Simulation-based Education Program Research Articles

Translation of an evidence-based virtual reality simulation-based interprofessional education into health education curriculums: An implementation science method

BackgroundThe development of interprofessional competencies through an evidence-based program is paramount to nurture a collaborative practice-ready workforce for patient-centered care and safety. AimsTo describe an implementation science approach for translation of an evidence-based virtual reality simulation-based interprofessional education (VR-Sim-IPE) program into medical and nursing curriculums, and to evaluate the implementation outcomes. MethodsImplementation strategies from the “Expert Recommendations for Implementing Change” were used to support implementation of the VR-Sim-IPE program. This included recruiting and training 28 practicing clinicians as facilitators to deliver the program to 599 medical and nursing students. Proctor's conceptual framework for implementation outcomes was applied with multiple data collection methods to evaluate the VR-Sim-IPE program. An online survey was administered to measure the levels of acceptability, appropriateness, feasibility, and adoption. Forty-four sessions of structured observations were carried out to examine the facilitators' implementation fidelity. Individual interviews were conducted with 15 facilitators to identify the facilitators and barriers to the program implementation. An implementation cost analysis was also conducted. ResultsBoth facilitators and students had positive perceptions of the acceptability, adoption, appropriateness, and feasibility of the VR-Sim-IPE program. Facilitators were observed to implement the program with high fidelity, including program adherence, dosage, quality of delivery, and student responsiveness. While opportunities to contribute and learn, as well as receiving training and support, were identified as facilitators to implementation, the lack of familiarity with the virtual environment, varying levels of student participation, and facilitating interprofessional groups were reported barriers. The implementation costs amounted to USD45,648.50. ConclusionThe evaluation of implementation outcomes identifies strategies for future implementation that could potentially enhance program acceptance, reduce implementation cost, improve penetration, and achieve program sustainability. These include increasing facilitation group size, preparing students to be active participants, and incorporating interprofessional facilitation skills in facilitators' training.

65 Putting it into Practice: A Simulation-Based Education Programme for Parents

The Paediatric Long-Term Ventilation (LTV) team are increasingly discharging children home with LTV via a tracheostomy. As a result, more parents are being asked to play the role of a nurse. They receive training, prior to discharge, in highly skilled tasks to enable them to care for their child’s long-term health needs at home. Whilst Simulation-based Education (SBE) is widely used in the education of health professionals, it is not currently part of the educational programme for these parents/caregivers.The aim of the study was to undertake a quality improvement project to produce an SBE programme for parents/caregivers of children being discharged home on LTV via a tracheostomy. The main objective was to improve the safety of patients through improving the confidence of parents/caregivers in managing and escalating emergencies prior to their discharge.Through a focus group including parents/caregivers of children receiving LTV via a tracheostomy, who are already at home, we aim to co-produce this project, with the patient voice and experiences at its core. We plan to undertake the SBE with one or more parents/caregivers in a location separate from the clinical setting, that is designed to replicate their home environment as best as possible Over the next 4 months, baseline data will be collected with a Likert scale of confidence ratings for each of the planned scenarios, prior to the SBE. We will collect these data again immediately after the SBE, and then again at 3 months. We will also ask, at both of these time points, if there is anything additional that the parents/caregivers would have wanted from the SBE and how it can be improved. These data will allow us to evaluate and develop the programme for future families through a plan-do-study-act cycle approach. To understand where SBE fits within the wider education provided to parents/caregivers, we will ask them which elements of their education they have found most useful, and why.

