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This study examined the effect of simulation on nursing students' knowledge of advanced cardiac life support (ACLS), knowledge retention, and confidence in applying ACLS skills. An experimental, randomized controlled (pretest-posttest) design was used. The experimental group (n = 40) attended an ACLS simulation scenario, a 4-hour PowerPoint present...
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Citations
... As field practice prepare nurses to function in real situations [38], more studies should conduct field practices. Furthermore, for research targeting nursing students, considering that practicum is currently limited due to COVID-19, education through simulation must be applied as it is effective as actual clinical practicum in increasing confidence in nursing performance [39]. ...
Purpose
This study conducts a systematic review and meta-analysis to understand the characteristics and contents of studies on spiritual nursing education programmes and their effects.
Methods
The literature search included five databases (RISS, KISS, DBpia, Science ON, and KmBase) published in South Korea until September 30, 2021. Nine studies were included in the final review, with six for the meta-analysis using the RevMan 5.4. 1 programme. The programmes targeted nursing students and nurses in the RN-BSN course and employed methods such as lecturing, discussions, and case presentations. The contents focused on self-spirituality awareness, spirituality-related concepts, understanding others’ spirituality, and the process and application of spiritual nursing.
Results
The meta-analysis revealed statistically significant effects on spiritual nursing competencies, spirituality, spiritual well-being, existential well-being, and spiritual needs, except self-esteem. Spiritual nursing education was effective in enhancing spiritual nursing competencies.
Conclusion
The study confirmed that spiritual nursing education effectively improves spiritual nursing competency, indicating a need for increased focus and administrative and financial support for such education in schools and hospitals. Furthermore, future studies should employ randomised experimental designs to examine the effects of online education programmes with short training time on clinical nurses in hospitals.
... competent bedside care to the patients. These results are consistent with previous observations (Bowling & Underwood, 2016;Kim, 2018;Tawalbeh & Tubaishat, 2013;Tawalbeh, 2017). The possible reasons for the high post-test scores are related to exposure to new skills, training with their hands (hands-on practice), simulation experiences, retrieval of previous experiences, and polishing previously learned skills. ...
Background: Coronavirus disease 2019 (COVID-19) pandemic raised an immediate demand for skilled workforcein hospitals. There is limited literature related to perspectives of trainers in this unprecedented situation. Thisstudy aimed to examine lived experience of trainers while delivering training to a large number of participants ina challenging situation with the fear of contracting the infection themselves.Methods: A qualitative, phenomenological research was conducted in a tertiary care training centre among 21trainers who trained 8417 healthcare personnel. Data was collected through Google Forms, which consisted ofopen-ended questions. Thematic analysis was done using MAXQDA software. Three themes and nine subthemesrelated to the teaching–learning method, administrative support, and challenges faced by the trainers wereextracted.Results: Participants included nurses, nursing tutors, resident doctors, and faculty from nursing and medicalspecialities. Classroom teaching strategies with demonstration, simulation & hands-on training, and even virtualdemonstrations were favoured as the effective teaching methods and modes. Well-planned modules, availabilityof infrastructure and advanced supporting software facilitated training sessions. Hands-on skill assessment wasfavoured as the best evaluation method. Trainers also expressed various challenges faced in planning andexecuting the training.Conclusion: A meticulous planning of preparedness training based on the understanding level of participants andtheir scope of work led to feasible and fast large-scale capacity building of healthcare professionals duringCOVID-19 pandemic. Diverse educational methods, as per demand of situations, online training, and in-personhands-on techniques via simulation lead to more responsive delivery of training and learning than a single method
... 34 Simulation has been proven to be an effective approach for students in medical, nursing, and other health science programs including physical therapy, to increase confidence and encourage inter and intra-professional collaboration and problem solving. [49][50][51][52][53][54] . Reimagining curricular requirements for experiential learning in the inpatient setting may alleviate stress and decrease the time DCEs spend trying to recruit these sites. ...
