Placement of an Esophageal Temperature Probe by Nurses

2012 ◽  
Vol 23 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Mary Beth Flynn Makic ◽  
Karen Lovett ◽  
M. Fareedul Azam
Keyword(s):  
Skill Acquisition ◽  
Anatomical Location ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Esophageal Temperature ◽  
3 Dimensional ◽  
Temperature Probe ◽  
High Satisfaction ◽  
Before And After ◽  
Survey Responses

Background Current guidelines support therapeutic hypothermia after cardiac arrest. An esophageal temperature probe (ETP) provides a core temperature assessment; however, accurate placement is necessary. Objectives To demonstrate accurate placement of an ETP and evaluate the effectiveness of high-fidelity simulation with anatomic imaging. Methods Registered nurses (RNs) were educated using 3-dimensional, high-fidelity simulation with VH Dissector technology (Touch of Life Technologies, Aurora, Colorado) to demonstrate ETP placement. The RNs provided survey responses on the effectiveness of simulation before and after using the simulator. Results Thirty-two RNs participated and did not demonstrate difficulties with the skill; however, 53.1% required more than 1 attempt for accurate placement in the distal esophagus. Survey results found that participants had increased confidence and high satisfaction with simulation and 3-dimensional imaging (P < .001). Conclusions Literature is lacking to guide ETP placement. In this study, RNs overestimated the depth for ETP insertion. Accurate temperature readings are highly dependent on accurate anatomical location placement. Providing skill competency training that incorporated anatomical imaging technology enhanced RNs’ awareness for effective skill acquisition.

scholarly journals Effects of high-fidelity simulation education on medical students’ anxiety and confidence

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251078
Author(s):  
Ji Hye Yu ◽  
Hye Jin Chang ◽  
Soon Sun Kim ◽  
Ji Eun Park ◽  
Wou Young Chung ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Patient Care ◽  
Clinical Setting ◽  
Clinical Performance ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Education ◽  
Before And After ◽  
Care Situation

Introduction Psychological factors such as anxiety and confidence that students have in the patient care situation are important in that this affects the actual clinical performance. Students who are just starting clinical practice have a lack of clinical knowledge, skill proficiency, and patient communication skills, so they experience anxiety and lack of confidence in clinical setting. Practice in a safe environment, such as simulation education, can help students perform more settled and competently in patient care. The purpose of this study was to analyze the effect of high-fidelity simulation experience on anxiety and confidence in medical students. Materials and methods This study enrolled 37 5th-year students at Ajou University School of Medicine in 2020. Two simulation trainings were implemented, and a survey was conducted to measure students’ level of anxiety and confidence before and after each simulation. Based on the research data, a paired t-test was conducted to compare these variables before and after the simulation, and whether this was their first or second simulation experience. Results Students had a significantly lower level of anxiety and a significantly higher level of confidence after the simulation than before. In addition, after one simulation experience, students had less anxiety and more confidence before the second simulation compared to those without simulation experience. Conclusions We confirmed that medical students need to be repeatedly exposed to simulation education experiences in order to have a sense of psychological stability and to competently deliver medical treatment in a clinical setting. There is a practical limitation in that medical students do not have enough opportunities to meet the patients during clinical practice in hospitals. Therefore, in order to produce excellent doctors, students should have the expanded opportunities to experience simulation education so they can experience real-world medical conditions.

scholarly journals SP2.2.9Using high fidelity simulation to improve hospital-based medical student education

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Marc Huttman ◽  
Hui Fen Koo ◽  
Charlotte Boardman ◽  
Michael Saunders
Keyword(s):  
Medical Students ◽  
Clinical Decision Making ◽  
Medical Student Education ◽  
District General Hospital ◽  
Clinical Decision ◽  
Free Text ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Qualitative Feedback ◽  
Before And After

