List of Titles

Exploring the extent to which simulation-based education addresses contemporary patient safety priorities : a scoping review

- Seaton, Philippa, Levett-Jones, Tracy, Cant, Robyn, Cooper, Simon, Kelly, Michelle, McKenna, Lisa, Ng, Linda, Bogossian, Fiona

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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Reviewed:
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

Use and effectiveness of virtual simulations in nursing student education : an umbrella review

- Cant, Robyn, Ryan, Colleen, Kelly, Michelle

Authors: Cant, Robyn , Ryan, Colleen , Kelly, Michelle
Date: 2023
Type: Text , Journal article
Relation: CIN - Computers Informatics Nursing Vol. 41, no. 1 (2023), p. 31-38
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Description: Computer-based virtual simulation in nursing is a rapidly developing field. A summary of current research could benefit nursing faculty who are incorporating this pedagogy into online teaching due to social distancing requirements. This umbrella review aimed to explore the use and effectiveness of virtual simulations in prelicensure nursing education. Our umbrella review approach was informed by The Johanna Briggs Institute guidelines. The 18 included reviews captured the experiences of over 7600 nursing students who engaged with five different virtual (screen-based) simulation modalities. Results indicated that virtual simulations can be effective in developing nursing students' knowledge and psychomotor and psychosocial skills, for example, in medication administration and communication. There was no study that showed a conclusive benefit of virtual simulations for developing clinical reasoning. Students enjoyed virtual simulations, claiming they were accessible, fun, and engaging ways to learn. Many benefits of virtual simulations and some technological challenges were identified in a mapped model. In the future, more rigorous and experimental studies are needed to confirm effects on learning outcomes. Nursing curriculum designers need to define the place and purposes of the pedagogy to ensure that knowledge and skills learned during virtual simulations can be applied to real-world, patient-centered care. © Lippincott Williams & Wilkins.

An evidence-based checklist for improving scoping review quality

- Cooper, Simon J., Cant, Robyn, Kelly, Michelle, Levett-Jones, Tracy, McKenna, Lisa

Authors: Cooper, Simon J. , Cant, Robyn , Kelly, Michelle , Levett-Jones, Tracy , McKenna, Lisa
Date: 2021
Type: Text , Journal article
Relation: Clinical Nursing Research Vol. 30, no. 3 (2021), p. 230-240
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Reviewed:
Description: A scoping review aims to systematically explore and map the research available from a wide range of sources. The objective of this study was to produce a scoping review checklist to guide future scoping studies to enable rigorous review and critique of phenomena of interest. The methods used included a review of literature, expert consensus group meetings, a modified Delphi survey and, finally, verification against recent scoping study examples. Results showed that the checklist was able to identify key elements of scoping reviews. The 22-item Scoping Review Checklist (SRC), which includes two optional stakeholder consultation items, has been developed using rigorous recommended approaches. The checklist can be used to guide the conduct and critique of scoping studies. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Simon Cooper and Robyn Cant” is provided in this record**

Best practice in clinical simulation education − are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education

- Bogossian, Fiona, Cooper, Simon J., Kelly, Michelle, Levett-Jones, Tracy, McKenna, Lisa, Slark, Julia, Seaton, Philippa

Authors: Bogossian, Fiona , Cooper, Simon J. , Kelly, Michelle , Levett-Jones, Tracy , McKenna, Lisa , Slark, Julia , Seaton, Philippa
Date: 2018
Type: Text , Journal article
Relation: Collegian Vol. 25, no. 3 (2018), p. 327-334
Full Text: false
Reviewed:
Description: Background: Simulation is potentially a means of increasing clinical education capacity. Significant investments have been made in simulation but the extent to which this has improved uptake, quality and diversity of simulation use is unclear. Aim: To describe the current use of simulation in tertiary nursing education programs leading to nurse registration Australia and New Zealand, and determine whether investments in simulation have improved uptake, quality and diversity of simulation experiences. Methods: A cross sectional electronic survey distributed to lead nursing academics in programs leading to nurse registration in Australia and New Zealand. Findings: 51.6% of institutions responded and reported wide variation in allocation of program hours to clinical and simulation learning. Simulation was embedded in curricula and positively valued as an adjunct or substitute for clinical placement. While simulation environments were adequate, staff time, training and resource development were barriers to increasing the quality, amount and range of simulation experiences. Quality assurance and robust evaluation were weak. Discussion: Simulation program hours are inconsistently reported and underutilized in terms of potential contribution to clinical learning. Benefits of capital investment in simulation physical resources have been realised, but barriers persist for increasing high quality simulation in nursing programs. Conclusion: Transitioning components of clinical education from the clinical to tertiary sectors has resource implications. Establishment of sustainable, high quality simulation experiences requires staff training, shared resources, best practice and robust evaluation of simulation experiences in nursing curricula. © 2017 Australian College of Nursing Ltd

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