in a Tertiary Care Center in India.

High-quality cardiopulmonary resuscitation (CPR) is associated with improved patient outcomes, but healthcare workers (HCWs) may be frequently undertrained. This study aimed to assess baseline knowledge and skills among HCWs about basic and advanced life support and the effect of simulation-based training on it. It was a single-center prospective quasi-interventional study among resident doctors and nurses at a Tertiary Center in New Delhi, India. A questionnaire-based assessment was done to assess baseline knowledge. The participants then underwent simulation-based training followed by questionnaire-based knowledge assessment and skill assessment. A repeat questionnaire-based assessment was done 6 months post-training to assess knowledge retention. A total of 82 HCWs (54 doctors and 28 nurses) were enrolled. The participants scored 22.28 ± 6.06 out of 35 (63.65%) in the pre-training knowledge assessment, with low scores in post-cardiac arrest care, advanced life support, and defibrillation. After the training, there was a significant rise in scores to 28.32 ± 4.08 out of 35 (80.9%) (p < 0.01). The retention of knowledge at 6 months was 68.87% (p < 0.01). The participants scored 92.61 ± 4.75% marks in skill assessment with lower scores in chest compressions and team leadership roles. There was a positive correlation (r = 0.35) between knowledge and skills scores (p < 0.01). There is a progressive decrease in baseline knowledge of HCWs with the further steps in the adult chain of survival. The simulation training program had a positive impact on the knowledge of HCWs. The training programs should focus on defibrillation, advanced life support, post-cardiac arrest care, and leadership roles. Agarwal A, Baitha U, Ranjan P, Swarnkar NK, Singh GP, Baidya DK, et al. Knowledge and Skills in Cardiopulmonary Resuscitation and Effect of Simulation Training on it among Healthcare Workers in a Tertiary Care Center in India. Indian J Crit Care Med 2024;28(4):336-342.

Effectiveness of simulation-based training in medical education: Assessing the impact of simulation-based training on clinical skills acquisition and retention: A systematic review

Simulation-based training has gained popularity as an educational strategy in medical education, and while research on its effectiveness is growing, the evidence remains limited in quality and quantity. Background: Simulation-based training is increasingly recognized as a valuable educational approach in medical settings. Despite a growing body of research exploring its effectiveness, the available evidence is still constrained in terms of both quality and quantity. Methods: To assess the effectiveness of simulation-based training in medical education, a systematic review was conducted. Studies were included if they were randomized controlled trials (RCTs) or quasi-experimental studies comparing simulation-based training to either no intervention or traditional training methods. The outcomes of interest focused on clinical skills acquisition and retention. Aim: The aim of this study was to evaluate the overall effectiveness of simulation-based training in medical education. Conclusion: Simulation-based training proves to be an effective educational strategy for acquiring and retaining clinical skills in medical education. The evidence suggests its superiority over no intervention and, in some cases, traditional training methods. However, the mixed quality of evidence highlights the need for further high-quality research to confirm these findings. This systematic review seeks to comprehensively evaluate the impact of simulation-based training on the acquisition and retention of clinical skills among medical professionals.

Effect of Simulation-Based Training on the Self-Confidence of New Nurses in the Care of Patients With Acute Deterioration and Activation of the Rapid Response Team.

New nurses report feeling unprepared and having low levels of self-confidence. High-fidelity simulation (HFS) is frequently used to increase confidence and improve patient safety. This study assessed whether HFS training increased new nurses' self-confidence and activation of the rapid response team (RRT) when caring for patients with clinical deterioration. A quality improvement design was used. New nurses on two units at a Level I trauma center completed a 70-minute HFS. The change in self-confidence was measured by Grundy's C-Scale, and the change in percentage of staff-initiated RRT calls versus auto-triggered calls was calculated 3 months after HFS. All 12 nurses who participated in the HFS showed improved self-confidence immediately after simulation. A Wilcox-on signed-rank paired data test showed statistically significantly improved confidence scores for all five items of the C-Scale from preintervention to immediately postintervention as well as 5 months later. One unit showed an increase in percentage of staff-initiated RRT calls 3 months postsimulation, and the other unit showed a decline in staff-initiated versus auto-triggered RRT calls. The HFS increased self-confidence scores from preintervention to immediately postintervention, with the increase sustained 5 months later. However, how this increase translated into practice when activating RRT calls cannot be determined because many factors can influence RRT call patterns. The literature review and study results suggest that HFS training embedded into an existing nurse residency program can build self-confidence in caring for patients with clinical deterioration. [J Contin Educ Nurs. 2023;54(8):367-376.].

