Simulation in Nursing Education

Amac: Bu calisma, Turkiye’de lisans duzeyinde hemsirelik egitimi veren okullarda yer alan Halk Sagligi Hemsireligi dersinin teorik ve pratik/ saha uygulamalarindaki mevcut durumunu ortaya cikarmayi amaclamaktadir. Yontem: Kesitsel tasarim tipindeki calisma, 2017-2018 egitim-ogretim yilinda Turkiye’de 116 universitenin hemsirelik lisans programinda son donem Halk Sagligi Hemsireligi dersini yuruten ve arastirmaya katilan ogretim elemanlari ile yurutulmustur. Arastirmacilar tarafindan olusturulan anket formu katilimcilara e-posta yolu ile gonderilmistir. Bulgular: Calismaya universitelerin %77.5’i (n=90) katilmistir. Hemsirelik okullarinda Halk Sagligi Hemsireligi alaninda lisansustu egitimi olan ve son donem dersi yuruten ogretim elemani sayisi ortalama 2.59±2.09 olup, dersi alan ogrenci sayisi ortalama 136.53±103.57 (min:16; maks:600) olarak belirlenmistir. Ogretim elemanlarinin %84.4’u halk sagligi hemsireligi dersinin teorik ve pratik egitiminde cesitli sorunlarinin oldugunu ve en...

Son yıllarda, öğrenci hemşirelerin, hemşirelik mesleğini isteyerek seçme ve mezuniyet sonrası psikiyatri hemşiresi olarak çalışma eğilimlerindeki azalma dikkat çekmektedir. Öğrencilerin, psikiyatri hemşireliğine ilişkin algıları ve ruhsal bozukluklara ilişkin görüşleri, mezuniyet sonrası alan seçimindeki eğilimlerinin gelişiminde belirleyici olabilmektedir Amaç: Bu araştırma, öğrenci hemşirelerin psikiyatri hemşireliğine, ruhsal hastalıklara ve psikiyatri hemşireliği eğitimine yönelik değerlendirmelerini incelemek amacıyla yapılmıştır. Yöntem: Tanımlayıcı tipteki araştırma, Ocak-Haziran 2007 tarihleri arasında, İzmir ilinde yer alan üç yüksekokulda eğitim gören ve psikiyatri hemşireliği dersinin teorik ve pratiğini tamamlayan 220 öğrenci hemşire ile yürütülmüştür. Veriler, gerekli izinler alındıktan sonra, 4 anket formuyla öz bildirime dayalı olarak toplanmıştır. Araçlardan elde edilen yüksek puan ruhsal hastalıklar hakkındaki olumsuz inançları ve psikiyatri hemşireliği ile psikiyatri hemşireliği eğitimi hakkındaki olumlu görüşleri göstermektedir. Veriler sayıyüzde dağılımları, t-testi ve Pearson Correlation analizleri ile değerlendirilmiştir Bulgular: Araştırmaya katılan öğrenci hemşirelerin, % 99'u kız, % 47'si hemşireliği kendi isteği ile seçmiştir. %29'u mezun olduktan sonra psikiyatri hemşiresi olarak çalışmak istediğini belirtirken, %52.2'si klinik uygulama için, psikiyatri hemşireliğine ilişkin teorik bilgisini yetersiz olarak değerlendirmiştir. Öğrenci hemşirelerin PHAÖ'nden elde edilen puan ortalaması 61.06±10.48 (Max:85), RHİÖ puan ortalaması 49.98±15.96 (Max:105) ve PHEDF'ndan elde edilen puan ortalaması ise 64.62±9.64 (Max: 90)'dür. Sonuç: Öğrenci hemşirelerin büyük çoğunluğu mezun olduktan sonra psikiyatri hemşiresi olarak çalışmak istememektedir. Öğrencilerin, psikiyatri hemşireliğine ilişkin algıları, ruhsal hastalıklara ilişkin inançlarından ve ruhsal hastalıklar konusunda aldıkları derse ilişkin görüşlerinden etkilenmektedir. Ayrıca, öğrencilerin psikiyatri hemşireliğine ilişkin algıları mezuniyet sonrası psikiyatri hemşiresi olarak çalışmak isteme durumlarını etkilemektedir (t=3.55, p<0.01).

Hemen hemen hergun, hemsireler hasta bireylerin problemleri ve psikososyal alana iliskin krizler ile karsi karsiya kalabilmektedirler. Hemsireler siklikla hasta bireylere; hastaliga yogun duygusal tepkiler, bakimi zorlastiran kisilik ozellikleri, psikiyatrik hastalilar ve hasta bireyin hastalik veya tedavi surecine yonelik tepkilerini etkileyen stresleri ve aile problemleri alaninda bakim vermektedirler. Psikososyal problemleri ortaya cikaran davranislari tanima becerisi ve onlari etkili bir sekilde yonetme becerisi gelistirmek hem hastalarin tedavi surecini olumlu etkilemekte hem de hemsirelerin daha fazla doyum almalarini saglamaktadir. Bu calisma 2015-2016 egitim ogretim guz doneminde, Ankara Yildirim Beyazit Universitesi Saglik Bilimleri Fakultesi Hemsirelik Bolumu dorduncu sinif ogrencilerinin kanser hastalarina yonelik problem cozme egitimi sonrasi yaptiklari psikososyal mudahalelerinin incelenmesi  amaciyla planlanmistir. Klinik uygulamanin ilk gunu ogrencilere problem cozme ...