Purpose: The placement process is a key contributor to current challenges in health science clinical education. The Director of Clinical Education (DCE) is the central figure in coordinating the placement process in physical therapist education. Despite their central role, there is no research exploring the DCE perspective during this process. The purpose of this study was to explore the DCE’s experience in navigating the placement process to further understand how the DCE role is impacted by barriers and facilitators encountered during this process. Methods: Fourteen DCEs representing private and public institutions from across the country participated in the study. Using a multiple case analysis approach, semi-structured interviews were conducted with each participant. Interview transcripts underwent thematic analysis using a team-based coding approach to identify categories and themes. Results: Five themes with eighteen associated categories represent the interconnectedness between the DCE’s approach to the placement process and their experience throughout. The five themes are: Prolonged Process, Sense of Competition, Leveraging Relationships, Student Centeredness, and Clinical Site Considerations. Conclusions: This is the first study to examine the DCE’s experience in a specific aspect of their faculty role. The placement process is a core component of the DCE’s responsibilities, and its inherent complexities and prolonged nature impact the DCE’s workload and overall experience as a faculty member. Supporting the DCE in this process can have a positive impact on the student experience, and relationships between academic programs and clinical sites, and the DCE’s satisfaction in their role, Findings from this study can be used to address challenges faced by DCEs and other faculty in other health sciences professions that are involved in the clinical placement process.
... Five studies were conducted in the USA [9,[23][24][25][26], nine in Asia (Taiwan, Jordan, South Korea, Singapore, and Saudi Arabia) [27][28][29][30][31][32][33][34][35], and six in Europe (Turkey, France, Norway) [36][37][38][39][40][41], and two in Brazil [41,42]. Seventeen studies included simulation learning [9,[23][24][25][26]28,30,31,[34][35][36][37][38][39][40][41][42], three studies included learning-teaching methods based on the course plan [29,32,33], one study included a skill demonstration video delivered by smartphone [27] and one included Web-based education [36]. ...
... Five studies were conducted in the USA [9,[23][24][25][26], nine in Asia (Taiwan, Jordan, South Korea, Singapore, and Saudi Arabia) [27][28][29][30][31][32][33][34][35], and six in Europe (Turkey, France, Norway) [36][37][38][39][40][41], and two in Brazil [41,42]. Seventeen studies included simulation learning [9,[23][24][25][26]28,30,31,[34][35][36][37][38][39][40][41][42], three studies included learning-teaching methods based on the course plan [29,32,33], one study included a skill demonstration video delivered by smartphone [27] and one included Web-based education [36]. The studies used different self-confidence measurement tools, with the Self-Confidence with Learning Scale [37,41,42], Confidence Level tool (CL) [24,25], Confidence in Communication Self-Assessment Survey [27,28], and Confidence Scale (C-scale) [34,35] being the most commonly used. ...
... The purpose of simulation learning is to alleviate certain psychological problems or boost self-confidence. Out of the 17 studies employing this intervention, 7 studies found no significant association between the outcome and intervention [25,34,35,37,39,41,42], while others reported a strong association between the outcome and intervention [9,23,24,26,28,30,31,36,38,40]. ...
Background
Self-confidence is a key element in successfully promoting achievement strivings among the healthcare workforce. Targeted interventions can strengthen this characteristic in nursing students, thus improving the quality of hospital services.
Objectives
We evaluated the effect of educational interventions on boosting self-confidence in nursing students using systematic review and meta-analysis.
Methods
A comprehensive search was used to screen the related studies in Scopus, PubMed, Embase, Web of Science, and PsycINFO. Peer-reviewed literature in English until June 2023 was reviewed. Inclusion criteria were controlled trials, either non-randomized studies of intervention (NRSI) or randomized (RCTs). Studies were assessed for methodological quality by the Cochrane Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I) and the Cochrane "Risk of Bias" tool for RCTs (RoB 2.0) and quality assessment tool for before-after (pre-post) studies with no control group. The main outcome was the self-confidence score of nursing students because of educational methods or intervention/s. Using the inverse variance weights method, a pooled standardized mean difference (SMD) estimate with a corresponding 95% confidence interval (CI) was determined. Random-effects meta-analysis was used to assess conceptual heterogeneity using Stata.
Results
Twenty-two studies were selected involving 1758 participants and 940 cases of nursing students in the intervention group on boosting self-confidence (Fourteen Randomized controlled trials, Five Quasi-experimental, and three Before-After studies). The post-intervention self-confidence results in the nursing student's intervention group were significantly greater (SMD) (SMD for Controlled experimental design = 0.51; 95% CI = 0.14–0.89), (SMD for Quasi-experimental = 0.04; 95% CI = −0.33-0.41), (SMD for Before-After (Pre-Post) = 2.74; 95% CI = 1.85–3.63). The random-effect meta-analysis of 22 interventional studies determined that educational interventions are significantly associated with the improving self-confidence of nursing students. The intervention showed a moderate impact on the research units, according to Cohen's d results. Also, the results of simulation learning intervention (SMD = 0.42; 95% CI = 0.03–0.81) showed a significant relationship between intervention and outcome in studies.
Conclusions
Analysis of our findings revealed the successful impact of most interventional approaches in boosting self-confidence, especially in the long term. It can be concluded that self-confidence is a multifactorial concept that can be improved by using targeted combination intervention strategies.
