Effectiveness Of Simulation-based Education Research Articles

Trainee's Perceptions on Simulation-Based Education and Its Impact on Transitioning to the Role of Medical Registrar: A Qualitative Study.

Background and aim In 2019, a three-year internal medicine training (IMT) program replaced the two-year core medical training program in the United Kingdom, incorporating the first year of medical registrar (MR) training into the same curriculum. In light of the considerable evidence supporting the effectiveness of simulation-based education (SBE) and the challenges inherent in transitioning, the design and delivery of SBE are now ideally positioned to facilitate this transition process and assess its impact. However, trainees' perceptions regarding the effectiveness of SBE in the IMT curriculum for transitioning to the MR role are not well-documented. This study aimed to explore and examine trainees' views on SBE in the IMT curriculum to prepare them to transition to the role of the MR. It sought to identify the critical qualities and skills that IMT trainees believe SBE should address to enable them to successfully fulfill the MR role, as well as to assess the extent to which internal medicine year three trainees perceive that SBE in its current form within the IMT curriculum has prepared them for the role of MR. Methods This qualitative study employed focus groups to explore individuals' perspectives on SBE in the IMTcurriculum and its role in preparing them for the transition to the MR position. Four focus groups were conducted, two with core trainees (CTs) and two with MRs. Sessions were recorded, transcribed verbatim, and analyzed using a thematic analysis approach. Results Eleven trainees participated in the study. Seven of them were CTs, with the remaining four in their first year as a MR. Six main themes emerged from the data, grouped into two main headings. The heading titled "Perceptions of SBE" included the themes "Valuable Teaching Tool," "A Squandered Resource," and "Avoid Over-Reliance." In contrast, the heading "Areas/Suggestions for Improving SBE" included the themes "Quantity and Scheduling," "Feedback," and "Draw on Others' Experiences." Conclusion The value of SBE was recognized, alongside the vital role of high-quality feedback. Other medical specialties and industries were highlighted for their effective implementation of SBE, offering a possible standard for educators involved in the IMT curriculum to pursue. There was a perception that SBE did not adequately supportthe ongoing maintenance of skills, placing considerable reliance on real-world clinical practice to fulfill this need. The limitations inherent in SBE were acknowledged, and educators are encouraged to explore ways to optimize the use of all educational tools at their disposal, which may include the formal introduction of a shadowing period for trainees.

The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial

BackgroundEducation in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students.MethodsA total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention.ResultsThe demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020).ConclusionsNursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances.Trial registrationThis clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).

The Effect of Simulation-Based Education on Youth Preparedness in Facing the Gamalama Volcano Eruption Disaster in Tobololo Village

A natural disaster is an event caused by nature that can occur at any time, one of which is a volcanic eruption. Understanding of disaster preparedness needs to be understood by all levels of society to reduce various impacts, both material and non-material, caused by the threat of volcanic disasters. One of the communities that play a role in disaster management is the youth. Youth can play a role in knowledge and attitudes about disasters. Therefore, efforts can be made to improve preparedness in reducing disaster risk through simulation-based education. Purpose: This study aims to analyze the effect of disaster simulation education on the level of youth preparedness to face the eruption of the Gamalama volcano in Ternate Village, Tobololo Ternate. Methods: This study uses a quasi-experimental one-group pretest-posttest design. Results: the study showed that the majority (30.2%) of respondents received a preparedness score of 50 prior to disaster simulation-based education. The value of preparedness after conducting education based on disaster simulation, the majority (76.7%) of respondents got a value of 85.90. The results of the T-test statistic with (ɑ = 0.05) obtained a p-value of 0.000 which means that there is an effect of education based on disaster simulation on preparedness facing a volcanic eruption disaster in Youth in Tobololo Village, West Ternate City District Conclusion: Disaster simulation-based education affects youth preparedness in dealing with volcanic eruptions

Effect of Simulation-Based Education about Colostomy on Mothers' Knowledge, and Practice among Their Children

Effect of Simulation-Based Education about Colostomy on Mothers' Knowledge, and Practice among Their Children

A18Barriers and facilitators to the use of healthcare simulation to support the professional development of healthcare professionals: a systematic review of qualitative research.

