Simulation on sensory impairment in older adults:nursing education

Sensory impairments are identified as the most common chronic and disabling conditions of later life impacting significantly on the quality of life and safety of older adults. Hospitals and care environments can present significant challenges to older adults with sensory impairments to negotiate. Therefore, it is important to raise awareness on sensory and cognitive impairments with all healthcare professionals and nurses in particular, both to help develop an empathetic awareness on the impact of impairment and to minimize risk of adverse events. This article reports on a pedagogical innovation on the development and use of a simulation resource primarily on sensory impairments in older adults with first year nursing students within an undergraduate nursing programme in a Scottish university. The article also reports on students' reflections on their experience of participating in this simulation

Simulación y competencias no técnicas en el contexto de emergencia pre-hospitalar: estudio cualitativo

Unidade de Monitorização em Indicadores de Saúde - UMISAbstract - To understand the importance that nurses assign to simulation in the development of non-technical skills in cardiac arrest event in pre-hospital setting. Background Nursing is projected in the future, developing a patient centred approach consistent with the values, needs and desires of patients, considering process of care as a complex intervention. Simulation based on scenarios is an opportunity to recreate this complexity in a virtual way, to develop the non-technical skills. Methods This study uses an inductive, interpretative and constructivist qualitative research. 7 nurses were interviewed. It was developed a thematic analysis content. Results Three themes were identified: Simulation scenarios in pre-hospital emergencies; The acquisition of knowledge to skills development and Construction of the virtual from the real Conclusions The interviewed nurses present weakness of knowledge about simulation types. Debriefing is relevant to the learning skills: critical thinking. thinking, clinical judgement and decision making.Resumo - Compreender a importância que os enfermeiros atribuem à simulação no desenvolvimento de competências não técnicas no evento paragem cardíaca em ambiente préhospitalar. Enquadramento A enfermagem é projetada no futuro, desenvolvendo uma abordagem centrada na pessoa consistente com a valorização de valores, necessidades e desejos destes, considerando o processo de cuidados como intervenção complexa. A simulação baseada em cenários é uma oportunidade para recriar essa complexidade de forma virtual, no desenvolvimento de competências não-técnicas. Metodologia Este estudo utiliza uma pesquisa qualitativa indutiva, interpretativa e construtivista. Foram entrevistados 7 enfermeiros. Foi desenvolvida análise de conteúdo temática. Resultados Foram identificados três temas: cenários de simulação em emergências pré-hospitalares; A aquisição de conhecimento para o desenvolvimento de habilidades e Construção do virtual a partir do real. Conclusões Os enfermeiros entrevistados apresentam conhecimentos a melhorar em relação aos tipos de simulação. Consideram o Debriefing relevante para as habilidades de aprendizagem: pensamento crítico, julgamento clínico e a tomada de decisão.Resumen - Comprender la importancia que los enfermeros atribuyen a la simulación en el desarrollo de competencias no técnicas en el evento paro cardíaco en ambiente prehospitalario. Background La enfermería se proyecta en el futuro, desarrollando un enfoque centrado en la persona consistente con la valorización de valores, necesidades y deseos de éstos, considerando el proceso de cuidar como intervención compleja. La simulación basada en escenarios es una oportunidad para recrear esta complejidad de forma virtual, en el desarrollo de competencias no técnicas. Metodología Este estudio utiliza una investigación cualitativa inductiva, interpretativa y constructivista. Se entrevistaron a 7 enfermeros. Se desarrolló un análisis de contenido temático. Resultados Se identificaron tres temas: escenarios de simulación en emergencias prehospitalarias; La adquisición de conocimiento para el desarrollo de habilidades y la construcción del virtual a partir del real. Conclusiones Los enfermeros entrevistados presentan conocimientos a mejorar en relación a los tipos de simulación. El Debriefing es considerado como relevante para las habilidades de aprendizaje: el pensamiento crítico, el juicio clínico y la toma de decisiones.info:eu-repo/semantics/publishedVersio

