Issues of Simulation-based Learning for Undergraduate Pediatric Nursing Students: A Literature Review

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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Learning from nursing students' experiences and perceptions of their clinical placements in nursing homes: An integrative literature review

Nurse Education Today ◽

10.1016/j.nedt.2021.104857 ◽

2021 ◽

Vol 100 ◽

pp. 104857

Author(s):

Julie Cooke ◽

Kathleen Greenway ◽

Sue Schutz

Keyword(s):

Nursing Students ◽

Nursing Homes ◽

Literature Review ◽

Clinical Placements

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Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽

10.3390/healthcare10010037 ◽

2021 ◽

Vol 10 (1) ◽

pp. 37

Author(s):

Diana Jiménez-Rodríguez ◽

Mercedes Pérez-Heredia ◽

María del Mar Molero Jurado ◽

María del Carmen Pérez-Fuentes ◽

Oscar Arrogante

Keyword(s):

Nursing Students ◽

Self Efficacy ◽

Virtual Simulation ◽

Emotional Understanding ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Validated Questionnaire ◽

Simulation Based ◽

Post Test ◽

Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

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