High fidelity simulation modalities in preregistration nurse education programs: A scoping review

Background: Simulation has long been utilized as a teaching pedagogy within preregistration nursing curricula and is defined in the Healthcare Simulation Dictionary 2nd Edition as being ‘a technique that allows for practice to gain understanding’ however, high-fidelity modalities are widely noted as being as close to reality as possible, that is, more authentic, realistic, and reliable. Low, medium, and high-fidelity modalities all have a role within nurse education. Method: This literature review was guided by Arksey and O’Malley’s framework for conducting scoping reviews and is reporting according to the Preferred Reporting Items for Systematic Reviews and Meta- Analysis (PRISMA). Results: The search strategy returned 1136 results and resulted in 69 studies included in the review. Five simulation modalities were identified as high-fidelity modalities currently in use within preregistration nurse education; (a) high-fidelity patient simulator manikins, (b) Mask Ed, (c) simulated patients, (d) virtual and online platforms, and (e) Role play. Conclusion: The literature identifies multiple high-fidelity simulation modalities currently in use within the preregistration nurse education setting. Single modality and hybrid simulations are known to positively contribute to learning and authentically reflect the healthcare environment

Simulation in nursing education

Simulation is an educational strategy where elements of the real world are integrated to achieve specific goals relating to learning or evaluation (Arthur, Kable & Levett-Jones, 2010). The aim of simulation is to bridge the gap between theoretical knowledge and the practical application of the knowledge (Eyikara & Baykara, 2017). In healthcare education, simulation allows for aspects of clinical practice to be reproduced in an authentic way (Jeffries, 2007). It is important to understand that simulation is a teaching strategy and is not simply the utilisation of technology in the learning environment. This chapter will present an overview of simulation, including fidelity, modalities, standards, guidelines and frameworks for simulation, phases of simulation, challenges and general tips

A clinical learning model for aged care work integrated learning: Nursing students’ and supervisors’ experiences

Evaluation of a clinical learning model to support final year nursing students and their preceptors in clinical learning experiences

Australian final year nursing students′ and registered nurse supervisors’ perceptions of a gerontology clinical learning experience: A preliminary appraisal

Current international research suggests universities providing nursing education should focus on shifting students' attitudes towards valuing clinical learning derived from aged care settings, offering support and education for aged care facility staff supervising nursing students’ learning in the aged care setting, and encouraging nursing graduates to consider pursuing careers in gerontology nursing. Against this international backdrop, one Australian School of Nursing designed a structured clinical learning experience to offer final year nursing students an opportunity to further their knowledge and understanding of the complexities of the role of the gerontology registered nurse. Additionally, this clinical learning experience included provision for nursing academics to offer support and expertise to the aged care facility staff around the role of supervising and assessing final year nursing students’ clinical learning. The aim of this paper is to present fifteen final year nursing students' and nine registered nurse supervisors’ evaluations of the gerontology clinical learning experience and the success of the learning experience towards meeting the project aims. Mostly participants reported positive experiences and agreed the experience illuminated the role of the gerontology registered nurse. Participants in this study also provided suggestions about the benefits and barriers of the clinical learning experience. © 2018 Elsevier Lt

Patient Safety Elements Taught to Preregistration Nurses Using Simulation Designs: An Integrative Review

This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth

Preparing undergraduate nurses for the workforce in the context of patient safety through innovative simulation: Final report 2019

This collaborative project responds to the growing demands for nursing graduates to be cognisant and capable of contributing to patient safety in practice. With reference to patient safety reports, coroners’ reports, contemporary literature and government priorities, this project addresses the specific knowledge, skills and attributes industry expect of nursing students and graduate nurses regarding patient safety. Central to this project is the incorporation of the National Safety Quality Health Service (NSQHS) Standards. This project delivers a Patient Safety Competency Framework for Nursing Students and an innovative, new and multimodal approach to simulation called Tag Team Patient Safety Simulation (TTPSS). The TTPSS is intended to enhance graduates’ employability skills by facilitating their capacity to practice safely. Furthermore, it enables educators to deliver patient safety simulation scenarios to large or small cohorts of students in various contexts and without the need for highly technical equipment. The TTPSS approach is designed to enable simulation to occur ‘without walls’ as it is not confined to a traditional simulation laboratory space. The Tag Team approach to simulation could potentially occur in any environment

Simulation-based learning for patient safety: The development of the Tag Team Patient Safety Simulation methodology for nursing education

Background: Since the ground-breaking report ‘To Err is Human: Building a Safer Health Care System’ was published nearly two decades ago, patient safety has become an international healthcare priority. Universities are charged with the responsibility of preparing the future nursing workforce to practice in accordance with relevant patient safety standards. Consequently, simulation-based learning is increasingly used for developing the technical and non-technical skills graduates require to provide safe patient care. Aim: Tag Team Patient Safety Simulation is a pragmatic group-based approach that enhances nursing students’ knowledge and skills in the provision of safe patient care. The aim of this paper is to describe the Tag Team Patient Safety Simulation methodology and illustrate its key features with reference to a medication safety scenario.Methods: Informed by the National Safety and Quality Health Service Standards and the Patient Safety Competency Framework for Nursing Students, Tag Team Patient Safety Simulation methodology actively engage large numbers of nursing students in critical conversations around every day clinical encounters which can compromise patient safety.Conclusion: Tag Team Patient Safety Simulation is a novel simulation methodology that enhances nursing students’ skills and knowledge, fosters critical conversations, and has the potential to enhance students’resilience and capacity to speak up for safe patient care

Responding to the unexpected: Tag team patient safety simulation

Background: Tag Team Patient Safety Simulation (TTPSS) was developed to prepare work-ready nursing graduates in the context of patient safety. Method: This descriptive study examined nursing students' (n = 721) satisfaction with the TTPSS and validated the Satisfaction with Patient Safety Simulation Experience Scale (SPSSES). Results: Students reported higher levels of overall satisfaction with TTPSS. Themes from open-ended responses, Observing and being observed and Learning to respond to unexpected, provided insight to the satisfying components of the learning experience. Conclusions: The SPSSES is a valid survey instrument, verifying student's satisfaction with this large group simulation approach in preparing them to respond to patient safety issues. © 2019 International Nursing Association for Clinical Simulation and Learnin

Review of transnational nursing education programme curricula: Process, findings, and recommendations

Background: The University ofWollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim: The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods: The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approachwhere themes are strongly linked to the data and sourced fromthe explicitmeaning of the discourse within the interview (Braun and Clarke, 2006). Results: In total, therewere 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions: This project has demonstrated that the TNEPmakes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW

A unified call to action from Australian nursing and midwifery leaders: Ensuring that Black lives matter

Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care