Bu çalışma, Türkiye'de lisans düzeyinde hemşirelik eğitimi veren okullarda yer alan Halk Sağlığı Hemşireliği dersinin teorik ve pratik/ saha uygulamalarındaki mevcut durumunu ortaya çıkarmayı amaçlamaktadır. Yöntem: Kesitsel tasarım tipindeki çalışma, 2017-2018 eğitim-öğretim yılında Türkiye'de 116 üniversitenin hemşirelik lisans programında son dönem Halk Sağlığı Hemşireliği dersini yürüten ve araştırmaya katılan öğretim elemanları ile yürütülmüştür. Araştırmacılar tarafından oluşturulan anket formu katılımcılara e-posta yolu ile gönderilmiştir.

Introduction: Human patient simulation (HPS) is a widely used method of teaching in nursing education. While it is believed that a student's learning style impacts knowledge gains in HPS, there is little evidence to support this. This study sought to determine the impact of learning style on knowledge gains after a heart failure (HF) simulation experience in pre-licensure nursing students. Methods: A convenience sample of four cohorts of prelicensure nursing students (n = 161) were recruited from three Baccalaureate Schools of Nursing at the same point in their curriculum (age 25.7 ±6.6 years; gender = 85.5% female) and participated in HPS using a HF simulation on a high-fidelity manikin. Learning style was assessed by the Kolb Learning Style Inventory (LSI) and pre-and post-HPS knowledge measured by parallel, validated, knowledge tests. The LSI identifies 4 learning styles, (Assimilating Diverging, Accommodating, and Converging). In some cases, learners present a balanced learning profile-an emphasis of all four equally. Statistical analysis consisted of t-tests and ANOVA. Results: HF knowledge scores post-HPS compared to pre-HPS scores revealed a mean improvement of 7 points (p b 0.001) showing evidence of learning. Within group score increases between the pre-test and post-test were seen for the Assimilating (66.68 ± 20.87 to 83.35 ± 12.59; p = 0.07), Diverging (61.95 ± 11.08 to 69.86 ± 12.33; p b 0.01) and balanced profiles (64.4 ± 12.45 to 71.8 ± 10.14; p b 0.01), but not for Converging or Accommodating profiles (73% of sample). Post-hoc paired t-tests revealed a large effect size for the Assimilators (0.91) and moderate effect sizes for both the Divergers and balanced profiles (0.67 and 0.65, respectively). Conclusion: These findings confirm that knowledge gains occur with HPS and provide evidence that HPS is an effective teaching methodology for nursing students identifying with most types of learning styles.

Human patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking. Objective: While there is evidence that HPS improves knowledge, there is no objective nursing data to support HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores. Methods: Using a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing students (age 25.7 ± 6.7; gender = 87.7% female) from 3 schools were studied at the same point in their curriculum using a high-fidelity simulation. Pre-and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style. Results: There was a mean improvement in knowledge scores of 6.5 points (P b 0.001), showing evidence of learning. However, there was no statistically significant change in the critical thinking scores. A logistic regression with 10 covariates revealed three variables to be predictors of higher critical thinking scores: greater "age" (P = 0.01), baseline "knowledge" (P = 0.04) and a low self-efficacy score ("not at all confident") in "baseline self-efficacy in managing a patient's fluid levels" (P = .05). Conclusion: This study reveals that gains in knowledge with HPS do not equate to changes in critical thinking. It does expose the variables of older age, higher baseline knowledge and low self-efficacy in "managing a patient's fluid levels" as being predictive of higher critical thinking ability. Further study is warranted to determine the effect of repeated or sequential simulations (dosing) and timing after the HPS experience on critical thinking gains.

Patient safety is an ever-present topic in the discussion of educators. It has been 20 years since the publication of To Err Is Human, and there are lessons learned, although there is still much to be done. Healthcare systems are becoming increasingly complex, putting the safety of patients at risk. In this context, there is a greater exposure of healthcare professionals to medical-legal liability issues and to becoming victims of situations that are often preventable. Nurses and medical doctors are especially exposed to these situations, since they are visible during procedures, or do so during the points of greater risk during the patient care process. This chapter will review the contribution provided by the curricular integration of simulation-based education as a tool to train technical and nontechnical issues and how this work can be done for the safety of patients through a standardized training plan, under controlled and evaluated processes. We will discuss how resources and...

The aim of this study was to determine opinions of senior nursing students on psychiatric and mental health nursing intern practice. Methods: The data of the study, which was conducted with 66 senior nursing students, was collected using "Assessment Form of Senior Nursing Students' Opinions on Psychiatric and Mental Health Nursing Intern Practice, " which was developed by the researchers. The data were assessed through frequency distributions. Results: Of the students, 42.4% stated that psychiatric and mental health nursing intern practice improved their communication and problem-solving skills; 45.5% stated that it increased their self-esteem levels; 39.4% stated that it developed their skills of a holistic approach to patients; 39.4% stated that it improved their skills of intervention for patient. Conclusion: Psychiatric and mental health nursing intern practice helps students feel competent in individual and professional terms.

