Undergraduate health professional students’ team communication in simulated emergency settings : a scoping review
- Authors: Bourke, Sharon , Cooper, Simon , Lam, Louisa , McKenna, Lisa
- Date: 2021
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 60, no. (2021), p. 42-63
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- Description: Team communication problems have been reported to be responsible for up to 80% of medical errors in healthcare settings. Although simulation is a recognized means to learn communication skills, little is known about students’ team communication in a simulated setting. This review sought to explore what is known about undergraduate health professionals team communication in simulated emergency settings. The Joanna Briggs Institute framework was used to identify studies through five databases. After titles and abstracts and full texts review, 22 studies were identified for analysis and synthesis using inductive thematic analysis. Three key themes emerged: the context of simulation, teamwork and communication, and student interpretations. Simulation is a successful tool to experience communication and teamwork for students. Non-technical skills enhanced students’ performance of clinical skills based on expert rating and in understanding shared values, collaboration, and respect for each other, and improving confidence. Simulation is a suitable approach to measure and enhance team communication and teamwork. Exploration of gender, age, and ethnicity and other factors to assess their impact on communication should be the focus of future research in this area. © 2021
Exploring the extent to which simulation-based education addresses contemporary patient safety priorities : a scoping review
- Authors: Seaton, Philippa , Levett-Jones, Tracy , Cant, Robyn , Cooper, Simon , Kelly, Michelle , McKenna, Lisa , Ng, Linda , Bogossian, Fiona
- Date: 2019
- Type: Text , Journal article , Review
- Relation: Collegian Vol. 26, no. 1 (2019), p. 194-203
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- Description: Background: There is unprecedented increase in use of simulation-based education in healthcare settings. The key driver is improving quality and safety in healthcare. To date, there is limited understanding of the degree to which this goal has been achieved. Aim: This scoping review aimed to explore the extent to which simulation-based education in healthcare has addressed and impacted contemporary patient safety priorities. Methods: Systematic searches of literature (2007–2016) were based on each of 10 patient safety priorities articulated in Australia's National Safety and Quality Health Service Standards and New Zealand's Health, Quality and Safety Indicators and markers. Included primary studies evaluated transferability to practice and/or behavioural change and improved patient outcomes, based on Kirkpatrick's training evaluation model Level 3 and Level 4. Findings: Fifteen papers met inclusion criteria. Studies aligned with four of ten National Safety and Quality Health Service Standards: (3). Preventing and controlling healthcare associated infections; (4). Medication safety; (6). Clinical handover; (9). Recognising and responding to clinical deterioration. The studies were indicative of potential for simulation-based education to have a significant impact on patient safety. Discussion: Studies that qualify as translational science, demonstrating changes in clinician behaviours and improved patient outcomes, are emerging. Little evidence from Australian and New Zealand contexts suggests that outcomes of simulation-based education in this region are not commensurate with the significant government investments. Conclusion: Translational studies, despite being difficult to design and conduct, should form part of a thematic, sustained and cumulative program of simulation-based research to identify translational science. © 2018 Australian College of Nursing Ltd
Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education : a systematic review
- Authors: Bogossian, Fiona , Cant, Robyn , Ballard, Emma , Cooper, Simon , Levett-Jones, Tracy , McKenna, Lisa , Ng, Linda , Seaton, Phillippa
- Date: 2019
- Type: Text , Journal article , Review
- Relation: Journal of Clinical Nursing Vol. 28, no. 21-22 (2019), p. 3759-3775
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- Description: Aims and objectives: To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation-based education as substitution for clinical placement in prelicensure programmes. Background: Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. Methods: A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. Results: Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi-experimental and methodological quality was assessed as moderate to high with good to very good inter-rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr–2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. Conclusions: This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. Relevance to clinical practice: Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health. © 2019 John Wiley & Sons Ltd
Anxiety and clinical performance in simulated setting in undergraduate health professionals education : An integrative review
- Authors: Al-Ghareeb, Amal , Cooper, Simon J. , McKenna, Lisa
- Date: 2017
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 13, no. 10 (2017), p. 478-491
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- Description: Background Undergraduate health professionals clearly experience anxiety during simulation. However, little is known regarding learners’ physiological and psychological responses and the influence of these responses on performance. Method An integrative review was undertaken to provide a comprehensive understanding of the influence of anxiety on undergraduate health professionals’ performance during simulation, and to review the tools and measurements reported in the healthcare literature. Result Eleven articles were included showing simulation aroused learners physiologically and psychologically, either improving or declining clinical performance. Conclusion Two contrasting perceptions emerged, which are indicative of the current lack of understanding regarding the effects of anxiety on performance in a simulation setting. © 2017 International Nursing Association for Clinical Simulation and Learning