Effectiveness of Simulation-Based Training on Transesophageal Echocardiography Learning

Evidence is scarce on the effectiveness of simulation-based training in transesophageal echocardiography (TEE). To assess the effectiveness of simulation-based teaching vs traditional teaching of TEE knowledge and skills of cardiology fellows. Between November 2020 and November 2021, all consecutive cardiology fellows inexperienced in TEE from 42 French university centers were randomized (1:1; n = 324) into 2 groups with or without simulation support. The co-primary outcomes were the scores in the final theoretical and practical tests 3 months after the training. TEE duration and the fellows' self-assessment of their proficiency were also assessed. While the theoretical and practical test scores were similar between the 2 groups (324 participants; 62.6% male; mean age, 26.4 years) before the training (33.0 [SD, 16.3] points vs 32.5 [SD, 18.5] points; P = .80 and 44.2 [SD, 25.5] points vs 46.1 [SD, 26.1] points; P = .51, respectively), the fellows in the simulation group (n = 162; 50%) displayed higher theoretical test and practical test scores after the training than those in the traditional group (n = 162; 50%) (47.2% [SD, 15.6%] vs 38.3% [SD, 19.8%]; P < .001 and 74.5% [SD, 17.7%] vs 59.0% [SD, 25.1%]; P < .001, respectively). Subgroup analyses showed that the effectiveness of the simulation training was even greater when performed at the beginning of the fellowship (ie, 2 years or less of training) (theoretical test: an increase of 11.9 points; 95% CI, 7.2-16.7 vs an increase of 4.25 points; 95% CI, -1.05 to 9.5; P = .03; practical test: an increase of 24.9 points; 95% CI, 18.5-31.0 vs an increase of 10.1 points; 95% CI, 3.9-16.0; P < .001). After the training, the duration to perform a complete TEE was significantly lower in the simulation group than in the traditional group ( 8.3 [SD, 1.4] minutes vs 9.4 [SD, 1.2] minutes; P < .001, respectively). Additionally, fellows in the simulation group felt more ready and more confident about performing a TEE alone after the training (mean score, 3.0; 95% CI, 2.9-3.2 vs mean score, 1.7; 95% CI, 1.4-1.9; P < .001 and mean score, 3.3; 95% CI, 3.1-3.5 vs mean score, 2.4; 95% CI, 2.1-2.6; P < .001, respectively). Simulation-based teaching of TEE showed a significant improvement in the knowledge, skills, and self-assessment of proficiency of cardiology fellows, as well as a reduction in the amount of time needed to complete the examination. These results should encourage further investigation of clinical performance and patient benefits of TEE simulation training.

Effect of Simulation-based Training on Surgical Proficiency and Patient Outcomes: A Randomised Controlled Clinical and Educational Trial

