Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 19 de 19
Filtrar
1.
Can J Surg ; 64(6): E609-E612, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34759046

RESUMO

Trauma care delivery is a complex team-based task that requires deliberate practice. The COVID-19 pandemic has not diminished the importance of excellent trauma team dynamics. However, the pandemic hampers our ability to gather safely and train together. A mitigating solution is the provision of high-fidelity simulation training in a virtual setting. The Simulated Trauma and Resuscitation Team Training (S.T.A.R.T.T.) course has provided multidisciplinary trauma team members with skills in crisis resource management (CRM) for nearly 10 years. It has promoted collaborative learning from coast to coast, as the course typically runs at our national surgical and trauma meetings. In response to COVID-19 challenges, the course content has been modified to virtually connect 2 centres in different provinces simultaneously. High participant satisfaction suggests that the new virtual E-S.T.A.R.T.T course is able to continue to help providers develop important CRM skills in a multidisciplinary setting while remaining compliant with COVID-19 safety precautions.


Assuntos
COVID-19 , Educação a Distância , Treinamento com Simulação de Alta Fidelidade , Traumatologia/educação , Ferimentos e Lesões/terapia , Canadá , Competência Clínica , Gestão de Recursos da Equipe de Assistência à Saúde , Currículo , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/normas , Humanos , Pandemias , Equipe de Assistência ao Paciente , SARS-CoV-2 , Traumatologia/normas
2.
Simul Healthc ; 16(1): 80-81, 2021 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-33196611

RESUMO

SUMMARY STATEMENT: The COVID-19 pandemic led to disruption of most interprofessional simulation workshops in our center, including the obstetric and neonatal emergency simulation or ONE-Sim workshops for medical, nursing, midwifery students, and health professional staff in Australia and overseas.We devised online versions of the workshop for students and staff. In this report, we describe the details of these innovative online workshops. This has enabled us to continue this vital simulation-based education during the pandemic, when strict lockdowns, physical distance requirements, and travel restrictions precluded the usual conduct of these workshops.The online workshops were well received by students and staff in Australia and overseas. Some important lessons that were learned from the preliminary experience of these workshops are detailed in this report.


Assuntos
COVID-19/epidemiologia , Educação a Distância/organização & administração , Pessoal de Saúde/educação , Treinamento com Simulação de Alta Fidelidade/organização & administração , Equipe de Assistência ao Paciente/organização & administração , Austrália , Confidencialidade , Educação a Distância/normas , Treinamento com Simulação de Alta Fidelidade/normas , Humanos , Relações Interprofissionais , Manequins , Pandemias , SARS-CoV-2
3.
Simul Healthc ; 15(6): 445-446, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32956212

RESUMO

STATEMENT: Shortage of personal protective equipment (PPE) for frontline healthcare workers managing the current severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic is a major, global challenge. In this pilot study, we describe a simulation-based method for evaluating the suitability and acceptability of an alternative biological isolation garment (BIG, a gown or a suit) for clinical use by emergency department (ED) personnel. Using a high-fidelity simulator, participants provided airway management according to the SARS-CoV-2 protocol. A nonvisible fluorescent marker was used as a surrogate marker of contamination. We assessed ultraviolet light visualization of the fluorescent marker after doffing and satisfaction with donning, use during simulation, and doffing. We found that after doffing, markers were not visualized on any of the participants and that the median satisfaction scores of the alternative and standard BIG (sBIG) were 4 [interquartile range (IQR) = 1-5] and 4 (IQR = 2-4), respectively. The results suggest the suitability and acceptability of the alternative BIG (aBIG) for use by ED personnel.


Assuntos
COVID-19/epidemiologia , Serviço Hospitalar de Emergência/organização & administração , Pessoal de Saúde/psicologia , Treinamento com Simulação de Alta Fidelidade/organização & administração , Equipamento de Proteção Individual/normas , Manuseio das Vias Aéreas/métodos , Atitude do Pessoal de Saúde , Serviço Hospitalar de Emergência/normas , Treinamento com Simulação de Alta Fidelidade/normas , Humanos , Controle de Infecções/organização & administração , Pandemias , Equipamento de Proteção Individual/provisão & distribuição , Projetos Piloto , SARS-CoV-2
6.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(3): 141-149, mayo-jun. 2020. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-193881

