P81 Effect of simulation based nursing education using instruction system design

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.

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Nursing Students’ Experiences with Computer Simulation-Based Communication Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18063108 ◽

2021 ◽

Vol 18 (6) ◽

pp. 3108

Author(s):

Ujin Lee ◽

Heeseung Choi ◽

Yeseul Jeon

Keyword(s):

Computer Simulation ◽

Nursing Education ◽

Nursing Students ◽

Communication Patterns ◽

Mixed Method Research ◽

Communication Education ◽

Therapeutic Communication ◽

Clinical Practicum ◽

Content Analysis Method ◽

Simulation Based

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.

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Simulation-based constraint generation with applications to optimization of logistic system design

WSC'99. 1999 Winter Simulation Conference Proceedings. 'Simulation - A Bridge to the Future' (Cat. No.99CH37038) ◽

10.1145/324138.324428 ◽

1999 ◽

Cited By ~ 2

Author(s):

Susumu Morito ◽

Jun Koida ◽

Tsukasa Iwama ◽

Masanori Sato ◽

Yosiaki Tamura

Keyword(s):

System Design ◽

Constraint Generation ◽

Simulation Based

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Knowledge transfer and retention of simulation-based learning for neurosurgical instruments: a randomised trial of perioperative nurses

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2019-000576 ◽

2020 ◽

pp. bmjstel-2019-000576

Author(s):

David B Clarke ◽

Alena I Galilee ◽

Nelofar Kureshi ◽

Murray Hong ◽

Lynne Fenerty ◽

...

Keyword(s):

Nursing Education ◽

Simulation Training ◽

Controlled Trial ◽

Randomised Trial ◽

Control Group ◽

Perioperative Nurses ◽

Instrument Recognition ◽

Simulation Based ◽

Group A ◽

Group B

IntroductionPrevious studies have shown that simulation is an acceptable method of training in nursing education. The objectives of this study were to determine the effectiveness of tablet-based simulation in learning neurosurgical instruments and to assess whether skills learnt in the simulation environment are transferred to a real clinical task and retained over time.MethodsA randomised controlled trial was conducted. Perioperative nurses completed three consecutive sessions of a simulation. Group A performed simulation tasks prior to identifying real instruments, whereas Group B (control group) was asked to identify real instruments prior to the simulation tasks. Both groups were reassessed for knowledge recall after 1 week.ResultsNinety-three nurses completed the study. Participants in Group A, who had received tablet-based simulation, were 23% quicker in identifying real instruments and did so with better accuracy (93.2% vs 80.6%, p<0.0001) than Group B. Furthermore, the simulation-based learning was retained at 7 days with 97.8% correct instrument recognition in Group A and 96.2% in Group B while maintaining both speed and accuracy.ConclusionThis is the first study to assess the effectiveness of tablet-based simulation training for instrument recognition by perioperative nurses. Our results demonstrate that instrument knowledge acquired through tablet-based simulation training results in improved identification and retained recognition of real instruments.

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