scholarly journals Hybrid Simulation of pediatric gynecologic examination: a mix-methods study of learners’ attitudes and factors affecting learning.

2020 ◽  
Author(s):  
Anna Torres ◽  
Magdalena Horodeńska ◽  
Grzegorz Witkowski ◽  
Kamil Torres
Keyword(s):  
Conceptual Model ◽  
Hybrid Model ◽  
Qualitative Data ◽  
Learning Experience ◽  
Hybrid Simulation ◽  
Opportunity To Learn ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Structured Interviews ◽  
Factors Affecting

Abstract Background: Children and adolescents with reproductive health issues may require immediate or emergency care, however in many countries availability of the pediatric and adolescent gynecology (PAG) service is low . That being said, teaching PAG examination to OBGYN, pediatrics and emergency medicine residents seems reasonable, and cannot be underestimated. In order to provide residents with opportunity to learn PAG examination, a high-fidelity hybrid simulation workshop was implemented in our institution. Methods: The study aimed to investigate learners’ attitudes towards the high-fidelity simulation (HFS) hybrid model as compared with task trainer-SP-voice model in the HFS environment and the factors connected to learners’ attitudes towards the hybrid model that could influence learning in high-fidelity simulation (HFS). The concept of attitude was used as the theoretical framework and the mixed method approach to study design was utilized with simultaneous collection of quantitative (original questionnaires) and qualitative data (semi-structured interviews). Results: Residents valued the HFS hybrid model higher over task trainer-SP-voice model in regards to all three attitude components: cognitive (95%), affective (87.5%) and behavioral (83.7%). Analysis of qualitative data revealed six themes important to learners and informing learning of PAG examination in HFS. Further analysis of the themes allowed to develop a conceptual model, in which six factors connected to attitude components influenced learning. These factors were: task difficulty, attention, emotional realism of the simulation, patient’s emotions, physical realism of the simulation, and technical issues. Conclusions: Participants of our study appreciated learning experience with the HFS hybrid model more, based on attitude questionnaire. Moreover, findings revealed that multiple, various factors connected to attitude may influence learning of PAG examination in HFS with hybrid model, and we propose a conceptual model illustrating relationships between those factors.

scholarly journals Hybrid Simulation of pediatric gynecologic examination: a mix-methods study of learners’ attitudes and factors affecting learning.

2020 ◽  
Author(s):  
Anna Torres ◽  
Magdalena Horodeńska ◽  
Grzegorz Witkowski ◽  
Kamil Torres
Keyword(s):  
Conceptual Model ◽  
Hybrid Model ◽  
Qualitative Data ◽  
Learning Experience ◽  
Hybrid Simulation ◽  
Opportunity To Learn ◽  
Health Issues ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Adolescent Gynecology

Abstract Background: Children and adolescents with reproductive health issues may require immediate or emergency care, however in many countries availability of the pediatric and adolescent gynecology (PAG) service is low. That being said, teaching PAG examination to OBGYN, pediatrics and emergency medicine residents seems reasonable and cannot be underestimated. In order to provide residents with opportunity to learn PAG examination a high-fidelity hybrid simulation (HFHS) workshop was implemented in our institution.Methods: The study aimed to investigate learners’ attitudes towards the hybrid model as compared with pelvic trainer in the HFS environment and the factors connected to learners’ attitudes towards the hybrid model that could influence learning in HFS. The concept of attitude was used as the theoretical framework and the mixed method approach to study design was utilized with simultaneous collection of quantitative (original questionnaires) and qualitative data (semi-structured interviews). Results: Residents valued the hybrid model higher over task trainer-SP-voice model in regards to all three attitude components: cognitive (95%), affective (87.5%) and behavioral (83.7%). Analysis of qualitative data revealed six themes important to learners and informing learning of PAG examination in HFS and allowed to develop a conceptual model.Conclusions: Participants of our study appreciated the learning experience with hybrid model more based on attitude questionnaire. Moreover, findings revealed that multiple, various factors connected to attitude may influence learning of PAG examination in HFS with hybrid model, and we propose a conceptual model illustrating relationships between those factors.

scholarly journals The use of multiple-criteria decision-making theory to measure students’ perceptions of high-fidelity simulation