32 SIMULATION-BASED EDUCATION FOR ACUTE STROKE

Abstract Background Acute stroke requires efficient multi-disciplinary collaboration to deliver time-sensitive treatment in a prompt and effective manner. The European Stroke Organization (ESO) recommends simulation-based education (SBE) for stroke care. Studies have shown SBE improves door-to-needle times, which predict better patient outcomes. SimStars was a competition, run by the National Doctors Training and Planning leads for the South-SouthWest Hospitals Group, to develop in-situ SBE scenarios. We developed a SBE program for acute stroke in an Irish teaching hospital. Methods Medical doctors and nursing staff are included in the SBE scenario as candidates/target learners. Patients are played by role-players. Anonymised data and neuroimaging from real patients is utilized to maximize fidelity to real life. Other participants, such as paramedics, can be included to facilitate scenarios as required. Candidates are briefed before each scenario. Clear learning objectives are set. All participants are provided with a script outlining their roles. Candidates are appraised using standard evaluation forms. A de-brief is undertaken to reinforce learning objectives. Results We qualified for the final of SimStars by establishing a SBE program for acute stroke, including a video of a simulated scenario that can be utilized for demonstration purposes. 100% of candidates who have participated in the SBE program so far have stated that it made a valuable contribution to their learning in the field of stroke care. Conclusion Stroke has been described as an exemplar of how SBE may benefit training along an entire clinical pathway. Scenarios can be adapted to cover an endless variety of stroke-related situations. SBE has been shown to improve hyper-acute clinical pathway performance and outcomes.

Long-Term Impact of a Low-Cost Paediatric Intussusception Air Enema Reduction Simulation-Based Education Programme in a Low-Middle Income Country.

Intussusception is one of the commonest causes of bowel obstruction in infants. Most infants in Low- and Middle-Income Countries (LMICs) undergo an invasive operative intervention. Supported by simulation-based education (SBE), the Air Enema (AE) non-operative technique was introduced in 2016 in Myanmar. This study assesses the long-term outcomes. Mixed methods study design over 4years including clinical outcomes and surgeon's attitudes towards the AE technique and SBE. Prospectively collected clinical outcomes and semi-structured interview with reflexive thematic analysis (RTA). Primary outcome measure was a long-term shift to non-operative intervention. Length of Stay (LoS), recurrence rates, intestinal resection rates, compared to the operative group. The data was analysed according to intention to treat. Quantitative data analysis with Mann-Whitney U test, Fisher's exact test, Student's T-Test or Wilcoxon Signed-Rank Test utilised. A p-value of <.05 was considered significant. A total of 311 infants with intussusception were included. A sustained shift to AE was revealed with high success rates (86.1-91.2%). AE had a reduced LoS (4 vs. 7days p ≤ 0.0001), Duration of Symptoms (DoS) was lowerwith AE (1.9/7 vs. 2.5/7, p = 0.002). Low recurrence rates (0-5.8%) and intestinal resection rates stabilised at 30.5-31.8% vs.15.3% pre-intervention. Four RTA themes were identified: Expanding conceptions of healthcare professional education and training; realising far reaching advantages; promoting critical analysis and reflective practice of clinicians; and adapting clinical practice to local context. RTA revealed an overall positive paradigm shift in attitudes and application of SBE. A sustained change in clinical outcomes and appreciation of the value of SBE was demonstrated following the intervention.

Using Patient Simulation to Promote Best Practices in Fall Prevention and Postfall Assessment in Nursing Homes.

Background:Fall-related injuries rise with age and are of particular concern for frail populations living in nursing homes.Local Problem:The Perley and Rideau Veterans' Health Centre is a large nursing home in Ontario, Canada. In 2019, we conducted internal audits of our Falls Prevention Program and identified notable variations in staff's response to a resident fall.Interventions:We developed an in situ patient simulation program of a resident fall.Methods:This was a mixed-methods evaluation of participants' perspectives of a simulation-based interprofessional education program for fall prevention.Results:Participants indicated high-level support for simulation-based learning, with more than 80% of the participants expressing that they will apply these skills in the future when caring for a resident who falls.Conclusions:Our findings indicate that simulation-based training is well received by frontline workers in a nursing home setting and can be conducted as part of a typical shift with minimal disruption to resident care.