Guideline 1: A needs assessment may include analysis of: • Underlying causes of a concern (e.g. root-cause or gap analysis) • Strengths, weaknesses, opportunities, and threats (SWOT) • Surveys of stakeholders, participants, clinicians, and educators • Outcome data (e.g. from pilot testing; previous SBE's; aggregate healthcare data) • Standards (e.g. certifying bodies, rules and regulations, protocols) Guideline 2: The needs assessment includes an examination of knowledge, skills, attitudes and/or behaviors of individuals; organizational initiatives; systems analysis, clinical practice guidelines, quality improvement programs, and/or patient safety goals. The results of the assessment may assist designers to create innovative and interactive experiences, which address the identified needs in order to: • Enhance curriculum in the classroom and/or clinical areas • Provide opportunities for standardized clinical experiences • Address competencies • Improve quality of care and patient safety • Improve readiness for clinical practice Criterion 2. Measurable Objectives Guideline Statement: Objectives are designed to address identified needs from a broad to specific scope. Prior to the development of the clinical scenario or case, measurable objectives are determined from the needs assessment to drive the design. The facilitator assumes responsibility for guiding the achievement of the full set of objectives throughout the SBE. For specific information see INACSL SOBP: Standard III:

The aim of the study was to determine the challenges experienced by nursing students in the clinical learning environment and their suggestions. Method: The study was carried out with 249 nursing students between November 2019 and March 2020 at a university in Turkey using a 62-item questionnaire developed by the researchers. Results: 49.8% of the participants experienced challenges during clinical practice that are related to the nurses (37.5%), the hospital (27.0%), and theoretical education (13.5%), and they believe that their challenges could be partially resolved (46.6%). 70.7% of the participants stated that they could partially transfer what they learned in the classroom to their clinical practice. All the participants who reported an event that affected them in the clinic (67.5%) gave an example of a negative event and most of these events were related to the attitudes and behaviors of the nurses. Their suggestions for better clinical practice were to increase the number of practice lessons and more innovative and technology-based training methods used in accordance with the technological developments of the digital age. Conclusions: There are considerable challenges and obstacles that nursing students face in the clinical learning environment that can affect their competence and learning. It can be said that new technological and innovative teaching techniques should be developed to overcome these obstacles and challenges.

Bu çalışmada hemşirelik öğrencilerine "psikiyatri kliniği terapotik ortamına ilişkin daha çok olumsuz özellikleri" içeren bir film izletilmiştir. İzletilen bu film ile öğrencilerin terapötik ortama ilişkin algılamaları, terapotik ortamın olması gereken özelliklerine ilişkin bilgi düzeyleri ve farkındalıklarındaki değişikliklere etkisi incelenmiştir. Gereç ve Yöntem: Araştırmanın evrenini 2015-2016 eğitim-öğretim yılında bir üniversitesinin Sağlık Bilimleri Fakültesi Hemşirelik Bölümü'nde okuyan Ruh sağlığı ve hastalıkları hemşireliği dersine kayıt yaptırmış 109 dördüncü sınıf öğrencileri oluşturmaktadır. Araştırmada verilerin toplanması amacıyla nitel ve nicel boyutları olan karma bir metod kullanılmıştır. Araştırmanın nicel yönünü sosyodemeografik bilgi formu, öğrenci değerlendirme formu, nitel yönünü ise film izletilmesinin ardından sınıf içinde filmin tartışılması ve kayıt edilmesi, aynı zamanda öğrencilerin film izlerken film ile ilgili yazdıkları geri bildirimler oluşturmaktadır. Bu çalışma için "Guguk Kuşu " filmi seçilmiştir. Bulgular: Öğrencilerin % 81.1'inin "Terapötik ortamın uygunluğunu değerlendirebilme" ifadesine ilişkin görüşlerinin geliştiği belirlenmiştir. Filmin sırasında ve sonrasında tartışma ortamında yer alan öğrenci görüşlerinin tamamı nitel veri olarak değerlendirilmiştir. Bu yazılı materyal daha sonra araştırmacılar tarafından incelenmiş ve öğrenci değerlendirme formunda yer alan ana temaların altında toplanmıştır. Bu ana temalar çerçevesinde nitel verilerin analizi yapılmış ve betimsel yorumlayıcı analiz kullanılmıştır. Daha sonra tüm maddeler için her bir öğrencinin görüşlerine ilişkin tablolar oluşturulmuştur. Diğer bir tabloda ise betimsel yorumlayıcı analiz sonrasında örnek öğrenci görüşlerine yer verilmiştir. Sonuç: Sonuç olarak, bu çalışmanın psikiyatri hemşireliği öğrencilerinin anlatılan konuları anlamalarını kolaylaştırdığı, farkındalıklarını artırdığı ve bakım uygulamalarına yansıttıklarına yönelik geri bildirimler vermişlerdir. Öğrencilerin öğrenmelerine, bakım uygulamalarında farkındalıklarının artmasına katkı sağladığı, profesyonel bakış açısı geliştirdiği ve öğrencileri motive ettiği belirlenmiştir. Bu nedenle psikiyatri dersi kapsamında öğrencilerin daha aktif katılabilecekleri, motive olabilecekleri ve aynı zamanda kendilerine katkı olabilecek bu tür uygulamaların yapılması hemşirelik eğitimi açısından da önem taşımaktadır.

This study was conducted to analyze the effect of simulation on student success in teaching of nursing care in myocardial infarction which is given within the scope of the internal medicine nursing course. In the case of myocardial infarction, the 100-point academic achievement test was applied before the simulation application based on the nursing care scenario. The same achievement test was applied again after the simulation application. Frequency, percentage, chi-square, t-test (Paired Samples t test) were used in the evaluation of the data. The level of significance was accepted as 0.05. The mean of the academic success test scores of the students was found to be 44.22 before the simulation while it was found to be 63.77 after the simulation on the scale of 100. This difference was statistically significant (p&lt;0.05). The creation of the environments which are close to real environment and the learning it by the students by experience are thought to increase the permanence of ...