... Os participantes foram incentivados a estudar o manual durante um período de sete dias, o que já foi demonstrado em outros estudos tempo suficiente para avaliar a retenção de conhecimento. (21)(22)(23) Em seguida, foram solicitados a retornar para a primeira avaliação seguida de treinamento teórico-prático sobre manejo do DAVTI utilizando simulador de paciente de média fidelidade. O treinamento teve duração de uma hora e incluiu seminário abordando o material teórico do manual, seguido de demonstração prática (pelo segundo autor) das técnicas adequadas de acesso, desacesso e manutenção do cateter, utilizando o simulador. ...
... Participants were encouraged to study the manual during a seven-day period, which has been shown in other studies to be a sufficient time to evaluate knowledge retention. (21)(22)(23) Then, they were asked to return for the first assessment followed by a theoretical-practical training on TIVAD management using a medium-fidelity patient simulator. The training session lasted one hour and included a seminar covering the theoretical material from the manual, followed by a practical demonstration (by the second author) of the proper techniques for access, de-access and catheter maintenance, using the simulator. ...
Objective: To evaluate the effect of an educational intervention for nurses to increase knowledge and practical skills of management of totally implanted vascular access devices.
Methods: A quasi-experimental study conducted in a teaching hospital. The intervention included exposure to a manual of procedures followed by a theoretical-practical training seven days later. Eighty-one nurses were evaluated at baseline, after self-exposure to the manual, and after receiving the theoretical-practical training. Participants were evaluated on their knowledge and practical skills of totally implanted vascular access device management. Descriptive statistics were performed for all variables. Paired t test was used to examine whether the mean score changed from the baseline to first and second assessments of knowledge, access, de-access and maintenance of catheter. Significance level was set to 0.05.
Results: Mean increases in scores after nurses were exposed to the manual were: 18.2 points for knowledge, 16.5 points for access technique, 15.5 for de-access technique, and 24.2 for catheter maintenance technique. After the theoretical-practical training, we observed a mean increase of 4.2 points for access, 3.9 for de- access and 4.2 for catheter maintenance.
Conclusion: The educational intervention for nurses increased mean scores of knowledge and practical skills. At the end of the intervention, 75% of the nurses reached at least 33 points out of 38 for knowledge, and 77%, 77%, and 78% had perfect scores for access, de-access, and maintenance, respectively. The educational intervention was effective in improving knowledge and practical skills for management of totally implanted vascular access devices.
... Previous studies of professionals other than firefighters, e.g. nurses and nursing students, have shown that the participants who were trained in advanced life support (ALS) via simulation achieved higher knowledge and performance scores than those who were educated via lecturing [33][34][35]. Also, studies have shown that BLS simulation programs are an effective way to teaching BLS skills to nursing students [36][37][38]. ...
Background
One of the most common causes of death worldwide is cardiopulmonary arrest. Firefighters are among the first responders at the scenes of accidents and can, therefore, play a key part in performing basic cardiopulmonary resuscitation (CPR) for victims who need it. The present study was conducted to compare the effects of simulation training against workshops on the CPR knowledge and skills of firefighters in the south of Iran.
Methods
This experimental (Interventional) study was conducted on 60 firefighters of south of Fars province, Iran. The study was undertaken from March to July 2023. Through random allocation, the participants were divided into two groups: simulation-based training (30 members) and traditional workshop training (30 members). The participants’ CPR knowledge and practical skills were measured before, immediately after, and three months after intervention.
Results
The findings of the study revealed a statistically significant difference between the pretest and posttest CPR knowledge and skill mean scores of the simulation groups as compared to the workshop group (p < 0.001). As measured three months after the intervention, the firefighters’ knowledge and skill mean scores were still significantly different from their pretest mean scores (p < 0.001); however, they had declined, which can be attributed to the fact that the study population did not frequently exercise CPR.
Conclusion
Based on the findings of the study, even though both methods of education were effective on enhancing the firefighters’ CPR knowledge and skill, simulation training had a far greater impact than training in workshops. In view of the decline in the participants’ knowledge and skill scores over time, it is recommended that short simulation training courses on CPR should be repeated on a regular basis.
... Some authors have studied the effect of high-fidelity simulation on knowledge retention in nursing learners, and the results were very divergent. Two studies, by Tawalbeh et al., and Ackermann et al., showed significant knowledge retention 3 months after high-fidelity simulation [20,21]. In both studies, the learners in the experimental group had a significantly higher average score than the other learners in the control group. ...