2017 ◽  
Vol 3 (3) ◽  
pp. 88-93 ◽  
Author(s):  
Maureen Anne Jersby ◽  
Paul Van-Schaik ◽  
Stephen Green ◽  
Lili Nacheva-Skopalik
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Repeated Measures ◽  
Clinical Decision Making ◽  
Learning Experience ◽  
Clinical Decision ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Initial Exposure ◽  
Repeated Measures Design

BackgroundHigh-Fidelity Simulation (HFS) has great potential to improve decision-making in clinical practice. Previous studies have found HFS promotes self-confidence, but its effectiveness in clinical practice has not been established. The aim of this research is to establish if HFS facilitates learning that informs decision-making skills in clinical practice using MultipleCriteria DecisionMaking Theory (MCDMT).MethodsThe sample was 2nd year undergraduate pre-registration adult nursing students.MCDMT was used to measure the students’ experience of HFS and how it developed their clinical decision-making skills. MCDMT requires characteristic measurements which for the learning experience were based on five factors that underpin successful learning, and for clinical decision-making, an analytical framework was used. The study used a repeated-measures design to take two measurements: the first one after the first simulation experience and the second one after clinical placement. Baseline measurements were obtained from academics. Data were analysed using the MCDMT tool.ResultsAfter their initial exposure to simulation learning, students reported that HFS provides a high-quality learning experience (87%) and supports all aspects of clinical decision-making (85%). Following clinical practice, the level of support for clinical decision-making remained at 85%, suggesting that students believe HFS promotes transferability of knowledge to the practice setting.ConclusionOverall, students report a high level of support for learning and developing clinical decision-making skills from HFS. However, there are no comparative data available from classroom teaching of similar content so it cannot be established if these results are due to HFS alone.

scholarly journals Factors Affecting Employees’ Work Passion in the Thai Insurance Industry

2019 ◽  
Vol 9 (4) ◽  
pp. 168
Author(s):  
Boonthipa Jiantreerangkool ◽  
Wasita Boonsathorn ◽  
Gary N. McLean
Keyword(s):  
Insurance Industry ◽  
Opportunity To Learn ◽  
Personal Characteristics ◽  
Insurance Companies ◽  
Financial Industry ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Executive Managers ◽  
Definition Of ◽  
Work Passion

The objectives of this study were to: 1) identify the perceived definition of staff work passion, and 2) explore perceived factors affecting staff work passion, both in the Thai insurance industry. The study was qualitative, using semi-structured interviews with open-ended questions. Participants were 36 key informants from life and non-life insurance companies in Thailand, including executive managers, middle managers, and staff, selected to maximize variation in responses. The definitions of staff work passion in the Thai insurance industry were comprised of five categories: happiness, pride, goal setting, personal efficacy, and job fit. Seven factors affecting work passion were highlighted: 1) the power of teamwork, 2) great support from leader, 3) work value, 4) challenge and variety of work, 5) supportive company policies, 6) gaining knowledge and opportunity to learn, and 7) providing good service to customers. These findings were incorporated into an employee work passion model adapted from Blanchard’s model. The model showed personal characteristics of individual as meanings of work passion; organization and job characteristics; and organizational role behaviours as factors affecting work passion. The model might apply to similar businesses within the financial industry, e.g., insurance brokerage companies, financial institutions, and stock and securities firms.

scholarly journals An Academic Reflection as an Examination after High-Fidelity Simulation in Nursing Education

2020 ◽  
Author(s):  
Sunmi Miyane
Keyword(s):  
Nursing Education ◽  
Clinical Competence ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Nurses ◽  
Well Being ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Good Learning ◽  
The Individual

Introduction: Today’s healthcare is complex and the need for quick decisions and care can be crucial for the patient’s well-being. For the students, it is essential to develop clinical competence during their nursing education. Aim: The aim of the study was to explore how an individual written academic reflection as an examination after high-fidelity simulation can support student nurses’ learning experiences of clinical competence when a developed questionnaire was used to stimulate in-depth reflection. Method: After the intervention of using an academic reflection as an examination after high-fidelity simulation during the fourth semester of the nursing programme, 107 individually written academic reflections were collected from students during 2017-18. A questionnaire with seven open-ended questions was developed to stimulate the reflection of students’ learning experiences of clinical competence. Based on Kolb’s experiential learning cycle, a deductive content analysis was used with focus on the students’ learning experiences. Results: The students expressed that the performed simulated scenario in connection with the individual written academic reflection made them aware of the strengths and weaknesses in their ability to clinical reasoning and patient safety. Furthermore, the importance of communications skills emerged. The students highlighted the use of the closed loop structure for communication in the team, and the necessity to involve the patient more in clinical situations. During the simulation scenarios, the students appreciated in having the opportunity to be an observer for developing knowledge concerning clinical competence. Conclusion: By implementing an examination that provides an opportunity for time for an in depth-reflection, creates effectively professional development. The academic reflection as an examination appears to be a good learning experience such as the clinical competence became visible for the students. Integrating reflective writing continuously during the nursing education can contribute progression of students’ skills to write an academic reflection.