Simulation has been shown to be an effective learning method. However, most undergraduate nursing programs substitute simulation for only 10%-25% of clinical experiences. In an attempt to increase the use of simulation in the undergraduate program, faculty designed an elective course that uses simulation as the primary learning method. This article outlines the faculty struggles, triumphs, and lessons learned as the course evolved over the last eight years.

Simulation is being used for clinical experiences in many undergraduate nursing programs across the United States. With the widespread use of simulation, best-practices for design and implementation are important for faculty using this instructional method. The first phase, preparation, has not been investigated as thoroughly as the simulation and debriefing phases. When literature related to the student preparation phase was reviewed, a gap in the current knowledge related to the phase was identified. The purpose of this qualitative descriptive study was to describe the student preparation phase of simulation in pre-licensure nursing programs in and around the Denver, Colorado area, from the perspective of nursing faculty currently teaching simulation in these programs as well as provide recommendations from the faculty for practice. The sample consisted of eight nursing faculty who volunteered to participate. Semi-structured interviews and observations were used to answer the following research questions: 1) How do faculty describe current practice in the student preparation phase of the simulation experience? 2) What are faculty perceptions of current practice in the student preparation phase of the simulation experience? 3) What are faculty recommendations for the student preparation phase of the simulation experience? 4) How do faculty currently refer to the student preparation phase of the simulation experience? 5) What term do faculty recommend to refer to the student preparation phase of the simulation experience? The results of the data analysis revealed five categories. Category 1: Student Preparation Phase describes the characteristics, elements and faculty role, Category 2: Spectrum of Preparation describes the range of preparation faculty can provide for students, Category 3: Faculty Insights describes faculty perceptions of current practice, Category 4: Learning along the Way describes the process faculty go through in learning about student preparation for simulation and Category 5: What's in a name? describes the terminology used to refer to this phase. vii Elements of Student Preparation .

Background: Simulation use is widespread in undergraduate nursing programs and best-practices for student preparation are important to define. Method: A qualitative descriptive study was conducted using semistructured interviews with nursing faculty representing various programs (N = 8). Conclusion: Three distinct elements of the student preparation phase were defined and the following terms are recommended for future use to ensure consistency (1) student preparation activities, (2) orientation, and (3) prebrief. Two characteristics of student preparation were identified À variation and leveling.

Amaç: Bu çalışma hemşirelik üçüncü sınıf öğrencilerinin Çocuk Sağlığı ve Hastalıkları Hemşireliği Dersi'nin klinik uygulamasında iletişim becerilerinin değerlendirilmesi amacıyla planlandı. Yöntem: Araştırma 2018-2019 eğitim-öğretim yılı bahar döneminde Çocuk Sağlığı ve Hastalıkları Hemşireliği Dersini alan(n=115) öğrenciler ile tanımlayıcı tipte yapıldı. Veriler klinik uygulama öğretim rehberi içinde yer alan "İletişim Becerileri" değerlendirme formu ile toplandı. Araştırmada Öğrencilerin Çocuk Sağlığı ve Hastalıkları Hemşireliği Dersi klinik uygulama rehberi "İletişim Becerileri" değerlendirme formu yanıtları içerik analizi yöntemi kullanılarak değerlendirildi. Veriler yüzde, ortalama ve standart yapma ile analiz edildi. Bulgular: Öğrencilerin %79.1'inin kadın ve %56.5'inin 19-20 yaşlarında olduğu belirlendi. Araştırmada öğrencilerin %41.74'ü agresif, stresli, ağlayan ve ajite çocuklar ile %46.96'sıise ajite, sinirli, gergin ebeveynler ile iletişim kurmakta zorlandıklarını ifade etti. Öğrencilerin %64.35'i iletişim konusundaki yaşadıkları sorunları genel iletişim becerilerini geliştirerek çözebilmeyi hedeflemektedir. Sonuç: Öğrenciler klinik uygulamada sinirli, gergin, ajite özellikteki çocuk ya da ebeveyn ile iletişim kurmakta zorlanmaktadır. Öğrencilere iletişim konusunda seminer ve eğitimlerin verilmesi ve bu konuda simülasyon temelli eğitimlerin planlanması önerilmektedir.

Background: Rigorous simulation-based research is essential to advance the science of nursing education. This article outlines the use of the updated Simulation Research Rubric (SRR) to assess the quality of published simulation research articles. Methods: The SRR was used to rate 73 published articles in the Clinical Simulation in Nursing from 2015 to 2017. All articles were reviewed and rated by two reviewers. Results: Of the 73 articles reviewed, 15 (20.5%) received a rating of excellent (76%-100%), 39 (53.4%) were rated as good (51%-75%), and 19 (26%) were rated as fair (26%-50%). Inter-rater reliability was 0.92, with a content validity index of 0.95 for the SRR. Conclusions: The strengths and weaknesses of two years of published simulation-based research reports were identified. Although the SRR was not intended to be used to evaluate research itself, the rubric can be used as a framework to develop a thorough research proposal, for rating grant proposals, and for teaching students how to critique written research reports.

