Incomplete or incorrect understanding of decimals: An important deficit for student nurses
- Pierce, Robyn, Steinle, Vicki
- Authors: Pierce, Robyn , Steinle, Vicki
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education, PME30, Mathematics in the Centre, Prague, Czech Republic : 16th - 21st July, 2006 p. 161-169
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- Description: In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
- Description: E1
- Description: 2003001562
- Authors: Pierce, Robyn , Steinle, Vicki
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education, PME30, Mathematics in the Centre, Prague, Czech Republic : 16th - 21st July, 2006 p. 161-169
- Full Text:
- Reviewed:
- Description: In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
- Description: E1
- Description: 2003001562
Developing simulations in multi-user virtual environments to enhance healthcare education
- Authors: Rogers, Luke
- Date: 2011
- Type: Text , Journal article
- Relation: British Journal of Educational Technology Vol. 42, no. 4 (2011), p. 608-615
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- Description: Computer-based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practice-based learning. Despite the benefits of traditional computer-based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co-operative and collaborative learning environment. Unlike traditional technologies; immersive multi-user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem-based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer-based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co-construct mental models of technical and interpersonal skills through experiencing human interaction in a computer-based simulated environment. British Journal of Educational Technology © 2010 Becta.
Deteriorating patients : Global reach and impact of an e-simulation program
- Cooper, Simon J., Hopmans, Ruben, Cant, Robyn, Bogossian, Fiona, Giannis, Anita, King, Rosemary
- Authors: Cooper, Simon J. , Hopmans, Ruben , Cant, Robyn , Bogossian, Fiona , Giannis, Anita , King, Rosemary
- Date: 2017
- Type: Text , Journal article
- Relation: Clinical Simulation in Nursing Vol. 13, no. 11 (2017), p. 562-572
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- Description: Background E-simulation may enable a feasible education solution to the management of deteriorating patients. Method The study involves a pre–post quasi-experimental evaluation of global data on educational outcomes from an e-simulation program. Results Qualified nurses (n = 1,229) and final year nursing students (n = 1,742) were among 5,511 participants from 20 countries who completed the program. Both groups’ knowledge and performance improved significantly (p = <.001) with no difference between groups. Regression analysis revealed predictors of performance were education level, knowledge, experience, and being female. Participants positively evaluated the program and mode of delivery. Conclusion E-simulation may enhance students’ preparation for practice and improve qualified nurses’ management of deteriorating patients. © 2017 International Nursing Association for Clinical Simulation and Learning
Factors that impact measures of grit among nursing students : a journey emblematic of the koi fish
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: European Journal of Investigation in Health Psychology and Education Vol. 10, no. 2 (Jun 2020), p. 564-574
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- Description: Grit is the capacity to persevere, to have passion, and be committed to achieve goals long-term regardless of adversity or challenge. Grit provides an insight into why some nursing students succeed academically or clinically, while others do not. This quantitative cross-sectional correlational study measured levels of grit among nursing students undertaking a three-year bachelor's degree program. All students (n = 2349) within the program were invited to complete a questionnaire which included the short grit scale (Grit-S) which measured each student's level of perseverance and passion. Overall, it was highlighted that increased levels of grit correlated with an increase in the student's year of study, greater perceived clinical and academic performance, not using television as a motivator for entry to nursing, being lower on the socio-economic spectrum, and being older in age. Grit was found to develop exponentially as students entered second and third years, suggesting that a balance of constant academic and clinical challenge was an impetus for many to achieve in the face of adversity, and is reminiscent of the journey of the koi fish. This paper culminates in a call for educators to consider the inclusion of creative grit forming challenges that focus on developing a student's sense of open-mindedness within first year of undergraduate nursing programs.
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: European Journal of Investigation in Health Psychology and Education Vol. 10, no. 2 (Jun 2020), p. 564-574
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- Description: Grit is the capacity to persevere, to have passion, and be committed to achieve goals long-term regardless of adversity or challenge. Grit provides an insight into why some nursing students succeed academically or clinically, while others do not. This quantitative cross-sectional correlational study measured levels of grit among nursing students undertaking a three-year bachelor's degree program. All students (n = 2349) within the program were invited to complete a questionnaire which included the short grit scale (Grit-S) which measured each student's level of perseverance and passion. Overall, it was highlighted that increased levels of grit correlated with an increase in the student's year of study, greater perceived clinical and academic performance, not using television as a motivator for entry to nursing, being lower on the socio-economic spectrum, and being older in age. Grit was found to develop exponentially as students entered second and third years, suggesting that a balance of constant academic and clinical challenge was an impetus for many to achieve in the face of adversity, and is reminiscent of the journey of the koi fish. This paper culminates in a call for educators to consider the inclusion of creative grit forming challenges that focus on developing a student's sense of open-mindedness within first year of undergraduate nursing programs.