Effects of a simulation-based nursing process educational program: A mixed-methods study

AimsTo examine the effects of a simulation-based nursing process educational program on nursing students’ confidence in communication and foundational understanding of the nursing process. BackgroundThe nursing process is a core component of patient-centered nursing care that is underpinned by effective communication. However, learning how to engage patients and carry out the distinct steps of the nursing process can be challenging if students are not able to apply knowledge to practice. Simulation-based learning programs can provide an immersive opportunity for students to enhance their understanding of the nursing process as well as improve their communication skills. DesignA mixed methods randomized controlled trial MethodsTwo Fundamentals of Nursing classes were recruited from a university in northern Taiwan. The experimental group (n = 58) engaged with the simulation-based nursing process educational program, which consisted of an online interactive animation and a standardized patient simulation. The control group (n = 49) was assigned a case-study. Confidence in Communication surveys, assignment and examination scores, satisfaction questionnaires and post-simulation reflection logs were used for data collection. Data were analyzed using SPSS 22.0 and qualitative content analysis. ResultsBoth groups showed statistically significant improvement in Confidence in Communication (p < .001). The experimental group performed better on the assignment than the control group (p < .001). No significant difference was seen between either groups’ examination performances. The animation’s high usage rate (mean 5.91 interactions per-user) and the results of the satisfaction questionnaires indicate the program’s positive reception from the experimental group. The following themes emerged: effective communication skills, problem solving, confidence, feeling prepared and novel learning experience. ConclusionThe results demonstrate that the simulation-based nursing process educational program increased students’ self-confidence in communication and non-verbal communication skills as well as foundational understanding of how to carry out the nursing process. The use of interactive simulation-based learning experiences is recommended to improve nursing students’ understanding of how to apply abstract concepts into practice.

How to Implement a Simulation-Based Education Programme: Lessons from the UK Urology Simulation Boot Camp.

The operative and non-technical skills exposure of urology trainees has reduced due to a number of factors, including the European Working Time Directive, and the COVID-19 pandemic. Simulation-based education (SBE) is an innovative addition to clinical experience which can begin to address the skills-based learning deficiency in order to help trainees meet their curriculum requirements and optimise the exposure required for a trainee to become a competent general urology consultant. Surgical simulation is an effective training tool but has a complex implementation process, requiring considerable planning tailored to specific educational targets, to ensure it is sustainable and reproducible. Methodology from the field of implementation science offers an invaluable approach to design an effective simulation-based training adjunct, as exemplified by the example of the UK Urology Simulation Boot Camp (USBC), a comprehensive training course which incorporates core technical and non-technical skills based on the current Joint Committee on Surgical Training (JCST) urological training curriculum to equip newly appointed urology trainees to work as competent junior registrars. Delivered annually in Leeds since 2015, the course has had excellent feedback and results in improving the urological knowledge of trainees, as well as increases in trainees’ confidence. This paper will provide a summary of how the course was designed, delivered, reproduced, sustained and evaluated. Its success is demonstrated by its incorporation into the UK urology training programme, and since 2018, it is now recommended to all new urology residents in the UK. The course implementation model would be applicable to other surgical specialties.

The Effectiveness of a Computerized Simulation-Based Educational Program in Developing Reading and speaking skills for the 3rd Grade