Today's technological developments, increasing globalization, socioeconomic and political changes in society and the use of information affect health care systems, therefore, the nursing profession which is an important part of the health care system. 1 The foundation of every profession is correct and professional education and it is important that nurses are well-educated and experienced in protecting and improving health. Therefore, nursing education aims to train nurses who are professional, aware of their re

Background: An integrative framework was used to guide the teaching, learning, and assessment approach taken in a final-year undergraduate nursing module. Method: Students participated in three cycles of problem-based learning and associated simulations. An assessment rubric focused on patient assessment, clinical decision making, and technical and communication skills was used by students and assessors to score simulation performances. This study evaluated the trajectory of assessor and student self-assessed simulation performance scores over the course of the module. Results: Descriptive statistics for assessors' scores show a mean improvement in all 4 competencies and for overall performance. Students' self-assessed scores do not show a mean improvement but are more closely aligned with assessor scores for later simulations.

Bu çalışma, hemşirelik öğrencilerinin klinik eğitimleri sırasında hemşirelerden aldığı desteğin belirlenmesi amacıyla gerçekleştirildi. Yöntem: Tanımlayıcı türdeki bu çalışma Şubat-Mayıs 2015 tarihleri arasında İstanbul'da bir kamu üniversitesi sağlık bilimleri fakültesi hemşirelik bölümünde yapıldı. Örneklem seçimine gidilmemiş olup, evrenin %55 (n=328)'ine ulaşıldı. Veriler ilgili literatürden yararlanılarak araştırmacılar tarafından oluşturulan "Anket Formu" ile toplandı. Verilerin değerlendirilmesinde tanımlayıcı istatistiksel yöntemler ve niceliksel değişkenlerin karşılaştırılmasında ki-kare analizi kullanıldı.

Patient safety is an ever-present topic in the discussion of educators. It has been 20 years since the publication of To Err Is Human, and there are lessons learned, although there is still much to be done. Healthcare systems are becoming increasingly complex, putting the safety of patients at risk. In this context, there is a greater exposure of healthcare professionals to medical-legal liability issues and to becoming victims of situations that are often preventable. Nurses and medical doctors are especially exposed to these situations, since they are visible during procedures, or do so during the points of greater risk during the patient care process. This chapter will review the contribution provided by the curricular integration of simulation-based education as a tool to train technical and nontechnical issues and how this work can be done for the safety of patients through a standardized training plan, under controlled and evaluated processes. We will discuss how resources and elements allow to perform healthcare interventions in a more safely manner. Finally, we will review the existing literature, some experiences, and the available evidence on this topic.

I declare that TEACHING AND LEARNING THROUGH SIMULATION: STUDENT NURSES' EXPERIENCES is my own work, and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references and that this work has not been submitted before for any other degree at any other institution.

Nursing is an applied profession which requires the combination of theoretical content and practical skills in a meaningful way. Nursing education must help students internalize information, skills, attitudes, professional values and ethical standards concerning the discipline and make them a part of their behavior. Nursing education necessitates an education system which covers all cognitive, affective and psychomotor areas of learning at a level of adequacy that could get students to assume the specified roles. As well as technical skills, such skills as providing a holistic and empathic health care and communication and team cooperation must be included by this system. The main objective of nursing education is to train nurses who can combine theory and practice, think critically in the learning process and have acquired effective problem solving skills. In the educational settings of our day, different teaching technologies are employed at each stage of instruction. Many instruc...

Patient safety is an ever-present topic in the discussion of educators. It has been 20 years since the publication of To Err Is Human, and there are lessons learned, although there is still much to be done. Healthcare systems are becoming increasingly complex, putting the safety of patients at risk. In this context, there is a greater exposure of healthcare professionals to medical-legal liability issues and to becoming victims of situations that are often preventable. Nurses and medical doctors are especially exposed to these situations, since they are visible during procedures, or do so during the points of greater risk during the patient care process. This chapter will review the contribution provided by the curricular integration of simulation-based education as a tool to train technical and nontechnical issues and how this work can be done for the safety of patients through a standardized training plan, under controlled and evaluated processes. We will discuss how resources and elements allow to perform healthcare interventions in a more safely manner. Finally, we will review the existing literature, some experiences, and the available evidence on this topic.

Background. In the use of simulation as a learning approach, a structured debriefing is important for students to achieve learning. The facilitator’s feedback style and abilities in facilitating are crucial, and have a great impact on the learning environment. The facilitators should facilitate for student active learning, and provide helpful feedback to empower students as self-regulated learners. The aim of the study was to explore the Steinwachs structure and the Critical Response Process structure when used in debriefing in medical simulation, and how each of them affected the facilitator’s role. Method. A multi-method, comparative quasi-experimental design was used. Results. Structuring debriefing in accordance with the Critical Response Process facilitated a facilitator role that coincided with factors highlighted in theory on how to facilitate student active learning and the development self-regulating learners. Structuring debriefing in accordance with the Steinwachs structu...

Öğrencilere bilişsel ve psikomotor davranışların kazandırılmasında etkili eğitim yöntemlerinden biri olan interaktif yöntemler, öğrencinin öğrenme sürecine aktif olarak katılımını sağlamaktadır. Bu kapsamda interaktif yöntemlerden olan simülasyon uygulamalarında simüle hasta/standardize hasta kullanılabilmektedir. Simüle hasta, gerçek hasta senaryosunu canlandırmak ve sunmak için eğitim almış kişiler olup öğrencilerin gerçek hasta ortamından önce sanal ya da laboratuvar ortamında deneyime dayalı güvenli bir öğrenme imkânı sunmaktadır. Bu uygulama öğrencilerin; bilgi ve beceri düzeyinin, öz yeterliğinin, motivasyonunun ve kendilerine güvenlerinin artmasını, kaygı düzeyinin azalmasını ve klinik karar verme becerilerinin gelişmesini sağlamaktadır. Bu makalede iletişim eğitiminde ve psikiyatride simule hasta uygulamalarının kısaca gözden geçirilmesi amaçlanmıştır.