scholarly journals SME innovation and learning: the role of networks and crisis events

2013 ◽  
Vol 38 (1/2) ◽  
pp. 136-149 ◽  
Author(s):  
Mark N.K. Saunders ◽  
David E. Gray ◽  
Harshita Goregaokar
Keyword(s):  
Informal Learning ◽  
Mixed Method ◽  
Large Scale ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Shared Vision ◽  
Structured Interviews ◽  
Content Type ◽  
Crisis Events

Purpose – The purpose of this paper is to contribute to the literature on innovation and entrepreneurial learning by exploring how SMEs learn and innovate, how they use both formal and informal learning and in particular the role of networks and crisis events within their learning experience. Design/methodology/approach – Mixed method study, comprising 13 focus groups, over 1,000 questionnaire responses from SME managers, and 20 case studies derived from semi-structured interviews. Findings – SMEs have a strong commitment to learning, and a shared vision. Much of this learning is informal through network events, mentoring or coaching. SMEs that are innovative are significantly more committed to learning than those which are less innovative, seeing employee learning as an investment. Innovative SMEs are more likely to have a shared vision, be open-minded and to learn from crises, being able to reflect on their experiences. Research limitations/implications – There is a need for further process driven qualitative research to understand the interrelationship between, particularly informal, learning, crisis events and SME innovation. Practical implications – SME owners need opportunities and time for reflection as a means of stimulating personal learning – particularly the opportunity to learn from crisis events. Access to mentors (often outside the business) can be important here, as are informal networks. Originality/value – This is one of the first mixed method large scale studies to explore the relationship between SME innovation and learning, highlighting the importance of informal learning to innovation and the need for SME leaders to foster this learning as part of a shared organisational vision.

scholarly journals The lived experiences of intensive care nursing students exposed to a new model of high-fidelity simulation training: a phenomenological study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Angelo Dante ◽  
Vittorio Masotta ◽  
Alessia Marcotullio ◽  
Luca Bertocchi ◽  
Valeria Caponnetto ◽  
...  
Keyword(s):  
Intensive Care ◽  
Nursing Students ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Learning Experience ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Postgraduate Students ◽  
Intensive Care Nursing ◽  
Care Nursing

Abstract Background In postgraduate intensive care nursing courses, high-fidelity simulation is useful to prepare students to guarantee safe and quality care of critically ill patients. Surprisingly, this issue has not attracted sufficient attention in the literature, and it is not clear whether the linear application of the traditional high-fidelity simulation method based on prebriefing, the simulation session and debriefing, can serve as empirical reference in postgraduate students’ education. The aim of this study was to investigate the lived experiences of postgraduate students receiving multiple exposures to an innovative high-fidelity simulation design based on Kolb’s Experiential Learning Theory. Methods A phenomenological study was conducted at an Italian University involving a purposive sample of 15 nursing students attending the postgraduate intensive care course. Audio-recorded face-to-face in-depth interviews were held by a researcher in a dedicated room complemented with non-verbal communication outlined in the field notes. Thematic analysis was used to analyse the transcribed data. Results Three themes and ten categories were derived from the data analysis. The themes included pragmatic learning experience, the emotional path, and confidence. Conclusions Multiple exposure to high-fidelity simulation was lived as a pragmatic learning experience enhancing the students’ ability to apply theory into practice. This novel approach also contributed to the transition from negative to positive feelings and improved students’ confidence about technical and non-technical skills when caring for a critically ill patient.

scholarly journals Training with High Fidelity Simulation in the Care of Patients with Coronavirus—A Learning Experience in Native Health Care Multi-Professional Teams