BackgroundIt is hypothesised that simulation enhances progression along the initial phase of the surgical learning curve. ObjectiveTo evaluate whether residents undergoing additional simulation, compared to conventional training, are able to achieve proficiency sooner with better patient outcomes. Design, setting, and participantsThis international, multicentre, randomised controlled trial recruited 94 urology residents with experience of zero to ten procedures and no prior exposure to simulation in ureterorenoscopy, selected as an index procedure. InterventionParticipants were randomised to simulation or conventional operating room training, as is the current standard globally, and followed for 25 procedures or over 18 mo. Outcome measurements and statistical analysisThe number of procedures required to achieve proficiency, defined as achieving a score of ≥28 on the Objective Structured Assessment of Technical Skill (OSATS) scale over three consecutive operations, was measured. Surgical complications were evaluated as a key secondary outcome. This trial is registered at www.isrctn.com as ISCRTN 12260261. Results and limitationsA total of 1140 cases were performed by 65 participants, with proficiency achieved by 21 simulation and 18 conventional participants over a median of eight and nine procedures, respectively (hazard ratio [HR] 1.41, 95% confidence interval [CI] 0.72–2.75). More participants reached proficiency in the simulation arm in flexible ureterorenoscopy, requiring a lower number of procedures (HR 0.89, 95% CI 0.39–2.02). Significant differences were observed in overall comparison of OSATS scores between the groups (mean difference 1.42, 95% CI 0.91–1.92; p < 0.001), with fewer total complications (15 vs 37; p = 0.003) and ureteric injuries (3 vs 9; p < 0.001) in the simulation group. ConclusionsAlthough the number of procedures required to reach proficiency was similar, simulation-based training led to higher overall proficiency scores than for conventional training. Fewer procedures were required to achieve proficiency in the complex form of the index procedure, with fewer serious complications overall. Patient summaryThis study investigated the effect of simulation training in junior surgeons and found that it may improve performance in real operating settings and reduce surgical complications for complex procedures.

The Effect of Simulation-based Training on Athletic Performances among Female Basketball Players

Background: The effectiveness of simulation-based training has been examined in various sports. However, considering the effect of gender and sport on training, it would be interesting to evaluate simulation-based training in female basketball. Objective: The purpose of the study was to examine the effect of simulation-based training on physical fitness and performance indices in female basketball players. Methods: Sixteen female semi-professional basketball players were randomly assigned to experimental (n=8; age, 25±2 years; weight, 62±9 kg; height, 167±8 cm) or control (n=8; age, 24±1 years; weight, 57±9 kg; height, 170±8 cm) groups. The experimental group participated in a six week basketball simulation training program including running with different speeds (jogging to sprinting), agility, jumping, and shuffling. Both groups performed the Cooper 12 min run, line drill, an adjusted T-test, 20 ms print, the Sargent vertical jump and basketball exercise simulation test before and after six weeks of the study period. Control and experimental groups performed typical basketball training, three times weekly. The overall training volume was similar for both groups. Results: The perceived exertion was higher in the simulation-based training than control (p&lt;0.05) group. The findings of this study indicated a significant increase in VO2 max (p=0.001), anaerobic power (p=0.009), explosive leg strength (p=0.036), and total distance covered in basketball exercise simulation test (p=0.001) and decrease of the meantime of one round of basketball exercise simulation test (p=0.001) in the simulation training compared to the control group. Conclusion: Generally incorporation of the simulation-based training in conditioning programs is recommended for improving aerobic, anaerobic and leg explosive strength of basketball players.

Effectiveness of simulation-based training for manual small incision cataract surgery among novice surgeons: a randomized controlled trial

This study was designed to determine the effect of a novel simulation-based training curriculum for scleral tunnel construction in manual small incision cataract surgery (MSICS) compared with traditional training. In this multicenter, investigator-masked, randomized clinical trial, resident surgeons within 3 months of matriculation with minimal or no prior experience with MSICS were assigned either to simulation-based training, the Experimental Group (EG), or to conventional training, the Control Group (CG). EG residents were trained to perform scleral tunnel construction using a simulation-based curriculum (HelpMeSee Eye Surgery Simulator), while residents in the CG followed institution-specific curriculum before progressing to live surgery. Surgical videos of the first 20 attempts at tunnel construction were reviewed by masked video raters. The primary outcome was the total number of any of 9 pre-specified errors. On average, the total number of errors was 9.25 (95% CI 0–18.95) in the EG and 17.56 (95% CI 6.63–28.49) in the CG (P = 0.05); the number of major errors was 4.86 (95% CI 0.13–9.59) in the EG and 10.09 (95% CI 4.76–15.41) in the CG (P = 0.02); and the number of minor errors was 4.39 (95% CI 0–9.75) in the EG and 7.47 (95% CI 1.43–13.51) in the CG (P = 0.16). These results support that novice surgeons trained using the novel simulation-based curriculum performed fewer errors in their first 20 attempts at tunnel construction compared to those trained with a conventional curriculum.

