May 7, 2020By Lance Baily

Latest Edition of Clinical Simulation in Nursing From INACSL

The latest edition of the Clinical Simulation in Nursing research publication (hosted by Elsevier) has just posted, with unique and powerful journal articles dedicated to nursing simulation and beyond. This month focuses on topics ranging from the COVID-19 pandemic, methods of debriefing, blended learning, disaster simulations, IPE, Situation awareness, Virtual care simulations, mixed reality learning and more! This is a must read content for anyone starting or expanding their healthcare simulation program, from the world’s leading non-profit International Nursing Association Clinical Simulation and Learning (INACSL) organization. And more good news, their June 2020 event is being converted to an online virtual learning opportunity! Stay tuned to for more on that shortly.

Editorial: Simulation Amid the COVID-19 Pandemic (Nicole Harder): Frankly, everything that we have seen in education and the clinical environment is surreal. In mere weeks, we have changed the way we teach and practice, and I would like to believe that simulationists around the globe have been instrumental in assisting in coping and adapting to these changes. Simulationists in the clinical environment are preparing front-line practitioners, and in the education setting, they are doing what they can to continue to provide practical education. We are sharing resources, time, equipment, and ideas to assist educators and clinicians. We are using nursing simulation to its potential to prepare students and practitioners for the clinical environment, which is the primary purpose of healthcare simulation.

Exploring Self-Debriefing Plus Group-Debriefing: A Focus Group Study (Margaret Verkuyl et al): Best practice guidelines for debriefing in-person simulation in healthcare recommend a facilitated, group-debrief. This study explored students’ experiences of self-debrief followed by a facilitated group-debrief after an in-person clinical simulation. Four themes emerged from the data: Psychological Safety, Learning, Methodology, and Reflection. This study offers insight into students’ perceptions of completing a self-debrief before a facilitated group-debrief. Psychological safety and self-awareness of personal beliefs and values can be enhanced by offering self-debriefing before group-debriefing.

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A Blended Learning Activity to Model Clinical Judgment in Practice: A Multisite Evaluation (Michelle Kelly et al): Observing how experienced nurses assess and manage complex situations may assist students in developing clinical judgment. Highest rated benefits: watching an expert nurse; and how assessment and care were provided. Qualitative themes: global perspectives; questions that challenged; level of realism; the expert nurse; technical issues; and contribution to learning and practice. Irrespective of country/program, participants rated the learning activity as beneficial in developing skills for clinical judgment.

Implementing Disaster Simulations for Baccalaureate Nursing Students in the Gulf-Coast Region (Alison H. Davis): Disasters occur frequently in the gulf-coast region of the United States. The purpose of this study was to develop, implement, and evaluate four gulf-coast area high-fidelity disaster simulations. Three hundred and ninety-one students participated. Results indicated an increase in scores for every participant group in disaster knowledge. Differences in pre-post test scores were significant for three of four groups. Participation in high-fidelity disaster nursing simulations during nursing school can enhance disaster knowledge and preparedness.

Adaptation and Validation of the Situation Awareness Global Assessment Technique for Nurse Anesthesia Graduate Students (Deniz Dishman et al): Endsley’s Situation Awareness Global Assessment Technique (SAGAT) is accepted as a valid and reliable situation awareness (SA) measurement tool in event-driven domains, including health care specialties. This study validated an adapted SAGAT to quantify anesthesia providers’ SA in a healthcare simulation. An anesthesia providers’ competence is directly related to clinical decision making and thus SA, necessitating the importance of its measurement.

Relationship between Interprofessional Communication and Team Task Performance (Kyeong Ryong Lee et al): Communication among health care professionals is essential for ensuring quality patient care and safety. Although communication appears to be crucial during critical events, this assumption has not been widely evaluated. This study aimed to determine whether Situation, Background, Assessment, Recommendation, and Read-Back (SBAR-R) communications are related to team task performance in a simulated emergency. These findings suggested that the SBAR-R communications are important to consistent team performance in an emergency.

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 Preparing Nurse Practitioner Students for Virtual Visits: An Innovative Computer-Based Text-Messaging Simulation (Lisa Schaeg Merritt): Educators must prepare nurse practitioner graduates to deliver safe and effective patient care using virtual visits. Experience with this form of health care delivery may be limited during clinical practicum. Results for the group of students (N = 17) were 91% overall in diagnostic accuracy and management. The pediatric nurse practitioner students (n = 5) had a diagnostic accuracy of 100% compared to the family nurse practitioner students (n = 12) who scored 88% ( p < .05). Students reported increased competence ( p < .05) in virtual visits as compared to baseline. This intervention was unique in that it used a text-message format to simulate a virtual visit. Students showed high diagnostic accuracy, and self-reported competence was significantly improved with this educational intervention.

Research in Brief: Exploring Perceptions of Needs for the Same Patient Across Disciplines Using Mixed Reality: A Pilot Study
(Jane Frost et al): Interprofessional communication is important in health care; however, health disciplines are often taught in silos and in different ways. Clinical judgement is often taught in discipline-specific models, which has the potential to create different perceptions of needs between disciplines. A mixed reality (MR) simulation was used to explore clinical judgement through the perceptions of needs that different health professional students formulate after a visual assessment of the same patient. Thirteen health care students from four disciplines (medicine, nursing, occupational therapy, and dietetics) in their last six months of training completed the MR experience. Directed content analysis was used to analyse the data. Pain was consistently recognised as a patient need; however, the focus of perceptions of need differed between disciplines. MR provided a consistent method by which different disciplines could examine the same patient in the same circumstances.

Finally, be sure to check out the freely available must have Standard of Best Practice Simulation series from the group — it is the gold standard for achieving results with clinical simulation in nursing!

Read the Latest Clinical Simulation in Nursing Article Here!

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