ÖZET Amaç: Araştırma, çocuk sağlığı ve hastalıkları hemşireliği dersini veren eğitimcilerin gözünden simülasyon eğitiminin nasıl görüldüğünün belirlenmesi amacıyla tanımlayıcı olarak planlanmıştır. Gereç ve Yöntemler: Araştırma evrenini, Yükseköğretim Kurumlarının Hemşirelik bölümü Çocuk Sağlığı ve Hastalıkları Hemşireliği Ana Bilim Dalında eğitim-öğretim veren 167 eğitimci oluşturdu. Araştırmacılar tarafından hazırlanan anket formu online ortama aktarıldı. Evrenin tamamına anket formunun linki gönderildi ve online olarak doldurmaları istendi. Doldurulmuş olarak geri dönen anket formları değerlendirilmeye alındı (n=85). İstatistiksel değerlendirmede yüzde ve ortalama kullanıldı. Bulgular: Araştırma kapsamındaki eğitimcilerin yaş ortalaması 37,58±8,53 yıl olup, %71,8’i doktora mezunu idi. Eğitimcilerin %23,5’i çocuk sağlığı ve hastalıkları hemşireliği dersinde simülasyon maketlerini kullanmakta idi. Yüzde 22,4’ü ders kapsamında simülasyon laboratuvarının olduğunu, %89,5’i bu laboratu...

Öz Öğrencilere bilişsel ve psikomotor davranışların kazandırılmasında etkili eğitim yöntemlerinden biri olan interaktif yöntemler, öğrencinin öğrenme sürecine aktif olarak katılımını sağlamaktadır. Bu kapsamda interaktif yöntemlerden olan simülasyon uygulamalarında simüle hasta/standardize hasta kullanılabilmektedir. Simüle hasta, gerçek hasta senaryosunu canlandırmak ve sunmak için eğitim almış kişiler olup öğrencilerin gerçek hasta ortamından önce sanal ya da laboratuvar ortamında deneyime dayalı güvenli bir öğrenme imkânı sunmaktadır. Bu uygulama öğrencilerin; bilgi ve beceri düzeyinin, öz yeterliğinin, motivasyonunun ve kendilerine güvenlerinin artmasını, kaygı düzeyinin azalmasını ve klinik karar verme becerilerinin gelişmesini sağlamaktadır. Bu makalede iletişim eğitiminde ve psikiyatride simule hasta uygulamalarının kısaca gözden geçirilmesi amaçlanmıştır.

Background Anesthesia personnel was among the first to implement simulation and team training including non-technical skills (NTS) in the field of healthcare. Within anesthesia practice, NTS are critically important in preventing harmful undesirable events. To our best knowledge, there has been little documentation of the extent to which anesthesia personnel uses recommended frameworks like the Standards of Best Practice: SimulationSM to guide simulation and thereby optimize learning. The aim of our study was to explore how anesthesia personnel in Norway conduct simulation-based team training (SBTT) with respect to outcomes and objectives, facilitation, debriefing, and participant evaluation. Methods Individual qualitative interviews with healthcare professionals, with experience and responsible for SBTT in anesthesia, from 51 Norwegian public hospitals were conducted from August 2016 to October 2017. A qualitative deductive content analysis was performed. Results The use of objecti...

Please cite this article in press as: Aggar, C., et al. A time management intervention using simulation to improve nursing students' preparedness for medication administration in the clinical setting: A quasi-experimental study. Collegian (2017),

Please cite this article in press as: Aggar, C., et al. A time management intervention using simulation to improve nursing students' preparedness for medication administration in the clinical setting: A quasi-experimental study. Collegian (2017),