The Effect of Simulation-Based Training About Emergencies and Approaches to Delivery Given to Emergency Personel

Objective: This study was carried out to determine the effect of the medium level simulation-based training about “Emergencies in and Approaches to Delivery” given to the personnel working in emergency health services on the change in their current knowledge about emergency interventions in delivery.Methods: The study used a quasi-experimental design. It was carried out with 232 personnel working in emergency health services. Data were collected using “Information Form” and “Knowledge Test for Emergencies in Delivery (ED)”. The study included the teaching of the relevant topics to the participants, administration of the knowledge test, the application of the subjects taught using a simulator in the laboratory.Results: Of the emergency health service personnel participating in the study, 68.5% were found to not have adequate knowledge for emergencies in delivery. As a result of the training given, the mean of the total pretest score obtained from the ED was 37.17±10.36, and the mean of the total posttest score was 70.14±11.33, and the post-training difference was found to be statistically significant.Conclusion: According to the findings, it can be said that the training given to the emergency health service personnel increased their knowledge about emergencies in and approaches to delivery significantly and that the education was effective.

Simulation-based Training for Pelvic and Breast Physical Examination: Effect on the Anxiety and Self-confidence of Medical Students.

To evaluate factors associated with anxiety and the effect of simulation-based training (SBT) on student anxiety, self-confidence and learning satisfaction in relation to pelvic and breast examination. A longitudinal study was conducted with 4th year medical students at the Universidade José do Rosário Vellano. A 12-item, self-report questionnaire on student anxiety at performing gynecological examinations was applied before and after SBT, with answers being given on a Likert-type scale. After training, the self-confidence levels and satisfaction of the students related to the learning process were also evaluated. Eighty students with a mean age of 24.1 ± 4.2 years were included in the study. Of these, 62.5% were women. Pre-SBT evaluation showed that students were more anxious at performing a pelvic examination than a breast examination (2.4 ± 1.0 versus 1.7 ± 0.8, respectively; p < 0.001). The primary reason for anxiety regarding both pelvic and breast examination was fear of hurting the patient. SBT significantly reduced student anxiety (2.0 ± 0.8 versus 1.5 ± 0.5, respectively; p < 0.001). The satisfaction and self-confidence of the students were found to be high (6.8 ± 0.3 and 6.0 ± 0.9, respectively), with no difference between genders. The use of SBT in teaching students to perform pelvic and breast examinations resulted in reduced anxiety and increased self-confidence in a group of medical students of both genders, with high levels of satisfaction in relation to the training.

Effect of Simulation-Based Training and Neurofeedback Interventions on Radiation Technologists’ Workload, Situation Awareness, and Performance

PurposeOur purpose was to assess the effect of a combined intervention – simulation-based training supported by neurofeedback sessions – on radiation technologists’ (RTs’) workload, situation awareness, and performance during routine quality assurance and treatment delivery tasks. Methods and MaterialsAs part of a prospective institutional review board approved study, 32 RTs previously randomized to receive versus not receive simulation-based training focused on patient safety were again randomized to receive versus not receive a 3-week neurofeedback intervention (8 sessions of alpha-theta protocol) focused on stress reduction as well as conscious precision, strong focus, and ability to solve arising problems. Perceived workload was quantified using the NASA Task Load Index. Situation awareness was quantified using the situation awareness rating technique. Performance score was calculated using procedural compliance with time-out components and error detection. ResultsRTs randomized to simulation-based training followed by neurofeedback sessions demonstrated no significant changes in perceived workload or situation awareness scores, but did have better performance compared with other study groups (P < .01). ConclusionsThis finding is encouraging and provides basis for using neurofeedback as means to possibly augment performance improvements gained during simulation-based training.

