ABSTRACT
OBJECTIVE: The aim of this review was to explore the experiences of nursing students participating in end-of-life education programs. DESIGN: A systematic review. DATA SOURCES: Exhaustive literature searches were performed using seven electronic databases: Medline, Scopus, Web of Science, CINAHL Plus, Dialnet Plus, Eric and Cuiden Plus. REVIEW METHODS: In total, 6572 studies published from 2008 until 2018 were examined. The Critical Appraisal Skills Program was used to assess the quality of the studies included in the review. The findings were synthesized using meta-aggregation. RESULTS: Seventeen studies were included in this systematic review, representing a sample of 606 nursing students. Simulation methods were most common among the educational programs analyzed. The analysis of qualitative data allowed us to identify 260 illustrations which were grouped into 14 categories and three themes: feelings and emotions during the performance of the pedagogical activity, end-of-life education among nursing students and competencies acquired on death and end-of-life. The most highlighted communication skills were learning to listen and building confidence to speak with the patient, family and the general public. CONCLUSIONS: End-of-life programs generally helped students acquire communication skills, learn concepts and improve the administration of this type of care. In addition, they perceived the experience as an opportunity to learn more about oneself, gain trust and support critical thinking. Nonetheless, the evidence available in this field is limited due to the small number of studies, plus the limited data reported. Thus, further studies on this subject are necessary.
ABSTRACT
La simulación clínica ha surgido como una potente herramienta para el aprendizaje y evaluación de las diferentes capacidades y actitudes en el ámbito de las Ciencias de la Salud, mediante el uso de tecnologías innovadoras, como los simuladores de alta fidelidad (HFS). Objetivo. Describir el estado actual de la dotación de equipos de simulación clínica de alta fidelidad en nuestro país e identificar sus características principales. Método. Estudio observacional descriptivo que analiza la información sobre los centros que poseen HSF en nuestro país. Resultados. Existen actualmente un total de 80 centros dotados de HFS en nuestro país, distribuidos principalmente en centros universitarios (43), centros hospitalarios y de urgencias (27), e institutos o centros de simulación (5), estando el resto (5) asociado a entidades de diversa titularidad. El desarrollo temporal de los HFS ha sido lentamente progresivo, experimentando un importante crecimiento en el último sexenio. En su mayoría (74%) cuentan con instalaciones específicas, equipos auxiliares (60%) y profesionales con dedicación compartida (80%). Está integrada ya en los programas de formación del 56% de los centros universitarios dotados de HFS. Conclusiones. Disponemos actualmente de un notable desarrollo de HFS en nuestro país, principalmente relacionados con la docencia médica pregrado universitaria y posgrado hospitalaria. Sería de utilidad diseñar una red de centros de formación en simulación de Ciencias de la Salud en España, que sea operativa, sostenible y reconocida, que permita optimizar la utilización de estos centros (AU)
Clinical simulation has emerged as a powerful new tool for the learning and assessment of different skills and attitudes in patient care, by using innovative technology such as high fidelity simulators (HFS). Objective. To describe the current state of high fidelity clinical simulation in Spain and its principal characteristics. Methods. Descriptive observational study that analyzes information on the clinical centers that have HFS in our country. Results. There are currently a total of 80 centers with HFS in our country, mainly distributed in university centers (43), hospital and emergency centers (27), simulation centers and institutes of simulation (5), and the rest (5) associated to entities of diverse ownership. The temporal development of HFS has been slowly progressive, with a significant growth in the last 6 years. The majority (74%) have specific facilities, auxiliary equipment (60%), and professionals with a shared commitment (80%). It is already integrated into the training programs in 56% of university centers with HFS. Conclusions. The development of HFS has been remarkable in our country, and is mainly related to university undergraduate and postgraduate clinical medical education. It would be useful to design a network of simulation training centers of Health Sciences in Spain, which would be operational, sustainable and recognized, to optimize the use of these facilities (AU)
Subject(s)
Humans , Male , Female , Computer Simulation/trends , 28574/methods , Health Knowledge, Attitudes, Practice , Technology/education , Technology Assessment, Biomedical/methods , Anesthesiology/education , Biomedical Technology/education , Biomedical Technology/methods , Learning , Surveys and QuestionnairesABSTRACT
UNLABELLED: Clinical simulation has emerged as a powerful new tool for the learning and assessment of different skills and attitudes in patient care, by using innovative technology such as high fidelity simulators (HFS). OBJECTIVE: To describe the current state of high fidelity clinical simulation in Spain and its principal characteristics. METHODS: Descriptive observational study that analyzes information on the clinical centers that have HFS in our country. RESULTS: There are currently a total of 80 centers with HFS in our country, mainly distributed in university centers (43), hospital and emergency centers (27), simulation centers and institutes of simulation (5), and the rest (5) associated to entities of diverse ownership. The temporal development of HFS has been slowly progressive, with a significant growth in the last 6 years. The majority (74%) have specific facilities, auxiliary equipment (60%), and professionals with a shared commitment (80%). It is already integrated into the training programs in 56% of university centers with HFS. CONCLUSIONS: The development of HFS has been remarkable in our country, and is mainly related to university undergraduate and postgraduate clinical medical education. It would be useful to design a network of simulation training centers of Health Sciences in Spain, which would be operational, sustainable and recognized, to optimize the use of these facilities.