Augmented Reality in Nurse Anesthesia Education

Research shows that the addition of extended reality (XR) in healthcare education is advantageous as it enhances the learning experience and improves students’ knowledge and motivation to learn. Its use has been documented in nearly all areas of healthcare education but is much less explored in the realm of anesthesia. This research project focuses on a branch of XR known as augmented reality (AR) and its use as an adjunct learning tool in the curricula for nurse anesthesia. Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) Model of Motivation guided the design of this project to understand the impact AR technology had on second year student registered nurse anesthetists’ (SRNA) motivation towards learning. Students used an AR mobile application to interact with a realistic anatomical structure of the human larynx and completed a related worksheet. A post-assessment Likert-type Instructional Materials Motivation Survey (IMMS) was used to assess AR’s impact on learner motivation as it relates to each of the four ARCS model constructs. Each construct yielded a high average score amongst participants, thereby indicating a positive learning experience. The results imply that AR enhances current learning modalities and may directly influence students’ motivation to learn. The evidence is supportive for the use of AR as an adjunct learning tool in nurse anesthesia education. Future studies are needed to evaluate the efficacy of AR as a result of its integration into curricula

Immersive Virtual Reality as an Effective Alternative to Traditional Clinical Nursing Education: An Integrative Review

Immersive Virtual Reality as an Effective Alternative to Traditional Clinical Nursing Education: An Integrative Review  Abstract  Aim: To assess the usefulness of immersive virtual reality as an effective alternative to traditional face-to-face clinical education for undergraduate nursing students.  Background:  The Covid-19 pandemic impacted nursing education to a point where change is needed in traditional curricula to meet program outcomes. Virtual Reality (VR) based simulations introduce students to clinical situations in a safe environment and therefore became an effective solution during the pandemic to enhance student learning. Due to the lack of research, regulatory bodies are hesitant to accept VR clinical hours in place of traditional hours. Design: Integrative review.  Data Sources: CINAHL Plus, Ovid Nursing Collection, MEDLINE (Ebsco), and Scopus databases, keywords, and inclusion/exclusion criteria were searched. Fourteen studies were selected for inclusion. Review Methods: Studies were appraised using the Johns Hopkins Nursing Evidence-Based Practice Model (JHNEBP). Thematic analysis was used to generate emerging and recurrent themes with similar concepts.   Results: Five main themes were identified during thematic analysis: ‘improving student engagement/satisfaction’, ‘improving knowledge/skill acquisition’, ‘complementing traditional teaching/learning methods’, ‘improving clinical reasoning’, ‘barriers to implementation’. Conclusion: VR enhances learning, improves student engagement, increases knowledge retention and skill acquisition, complements other teaching methods, and augments clinical reasoning. However, further research is needed about the use of VR as an alternative to traditional nursing clinical education. Challenges of implementing this technology include cost and equipment training

Implementing Immersive Virtual Reality into a Nursing Curriculum

Due to workforce demands, new undergraduate nurses are hired directly into fast-paced units and are expected to manage complex patients with rapidly changing conditions and respond to time-sensitive situations. It is important for nurse educators to prepare undergraduate nurses for transition into clinical practice upon graduation. Simulation has been a valuable tool to provide experiential learning and promote clinical decision-making. The next iteration of improving clinical simulation as an experiential learning modality for nursing students is Immersive Virtual Reality (IVR): a realistic, immersive simulation in a 3-dimensional environment that is experienced by body movements and hand controllers. IVR can incorporate the layers of the clinical judgment model including recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking action, and evaluating. The purpose of this study was to examine the use of IVR in a baccalaureate nursing program curriculum. A prospective, non-randomized study design was conducted at a midwestern academic medical center College of Nursing. A convenience sample of second-semester BSN nursing students (N=83) participating in an IVR clinical experience was included in this study. Statistically strong correlations were found between learning and engagement r (81) = .746, p \u3c .001, and engagement and immersion r (81) =.517, p \u3c .001. Moderate levels of correlation were found between learning and immersion r (81) = .466, p \u3c .001, and learning and challenge r (81) = .389, p \u3c .001. Incorporating IVR into a BSN curriculum is feasible and provides an engaging, flexible, learning environment. IVR provides a positive learning experience and overall students want to continue to use it in the future. Future research establishing best practices for IVR needs to be completed