The Effect of Simulation-based Training on the Self-confidence and Self-satisfaction of Nursing Students Dealing with Patients under Isolation

The Effect of Simulation-based Training on the Self-confidence and Self-satisfaction of Nursing Students Dealing with Patients under Isolation

Does simulation-based training in medical education need additional stressors? An experimental study

The increased curricular integration of simulation-based training (SBT) in medical education is accompanied by researchers’ calls to examine the effectiveness of SBT. We address conflicting results regarding effects of an added stressor on learning outcomes. In an experimental setting, one group of medical students (N = 20) performed cardiopulmonary resuscitation on a patient simulator. For a second group (N = 21) the scenario differed in that they encountered a defect defibrillator. We found participants of both groups to show increased biological stress-levels, independent of group allocation. Paradoxically, participants who encountered the equipment failure subjectively reported less stress. We discuss the implications of the comparable high stress levels in both groups with regards to future studies. We further discuss the result regarding subjective stress levels within the framework of attribution theory. Practitioner summary: The results of our experimental study underline the need for evidence-based choices of additional stressors for the design of simulation scenarios. We describe the choice of stimuli and setting in detail to maximise practical value for the construction of simulation-based medical trainings.

SBAR를 활용한 의사소통 인수인계 시뮬레이션 기반 교육의 효과 : 신규 간호사들을 대상으로

SBAR를 활용한 의사소통 인수인계 시뮬레이션 기반 교육의 효과 : 신규 간호사들을 대상으로

The efficacy of simulation-based and peer-learning handover training for new graduate nurses

BackgroundNursing handovers are a crucial nursing practice for patient safety and continuity of nursing care. As a strategy to improve nursing handovers, it has been suggested that new graduate nurses receive training in how to conduct handovers. ObjectivesThe purpose of this study was to examine the effects of simulation-based handover training and peer-learning handover training on clinical competence regarding handovers and clinical judgment among new graduate nurses. DesignQuasi-experimental research using a nonequivalent control group post-test design. ParticipantsA convenience sample of 55 new graduate nurses with no clinical experience who expected to work at a university hospital were selected. MethodsWe measured participants' clinical competence regarding handovers and clinical judgment immediately after completing a training program and after 1 month of working at a hospital to examine the immediate and latent effects of simulation-based and peer-learning handover training, respectively. A researcher-developed clinical competence instrument regarding handovers and a clinical judgment instrument based on the Lasater Clinical Judgment Rubric were used. To identify differences in the effects of simulation-based and peer-learning handover training, we analyzed the data using the independent t-test and paired t-test. When evaluating the latent effects, the participants wrote self-reflection reports. ResultsThere were no significant differences in the immediate effects of the simulation-based training and the peer-learning training. In contrast, in the evaluation of the latent effects, new graduate nurses who received simulation-based training showed significantly higher clinical competence regarding handovers (p = .020) and clinical judgment (p = .033) than their counterparts who received peer-learning training. In the self-reflection reports, 19 participants stated that they had gained more confidence with handovers. ConclusionWe suggest that simulation-based handover training contributes more to the improvement of new graduate nurses' clinical competence regarding handovers and clinical judgment than peer-learning training.

Effectiveness of Simulation Based Training for School Health Professionals

Background: School health professionals encounter diverse health problems at schools. Study Objectives: Assess the current preparedness of school health professionals in managing acute health presentations at school. Evaluate the effectiveness of simulation based training in improving confidence levels of school health professionals in managing these presentations. Determine if simulation training results in practice change among school health professionals. Methods: This prospective study included eighty-eight school nurses …

Simulation training improves team dynamics and performance in a low-resource cardiac intensive care unit.

Introduction:Although simulation training has been utilized quite extensively in highincome medical environments, its feasibility and effect on team performance in lowresource pediatric Cardiac Intensive Care Unit (CICU) environments has not been demonstrated. We hypothesized that lowfidelity simulationbased crisis resource management training would lead to improvements in team performance in such settings.Methods:In this prospective observational study, the effect of simulation on team dynamics and performance was assessed in 23 healthcare providers in a pediatric CICU in Southeast Asia. A 5day training program was utilized consisting of various didactic sessions and simulation training exercises. Improvements in team dynamics were assessed using participant questionnaires, expert evaluations, and video analysis of time to intervention and frequency of closedloop communication.Results:In subjective questionnaires, participants noted significant (P < 0.05) improvement in team dynamics and performance over the training period. Video analysis revealed a decrease in time to intervention and significant (P < 0.05) increase in frequency of closedloop communication because of simulation training.Conclusions:This study demonstrates the feasibility and effectiveness of simulationbased training in improving team dynamics and performance in lowresource pediatric CICU environments, indicating its potential role in eliminating communication barriers in these settings.