The effectiveness of simulation-based education (SBE) in improving healthcare education among practising healthcare professionals (HCPs) is well recognized [1–3]. However, there is limited research available that explores the facilitators and barriers to the use of these activities amongst this population. The aim of this study was to determine those barriers and facilitators that exist to the use of healthcare simulation amongst practising HCPs through the systematic review of existing qualitative literature. Searches were performed using Medline and CINAHL from February to May 2022 with an updated search performed in June 2022. Reference list searches of included studies were also conducted. English-language, peer-reviewed studies that used qualitative methodology to examine barriers and/or facilitators to the use of SBE activities amongst HCPs practising in a hospital setting were included. Data were extracted and a quality appraisal tool was applied by the primary author, with 30% of included studies independently extracted and appraised by a second author to examine the agreement. Barriers and facilitators were coded inductively using thematic analysis. Thirteen studies were included out of a total of 2109 screened. Four main themes related to facilitators and barriers were identified: (1) management and leadership; (2) resources; (3) perceived impact and (4) learning experience (see Thematic analysis of facilitators and barriers to the use and uptake of SBE activities This study identified common barriers and facilitators to the use of SBE activities. By anticipating and addressing these adequately, the use and uptake of SBE activities amongst practising HCPs can be further enhanced. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Co-design: a guided reflective learning conversation model for simulation-based education

The critical care environment is stressful with complex clinical cases and high levels of workload [1]. Adequate exposure to various clinical experiences is essential to develop effective clinical reasoning skills [2]. Taking into consideration the risk of clinical practice mistakes and the importance of patient safety, simulation is an effective method to immerse learners in scenarios that mimic clinical situations with focused learning opportunities. Guided reflection through reflective learning conversations following simulation activities is recognized as an effective method to develop clinical reasoning skills [3]. We describe a co-design process to develop a simulation guided reflective learning conversation model to optimize the clinical reasoning skills for critical care nurses attending simulation-based activities. A co-design working group of 10 critical care nurses of varying levels of seniority, experience, nationality, and gender; two critical care doctors; three patient representatives; 2 researchers, and 5–6 critical care educators are working collaboratively to co-design the guided reflective learning conversation model, in which clinical reasoning can be optimized with consideration to a wide range of case complexity, subspecialty, and competence levels. The co-design working group is meeting online for 4–6 workshops of 4 hours. The co-design process is built on valid and reliable clinical reasoning and educational theoretical frameworks and models. The inputs to the process, exercises, and activities are taking place during the workshops and the outputs of the workshops are described to establish the co-design process. The final draft of the model will be validated and tested. The study sample will be grouped into experimental and control cohorts of critical care nurses who attend critical care simulation-based courses (N=300). Data will be collected through surveys, focus groups, and simulation-based objective assessment and observations. The study has received Institutional Review Board approval from the Hamad Medical Corporation Medical Research Centre (MRC-01-22-117) and the University of Hertfordshire (HSK/PGR/UH/04728). The first draft of the co-design model is presented in Simulation-Based Reflective Learning Conversation Model (SBRLCM) under development Clinical reasoning is multidimensional with difficulty to structure and evaluate during debriefing. Developing a guided reflective learning conversation model in which clinical reasoning skills are actively and effectively embedded, would therefore enable critical care nurses developing clinical reasoning skills to meet the special demands of critical care. 1. Vahedian-Azimi A, Hajiesmaeili M, Kangasniemi M, Fornés-Vives J, Hunsucker RL, Rahimibashar F, Pourhoseingholi MA, Farrokhvar L, Miller AC. Effects of stress on critical care nurses: a national cross-sectional study. Journal of intensive care medicine. 2019;34(4):311–22. 2. Kang H, Kang HY. The effects of simulation-based education on the clinical reasoning competence, clinical competence, and educational satisfaction. Journal of the Korea Academia-Industrial cooperation Society. 2020;21(8):107–14. 3. Decker S, Alinier G, Crawford SB, Gordon RM, Jenkins D, Wilson C. Healthcare Simulation Standards of Best Practice

Effectiveness of simulation-based education on nursing students’ professional knowledge, attitude and self-confidence in handling child abuse cases