فاعلية برنامج تعليمي محوسب قائم على المحاکاة في تنمية مهارات القراءة, التحدث لدى طلبة الصف الثالث تهدف الدراسة الحالية إلى استقصاء فعالية برنامج تعليمي محوسب قائم على المحاکاة في تنمية مهارات القراءة والمحادثة لدى طلاب الصف الثالث في اللغة الإنجليزية. حاولت الدراسة الإجابة عن الأسئلة الآتية : ما فاعلية البرنامج التعليمي المحوسب القائم على المحاکاة في تنمية مهارات القراءة والمحادثة لدى طلبة الصف الثالث بين المجموعة التجريبية (والتي درست بإستخدام البرنامج التعليمي المحوسب القائم على المحاکاة) والمجموعة الضابطة ( والتي درست بالطريقة الاعتيادية)؟ وهل هناک فروق ذات دلالة احصائية عند مستوى الدلالة ( (a ≤ 0.05في التحصيل بين أداء الطلبة في المجموعة التجريبية التي درست بإستخدام البرنامج التعليمي المحوسب القائم على المحاکاة على مهارتي القراءة والتحدث ؟ وتکون مجتمع الدراسة من 365 طالبا يدرسون في المدارس الخاصة في تربية قصبة الکرک و تکونت عينة الدراسة من (30) طالبا وطالبة من طلاب الصف الثالث الأساسي وتم اختيارهم بالطريقة القصدية. وتم تقسيمها إلى مجموعتين ؛ مجموعة ضابطة (15 طالبا) تم تدريسهم بالطريقة الاعتيادية ومجموعة تجريبية (15 طالبا) تم تدريسهم بإستخدام البرنامج التعليمي المحوسب القائم على المحاکاة. تم بناء بطاقة ملاحظة للمهارات الثلاثة بفروعها ، وتم إعداد اختبار تم تطبيقه بصورة قبلية وبعدية ، وبرنامج تعليمي محوسب قائم على المحاکاة ، وتم إجراء معاملات الصدق والثبات على الأدوات السابقة. وأشارت النتائج التي تم الوصول إليها إلى وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α≤0.05) بين المجموعة الضابطة والتجريبية في تنمية مهارات (الاستماع ، والقراءة ، والمحادثة) لدى الطلاب ولصالح المجموعة التجريبية. في ضوء نتائج هذه الدراسة توصي الباحثة بما يلي: على وزارة التربية والتعليم في الأردن ضرورة زيادة الاهتمام والترکيز على توظيف التکنولوجيا والبرامج التعليمية المحوسبة القائمة على المحاکاة في تدريس المهارات المختلفة. واستخدام هذه التقنية في قاعات الدراسة بالمدارس وإجراء المزيد من الدراسات حول عينات أخرى ومواد دراسية أخرى.

간호대학생 대상 시뮬레이션 기반 재난 간호 교육 프로그램: 체계적 문헌고찰

Purpose: The purpose of this study was to identify trends in disaster nursing education and conduct a systematic review of the characteristics of simulation-based disaster education programs for nursing students. Method: In May 2020, 12 electronic databases were used to conduct a literature search using Korean and English keywords. Simulation, disaster, nursing, and education were among the search keywords. Fourteen studies were selected. The risk of bias assessment tool for non-randomized studies was used to assess study quality. Results: A total of 14 non-randomized studies were selected. Simulation was mainly conducted using high-fidelity simulators and virtual reality simulations. Disaster scenarios included situations such as a bus crash, earthquake, tornado, and toxic chemical exposure in mass casualty incident nursing or disaster drills. There were differences in the methods of simulation interventions, and we found that disaster related nursing competencies such as disaster knowledge, disaster preparedness, disaster performance, confidence, self-efficacy, and ethical reasoning improved in nursing students after the intervention. Conclusion: Disaster nursing education aims to improve nursing students’ disaster competencies. Future research should examine significant risk of bias control for confounding variables, attrition bias, and outcome evaluation.

Effects of a simulation-based education programme on delirium care for critical care nurses: A randomized controlled trial.

To evaluate the effects of a simulation-based education programme on critical care nurses' knowledge, confidence, competence and clinical performance in providing delirium care. Single-blinded randomized controlled trial. Registered nurses who work in intensive care units were recruited from a university-affiliated acute major metropolitan teaching hospital. The intervention group received: (i) five online-learning delirium care videos, (ii) one face-to-face delirium care education session and (iii) a simulation-based education programme with a role-play scenario-based initiative and an objective structured clinical examination. The control group received only online videos which were the same as those provided to the intervention group. Delirium care knowledge, confidence, competence, and clinical performance as outcomes were collected at: baseline, immediately after intervention, and within 6weeks post-intervention to test whether there were any changes and if they were sustained over time. Data were collected between 2 October and 29 December 2020. The repeated-measures analysis of variance was used to examine for changes in delirium care knowledge, confidence, and competence within groups. Seventy-two critical care nurses participated with 36 each allocated to the intervention group and control group. No statistically significant difference was observed between the two groups in outcome variables at 6weeks post-intervention. In the intervention group, significant within-group changes were observed in terms of delirium care knowledge, confidence, and competence over time. By contrast, no significant changes were observed in outcome measures over time in the control group. The simulation-based education programme is an effective and feasible strategy to improve delirium care by enhancing the knowledge, confidence, competence and clinical performance of critical care nurses. Our findings provide evidence regarding the development and implementation of a simulation-based education programme in hospitals for health professional education in Taiwan.