Analysis of realistic simulation as an educational tool in the academic and professional contexts of nursing

Nursing education and training based on content and technicality has undergone a process over the years mainly with the proposal of national curriculum guidelines to implement changes in the curriculum and the insertion of new teaching methodologies by educational institutions. Thus, realistic simulation is born with the proposal to actively teach students and promote the development of numerous skills and competences. Objective: to analyze evidence of the use and effectiveness of realistic simulation as an active method of teaching and learning in nursing in the academic and professional context. Methodology: Integrative review, carried out on the databases: Cochrane, ERIC, Medline, Science Direct and PubMed. The descriptors were selected based on the list of Health Sciences Descriptors - DeCS / MeSH were: Nursing, Active learning, simulation training, matching the search terms, using the Boolean operator AND. Results: The final sample resulted in 37 articles. It was possible to observe that the simulation helps in critical thinking, reasoning, clinical judgment, leadership, autonomy and decision-making favoring patient care and that it can be performed in different formats, such as virtual simulation, clinical case simulators, simulation with games and room simulation with simulated scenario. The introduction of this methodology in educational institutions ended up being a limitation found, in addition to the need for technologies and training for teachers. Conclusion: From the results of this study, it is concluded that realistic simulation is a method capable of preparing students and professionals to meet health needs

Perceptions of Integrating Immersive Virtual Reality Simulation as a Teaching Methodology in a Hospital Setting

Introduction As newly licensed nurses enter the workforce with limited experience and limited clinical reasoning skills, nursing educators must employ innovative strategies to teach graduate nurses how to identify and manage clinical deterioration – skills which are vital to saving lives and improving outcomes. Fully immersive Virtual Reality (VR), (also defined as Immersive VR) is one effective educational strategy available for hospital educators to use for preparing newly licensed nurses to recognize and manage clinical deterioration. Objective The purpose of this study was to explore perceptions of hospital-based nurse educators, simulation specialists, and nursing leaders with respect to integrating immersive VR to teach management of clinical deterioration to newly licensed nurses. The primary goal of this study was to assess the facilitators and barriers associated with integrating immersive VR. Methods A generic qualitative descriptive approach employing group and individual interviews was undertaken using purposive sampling of experienced hospital nursing educators, nurse simulation specialists and education department administrators. Data were analyzed using thematic analysis. Results Fifteen individual and one group interview were conducted using semi structured interviews. Participants indicated that use of immersive VR for educating newly licensed nurses could prove successful in their organizations if they had the proper resources, time to learn and develop the training modalities, create scenarios that were relevant to the learner’s needs, and financial/logistical support from the organization’s stakeholders. Conclusion Immersive VR may be an effective pedagogy for educating newly licensed nurses on managing clinical deterioration if sufficient resources are in place for its’ support

Improving Student Registered Nurse Anesthesiologists’ Skills and Confidence Through High-fidelity Simulation

Positive anesthetic outcomes require rapid and precise recognition and treatment of highly complex pathophysiologic states. Repeated exposure to low-frequency, high-stakes events in a realistic milieu facilitates timely and appropriate anesthetic interventions. Current evidence suggests high-fidelity simulation enhances anesthetic training and can improve patient outcomes by enhancing confidence, competence, and proficiency while removing the risk for patient harm during simulated events. This project’s aim was to improve student registered nurse anesthesiologists’ confidence and competence in routinely encountered anesthetic situations utilizing high-fidelity simulation. Prior to beginning clinical rotations, students participated in a high-fidelity routine anesthetic induction simulation and were challenged to diagnose and mitigate an esophageal or right-mainstem bronchus intubation. Overall, students self-reported improvements in confidence and competence with the anesthetic induction, endotracheal intubation, confirming appropriate endotracheal tube placement, and troubleshooting complications that may arise during an anesthetic induction