ABSTRACT
Background: Simulation education is needed to train a highly competent nursing workforce. In-person simulation requires many resources, such as faculty, space, and time, that can negatively affect its feasibility. These barriers have prompted educators to seek new technologies to provide experiential learning opportunities, such as virtual simulation (VS). The COVID-19 pandemic further highlighted the need for educators to investigate alternative learning opportunities.Methods: A quantitative cross-sectional study was conducted with pre-licensure and advanced practice nursing students. They participated in a VS learning experience that was evaluated using the System Usability Scale (SUS)(R), the Clinical Learning Environment Comparison Survey (CLECS 2.0), and the Simulation Effectiveness Tool-Modified (SET-M).Result: 197 pre-licensure and 11 advanced nursing practice students completed post-simulation eval-uations. The results from the SUS scale found the overall virtual system effective. Evaluating the CLECS tool found students' perceived experience was relatively similar for face-to-face simulation and screen-based simulation. The SET-M indicated students rated the VS simulation experience positively. Conclusion: VS for nursing education can be an effective experiential learning tool.
ABSTRACT
In recent years, surgical trainees have been exposed to a lower volume of operative procedures. In part, this is due to the reduction in working hours and further disruption by the coronavirus disease 2019 pandemic. Much has been done to develop the techniques of surgical skill training outside of the operating theatre. Simulation-based interventions must undergo a process of validation to assess their appropriateness and effectiveness for use in training. The terminology of validation within current literature, however, has not evolved in line with the education community, resulting in varying definitions for the same phrase across domains. This can result in confusion and misinterpretation among researchers and surgeons working within this domain. This technical report describes the "types of validity" definitions used in the traditional framework of surgical simulation literature and the contemporary, unitary framework of validity adopted by educationalist theorists. There is a clear overlap between the traditional "types of validity" and the contemporary, unitary framework. The divergence in the use of those definitions seems, at least partly, influenced by the context of the investigations being conducted. By utilising the contemporary definitions, authors may have struggled to provide the evidence required to justify the use of the multitude of surgical skill simulators developed in the recent past. This report has provided an overview of the current terminology within the validation frameworks and can be used as a reference for future surgical simulation research.
ABSTRACT
Nursing interventions have an explicit impact on the clinical pediatric mechanically ventilated children' outcomes. Despite some existing protocols, guidelines and standards, nurses still use it inexpediently in covid-19 pediatric and neonatal patient groups. Therefore, Simulation-based education has been regarded as a tool to cope with the fast changes in care methods and improving nursing professional standards. The present study aimed to investigate the effect of simulation-based education regarding endotracheal intubation on knowledge and practice of pediatric nurses of covid-19 pediatric intensive care unit. A comparative study of intervention and control groups quasi experimental design was used. Pediatric nurses (120) who were working in pediatric intensive care unit of Tanta Main University Hospital, Tanta city, Egypt and pediatric intensive care unit at Damanhour National medical Institute, Buheira, Egypt, who accepted to participate in the study. The simulation education program included online interactive lectures, and skill training, team-based practice. Two tools were utilized for data collection including knowledge test and observational checklist, which were completed before the program, immediate and 3 months after its completion. After simulation program, there was a significant improvement in the nurses' knowledge and clinical proficiency in regard to end tracheal intubation at (P<0.001) in the intervention group, while the control group didn't indicate any statistical differences across the three study periods regarding their total knowledge of intubation scores (p=0.233) Simulation education effectively improved the pediatric nurses' knowledge and clinical competency of the pediatric intubation. Based on this program the participated nurses will educate and transfer information to their colleagues that might advance clinical nursing education.