Simulation-Based Discharge Education Program for Caregivers of Children With Tracheostomies.

To design, implement, and evaluate a simulation-based education (SBE) program for caregivers of children with tracheostomy. Self-reported comfort and confidence in knowledge as well as tracheostomy care skills were assessed before and after a single SBE session for 24 consecutively enrolled caregivers of children with tracheostomies aged <21 years who were hospitalized at an academic medical center from August 2018 to September 2019 by using a survey and checklist, respectively. Mean individual and aggregated scores were compared by using a paired samples t-test, and association between instruments was determined with Spearman correlation. Post-SBE, there was a significant improvement in both self-reported comfort and confidence (P < .001) and checklist assessment of most tracheostomy care skills (P < .001). There were no significant correlations between caregivers' self-reported comfort and confidence and skills pre-SBE (ρ = 0.13) or post-SBE (ρ = 0.14). Cronbach's α coefficients for the survey ranged from 0.93 to 0.95 and for the checklist from 0.58 to 0.67. Seventeen percent of caregivers competently completed the entire checklist post-SBE, with most caregivers missing 1 or 2 critical skills such as obturator removal after tracheostomy insertion. In this pilot study, we demonstrated successful design and implementation of an SBE program for caregivers of children with tracheostomies, revealing improvements in self-reported comfort and confidence as well as in their performance of tracheostomy care skills. Further optimization is needed, and caregivers may benefit from additional SBE sessions to achieve complete skills competency. Future research on the long-term impact of SBE and the peer-to-peer support element of the program is needed.

Development of a Computer Simulation-based, Interactive, Communication Education Program for Nursing Students

BackgroundA computer simulation-based communication education program with interactive and individualized learning features for nursing students is greatly needed. The specific objectives of this study were to develop a computer simulation-based, interactive, communication education (ComEd) program, and to assess the feasibility, acceptability, and effectiveness of the program regarding nursing students’ communication knowledge, learning self-efficacy, communication efficacy, and learning satisfaction. MethodsThis study used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) for the systematic development of the program. A one-group pretest-posttest quasi-experimental design was conducted with 30 nursing students to assess its feasibility, acceptance, and effectiveness. ResultsAll participants completed the program without difficulties and expressed satisfaction with this new method of communication education. Additionally, the program improved participants’ communication knowledge, learning self-efficacy, and communication efficacy. ConclusionRepetitive learning through the ComEd program was shown to improve nursing students’ therapeutic communication skills.

Simulation Based Educational Intervention for Enhancing Irrigation Skills of Nurses Caring for Patients With Cutaneous Continent Urinary Diversions and Orthotopic Neobladders.

The purpose of this study was to investigate the effect of a nurse practitioner-led simulation-based education program on nursing knowledge and confidence in the care of patients with a cutaneous continent urinary diversion (Indiana pouch) or orthotopic neobladder. Single-group, before-after study. The sample comprised 11 RNs practicing at New York Presbyterian Hospital in New York City. Subjects were predominantly female, ethnically diverse, and held a bachelor's degree. About half of the subjects had less than 3 years of experience, and more than half reported prior experience caring for patients with a urinary diversion. Participants completed a demographic survey, and a continent urinary diversion confidence survey and pretest measuring knowledge of nursing care of patients with a urinary diversion. Following baseline data collection, an educational session focused on the irrigation of a continent urinary diversion was made available for participants to review. An onsite simulation experience was scheduled several weeks later. Investigators provided education on proper irrigation of a continent urinary diversion and observed participants' skills when irrigating a continent urinary diversion on a high-fidelity simulated patient mannequin. The simulation intervention was followed by video replay and debrief providing feedback on each participant's performance. At the conclusion of the onsite simulation intervention, participants completed a postintervention confidence survey and a knowledge posttest related to the care of a continent urinary diversion. The Wilcoxon signed rank test was used to analyze baseline and postintervention changes in nursing knowledge and confidence. Participants achieved significant improvements in knowledge (P = .005) and confidence (P = .009) following the simulation-based educational intervention. A nurse practitioner-led simulation-based educational program for RNs caring for patients with continent urinary diversions demonstrates enhanced nursing knowledge and confidence caring for patients with continent urinary diversions. We anticipate this experience will enhance care we provided to patients undergoing cystectomy and continent cutaneous urinary diversion or orthotopic neobladder construction.