Abstract Introduction The evidence shows that experiential learning has multiple benefits in preparing medical students for foundation training. An immersive ‘on call simulation’ session was designed for final-year medical students at a district general hospital. The aim of this project was to assess how beneficial the sessions were and how they can be improved. Methods Pairs of students received 12 bleeps over 2 hours directing them to wards where mock patient folders were placed. Students prioritised bleeps involving deteriorating patients, chasing results and dealing with nursing queries. Simulated senior input was available from the session facilitator. A structured debrief session allowed discussion of each case. Quantitative feedback was gathered using a sliding scale (measured in percentage) for confidence before and after the session. Qualitative feedback was gathered using a free-text box. Results Four sessions were held between October 2020 and January 2021 for a total of 28 students, of which 26 provided feedback. Average confidence increased from 38% to 66%. 96% of students were ‘extremely satisfied’ with the session. Feedback included: “Incredibly immersive and fun” and “I was made to think through my priorities and decisions”. Improvements could be made by using actors/mannequins to simulate unwell patients and by use of skills models. Conclusion High fidelity simulation training is valuable and should be considered a standard part of the student curriculum. It is particularly suited to final year students who have the required clinical knowledge for foundation training but are still developing confidence in clinical decision making and prioritisation.

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.

Combining medical, physiotherapy and nursing undergraduates in high-fidelity simulation: determining students’ perceptions

2018 ◽  
Vol 5 (2) ◽  
pp. 108-110
Author(s):  
Josephine Seale ◽  
Sabina Ikram ◽  
Lewis Whittingham ◽  
Colin Butchers
Keyword(s):  
Nursing Students ◽  
Human Factors ◽  
Undergraduate Students ◽  
Interprofessional Education ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Positive Attitudes ◽  
Before And After ◽  
Simulation Session ◽  
Physiotherapy Students

High-fidelity simulation (Hi-Fi SIM) is increasingly used to provide undergraduate interprofessional education (IPE). Although research has reported positive student feedback, studies have predominantly involved medical and nursing specialties. The present study sought to further explore this area by determining the perceptions of medical, physiotherapy and nursing students participating in the same simulation session. A total of 145 medical, physiotherapy and nursing undergraduate students jointly participated in a novel Hi-Fi SIM IPE programme. Immediately before and after their session, students completed the KidSIM ATTITUDES questionnaire where statements were rated regarding simulation, IPE and human factors. A high score indicated a more positive attitude. Physiotherapy students reported the lowest level of previous Hi-Fi SIM experience. Students from each specialty had more positive attitudes related to simulation, IPE and human factors following their simulation. Physiotherapy students had predominantly less positive attitudes compared with nursing and medical students. Participation in an IPE Hi-Fi SIM session positively impacted on the perceptions of medical, physiotherapy and nursing students regarding the relevance of simulation, IPE and the importance of human factors. Such findings support the use of this learning modality for the provision of IPE in a range of specialties.

scholarly journals 804 Using Simulation as A Platform to Prepare for ENT Emergencies in The COVID-19 Era

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
L Li ◽  
M Hopkins ◽  
N Oliver ◽  
D T Du Wet ◽  
I Hathorn ◽  
...  
Keyword(s):  
Simulation Study ◽  
Likert Scale ◽  
High Fidelity ◽  
Clinical Team ◽  
High Fidelity Simulation ◽  
Extreme Pressure ◽  
Relevant Condition ◽  
Before And After ◽  
Strongly Agree ◽  
Simulation Programme

Abstract Introduction At the onset of COVID-19 crisis, our ENT department was allocated five interim foundation (FiY1) doctors to help support the clinical team at a time of extreme pressure within the NHS. An ENT emergency simulation programme was-established in order to improve the skills, knowledge and confidence of the new doctors, with the course being subsequently incorporated into departmental induction for the new first-on-call-ENT-doctors. Method Five FiY1 doctors attended a simulation study day, comprised of a “skills and drills” workshop followed by two interactive scenarios. An interactive SimMan3G-mannequin, technician utilizing a Mask-Ed™, trained confederate nurse and a video flexible laryngoscope trainer were used to provide high-fidelity simulation. Participants rated how prepared-they felt in managing the relevant condition before and after on a Likert scale (1–strongly disagree, 5–strongly agree). The session was repeated for the new nine first-on-call ENT doctors. Results Participants in the pilot session felt more prepared in managing both tracheostomy emergencies (1.2vs4.2)-and-epistaxis (2.0vs5.8). Participants in the subsequent session also felt-more-prepared in managing stridor (2.1vs4.6) -and-epistaxis-(3.1vs4.7). All-14-attendants stated that they would recommend the session to others. Conclusions Despite-the-simulation-course-being-originally-established-to help support newly qualified-FiY1 doctors during COVID-19, the success of the programme has resulted in its formal incorporation-into departmental ENT induction.