Introduction
Medical simulation has become an essential teaching method for all health professionals. It not only allows to acquire technical and non-technical knowledge, but also helps the maintenance of acquired knowledge in the medium and long term. Ascites puncture is part of the basic technical procedures learned by medical students during their internship.
Objectives
To evaluate the role of simulation-based learning of ascites puncture on the improvement of theoretical knowledge and maintenance of skills at 3 months.
Methods
We conducted an audit type study with two cycles of data collection at the simulation center at the Faculty of Medicine of Sousse between November 2020 and June 2021. We included learners in their third year of medical studies who had a hospital internship in the gastroenterology department at Sahloul Hospital in Sousse. All learners attended the initial simulation session on ascites fluid puncture. Thereafter, they were free to accept or refuse participation in the evaluation session that was scheduled after 3 months, depending on their availability.
Results
Forty learners participated in the procedural simulation of the ascites fluid puncture technique. Thirty-four (85%) were female and six (5%) were male. In our study, we showed that following procedural simulation training of ascites puncture, there was a significant improvement in the theoretical knowledge of the learners (p < 0.000). Objective assessment of technical skills after 3 months showed the benefit of performance maintenance (p < 0.000).
Conclusion
Our study confirmed the benefit of simulation-based learning on the improvement of theoretical knowledge and the maintenance of technical performance in the medium term.
... Ackermann et al, showed signi cant knowledge retention 3 months after high-delity simulation (19,20). In both studies, the learners in the experimental group had a signi cantly higher average score than the other learners in the control group. ...
Introduction
Medical simulation has become an essential teaching method for all health professionals. It not only allows to acquire technical and non-technical knowledge, but also help the maintenance of acquired knowledge in the medium and long term. Ascites puncture is part of the basic technical procedures learned by medical students during their internship.
Objectives
To evaluate the role of simulation-based learning of ascites puncture on the improvement of theoretical knowledge and maintenance of skills at 3 months.
Methods
We conducted a quasi-experimental study at the simulation center at the Faculty of Medicine of Sousse between November 2020 and June 2021. We included learners in their third year of medical studies who had a hospital internship in the gastroenterology department at Sahloul Hospital in Sousse. All learners attended the initial simulation session on ascites fluid puncture. Thereafter, they were free to accept or refuse participation in the evaluation session that was scheduled after 3 months, depending on their availability.
Results
Forty learners participated in the procedural simulation of the ascites fluid puncture technique. Thirty-four (85%) were female and six (5%) were male. In our study, we showed that following procedural simulation training of ascites puncture, there was a significant improvement in the theoretical knowledge of the learners (p < 0.000). Objective assessment of technical skills after 3 months showed the benefit on performance maintenance (p < 0.000).
Conclusion
Our study confirmed the benefit of simulation-based learning on the improvement of theoretical knowledge and the maintenance of technical performance in the medium term.
... Of the 15 studies, eight were conducted using quasiexperimental designs [19][20][21][22][23][24][25][26][27]. The participants in the studies are nursing students, nurses, and other healthcare professionals where the interventions in the studies all involve clinical simulation. ...
... Most of the studies [19][20][21][22][23][24][25][26][27][28][29][30][31][32][33] suggested that clinical simulation improves the self-confidence of student nurses in carrying out clinical tasks. They found self-confidence to be associated with nurses making more accurate clinical judgements during critical situations. ...
Background
Considering the positive influence of simulation from previous literature may encourage educators to regard it as a valuable teaching strategy in nursing schools. This literature review aims to investigate whether the use of simulation improves undergraduate nurses’ self-confidence during clinical practice.
Methodology
This study employed a literature-based design. Five academic databases, including CINAHL, EBSCO, ProQuest, PubMed and Medline, were utilised to extract relevant studies using appropriate keywords and Boolean operators. Studies published in the last 15 years (2005–2020) were included in the search. Studies were retrieved using the Exclusion and Inclusion criteria. The Critical Appraisal Skills Programme (CASP) was used to critically appraise the studies.
Results
A total of 15 primary research studies were extracted for review. Four major themes emerged from the review: Improved self-confidence to carry out clinical tasks, Increased ability to work in teams, Improved self-confidence to perform community work and Improved self-confidence in communicating with patients and team members.
Conclusion
Clinical simulation is a useful tool in increasing the self-confidence of nursing students to perform clinical tasks, make clinical judgements, communicate with patients and team members and improve their teamwork. To improve the quality of care received by patients, it is recommended that clinical simulations be integrated into the nursing curriculum in Saudi Arabia. Increasing the confidence of students has been shown to be associated with greater confidence in performing clinical tasks.