ABSTRACT
Objective: The aim of this study was to investigate the effects of using a virtual patient simulator on the acquisition of clinical decision-making skills in nursing students during the pandemic COVID-19. Methods: This was a quasi-experimental study with a pretest-posttest design. Following the case-based learning strategy, the educational intervention was designed and implemented in five steps (pre-activities, introduction, scenario briefing, web-based clinical scenarios, presentation and de-briefing).We assessed clinical decision-making skills of nursing students before the intervention, after the intervention, and 1 months later, with Clinical Decision-Making questionnaire. In this study SPSS software version 23.0 was used to analyze the data and significance level was considered P < 0.05. Results: Clinical decision-making skills of nursing students was compared before (48/04 +/- 12/77) and immediately after training (91/49 +/- 7/66) using paired tests, and a statistically significant difference was found (P = 0/009). Also, before the intervention, most students were thinking analytically (63/80%) and making clinical decisions, while after the intervention, most students had an analytic-intuitive model of clinical decision-making (63/80%). Conclusion: The study showed that the decision-making skills of nursing students were significantly improved by virtual patient simulations. The educational intervention and simulator used in this study can be integrated into undergraduate nursing student education curricula to help them acquire clinical decision-making skills.
ABSTRACT
The COVID-19 pandemic has fundamentally altered the pedagogical approach to education at every level of training, including at the undergraduate level and graduate or professional level. These unprecedented times have tested academic resilience, agility, creativity, and adaptability in all aspects, including inventive alternative teaching methods. With an increasing reliance on virtual instruction, self-directed learning, and hybrid models of instruction, certain approaches of hands-on training, practice-based learning, and evaluation have had to evolve. The University of Minnesota's Master of Medical Device Innovation students are typically immersed in clinical environments through physician shadowing in the operating room, evaluating unmet needs and untapped areas of potential innovation. Engineers who can immerse themselves in surgical education, shadowing, and frontline medical experience can better appreciate, recognize, and enhance current medical technologies and processes. With the OR case restrictions in the era of COVID-19, these learners were faced with limited clinical exposure and thus limited familiarity with the dynamics and processes of clinical practice. As such not only education, but the functioning of the entire industry is stunted. From an instructive perspective, this creates a challenge for students attempting to generate relevant and feasible practicum ideas, accurate prototypes, and offers fewer opportunities to develop these ideas alongside the experts and medical professionals - the target audience. Simulation education provides a means for students to engage with clinical practice in a meaningful way that bridges the gap between clinical exposure and virtual learning. A hands-on approach in which students were able to practice fundamental surgical skills of suturing, knot-tying, and the basics of laparoscopy. Learners were offered three didactic workshop sessions that introduced these skills and then were given opportunities to perform with supervision from expert educators. Low-cost, low-fidelity models of pertinent anatomy and physiology provided students an immersive experience that allowed them to develop a deeper understanding of interventional skills. Three two hour-long sessions of guided skills practice on low-cost simulators were attended by the 2022 Masters of Medical Device Innovation cohort and subjective measures of their understanding of the fundamental concepts were evaluated. High-level findings of these workshops suggest that simulation education is an effective tool in advancing the baseline understanding of surgical principles as opposed to virtual instruction and may offer some further benefit, not possible even through clinical shadowing itself. © 2022 by ASME
ABSTRACT
Technology developments change education strategies. Incorporating virtual reality into lesson plans allows education to focus not only on learning knowledge but also on knowledge and skills integration. In simulation education, learning environments are designed to approximate actual clinical situations, allowing students to practice skills in virtual clinical situations continuously. In addition, clinical lecturers may observe the students' practice process and provide feedback. Furthermore, through experiencing and practicing clinical procedures, students gain critical clinical judgment, skills, and teamwork operation competences, which may be applied in the real world. In Taiwan, the majority of nurse practitioner training is implemented in hospitals, and clinical training is done using hands-on and face-to-face teaching strategies within a mentorship framework. Because of the ongoing COVID-19 pandemic, this hospital-based training model has been significantly challenged. However, this represents an opportunity to migrate the nurse practitioner training model toward technology-based simulation education. Developing more virtual-reality-based lesson plans centered on clinical situations may help students complete training that is normally conducted in hospital teaching environments. Through repetitive practice in virtual reality settings, students may obtain comprehensive knowledge and clinical skills that will help relieve the subsequent stress of clinical practicum work and promote care quality and patient safety.