Bu çalışmanın amacı; standardize hasta yöntemi kullanılarak gerçekleştirilen klinik simülasyonun, hemşirelik öğrencilerinin ruhsal bozukluğu olan bireyin ruhsal durumunu değerlendirmelerine yönelik etkinliğini belirlemektir. Gereç ve Yöntem: Klinik simülasyon öncesi, öğrencilerin klinik uygulama esnasında karşılaşma olanağının en yüksek olduğu ruhsal bozukluklardan olan; şizofreni, majör depresyon ve bipolar bozukluk (manik evre) olmak üzere üç olgunun yer aldığı 10'ar dakikalık senaryo içerikleri hazırlandı. Standardize hasta olarak belirlenen üç profesyonel oyuncuyla yapılan provaların içeriğini; simülasyonun öğrenim hedeflerinin ve içeriğinin aktarılması, olgular için hazırlanan senaryo metinlerinin birlikte okunarak düzenlemelerin yapılması, oyuncunun senaryodaki rolünü canlandırması ve değerlendirme oluşturdu. Klinik simülasyon, üçüncü sınıfta eğitim alan 50 Hemşirelik öğrencisi ile gerçekleştirildi. Kayıt altına alınarak gerçekleştirilen simülasyon için katılımcılardan yazılı onam alındı. Klinik simülasyon esnasında standardize hasta ile yapılan görüşmelerde katılımcılar, kolaylaştırıcılar (eğiticiler) tarafından hazırlanan "Ruhsal Durum Değerlendirme Formu" nu kullanarak ruhsal bozukluğu olan bireyin ruhsal durumunu değerlendirdi. 'Katılımcı Değerlendirme Formu" ise kolaylaştırıcılar tarafından simülasyon esnasında öğrencilerin becerilerini değerlendirmek amacıyla kullanıldı. Çözümleme aşamasının sonunda katılımcılara kolaylaştırıcılar tarafından hazırlanan "Klinik Simülasyon Memnuniyet Anketi" uygulandı. Bulgular: Klinik simülasyon uygulamaları sonrası her istasyonun kolaylaştırıcısı tarafından PEARLS (Promoting Excellence and Reflective Learning in Simulation) çerçevesi kullanılarak yapılan çözümlemede; öğrencilerin bildirimleri sonucunda, standardize hasta rolünde profesyonel oyuncunun yer almasının yüksek gerçeklik sağlamada ve ruh sağlığı ve psikiyatri hemşireliği klinik simülasyonunun öğrenim hedeflerine ulaşmada etkili olduğu belirlendi. Sonuç: Klinik simülasyon deneyiminin öğrencilerin klinik uygulama öncesi anksiyetelerini azaltmada ve özgüvenlerini geliştirmede kullanılabilir bir yöntem olduğunun saptanması doğrultusunda, ruh sağlığı ve psikiyatri hemşireliği eğitiminde klinik simülasyonun müfredata entegre edilerek basit ve karmaşık senaryoların yer aldığı klinik simülasyonların planlanması önerilmektedir.

In order to prepare and develop competence among undergraduate nurses, nurse educators support the use of incorporating high fidelity simulation in the laboratory setting. Simulation is proven to enhance: critical thinking, clinical reasoning, and reflection among nursing students (Decker, Sportsman, Puetz, & Billings, 2008). However, many nurse educators fail to understand the full capabilities of simulation and its components. The purpose of this paper is to synthesize the literature and establish guidelines for nurse educators to teach high fidelity simulation. Van Sell'sskillsacquisition nursing theoryand the Internal Nursing Association for Simulation and Clinical Learning (INASCL) standard's for best practice in simulation (2013)were used to guide the creation of a decision tree.This paper will provide recommendations on initial training in simulation and discuss resources to attain the outlined guidelinesin order to be confident while teaching simulated scenarios.

In 2003, Jeffries developed the National League for NursingeJeffries simulation framework. Five constructs were identified to guide implementation and evaluation of simulation. A review of the current state of the science in support of this framework was launched in 2010. This report summarizes the findings for the teacher construct. Major findings included a diverse array of anecdotal literature with inconsistent terminology. No empirical research examining the construct in simulation contexts was identified in the literature. To address the need for standard terminology to guide future research, a change in terminology from teacher to facilitator was proposed by the team.

Nursing education from the past to the present has focused mainly on traditional learning methods in classroom settings, where the student is in a passive position and based on behavioral learning approaches. However, today, changes and developments in socio-cultural and political fields in information and technology necessitate the foundation of nursing education on student-centered active teaching methods / approaches that will enable the student to actively participate, think creatively and take responsibility. One of these methods is Peer Education, in which peers work in cooperation, learn from each other, help each other learn and teach by learning, and assume responsibility for learning themselves. Peer Education; especially in clinical practice is a nursing students' lack of role models, nurses work more than workload, insufficient number of nurses, because of the lack of adequate number and quality of nursing faculty members to receive consultancy, guidance nurse concept is not fully developed, differences between educators, etc. minimize / eliminate many problems, to ensure that educators use their limited time more effectively and that students can use their theoretical knowledge, to ensure effective and efficient use of clinical practice,

Background: Clinical practicum is an integral part of nursing education because it provides students with opportunities to perform nursing care and practice specific nursing tasks. In Ghana, little is known about the experiences of baccalaureate student nurses with regard to intra-semester clinical practicum. This study therefore, explored perceptions, challenges, and how the intra-semester clinical practicum affects the learning process of student nurses in a private university in Ghana. Methods: Exploratory descriptive phenomenological design was used. Nine in-depth interviews and three focus group discussions were conducted for baccalaureate student nurses in their second, third and fourth years of study. Only those who have attended intra-semester clinical practicum for at least two semesters in the course of their study were recruited. Purposive sampling technique was used to select the participants. The sample size was based on data saturation, however, a total of 33 participants were recruited. Data was analysed using content analysis technique. Results: The findings show that baccalaureate student nurses perceive the intra-semester clinical practicum as beneficial. It affords the opportunity to translate theoretical knowledge into practice concurrently. However, students recounted their stressful experiences during the clinical period which negatively affected their academic work. Additionally, staff nurses assigned the students to do menial jobs instead of appropriate nursing tasks. Conclusions: A review of the "block" method in which students will go to clinicals for a stipulated number of consecutive days in a month and then resume lectures, is worth considering.

The literature is inundated with articles discussing the theory practice gap but is less forthcoming about how to tackle this problem in the university classroom setting. This is an area which presents a recurring dilemma for nursing students and lecturers alike, as the theory at times seems to be distant from the clinical skills that a nurse requires for practice. Simulation is a flexible teaching method that can be adapted to meet both the program requirements and students" learning needs. A simulated environment ensures that the students learn in a safe environment that enables them to repetitively practice until competence is attained. We used simulation as a bridge to link the classroom (theoretical learning) and the clinical workplace (practice learning). The simulation task encouraged the use of critical reasoning and self-reflection, and provided students with opportunities to practice nursing in a controlled learning environment. The feedback we received highlighted enhanced levels of student understanding achieved through the clinical simulations, with indications of improved student preparation for clinical fieldwork.