AimThis study aimed to enhance nursing students’ professional knowledge, attitudes and self-confidence in handling child abuse cases through a Child Abuse Simulation-Based Education (CASE). BackgroundGiven that nursing students seldom learn about child abuse case management in textbooks, simulation-based education could assist them in appropriately handling child abuse cases when they become nurses. DesignUsing a quasi-experimental design. Methods190 nurses enrolled in a night school in-service program at a Taiwanese university were recruited for this study. Ninety-four nurses in the experimental group took a simulation-based education on child abuse while 96 nurses in the contrast group took a general nursing course. The pretest and posttest professional knowledge, attitudes and self-confidence of both groups were analyzed using generalized estimating equations in SPSS V22 software. ResultsFollowing the introduction of the CASE course, the experimental group’s posttest professional knowledge, attitudes and self-confidence in handling child abuse cases were higher than those of the contrast group (p < .001). Further analysis showed that professional knowledge increased with tenure, positivity in attitude increased with clinical ladder rating and male nurses were more confident than female nurses when handling child abuse cases. ConclusionsBased on the results, this study proposes recommendations for implementing child abuse simulation-based education for new nurses and those undergoing continuing education.

Effect of Simulation-Based Education on Nurses' Performance and Satisfaction regarding Peripherally Inserted Central Catheters at Neonatal Intensive Care Unit

Effect of Simulation-Based Education on Nurses' Performance and Satisfaction regarding Peripherally Inserted Central Catheters at Neonatal Intensive Care Unit

The effect of simulation-based education on parental management of fever in children: a quasi-experimental study

BackgroundFever is a sign of illness in children and parents should receive educational interventions based on their needs to provide effective care for children. Simulation-based education provided by nurses for managing children’s fever can help improve the quality of parental care. Accordingly, this study aimed to explore the effectiveness of simulation-based education in the management of children’s fever by parents.MethodsThis quasi-experimental study was conducted using a pretest-posttest design with two groups on 90 parents of children with fever who visited Afzalipour Teaching Hospital in Kerman, Iran. The participants were randomly divided into two groups. The members of the intervention group received simulation-based fever management education and the parents in the control group received routine interventions. A demographic information form and the Parental Fever Management Knowledge and Practice Scale were completed by the participants in both groups before and after the intervention. The collected data were analyzed with SPSS 21 at a significant level of 0.05 (P = 0.05).ResultsThe results of the study showed that there was a statistically significant difference between the mean scores of fever management knowledge in the intervention group before and after the intervention (30.51 ± 1.50 vs. 54.79 ± 2.55) (p < 0.05), while the control group showed no statistically significant difference before and after the intervention (29.81 ± 4.1 vs. 29.95 ± 2.80) (p > 0.05). Furthermore, there was a significant difference between the mean scores of fever management practice in the intervention group before and after the intervention (24.32 ± 0.89 vs. 37.51 ± 1.09) (p < 0.05). In contrast, the control group showed no statistically significant difference before and after the intervention (23.03 ± 0.90 vs. 21.98 ± 0.02) in terms of fever management practice (p > 0.05). The results of the independent samples t-test also showed that the mean scores of fever management knowledge and practice were not significantly different between the two groups before the intervention (p > 0.05) while there were significant intergroup differences after the intervention (p < 0.05).ConclusionThe results of the study showed that simulation-based education was effective in improving the parents’ child fever management knowledge and practice. Accordingly, professional care teams can prepare simulation-based education packages to improve parental care at home for children’s fever management.

The effect of simulation-based education before a cadaver dissection course.

Although the methods for medical education continue to evolve due to the development of medicines, the cadaver dissection course still plays a fundamental role. The cadaver dissection course allows students to learn to handle instruments correctly while actively exploring three-dimensional anatomy. However, dissection comes with the risk of accidental injury. In recent years, the number of classes offered for the cadaver dissection course has decreased while the amount of knowledge required in clinical medicine has increased. Simulation-based education (SBE) has been proven to be an effective educational method that enhances the development of practical skills by integrating learners' knowledge and skills. This study aimed to investigate the effect of SBE as a preparatory education course when taken prior to a medical student's enrollment in the cadaver dissection course. In the present study, an SBE assuming practical cadaver dissection course was performed in the Clinical Simulation Center. The frequency of injury rates per 1000h of cadaver dissection course was significantly less in 2017 and 2018 compared to that in 2016. Two years after the implementation of the SBE, average student self-efficacy scores and written examination scores significantly increased, whereas self-contentment scores were relatively unchanged. The results showed that the implementation of SBE decreased the incidence of injuries and improved students' overall self-efficacy scores and increased acquisition of knowledge evident on written examination score. Therefore, SBE as a preparatory education course may effectively promote the combined development of dissection skills and anatomical knowledge in the subsequent fundamental cadaver dissection course.

