Perceptions of Caring Among Baccalaureate Nursing Students During High-Fidelity Simulation

2017 ◽  
Vol 21 (3) ◽  
pp. 120-133 ◽  
Author(s):  
Sarah M. Ware ◽  
Savina O. Schoenhofer
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals High-Fidelity Simulation of Pediatric Emergency Care: An Eye-Opening Experience for Baccalaureate Nursing Students

2018 ◽  
Vol 50 (3) ◽  
pp. 145-154 ◽  
Author(s):  
Sandra P. Small ◽  
Peggy A. Colbourne ◽  
Cynthia L. Murray
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Cardiopulmonary Arrest ◽  
Learning Experience ◽  
Pediatric Emergency ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Real Patient ◽  
Eye Opening

Background Little attention has been given to in-depth examination of what high-fidelity simulation is like for nursing students within the context of a pediatric emergency, such as a cardiopulmonary arrest. It is possible that such high-fidelity simulation could provoke in nursing students intense psychological reactions. Purpose The purpose of this study was to learn about baccalaureate nursing students’ lived experience of high-fidelity simulation of pediatric cardiopulmonary arrest. Method Phenomenological methods were used. Twenty-four interviews were conducted with 12 students and were analyzed for themes. Results The essence of the experience is that it was eye-opening. The students found the simulation to be a surprisingly realistic nursing experience as reflected in their perceiving the manikin as a real patient, thinking that they were saving their patient’s life, feeling like a real nurse, and feeling relief after mounting stress. It was a surprisingly valuable learning experience in that the students had an increased awareness of the art and science of nursing and increased understanding of the importance of teamwork and were feeling more prepared for clinical practice and wanting more simulation experiences. Conclusion Educators should capitalize on the benefits of high-fidelity simulation as a pedagogy, while endeavoring to provide psychologically safe learning.

scholarly journals Baccalaureate nursing students’ experiences with high-fidelity simulation: protocol for a qualitative systematic review

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e040171
Author(s):  
Yuxuan Zhu ◽  
Cong Geng ◽  
Xianbo Pei ◽  
Xiaoli Chen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Cochrane Library ◽  
Ethical Review ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
High Quality Research ◽  
Baccalaureate Nursing Education

IntroductionHigh-fidelity simulation (HFS) can bridge the gap between theoretical knowledge and nursing practice and improve safety and quality of patient care in baccalaureate nursing education. Although inconsistent assessment instruments or lack of high-quality research designs affect the strength of the evidence and limit the generalisability of the results, quantitative studies generally demonstrate the effectiveness of HFS in baccalaureate nursing education. Synthesis of the existing evidence of baccalaureate nursing students’ experiences with HFS is crucial for the improvement and revision of simulation design and teaching.Methods and analysisA comprehensive search for qualitative studies on baccalaureate nursing students’ experiences with HFS will be conducted in the following databases: PubMed, Embase, CINAHL, ProQuest, Web of Science, PsycINFO, the Cochrane library, China Biology Medicine disc, China National Knowledge Infrastructure and VIP Database for Chinese Technical Periodicals. This review considered studies reported in English or Chinese, and studies that were conducted between January 2000 and December 2019 in view of the launch of International Nursing Association for Clinical Simulation and Learning. The literature search will be conducted by two independent reviewers, and any disagreement will be adjudicated by discussion or with a third reviewer. The two independent reviewers will use the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research to assess the methodological validity, following which the JBI standardised data extraction tools will be used to extract relevant data. The JBI meta-aggregation method will be subsequently used to synthesise the data, eventually forming themes, categories and synthesised findings. The final synthesised findings will establish confidence levels based on the JBI ConQual approach.Ethics and disseminationThis review does not require formal ethical review since it is based on available published literature. Findings will be disseminated through publication in a peer-reviewed journal, and, if possible, presented in scientific conferences.

Identifying an Effect of Simulation Role Assignment on Critical Thinking Development in Baccalaureate Nursing Students

2016 ◽  
Vol 60 (1) ◽  
pp. 1818-1822 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scenario Analysis ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Role Assignment ◽  
Assessment Scores ◽  
Patient Simulators ◽  
The Relationship

With an increase in the number of nursing students and the limited number of open clinical positions, high-fidelity patient simulators (HFPS) have become the new norm. Multiple studies have evaluated HFPS effectiveness and several suggest that HFPS does has an effect on critical thinking. This study intends to provide data to support that suggestion. In addition, this study was designed to identify a possible correlation between role assignment and improvements in critical thinking after completion of a HFPS scenario. Analysis revealed that role assignment, for most of the roles, did have a statistically significant effect on the post-simulation critical thinking assessment scores. The relationship between role assignments and HFPS scenario outcomes (such as critical thinking), as well as the nature of the correlation, may help scenario developers better understand how critical thinking improvement can be affected by the involvement of the participant based on the roles assigned to them.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing versus Oral Debriefing following High-Fidelity Human Simulation

2015 ◽  
Vol 6 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

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