Using web-based reflection with video to enhance high fidelity undergraduate nursing clinical skills education

The United States is currently facing a crisis in health care and health professions education. Various studies (Committee on Quality of Health Care in America 2000; 2001; General Accounting Office, 2001) have documented astonishing death rates from medical errors as well as nursing and physician shortages. Thus it is obvious that the traditional “hands on” model historically used to teach and assess clinical judgment competence is or has become inadequate. New advances in simulation and web-based technologies can, if leveraged well, help educators address these challenges. Thus far, high fidelity simulation (HFS) clinical skills education sessions have been primarily conducted and debriefed in real time and the use of any related video recordings has been confined to faculty regarding its review. The goal of this project was to pilot test the impact of providing students the opportunity to review the video of their simulated session while reflecting on their performance within a structured format. The live debriefing that is a part of HFS sessions is also a form of reflection. The guided reflection prompt exercise used in this pilot is a secondary form of reflection. This paper describes the theoretical basis for this exercise, the findings of its initial evaluation and post study research that illuminates its limitations

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

Objective: Teaching intrapartum care is one of the most challenging tasks in undergraduate medical education. High-fidelity obstetric simulators might support students' learning experience. The specific educational impact of these simulators compared with traditional methods of model-based obstetric teaching has not yet been determined. Study design: We randomly assigned 46 undergraduate medical students to be taught using either a high-fidelity simulator or a scale wood-and-leather phantom. Their self-assessments were evaluated using a validated questionnaire. We assessed obstetric skills and asked students to solve obstetric paper cases. Main outcome measures: Assessment of fidelity-specific teaching impact on procedural knowledge, motivation, and interest in obstetrics as well as obstetric skills using high- and low-fidelity training models. Results: High-fidelity simulation specifically improved students' feeling that they understood both the physiology of parturition and the obstetric procedures. Students in the simulation group also felt better prepared for obstetric house jobs and performed better in obstetric skills evaluations. However, the two groups made equivalent obstetric decisions. Conclusion: This study provides first data on the impact of high-fidelity simulation in an undergraduate setting

Underpinning patient safety with strategic approaches to health sciences pedagogy: experiential and situated learning environments

Since 2010, high-fidelity simulation in pharmacy at the University of Sunderland provides a controlled learning environment where students situate, frame, integrate and translate their learning from theory into practice at the front line of patient care and management. The risk free opportunity of replicating physiological responses in health and illness is now a pivotal part of standardising student learning experiences where competences can be validated through strategic constructive alignment of curriculum content where assessment processes are driven rather than controlled by teaching and learning

Examining Occupational Therapy Students’ Responses to Integrative Seminars

The integrative seminar is an innovative teaching-learning approach that focuses on active learning and peer collaboration, characteristics that align with millennial learners’ preferences. The use of integrative seminars has been reported by various health professions with positive outcomes. Course feedback survey data from the first cohort of occupational therapy students who participated in a new four-course integrative seminar series were analyzed. Findings suggest that the format of the courses was engaging for the learners. The students particularly valued the small class; the opportunities for peer collaboration; and the variety of active learning opportunities, including simulations. The students also indicated that the seminars helped them to integrate and apply their learning across the curriculum. In another survey completed near the end of their Level II fieldwork rotations, the students indicated that the seminars contributed to their readiness for fieldwork as well as to the development of their critical thinking, interpersonal skills, and professional identity. The findings from this analysis support the potential value of integrative seminars in occupational therapy education

A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods

Health care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or ‘teaching’) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning

Teaching Mechanical Ventilation through High Fidelity Simulation

Introduction: The study aims to evaluate the use of high-fidelity clinical simulation in teaching mechanical ventilation to students in the master’s program in Nursing with a specialization in Critical Care. The simulation seeks to replicate complex clinical scenarios to improve students\u27 competencies in a controlled and safe environment. Methodology: Simulations based on the HAMILTON-C6 ventilator were used, with students facing mechanical ventilation situations. The High-Fidelity Clinical Simulation Satisfaction Scale (ESSAF) was the instrument employed to measure students\u27 perceptions of the effectiveness of this methodology. Simulation sessions were followed by debriefing to promote critical reflection and practical learning. Results: Students reported high satisfaction with the simulation, highlighting its usefulness in improving clinical assessment and decision-making in critical situations, with an average score of 3.57 for its utility in assessing clinical situations. Additionally, the simulation facilitated self-reflection on performance and the development of technical skills. However, the time allocated to the simulations received a lower rating (average score of 3.13), suggesting the need to extend the sessions for more complete learning. Discussion: The standard deviation showed consistency in the responses regarding the utility of the simulation and its ability to integrate theory and practice. However, there was more variability in perceptions of the difficulty of the cases and simulation time, indicating areas for improvement. Conclusion: Clinical simulation is a valuable tool for teaching mechanical ventilation in critical care, but it is recommended to increase the complexity of the scenarios and adjust the duration of the simulations to optimize learning

Effect of Sequence of Simulated and Clinical Practicum Learning Experiences on Clinical Competency of Nursing Students

Two different sequences of blocks of simulated and clinical practicum learning experiences compared the clinical competency development of nursing students using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and after a final simulated experience. No significant differences in competency scores between the 2 groups across the 3 time points were found. Using alternative models of clinical and simulation learning may help address barriers to the delivery of clinical education faced by schools of nursin

Redesigning Nursing Education: Lessons Learned from the Oregon Experience

Offers evaluation findings, lessons learned, and guidance from a coalition of community colleges and university nursing programs that offer a standard competency-based curriculum to enable students to make a seamless transition and raise skill levels