A5061251340- Simulation-Based Education in Healthcare
- Innovations in Medical Education
- Interprofessional Education and Collaboration
- Patient Safety and Medication Errors
- Health Sciences Research and Education
- Education and Critical Thinking Development
- Nursing education and management
- Ethics in medical practice
- Cardiac Arrest and Resuscitation
- Hospital Admissions and Outcomes
- Nursing Roles and Practices
- Family and Patient Care in Intensive Care Units
- Surgical Simulation and Training
- Nursing Diagnosis and Documentation
- Nursing Education, Practice, and Leadership
- Palliative Care and End-of-Life Issues
- Trauma and Emergency Care Studies
- Disaster Response and Management
- Human Resource Development and Performance Evaluation
- Ethics in Clinical Research
- Psychopathy, Forensic Psychiatry, Sexual Offending
- Empathy and Medical Education
- Stoma care and complications
- Counseling Practices and Supervision
- Health Education and Validation
University of North Carolina at Chapel Hill
2003-2024
Mississippi State University
2024
University of California, San Francisco
2024
University of North Carolina Health Care
2023
University of Alabama in Huntsville
2017-2019
University of Dayton
2019
University of North Carolina at Charlotte
2019
Case Western Reserve University
2016-2018
University of North Carolina at Greensboro
2017-2018
E Ink (South Korea)
2017
Simulation is often used in nursing education as a teaching methodology. rooted adult learning theory. Three theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories relates to simulation. Pedagogical approaches well ties theory zare addressed. Finally, the implications for research practice health care are discussed.
Background Simulation has become a staple in the training of healthcare professionals with accumulating evidence on its effectiveness. However, guidelines for optimal methods simulation do not currently exist. Methods Systematic reviews literature 16 identified key questions were conducted and expert panel consensus recommendations determined using Grading Recommendations Assessment, Development, Evaluation (GRADE) methodology. Objective These evidence-based from Society Healthcare intend to...
Simulationists have reported essential elements that need to be included during prebriefing establish best practices in simulation and support learner success simulation. However, there is a gap the literature; for synthesis of these elements.This article reports current established standards guidelines. It compiles all are recommended into one document facilitate educator training. An infographic serve as cognitive aid checklist facilitators use practice. Finally, this discusses additional...
This article aims to assist educators and researchers in determining content validity (CV) reporting a index (CVI) for simulation scenarios.Educators involved health care curricula may not recognize the need validate and/or do know how scenario.Two methods based on previous research that can be used determine CV report CVI are discussed (Lynn Lawshe).Simulation scenarios written so experts fully understand entirety of accurately assess whether items relevant. Information template is...
Objectives The aim of this systematic review was to synthesize research completed between 2011 and 2021 report the current state science on use standardized patients (SPs) teach communication skills. question that guided study was, “Among health care professionals, does SP methodology as a means teaching skills result in improved learner knowledge, skills, attitudes, and/or patient outcomes when compared with other simulation methodologies?” Design This reported line Preferred Reporting...
This research study examined whether a transfer of learning (i.e., growth in clinical competency) occurred from the simulation laboratory to bedside and if it did occur, how. The design was descriptive research, using 14 acute care nurse practitioner students. Observations were done with standardized patient then setting an actual patient. results showed significant overall competency ( M diff = 0.08, SE 0.02, t (13) 3.03, p 0.01, r 0.64). A statistically correlation noted between scores...
This paper serves as the outline for a simulation that nurse educators can use to better prepare graduate students clinical setting and ensure student's essential competencies prior practicum.Educators often struggle with whether practitioner are sufficiently prepared their practicum once they have successfully completed didactic component of coursework.This addresses methods by which one institution uses standardized patients in laboratory first practicum. The implications using enhance...
The Standards of Best Practice: Simulation are a resource for quality and consistency simulation, evaluation outcomes, improvement simulation programs. provide guidelines practice vital framework strategic planning, research, faculty development. This article discusses challenges shares approaches to enhance implementation the into improve education, increase patient safety, reduce variability in experiences.
Obstetric (OB) nurses must be proficient in performing a basic neurologic examination to assess and detect changes patients' status. This study aimed compare knowledge skill acquisition for between OB who participated simulation those an online self-study module. Short- long-term retention transfer groups were evaluated.Nurses randomized either or module assessed by direct observation completion of standardized instrument the observer at 3 time points: baseline (time 1), within 7 days...
In Brief Nurses work in a variety of clinical settings. Some these areas involve care patients with acute illnesses while others do not. No matter which setting nurse works, the possibility exists that he or she will participate resuscitation patient. When face life-threatening event such as cardiopulmonary arrest, they rely on competence and skills healthcare professionals. Because nurses are often providers closest to bedside first respond patients' needs, their knowledge need be optimal...
Abstract A 12-week program was developed to educate nursing, medicine, and physician assistant faculty on the principles best practices of simulation. The goal facilitate team building collaborative practice through implementation an interprofessional (IP) simulation experience for students. Workshops focused IP communication involving seminar-based instruction, discussion, progressive development based a National League Nursing Advancing Care Excellence Seniors scenario. During final...
Summary Statement This manuscript focuses on interprofessional education (IPE) using simulation and its use between emergency department medical services personnel. It explores the theoretical frameworks behind IPE applies them to simulation-based education. There is a notable lack of research these 2 professions. The need for as well barriers recommendations remove are discussed.