A scoping review of the integration of ethics education in undergraduate nursing high‐fidelity human simulation‐based learning

2020 ◽  
Author(s):  
Monique Sedgwick ◽  
Sharon Yanicki ◽  
Nicole Harder ◽  
David Scott
Keyword(s):  
Scoping Review ◽  
Ethics Education ◽  
High Fidelity ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Human Simulation

scholarly journals Team Training of Inter-Professional Students (TTIPS) for improving teamwork

2017 ◽  
Vol 3 (4) ◽  
pp. 127-134 ◽  
Author(s):  
John T. Paige ◽  
Deborah D. Garbee ◽  
Qingzhao Yu ◽  
Vadym Rusnak
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Training Session ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Team Structure ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Assessment Scales

ObjectiveIn surgery, dysfunctional teamwork is perpetuated by a ‘silo’ mentality modelled by students. Interprofessional education using high-fidelity simulation-based training (SBT) may counteract such modelling. We sought to determine whether SBT of interprofessional student teams (1) changes long-term teamwork attitudes and (2) is an effective form of team training.DesignA quasiexperimental, pre/postintervention comparison design was employed at an academic health sciences institution. High-fidelity simulation-based training of 42 interprofessional teams of third year surgery clerkship medical students and senior undergraduate nursing students was undertaken using a two-scenario format with immediate after action debriefing. Pre/postintervention TeamSTEPPS Teamwork Attitudes questionnaires (5 subscales, 30 items, Likert type) were given to the medical student and undergraduate nursing student classes. Pre/postsession Readiness for Inter-Professional Learning (RIPL; 19 items, Likert type) surveys and postscenario participant-rated and observer-rated Teamwork Assessment Scales (3 subscales, 11 items, Likert type) were given during each training session. Mean TeamSTEPPS Teamwork Attitudes Questionnaire, RIPL and Teamwork Assessment Scales scores were calculated; matched pre/postscore differences and trained versus non-trained TeamSTEPPS Teamwork Attitudes Questionnaire scores were compared using paired t-test or analysis of variance.ResultsBoth student groups had 10 significantly improved RIPL items as well as TeamSTEPPS Teamwork Attitudes Questionnaire (TTAQ) mutual support subscales. Medical students had a significantly improved TTAQ team structure subscale. Over a simulation-based training session, each observer-rated Teamwork Assessment Scales subscale and two self-rated Teamwork Assessment Scales subscales significantly improved. Trained students had significantly higher TTAQ team structure subscales than non-trained students.ConclusionsInterprofessional education using high-fidelity simulation-based training of students is effective at teaching teamwork, changing interprofessional attitudes and improving long-term teamwork attitudes.

Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: An integrative literature review

2020 ◽  
Vol 36 (3) ◽  
pp. 37-50
Author(s):  
Julie Bowen-Withington ◽  
◽  
Shelaine Zambas ◽  
Rachel Macdiarmid ◽  
Catherine Cook ◽  
...  
Keyword(s):  
Nursing Education ◽  
New Zealand ◽  
Literature Review ◽  
Skill Acquisition ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Aotearoa New Zealand ◽  
Simulation Based

In undergraduate nursing education, low to high-fidelity simulations are used to prepare students for clinical placement and work readiness. This review provides a synthesis of what is known about the use of high-fidelity simulation in Aotearoa New Zealand and Australian undergraduate nursing education programmes. The aim of this review is to evaluate and synthesise the existing evidence about the use of high-fidelity simulation in these programmes. An integrative literature review methodology was used. Specific search terms and specific inclusion/exclusion criteria were applied to academic databases EBSCO, Medline, CINAHL, and the search engine Google Scholar. Electronic databases were searched for peer reviewed empirical research articles published in English (2000 – 2020), undertaken in Aotearoa New Zealand and Australia. Sixteen studies met the inclusion criteria. The main themes identified from this review included: i) realism and high-fidelity simulation; ii) resource implications; iii) preparation of simulation scenarios; iv) simulation for clinical preparedness; and v) students’ difficulties with simulation. In conclusion, simulation-based experiences continue to be used to support undergraduate nursing student learning. There is a shift from technical skill acquisition to soft skill development such as communication and teamwork. This review suggests that while high-fidelity simulation has benefits, it is resource-intensive, both in terms of equipment, and in the time required for educators to develop scenarios and learning packages. Nonetheless, students remain positive about simulation-based education that is well facilitated.

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

scholarly journals A haptic laparoscopic trainer based on affine velocity analysis: engineering and preliminary results

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Lelevé ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Motor Skills ◽  
Haptic Feedback ◽  
High Fidelity ◽  
Velocity Analysis ◽  
Self Assessment ◽  
Laparoscopic Skills ◽  
Effective Feedback ◽  
Simulation Based ◽  
Good Trade ◽  
Laparoscopic Techniques

Abstract Background There is a general agreement upon the importance of acquiring laparoscopic skills outside the operation room through simulation-based training. However, high-fidelity simulators are cost-prohibitive and elicit a high cognitive load, while low-fidelity simulators lack effective feedback. This paper describes a low-fidelity simulator bridging the existing gaps with affine velocity as a new assessment variable. Primary validation results are also presented. Methods Psycho-motor skills and engineering key features have been considered e.g. haptic feedback and complementary assessment variables. Seventy-seven participants tested the simulator (17 expert surgeons, 12 intermediates, 28 inexperienced interns, and 20 novices). The content validity was tested with a 10-point Likert scale and the discriminative power by comparing the four groups’ performance over two sessions. Results Participants rated the simulator positively, from 7.25 to 7.72 out of 10 (mean, 7.57). Experts and intermediates performed faster with fewer errors (collisions) than inexperienced interns and novices. The affine velocity brought additional differentiations, especially between interns and novices. Conclusion This affordable haptic simulator makes it possible to learn and train laparoscopic techniques. Self-assessment of basic skills was easily performed with slight additional cost compared to low-fidelity simulators. It could be a good trade-off among the products currently used for surgeons' training.

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