The Use of simulation in professional learningbased on examples of nursing educationin Tallinn Health Care College
Abstract
Background: Simulation-based learningis increasingly being usedandthis is now a significant part of learningprocess around the world with a purpose to prepare students for placement in working environment. Simulation environment enables to practise safely, to performthe procedures related to the professionand resolve cases/situations in the lifelike environment, after which an analysis and constructive, benevolent criticism will be followed.
Objective: To investigatethesecond-year nursing students` (academic year 2017/2018) experiences and achievement of learning outcomes in connection with the introduction of high-tech simulation-based learning in the Tallinn Health Care College.
Methods: This is aqualitativeempirical research, semi-structured interviews were carried out to collect data. The sample consisted of seven second-year nursing students of the Tallinn Health Care College (academic year 2017/2018). The interviews were carried out individually during 11.12.–12.12.2018,shortlyafter the simulation-based learning in the subject Clinical Nursing Proceduresby three second-year midwifery students. Participation in the interviews was voluntary, personal data was not used.The interviews were recorded and transcribed.Analysis of the inductive transcription was done in accordance withthe research tasks.The results were compared with the literature on evidence-based learning by simulation.
Conclusions: The research resultswere divided into two groups: 1. students` experiences (organization of simulation-based learning, mentors, environment, feedback) and2. achievement of learning outcomes in connection with the introduction of simulation-based learning in education process. The interviewees mentioned that they had had fear of being watched whileexercising,and there was not enough time for training. Methods of the mentors were different, an exchange lecturer was sometimes misunderstood due to a language barrier. Simulation environment made it possible to learn from one`s errors effortlessly.It was important to have constructive and benevolent criticism.Achievement of the learning outcome concerning the subject Patient Education was hampered because the communication with a simulator seemed “strange” requiringacting and a good imagination. The learning outcome concerning the performance of nursing procedures and manual skills was mostly achieved.In conclusion, simulation is an indispensable part of the learning process before the clinical placement. Comparingthe results with the literature, significant differences between them were not found.
Downloads
References
2. Doolen, J., Mariani, B., Atz, T., Horsley, T., L., O’Rourke, J., McAfee, K., Cross, C., L. (2016). High-Fidelity Simulation in Undergraduate Nursing Education: A Review of Simulation Reviews. Clinical Simulation in Nursing. DOI: http://dx.doi.org/10.1016/j.ecns.2016.01.009.
3. Landeen, J., Pierazzo, J., Akhtar-Danesh, N., Baxter, B., van Eijk, S., Evers, S. (2015). Exploring Student and Faculty Perceptions of Clinical Simulation: A Q-Sort Study. Journal of Nursing Education, 54(9). https://pdfs.semanticscholar.org/b8fe/e05e8287844068f957c16dee77cadc0490dc.pdf.
4. Au, M., L., Lo, M., S., Cheong, W., Wang, S., C., Van, I., K. (2016). Nursing students' perception of high-fidelity simulation activity instead of clinical placement: A qualitative study. Nurse Education Today, 39, 16-21.
5. Taylor, L., D. (2014). The Affective Domain in Nursing Education: Educators' Perspectives. Dissertatsioon. Milwaukee: The University of Wisconsin-Milwaukee.
6. Holt, K., M. (2017). Affective Domain Learning in High-Fidelity Simulation: Students’ Perspectives. Dissertatsioon. Colorado: University of Northern Colorado.
7. Fox-Young, S., Brady, S., Program, M. (2012). The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia : A focus group study. Journal of Midwifery, 28, 495-501.
8. Mack, P. (2009). Understanding Simulation-Based Learning. Published in Life Support Training Centre, 1-21.
9. Buxton, M., Phillippi, J.C., Collins, M.R. (2015). Simulation: A New Approach to Teaching Ethics. Journal of Midwifery &Women’s Health, Jan-Feb;60(1):70-4.
10. Coffey, F. (2015). Learning by simulation – is it a useful tool for midwifery education? New Zealand College of Midwives Journal, 51, 30 -34.
11. Hope, A., Garside, J., Prescott, S. (2011). Nurse Education Today Rethinking theory and practice : Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice. Journal of Nurse Education Today, 31, 711-715.
12. Campbell, S. H., Daley, K. (2008). Simulation Scenarios for Nursing Educators. Making it real. Second Edition. https://www.academia.edu/3563219/Simulation_scenarios_for_nurse_educators_Making_it_REAL.
13. Tutticci, N., Studies, M., Coyer, F. (2016). High-Fidelity Simulation : Descriptive Analysis of Student Learning Styles. Journal of Clinical Simulation in Nursing, 12, 511-521. DOI:10.1016/j.ecns.2016.07.008.
14. Sepp, P. (2016). Ämmaemanda eriala üliõpilaste rahulolu kliinilise õppepraktikaga ning simulatsioonõppega. Lõputöö. Tallinn: Tallinna Tervishoiu Kõrgkool.