Effects of Simulation-Based Education on Critical Thinking Disposition and Problem-Solving Capacity of Nursing College Students according to Types of Debriefing.

The article's abstract is not available.

Simulation-based education and the effect of multiple simulation sessions - A randomised controlled study

BackgroundSimulation-based education may improve clinical decision-making skills and supplement clinical placement of nursing students to prepare them for real healthcare settings. Exposing students to several simulation sessions could maximise learning, but longitudinal randomised studies are lacking regarding the effects of simulation-based education. ObjectiveIn this randomised study, we followed a class of nursing students to assess the effect of multiple simulations on the students' self-reported clinical decision-making skills and self-confidence. DesignA randomised controlled trial, collecting data four times throughout a 3-year nursing program; at the beginning of the second semester as baseline and at the end of each of the following academic years. Students experienced either a single (control) or a double (intervention) set of simulation scenarios in four simulation days, including several simulation scenarios for each session. SettingA university in Norway, 2018–2020. ParticipantsThe study included 146 baccalaureate nursing students who volunteered to participate. MethodsThe participants completed two validated instruments, the 24-item Nurse Decision-Making Instrument and the Self-Confidence Scale, and demographic data were collected. Analysis of covariance and linear mixed-effect models were applied to analyse the effect of the double compared to the single scenario simulations. ResultsComplete data were obtained for 71 participants. The results showed no significant differences between double vs single scenario sessions on clinical decision-making scores (B = −0.2; 95% confidence interval, −2.1 to 1.7; p = 0.806) or self-confidence score (B = −0.1; 95% confidence interval, −0.4 to 0.2; p = 0.467). However, the overall self-confidence scores increased significantly over time. ConclusionIn this randomised study, we found no effects of double vs single scenario simulations on clinical decision-making or self-confidence scores among nursing students during their 3-year program.

Healthcare Simulation Use to Support Guidelines Implementation: An Integrative Review.

Simulation-based education is a useful teaching and learning strategy that can help to implement guidelines into healthcare settings. Therefore, the purpose of this paper is to collate, synthesize, and analyze the literature focusing on the use of simulation as an educational strategy to support guidelines implementation among healthcare providers (HCPs). Integrative literature review using the methodology proposed by Ganong. Twenty-three articles were selected, the majority (n=19, 82%) used simulation in practice settings and pre- and post-test measurement (n=16, 69%). All studies that assessed simulation effects highlighted that the use of simulation improved the measured outcomes related to guideline implementation. Simulation-based education can be an effective strategy to support guidelines implementation among HCPs, but aspects such as cost involved, time constraints, training of educators, and the HCPs' learning needs can affect its applicability. Future research should focus on more transparent reports related to the guidelines for simulation content, virtual learning, costs of simulation, and measurement of the long-term effects of simulation-based education.

Effect of Simulation-Based Education on the Preparedness of Healthcare Professionals for the COVID-19 Pandemic: a systematic review and meta-analysis

Introduction: Healthcare organizations around the world have embraced simulation to prepare healthcare professionals to the COVID-19 pandemic. However, this pandemic implies additional educational challenges in rapidly designing simulation activities, while remaining compliant with health and safety measures to prevent the spread of the virus. The effect of simulation-based education in this context remains to be evaluated. Objective: The purpose of this systematic review was to describe the features and evaluate the effect of simulation activities on the preparedness of healthcare professionals and students to safely deliver care during the COVID-19 pandemic. Methods: Databases were searched up to November 2020 using index terms and keywords related to healthcare professions, simulation, and COVID-19. All learning outcomes were considered according to the Kirkpatrick model adapted by Barr et al. (2020). Reference selection, data extraction, and quality assessment were performed in pairs and independently. Results were synthesized using meta-analytical methods and narrative summaries. Results: 22 studies were included, 21 of which were single-group studies and 14 of those included pretest/posttest assessments. Simulation activities were mostly implemented in clinical settings using manikins for training on the use of personal protective equipment, hand hygiene, identification and management of COVID-19 patients, and work processes and patient flow. Large improvements in learning outcomes after simulation activities were reported in all studies. Discussion and conclusion: Results should be interpreted cautiously due to significant threats to the internal validity of studies and the absence of control groups. However, these findings are coherent with the overall evidence on the positive effect of simulation-based education. Future studies should include control groups if feasible.