Healthcare ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1260
Author(s):  
Andrés Rojo-Rojo ◽  
Maria Belén Soto-Castellón ◽  
Juan Antonio García-Méndez ◽  
César Leal-Costa ◽  
Maria Gracia Adánez-Martínez ◽  
...  
Keyword(s):  
Intensive Care ◽  
Learning Experience ◽  
Phase 1 ◽  
Training Session ◽  
Technical Skills ◽  
Training Needs ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Before And After ◽  
Simulation And Evaluation

The training of emergency and intensive care teams in technical and non-technical skills is fundamental. The general aim of this study was to evaluate the training of various professional teams with simulations based on the care of COVID-19 patients using Zone 3 simulations (native emergency medical services and intensive care units-ICU teams) in the Region of Murcia (Spain). A mixed pilot study was designed (qualitative/quantitative) comprised of three phases: Phase 1: detection of needs (focus groups), Phase 2: design of simulation scenarios, and Phase 3: training with high-fidelity simulation and evaluation of competences. The results were used to determine the real training needs of these health professionals, which were used to design four simulation scenarios in line with these needs. The team competences were evaluated before and after the training session, with increases observed after the training sessions, especially in non-technical skills such as communication. Training with zone 3 simulation, with multi-professional native emergency and intensive care teams who provided care to patients with coronavirus was shown to be an effective method, especially for training in non-technical skills. We should consider the training needs of the professionals before the start of any training program to stay one-step ahead of crisis situations.

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 Belongingness: Student ODPs’ learning experiences in clinical placements

2018 ◽  
Vol 29 (1-2) ◽  
pp. 17-23
Author(s):  
Valerie McAvoy ◽  
Marion Waite
Keyword(s):  
Qualitative Study ◽  
Qualitative Data ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Nurses ◽  
Clinical Placement ◽  
Structured Interviews ◽  
Clinical Placements ◽  
Nurses And Midwives

The aim of this qualitative study is to explore student operating department practitioners’ (ODPs’) experiences of belongingness in clinical placements. Belongingness has been shown to be significant for learning in clinical placements for student nurses and midwives. This study was designed to look specifically at student ODPs’ experiences. Semi-structured interviews were conducted with eight student ODPs. The interviews were transcribed and coded. All student ODPs could describe clinical placement experiences where they felt they belonged and those where they felt they did not belong. Both had a significant impact on students’ learning experience. Students also described their own sense of responsibility for belonging while in placement. This study provides qualitative data to help understand how belongingness can positively or negatively affect the learning experiences of student ODPs in clinical placements.

scholarly journals Immersive learning in nursing education: Results of a study

2017 ◽  
Vol 7 (5) ◽  
pp. 120
Author(s):  
Liz Mary Ditzel ◽  
Karole Hogarth ◽  
Raewyn Lesa
Keyword(s):  
Nursing Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Clinical Decision Making ◽  
Learning Experience ◽  
Learning Approach ◽  
High Fidelity ◽  
Immersive Learning ◽  
Problem Solving Skills ◽  
Learning Platform

Objective: This study evaluated the effectiveness of an immersive teaching and learning approach for undergraduate nurses. Traditional classroom tutorials were combined with self-directed learning using LabTutor™, an online learning platform, and clinical nursing simulation using high fidelity manikins. Learning modules were designed to link the student’s knowledge and understanding of biosceince with clinical assessment and nursing management in order to develop clinical decision-making skills. It was anticipated that students’ learning experience would be enhanced by the higher level of realism that is possible using the sophisticated manikins and authentic patient clinical data and case notes provided in LabTutor™.Methods: The study took place in a New Zealand School of Nursing in 2014. Qualitative data was gathered using focus groups and an external facilitator. Quantitative data was gathered using an online survey.Results: Participants were second year undergraduate nursing students (N = 111): 71 (64%) interviewees, and 82 (73%) survey respondents. Qualitative data showed that the immersive learning process was effective. Quantitative data affirmed that immersive learning was liked, confidence improved, students enjoyed the process, and would recommend it to others. Using simulation and patient case studies were preferred teaching strategies. Performing experiments, and using digital LabTutor™ technology challenged many, but skills improved over the year.Conclusions: The immersive learning approach was effective. However, despite the high level of authenticity made possible by using high fidelity manikins, realism was hard to establish. An unexpected learning outcome occurred when intermittent technology malfunction prompted students to use problem-solving skills.

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