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.

scholarly journals The evolution of an SBNS-accredited NANSIG simulated skills workshop for aspiring neurosurgical trainees: an analysis of qualitative and quantitative data

2020 ◽  
Vol 162 (10) ◽  
pp. 2323-2334
Author(s):  
Melissa Gough ◽  
Georgios Solomou ◽  
Danyal Zaman Khan ◽  
Mohammed Kamel ◽  
Daniel Fountain ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Qualitative Data ◽  
Assessment Tool ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Surgical Skill ◽  
Qualitative And Quantitative ◽  
The Past ◽  
Significant Difference ◽  
The Uk

Abstract Background The Neurology and Neurosurgery Interest Group (NANSIG) neurosurgical skills workshop is novel in teaching neurosurgical skills solely to medical students and foundation trainees in the UK. The aim is to offer an affordable option for a high-fidelity simulation course enabling students to learn and practise specific neurosurgical skills in a safe, supervised environment. Methods A 10-delegate cohort was quantitatively assessed at the NANSIG neurosurgical skills workshop. Two assessors used a novel modified Objective Structured Assessment of Technical Skills (mOSATS) assessment tool, comprising 5 domains ranked according to a 5-point scale to rate delegates’ ability to create a burr hole. Qualitative data from previous workshops were collected, consisting of open-ended, closed-ended and 5-point Likert scale responses to pre- and post-workshop questionnaires. Data were analysed using SPSS® software. Results Delegates scored a mean total of 62.1% (21.75/35) and 85.1% (29.8/35) in pre- and post-workshop assessments respectively revealing a statistically significant improvement. Regarding percentage of improvement, no significant difference was shown amongst candidates when comparing the number of neurosurgical cases observed and/or assisted in the past. There was no significant difference in the overall rating between the last two workshops (4.89 and 4.8 out of 5, respectively). One hundred percent of the attendees reported feeling more confident in assisting in theatre after the last two workshops. Conclusion We show that a simulation workshop cannot only objectively quantify the improvement of surgical skill acquisition but can also be beneficial regardless of the extent of prior experience.

High-Fidelity Simulation for Neonatal Nursing Education: An Integrative Review of the Literature

2015 ◽  
Vol 34 (6) ◽  
pp. 345-354 ◽  
Author(s):  
Allyson Cooper
Keyword(s):  
Nursing Education ◽  
Skill Acquisition ◽  
Human Subjects ◽  
High Fidelity ◽  
Technical Equipment ◽  
High Fidelity Simulation ◽  
Theoretical Frameworks ◽  
Neonatal Nurses ◽  
Neonatal Nursing ◽  
Simulation Education

AbstractThe lack of safe avenues to develop neonatal nursing competencies using human subjects leads to the notion that simulation education for neonatal nurses might be an ideal form of education. This integrative literature review compares traditional, teacher-centered education with high-fidelity simulation education for neonatal nurses. It examines the theoretical frameworks used in neonatal nursing education and outlines the advantages of this type of training, including improving communication and teamwork; providing an innovative pedagogical approach; and aiding in skill acquisition, confidence, and participant satisfaction. The importance of debriefing is also examined. High-fidelity simulation is not without disadvantages, including its significant cost, the time associated with training, the need for very complex technical equipment, and increased faculty resource requirements. Innovative uses of high-fidelity simulation in neonatal nursing education are suggested. High-fidelity simulation has great potential but requires additional research to fully prove its efficacy.

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.

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