15. Haigh, J. (2007). Expansive learning in the university setting : The case for simulated clinical experience. Journal of Nurse Education in Practice, 7, 95-102.
16. Lathrop, A., Winningham, B., VandeVusse, L. (2007).Simulation-Based Learning for Midwives: Background and Pilot Implementation. Journal of Midwifery & Women’s Health. 52, (5), 492-498.doi:10.1016/j.jmwh.2007.03.018. (www.jmwh.org).
17. Beaubien, JM., Baker DP. (2004). The use of simulation for training teamwork skills in health care: How low can you go? Qual Safe Health Care;12 (Suppl 1):151– 156.doi: 10.1136/qshc.2004.009845https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1765794/.
18. Norman, J. (2012). Systematic Review of the Literature on Simulation in Nursing Education. The ABNF Journal, 23(2), 24-28.
19. Kim, J., Park, J. H., Shin, S. (2016) Effectiveness of simulation-based nursing education depending on fidelity: a meta analysis. BMC Medical Education, 16, 152. DOI10.1186/s12909-016-0672-7.
20. Yilmaz, F., T., Kelleci, M., Aldemir, K. (2018). The Effect of High Fidelity Simulation Training on Critical Thinking and Problem Solving Skills in Nursing Students in Turkey. Educational Research in Medical Sciences, 7(2). DOI: 10.5812/erms.83966.
21. Yuan, H., Williams, B., Fang, J.(2012). The contribution of high-fidelity simulation to nursing students' confidence and competence: a systematic review. International Nursing Review, 59(1), 26-33.
22. Shin, S., Park, J. H., Kim, J. H. (2015). Effectiveness of patient simulation in nursing education: Meta-analysis. Nurse Today, 35, 176-182.
23. Franklin, A. E., Lee, C. S. (2014). Effectiveness of simulation for improvement in self-efficacy among novice nurses: meta-analysis. Journal of Nursing Education, 53(11), 607-614. DOI10.3928/01484834-20141023-03.
24. Lapkin, S., Levett-Jones, T., Bellchambers, H., Fernandez, F. (2010). Effectiveness of patien simulation manikins in teaching clinical reasoning skills to undergraduate nursing students: a systematic review. Clinical simulation in nursing, 6(6), e1-e16. DOI10.1016/j.ecns.2010.05.005.
25. Kasilingam, G., Ramalingam, M., Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27-33.
26. Lewis, R., Strachan, A., Smith, M., K. (2012). Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? A review of the current evidence. The open nursing journal, 6, 82-89.
27. Isaranuwatchai, W., Brydges, R., Carnahan, H., Backstein, D., Dubrowski, A. (2014). Comparing the cost-effectiveness of simulation modalities: a case study of peripheral intravenous catheterization training. Advances in Health Sciences Education, 19, 219-232. DOI10.1007/s10459-013-9464-6.
28. Maloney, S., Haines, T. (2016). Issues of cost-benefit and cost-effectiveness for simulation in health professions education. Advances in Simulation, 1(13), 1-6. DOI10.1186/s41077-016-0020-3.
29. Nyström, S., Dahlberg, J., Edelbring, S., Hult, H., Dahlgren, M., A. (2016). Debriefing practices in interprofessional simulation with students: a sociomaterial perspective. BMC Medical Education. DOI 10.1186/s12909-016-0666-5.
30. Hale, T-J., Ahlschlager, M. (2011). Simulation Scenarios for Nursing Education. USA: Delmar.
31. Dean, S,. Williams, C., Balnaves, M. (2016). Practising on plastic people : Can I really care? Journal of Contemporary Nurse, 51, 257-271. DOI:10.1080/10376178.2016.1163231.
32. Ramm, D., Thomson, A., Jackson, A. (2015). Nurse Education Today Learning clinical skills in the simulation suite : the lived experiences of student nurses involved in peer teaching and peer assessment. Journal of Nurse Education Today, 35, 823-827.
33. Vermeulen, J., Beeckman, K., Turcksin, R., Winkel, L., Gucciardo, L., Laubach, M., Peersman., Swinnen, E. (2017). The experiences of last-year student midwives with high- fidelity perinatal simulation training: a qualitative descriptive study. Women and birth, 30(3), 253-261. DOI: 10.1016/j.wombi.2017.02.014.
34. Najjar, R., Lyman, B., Miehl, N. (2015). Nursing Students’ Experiences with High-Fidelity Simulation. International Journal of Nursing Education Scholarship, 12(1), 1-9. DOI: 10.1515/ijnes-2015-0010.
35. Shinnick, M., A., Woo, M., Horwich, T., B., Steadman, R. (2011). Debriefing: The Most Important Component in Simulation? Clinical Simulation in Nursing, 7(3), 105-111. DOI: 10.1016/j.ecns.2010.11.005.
Copyright (c) 2019 GPH - International Journal of Health Sciences and Nursing
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the GPH Journal will have the full right to remove the published article on any misconduct found in the published article.