The Effects of Simulation-based Education on the Clinical Reasoning Competence, Clinical Competence, and Educational Satisfaction

The Effects of Simulation-based Education on the Clinical Reasoning Competence, Clinical Competence, and Educational Satisfaction

고위험 산모 시뮬레이션 교육이 간호대학생의 문제해결 과정, 셀프리더십, 비판적 사고 성향, 자기효능감에 미치는 영향

고위험 산모 시뮬레이션 교육이 간호대학생의 문제해결 과정, 셀프리더십, 비판적 사고 성향, 자기효능감에 미치는 영향

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

BackgroundThe Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy.MethodsThree interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session.ResultsFor the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p < 0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme.ConclusionSBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

The effect of simulation-based education on childhood epileptic seizure management knowledge, skills, and attitudes of nursing students

BackgroundLack of knowledge about epileptic seizure management and negative attitudes toward children with epilepsy among nursing students may negatively affect the quality of healthcare services they deliver. AimThis study aimed to examine the effect of training given to nursing students using simulation and standard child mannequins on their childhood epileptic seizure management knowledge, skills, and attitudes. MethodsParticipants (n = 72) were recruited from a Nursing Faculty in Izmir, Turkey. Students were randomly assigned to the intervention and control groups (n = 36 in each). The intervention group received simulation-based training on epilepsy while the control group received standard child mannequin training on epilepsy. One week after the training, the students were asked to demonstrate their epileptic seizure management knowledge and skills on a simulation model or a standard child mannequin. During this process, they were observed and assessed by two independent observers on the basis of a list of epileptic seizure management skills. All participants completed the personal information form, the Epilepsy and Epileptic Seizure Management Knowledge Test, and the Epilepsy Knowledge and Attitude Scale before, and after the training, McNemar's test, repeated measure ANOVA (intravenous), dependent t-test, chi-square test, Fisher's exact test, independent t-test, Pearson's correlation analysis, and Pearson's chi-square test were used to compare the groups. Intraclass correlation coefficient (ICC) was used to evaluate the consistency between observers. ResultsThe epilepsy knowledge scale mean scores of both groups significantly increased after their respective trainings (p < 0.001), but the difference between the groups was not statistically significant (p = 0.829). There was no statistically significant difference between the pre- and posttraining epilepsy attitude scale mean scores of the control group (p = 0.630), however, a statistically significant increase was observed in the epilepsy attitude scale mean score of the intervention group (p = 0.008). In addition, both groups' self-confidence in epileptic seizure management significantly increased after the training (p = 0.000). ConclusionsSimulation-based training was beneficial for students insofar as it helped them to develop positive attitudes toward epilepsy.

Effect of simulation-based education on percutaneous cardiopulmonary support.

Effect of simulation-based education on percutaneous cardiopulmonary support.

The effects of simulation-based education on initial neonatal evaluation and care skills.

Objective:Neonatal evaluations performed at the very first minutes following postpartum are the most important steps in deciding for neonatal resuscitation. Therefore, the newborn initial care and evaluation notion and skills of midwives in the delivery hall are quite important. The study was planned to determine the effects of simulation education on newborn evaluation and care skills in midwifery students.Methods:This is a quasi-experimental study. The population of the study was composed of the 4th year students of Marmara University Faculty of Health Sciences (65 students in total), who selected the Intern Newborn course in the 2017-2018 Fall and Spring semesters.Results:The areas where the control group students did not apply at all or needed the help of the trainer were observed as delivery room preparation (86.2%), initial neonatal evaluation (96.6%) and registration/safety (69%). According to “the Guide for Newborn Evaluation at the Delivery Room,” the differences in the mean total scores and all sub-dimension scores were found to be significant in favor of the experiment group.Conclusion:Education programs that are carried out by computer-assisted simulation and in accordance with the teaching guide were effective on improvement of knowledge-skills on newborns’ first evaluations in the delivery room.