The rural nursing workforce hierarchy of needs : decision-making concerning future rural healthcare employment
- Terry, Daniel, Peck, Blake, Baker, Ed, Schmitz, David
- Authors: Terry, Daniel , Peck, Blake , Baker, Ed , Schmitz, David
- Date: 2021
- Type: Text , Journal article
- Relation: Healthcare (Switzerland) Vol. 9, no. 9 (2021), p.
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- Description: Addressing nursing shortages in rural areas remains essential, and attracting nursing graduates is one solution. However, understanding what factors are most important or prioritized among nursing students contemplating rural employment remains essential. The study sought to understand nursing student decision-making and what aspects of a rural career need to be satisfied before other factors are then considered. A cross-sectional study over three years at an Australian university was conducted. All nursing students were invited to complete a Nursing Community Apgar Questionnaire to examine their rural practice intentions. Data were analyzed using principal component analysis, and mean scores for each component were calculated and ranked. Overall, six components encompassed a total of 35 items that students felt were important to undertake rural practice after graduating. Clinical related factors were ranked the highest, followed by managerial, practical, fiscal, familial, and geographical factors. Maslow’s Hierarchy of Needs provided a lens to examine nursing student decision-making and guided the development of the Rural Nursing Workforce Hierarchy of Needs model. Each element of the model grouped key factors that students considered to be important in order to undertake rural employment. In culmination, these factors provide a conceptual model of the hierarchy of needs that must be met in order to contemplate a rural career. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
- Authors: Terry, Daniel , Peck, Blake , Baker, Ed , Schmitz, David
- Date: 2021
- Type: Text , Journal article
- Relation: Healthcare (Switzerland) Vol. 9, no. 9 (2021), p.
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- Description: Addressing nursing shortages in rural areas remains essential, and attracting nursing graduates is one solution. However, understanding what factors are most important or prioritized among nursing students contemplating rural employment remains essential. The study sought to understand nursing student decision-making and what aspects of a rural career need to be satisfied before other factors are then considered. A cross-sectional study over three years at an Australian university was conducted. All nursing students were invited to complete a Nursing Community Apgar Questionnaire to examine their rural practice intentions. Data were analyzed using principal component analysis, and mean scores for each component were calculated and ranked. Overall, six components encompassed a total of 35 items that students felt were important to undertake rural practice after graduating. Clinical related factors were ranked the highest, followed by managerial, practical, fiscal, familial, and geographical factors. Maslow’s Hierarchy of Needs provided a lens to examine nursing student decision-making and guided the development of the Rural Nursing Workforce Hierarchy of Needs model. Each element of the model grouped key factors that students considered to be important in order to undertake rural employment. In culmination, these factors provide a conceptual model of the hierarchy of needs that must be met in order to contemplate a rural career. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project
- Cooper, Simon J., Cant, Robyn, Waters, Donna, Luders, Elise, Henderson, Amanda, Willetts, Georgina, Tower, Marion, Reid-Searl, Kerry, Ryan, Colleen, Hood, Kerry
- Authors: Cooper, Simon J. , Cant, Robyn , Waters, Donna , Luders, Elise , Henderson, Amanda , Willetts, Georgina , Tower, Marion , Reid-Searl, Kerry , Ryan, Colleen , Hood, Kerry
- Date: 2020
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 19, no. 1 (2020), p.
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- Description: Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. © 2020, The Author(s).
- Description: This work was funded by the Council of Deans of Nursing and Midwifery (Australia and New Zealand) – 2019. The funding body had no role in the design of the study and collection, analysis, and interpretation of data, or in writing the manuscript.
- Authors: Cooper, Simon J. , Cant, Robyn , Waters, Donna , Luders, Elise , Henderson, Amanda , Willetts, Georgina , Tower, Marion , Reid-Searl, Kerry , Ryan, Colleen , Hood, Kerry
- Date: 2020
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 19, no. 1 (2020), p.
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- Description: Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. © 2020, The Author(s).
- Description: This work was funded by the Council of Deans of Nursing and Midwifery (Australia and New Zealand) – 2019. The funding body had no role in the design of the study and collection, analysis, and interpretation of data, or in writing the manuscript.
Nursing degree students’ clinical placement experiences in Australia: A survey design
- Luders, Elise, Cooper, Simon J., Cant, Robyn, Waters, Donna, Tower, Marion
- Authors: Luders, Elise , Cooper, Simon J. , Cant, Robyn , Waters, Donna , Tower, Marion
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 54, no. (2021), p.