Nursing Students' Experiences with Computer Simulation-Based Communication Education.

Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.

P0689 / #1947: ENHANCING POSTGRADUATE SKILLS IN PAEDIATRIC CRITICAL CARE PHYSIOTHERAPY VIA SIMULATION-BASED EDUCATION: A COLLABORATIVE APPROACH

AIMS & OBJECTIVES: Cardiorespiratory physiotherapy within the paediatric critical care unit requires specialist knowledge and postgraduate training to ensure safety and clinical competency. Within the United Kingdom, simulationbased education (SBE) is primarily used for treatment skills and updates for cardiorespiratory on-call physiotherapists (Gough et al, 2013). The availability and accessibility of high-fidelity resources and specialist education is variable. A collaboration between Great Ormond Street Hospital and the Royal Brompton Hospital, London, was established with the aim of providing a comprehensive SBE course to paediatric physiotherapists nationally. There are currently no other paediatric SBE programmes within the region. METHODS: During May 2018, 2 courses were run with a combination of pre-simulation lectures, simulation scenarios and peer group discussion. Following an international peer review from Queensland Children's Hospital and anonymised candidate feedback (N=23), the course content was divided into 2 separate study days (October 2018 and May 2019). This allowed targeted, specific SBE to both a critical care group and a high dependency care group of paediatric physiotherapists. RESULTS: 15 candidates attended the SBE paediatric critical care (N=8) and high dependency care (N=7) courses. Of the 14 anonymised electronic feedback responses, 96.5% rated the 4 simulation scenarios as extremely useful or very useful. Feedback themes were collated to guide future course content. CONCLUSIONS: The targeted SBE programme for paediatric critical care physiotherapists demonstrated improved confidence in managing highly complex scenarios alongside an opportunity for shared peer learning and reflective practice. In the current COVID-19 pandemic, the course is being modified for teaching via a virtual platform.

Simulation-based medical education for Ambulance Jet and Helicopter Emergency Medical Services: A program description and evaluation.

This article was migrated. The article was marked as recommended. Introduction: In aviation, crew resource management trainings are established methods to enhance safety, a method that also gained popularity in medicine. In 2015, the Swiss Air Rescue (Rega) Helicopter Emergency Medical Services decided to start a simulation-based medical education program for its helicopter and ambulance jet crews (emergency physicians, paramedics/flight nurses and pilots). The aim of this program was to improve technical skills and the application of human factors during rescue missions. This report shows a five-year summary of the participants' course evaluation. Methods: A 1-day high-fidelity simulation on crisis resource management with video-assisted debriefing took place at 3 centres, two in Switzerland; one in Germany. Crew members participated once per year. Simulation covered critical situations in the helicopter or jet, during handovers at an intensive care unit or in ambulances. Extra Corporeal Membrane Oxygenation and Intra-Aortic Balloon Pump use was simulated during helicopter transports. Additionally, four times per year flight crews rehearsed basic and advanced life support skills using low-fidelity equipment between missions. Participants answered an anonymized course evaluation survey. Answers were rated on a Numeric Rating Scale ranging from 1=no agreement to 5=total agreement. Results: 329 participated and answered the questionnaire; 50% were emergency physicians, 40% paramedics, 9% flight nurses, and 1% pilots. Participants agreed that the course taught competencies that were useful for their clinical practice. However, confidence to apply Extra Corporeal Membrane Oxygenation or Intra-Aortic Balloon Pump skills was significantly lower compared to other emergency competencies. Instructors were rated as experienced, engaged and motivated, as well as responsive to course participants. Conclusions: This simulation-based medical education program, with the goal to increase patient's safety and outcome, was launched successfully. Participants especially valued the time to reflect on clinical performance as well as on crew interaction and ways to apply human factors to improve their team performance and task management.