The literature is inundated with articles discussing the theory practice gap but is less forthcoming about how to tackle this problem in the university classroom setting. This is an area which presents a recurring dilemma for nursing students and lecturers alike, as the theory at times seems to be distant from the clinical skills that a nurse requires for practice. Simulation is a flexible teaching method that can be adapted to meet both the program requirements and students" learning needs. A simulated environment ensures that the students learn in a safe environment that enables them to repetitively practice until competence is attained. We used simulation as a bridge to link the classroom (theoretical learning) and the clinical workplace (practice learning). The simulation task encouraged the use of critical reasoning and self-reflection, and provided students with opportunities to practice nursing in a controlled learning environment. The feedback we received highlighted enhanced levels of student understanding achieved through the clinical simulations, with indications of improved student preparation for clinical fieldwork.

Birey ve toplum ruh sağlığı ile ilgili alanlardan biri olan ruh sağlığı ve psikiyatri hemşireliği, XVIII. ve XIX. Yüzyıllardan günümüze gelene dek (Rungapadiachy, Madill ve Gough, 2004) çok gelişmiştir. Bilimsel ve teknolojik gelişmelerin hız kazanmasına bağlı olarak (Tuğrul ve Denat, 2019) ruh sağlığı ve psikiyatri hemşireliği kuramsal ve pratik eğitiminin nasıl olması gerektiği konusunda çeşitli fikirler ortaya atılmıştır. Bu fikirlerden en önemlisi, klinik uygulama stajı olan diğer birçok hemşirelik dersi öncesinde olduğu gibi ruh sağlığı ve psikiyatri hemşireliği dersi klinik uygulama stajı öncesinde de öğrencilerin hasta bireyler ile bir araya gelmeden deneyim edinebilecekleri ve temelde standart hasta uygulamasına dayanan simülasyon eğitim teknikleriyle eğitim görmeleri şeklindeki sistemi savunur (Bradley, 2006; Schoening, Sittner ve Todd, 2006). Bu makalede söz konusu eğitim teknikleri, ruh sağlığı ve psikiyatri hemşireliğinin Türkiye’deki eğitim ve uygulama aşamaları dikkate alınarak değerlendirilmiştir.
Anahtar kelimeler: hemşirelik, psikiyatri hemşireliği, ruh sağlığı, simülasyon teknikleri, standart hasta uygulaması

The literature is inundated with articles discussing the theory practice gap but is less forthcoming about how to tackle this problem in the university classroom setting. This is an area which presents a recurring dilemma for nursing students and lecturers alike, as the theory at times seems to be distant from the clinical skills that a nurse requires for practice. Simulation is a flexible teaching method that can be adapted to meet both the program requirements and students " learning needs. A simulated environment ensures that the students learn in a safe environment that enables them to repetitively practice until competence is attained. We used simulation as a bridge to link the classroom (theoretical learning) and the clinical workplace (practice learning). The simulation task encouraged the use of critical reasoning and self-reflection, and provided students with opportunities to practice nursing in a controlled learning environment. The feedback we received highlighted enhanced levels of student understanding achieved through the clinical simulations, with indications of improved student preparation for clinical fieldwork.

The features and pedagogical foundations of self-learning methodology in simulated environments (MAES) are discussed in this article. MAES has six elements (team selection and creation of group identity, voluntary choice of subject of study, establishment of baseline and programming skills to be acquired through brainstorming, design of a clinical simulation scenario in which the students practice the skills to be acquired, execution of the simulated clinical experience, and finally de-briefing and presentation of the acquired skills) that develop sequentially to achieve a high level of skills acquisition by students working in teams. The students direct their learning, design simulation scenarios, and discuss the outcomes and related scientific evidence under the guidance of a facilitator.

Standardized simulation design provides a framework for
developing effective SBEs. This design standard includes the
best evidence from fields such as adult learning, education,
instructional design, clinical standards of care, evaluation, and
simulation. Purposeful simulation design promotes essential
structure, process, and outcomes that are consistent with
programmatic goals and/or institutional mission.

Objective: The Standards serve as a framework for simulation activities development, providing terminology, rationale, outcomes, criteria and guidelines based on evidence-based best practices. The purpose of this study was to investigate the extent to which educators have heard, read, adopted, and used the guideline statements in the Standards of Best Practice: Simulation. Methods: This study used survey research with a convenience sample to evaluate educator's use of the Standards. Results: Most individuals indicated they had heard of the Standards but less indicated they had read or adopted the Standards as a framework for simulation education. Overall, the guideline statements in Standard VI (The Debriefing Process) and Standard VII (Participant Assessment and Evaluation) were used less than guideline statements in other Standards. Conclusions: More dissemination of the Standards is needed for educators to recognize the value of the Standards and adopt the Standards into practice.

Scenario-based learning is a technique intended to engage and motivate the learner by immersing them into authentic situational contexts to allow them to practice skills prior to mastery. Follow along as we explore the iterative process of Capella University’s Course Media team through their six years of designing, writing, and developing a handful of gameful, scenario-based products. Through this, at times, messy process, how their approach becomes subsequently honed and redefined is captured, along with a summary of key takeaways to consider for the success of others embarking along similar paths.