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- Description: Aim: This study aimed to evaluate Australian nursing students’ views of placements at seven tertiary education institutions with the use of the Placement Evaluation Tool (PET). Background: Clinical placements are a core element of healthcare education programs around the world (Chuan and Barnett, 2012) with undergraduate nursing students required to complete a prescribed number of hours as part of their degree. The quality of nursing clinical placements varies with a range of positive and negative learning experiences. Design: A survey design was used with a contemporary survey tool– the Placement Evaluation Tool (PET). Using Qualtrics software (Qualtrics, 2005) the on-line survey was distributed to approximately 6265 undergraduate nursing students at six Australian universities and one Technical and Further Education (TAFE) college where Bachelor of Nursing degree students were enrolled. Three Australian States were covered. Sites were selected where a project team member was employed. Methods: A total of 1263 nursing students completed the Placement Evaluation Tool (PET) − 19 items (rated 1–5), one global rating (rated 1–10) − following placement in three Australian States (July 2019−February 2020). Most - 618 (48.9%) completed a placement in acute care with placements positively rated overall. Results: The total PET mean score was 78.3% with 29.8% being ‘extremely satisfied’ (10 out of 10 – Item 20). However, 11.0% were dissatisfied with global ratings of four or less, whilst ratings between States differed significantly (p = <0.001). One third of respondents answered a free text statement relating to placement experiences, with significantly more comments from older students (p = <0.001) and from those with ratings in the lower range (p = <0.001). Three core themes emerged: 1. Staff Attitudes to Students, 2. Environment and 3. Lifestyle. Conclusions: Whilst students’ clinical experiences in Australia tend to be positive a minority reported exposure to negative staff attitudes, in unsafe environments, with lifestyle detriments. Further work is required to understand and enhance student experiences. © 2021. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elise Luders, Simon Cooper, Robyn Cant" is provided in this record**
What helps, what hinders? Undergraduate nursing students’ perceptions of clinical placements based on a thematic synthesis of literature
- Cant, Robyn, Ryan, Colleen, Hughes, Lynda, Luders, Elise, Cooper, Simon J.
- Authors: Cant, Robyn , Ryan, Colleen , Hughes, Lynda , Luders, Elise , Cooper, Simon J.
- Date: 2021
- Type: Text , Journal article , Review
- Relation: SAGE Open Nursing Vol. 7, no. (2021), p.
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- Description: Introduction: Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods: A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results: Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion: The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric. © The Author(s) 2021.
- Authors: Cant, Robyn , Ryan, Colleen , Hughes, Lynda , Luders, Elise , Cooper, Simon J.
- Date: 2021
- Type: Text , Journal article , Review
- Relation: SAGE Open Nursing Vol. 7, no. (2021), p.
- Full Text:
- Reviewed:
- Description: Introduction: Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. Methods: A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Results: Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. Conclusion: The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric. © The Author(s) 2021.
Action research to implement an Indigenous health curriculum framework
- Wilson, Cath, Heinrich, Liesl, Heidari, Parvaneh, Adams, Karen
- Authors: Wilson, Cath , Heinrich, Liesl , Heidari, Parvaneh , Adams, Karen
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse education today Vol. 91, no. (2020), p. 104464-104464
- Full Text: false
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- Description: In recent decades Indigenous health curriculum frameworks have been developed, however, few studies about their implementation exist. This study aimed to employ critical theory and action research to understand how an Indigenous health curriculum framework could be applied and associated learning and teaching iteratively improved. Three action research cycles where conducted from 2017 to 2019. Student reaction (satisfaction and engagement) was collected via survey 2017–2019. Student learning was collated 2018–2019 via self-perception survey (knowledge, attitude, confidence, commitment) multi-choice questions (knowledge) and content analysis of apply and analyse activities (skill). The teaching team met annually to reflect on findings and plan enhancements to learning and teaching. Over 2017–2019 there was a pattern of improved student reaction and learning. Connecting this research to Faculty level committees led to widening success and improved sustainability of the practice. The online unit and workshop delivery were scalable, overcame a barrier of educator skill and confidence to teach this area, allowed for quality content control and provided data for analysis. Interestingly, learning gained from this unit matched that described as occurring from student placements in health settings with high numbers of Indigenous people. Student learning occurred across the Framework three levels (novice, intermediate and entry to practice) suggesting that the taxonomy of the Framework does not necessarily align with the reality of learning and teaching. Vertical implementation of the five learning domains would benefit from alignment with training evaluation models and validated assessment to understand learning that has occurred rather than the teaching that has been taught. In this study health profession accreditation bodies had driven the imperative for an Indigenous health program and curriculum. Research on Indigenous health learning and teaching relating to behaviour and results in workplaces is needed.
Patient safety elements taught to preregistration nurses using simulation designs : an integrative review
- Ryan, Colleen, Kurup, Chanchal, Cant, Robyn, Reid-Searl, Kerry, Johnson, Trish, Barlow, Melanie, Heaton, Leeanne
- Authors: Ryan, Colleen , Kurup, Chanchal , Cant, Robyn , Reid-Searl, Kerry , Johnson, Trish , Barlow, Melanie , Heaton, Leeanne
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
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- Description: This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth. © 2023
- Authors: Ryan, Colleen , Kurup, Chanchal , Cant, Robyn , Reid-Searl, Kerry , Johnson, Trish , Barlow, Melanie , Heaton, Leeanne
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
- Full Text:
- Reviewed:
- Description: This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth. © 2023
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