The Impact of Simulation-Based Education on Nurses' Perceived Predeployment Anxiety During the COVID-19 Pandemic Within the Cultural Context of a Middle Eastern Country.

Anxiety related to the COVID-19 pandemic is prevalent among the nursing workforce and has the potential to affect well-being and performance in the workplace. This paper reports on a joint education/nursing and midwifery workforce quality improvement initiative in the State of Qatar to address an urgent need for COVID-19 preparedness during the second wave of infection. A Simulation-Based Education (SBE) program was developed and delivered over a period of 2 months (February to April 2021) to prepare nurses for deployment to COVID-19 facilities. Perceived anxiety scores related to COVID-19 deployment were collected from 121 nurses before and after SBE attendance. The data demonstrates that SBE is an effective method to reduce deployment-related anxiety among registered nurses.

Analyzing the effect of using a simulation-based pharmaceutical home healthcare management education program

Analyzing the effect of using a simulation-based pharmaceutical home healthcare management education program

Evaluation of a simulation program for management of cardiovascular emergencies in pregnant women

Medical education worldwide is undergoing a pedagogical renovation movement; medical simulation is one of the revolutionary educational tools whose aim is to improve the medical knowledge, technical and non-technical skills of health professionals, while ensuring patient safety. Many studies have dealt with the contribution of simulation in cardiology, however no studies have been done on the management of cardiovascular emergencies in pregnant women by simulation. The purpose of our work is to evaluate a simulation-based educational training program on cardiovascular emergencies in pregnant women by comparing it to a “traditional” training program and to assess the students’ satisfaction with this teaching method. We conducted anexperimental, comparative, randomized and multicentric studyon 60 medical students (≥ 6th year), the study started with a pre-test, followed by a theoretical training session on cardiovascular emergencies in pregnant women, a randomization of students into two groups, according to whether they had benefited or not from simulation sessions before taking a post-test. We selected 57 students: 29 in group 1 (SIM+) and 28 in group 2 (SIM−), both groups were comparable regarding their level of medical studies, hospital training in cardiology or gynecology and prior participation at simulation sessions. The pre-test results were comparable for both training groups. The progression of the marks between the pre-test and the post-test was significant P < 0.001 for both training groups, However a better progression of the marks in group 1 compared to group 2 has been observed P = 0.001. This preliminary study has demonstrated the considerable interest of medical simulation as an innovative teaching tool in training on cardiovascular emergencies in pregnant women and its added value compared to “traditional” training programs.

A virtual simulation-based educational application about complementary and alternative medicine: A pilot study of nurses' attitudes and communication competency

BackgroundConventional healthcare professionals have insufficient knowledge about complementary/alternative medicine (CAM) and often lack competencies to overcome attitudinal barriers to communicate effectively with patients about CAM. Interacting with a virtual simulation-based educational application program may help nurses learn current evidence and acquire communication skills when consulting with patients. ObjectivesThe aim of this pilot study was to evaluate nurses' attitudes towards patients' CAM use and their competency in communicating with patients about CAM after interacting with a virtual simulation-based educational app. DesignA quasi-experimental study with one-group, pretest-posttest design. MethodsA total of 49 nurses volunteered to participate in the study. Participants interacted with a virtual simulation software app on a smartphone that included audiovisual presentations about CAM, 13 exercises, and a risk-benefit decision assessment. Data about nurses' attitudes and communication competency were collected at baseline and after completing the 13 exercises. Descriptive and comparative statistics were analyzed using the IBM® SPSS® version 22.0. ResultsBoth the nurses' attitudes about patients' CAM use and communication competency improved significantly following the completion of the 13 exercises. The risk-benefit decision scores correlated significantly with the increase in nurses' attitudes and their communication competency. ConclusionsUsing a virtual simulation-based educational app may help nurses not only increase their attitudes towards CAM but also increase their communication competency in consulting with patients about CAM use.