RESUMO

INTRODUCCIÓN: La fidelidad es un elemento crucial, pero difuso, en los programas de simulación clínica. Es común que se la defina en base a preguntas de satisfacción, con enfoques subjetivos y pequeños tamaños de muestra. Se necesitan instrumentos de medición validados para una consideración más objetiva de fidelidad en escenas con participantes simulados o con maniquíes y en entornos sofisticados o no. SUJETOS Y MÉTODOS: Los indicadores se definieron mediante búsqueda bibliográfica de temas afines en artículos publicados en revistas indizadas, con las palabras clave 'fidelidad', 'realismo', 'verosimilitud' y 'alta, media y baja fidelidad', cruzadas con 'simulación clínica', en castellano e inglés. Esta es la primera fase, conceptual, de una investigación que validará formularios universales para medir la fidelidad. RESULTADOS: Se conceptualizaron tres dimensiones generales donde medir la fidelidad. A cada dimensión se le asignaron unidades específicas que se desglosaron en indicadores agrupados en tres variables de uso sistémico. La unidad mínima de medición fue el indicador. Se designaron tasadores múltiples y diferentes para cada dimensión. CONCLUSIONES: Los indicadores permiten aclarar los términos fidelidad/realismo para su uso estandarizado, definen y hacen medibles las diferentes expresiones de realismo, permiten prever y obtener el verdadero coste/beneficio de la inversión en la reproducción fiel de los entornos por parte de las instituciones, permiten describir la trazabilidad de la fidelidad ingeniera en los productos biotecnológicos y posibilitan que los activos y productos de la simulación sean validados por expertos clínicos con fundamento científico, reduciendo los sesgos por desconocimiento o indefinición


INTRODUCTION: Fidelity is a crucial, but diffuse, element in clinical simulation programs. It is commonly defined based on satisfaction questions, with subjective approaches and small sample sizes. Validated measuring instruments are needed for more objective consideration of fidelity in scenes with simulated participants and/or mannequins and in sophisticated or non-sophisticated environments. SUBJECTS AND METHODS: The indicators were defined by a bibliographic search of related topics in articles published in indexed journals with the keywords 'fidelity', 'realism', and 'high, medium and low fidelity' crossed with 'healthcare simulation', in Spanish and English. This is the first phase, conceptual, of a deeper research that will validate universal forms to measure fidelity. RESULTS: Three general dimensions were conceptualized to measure fidelity. Each dimension was assigned specific units that were broken down into indicators grouped into three systemic use variables. The minimum unit of measurement was the indicator. Multiple and different appraisers were designated for each dimension. CONCLUSIONS: The indicators make possible to clarify the terms fidelity/realism for their standardized use. They define and make measurable the different expressions of realism. They make it possible to foresee and obtain the true cost/benefit of the investment in the faithful reproduction of the environments by the institutions. They make it possible to describe the traceability of the engineering fidelity in biotechnology products. They also make possible that the assets and products of the simulation are validated by clinical experts with a scientific basis, reducing the biases due to lack of knowledge or lack of definition


Assuntos
Humanos , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/normas , Treinamento por Simulação/métodos , Educação Médica/métodos , Simulação de Paciente , Treinamento com Simulação de Alta Fidelidade/organização & administração , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Treinamento por Simulação/estatística & dados numéricos , Educação Médica/organização & administração
7.
Nurs Forum ; 55(3): 341-347, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32003455

RESUMO

BACKGROUND: Nurse educators have used peer teaching as a means of providing effective learning to peer learners and enhancing peer teachers' comfort with teaching. There is a lack of evidence related to providing feedback to peer teachers. Receiving feedback may enhance peer teachers' knowledge synthesis and understanding of the teaching process. METHODS: We utilized a mixed methods approach to determine if an evaluation instrument was valid and helpful to peer teachers. Both peer learners and educators completed evaluations of peer teachers, which were then compared. After receiving summarized feedback, peer teachers completed a survey regarding their experience. RESULTS: There were no statistical differences between peer learner and educator ratings of peer teachers. Peer learners indicated they found peer teachers to be helpful in the high fidelity simulation setting. Peer teachers indicated satisfaction with the experience. Analysis of qualitative comments on peer-teacher surveys resulted in the identification of three themes: (a) validation of knowledge growth; (b) increased comfort with teaching; and (c) enhanced appreciation of teaching. CONCLUSIONS: Peer teaching may enhance knowledge gain and synthesis for both peer teachers and peer learners. Enhanced comfort with teaching may lead to enhanced comfort in teaching both patients and peers in future practice.


Assuntos
Docentes de Enfermagem/normas , Treinamento com Simulação de Alta Fidelidade/normas , Aprendizagem , Grupo Associado , Docentes de Enfermagem/estatística & dados numéricos , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Pesquisa Qualitativa , Universidades/organização & administração , Universidades/estatística & dados numéricos
8.
Nurse Educ Today ; 86: 104319, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31926382

RESUMO

PURPOSE: This study aimed to identify which of the standardised Nursing Interventions Classification (NIC) activities should be used in the design of clinical cases with high fidelity simulation for educational preparation of undergraduate nursing students in non-technical skills. DESIGN AND METHODS: A three-round Delphi study was carried out: the first round with taxonomy experts, the second round with academic and clinical lecturers with limited experience in the simulation-based learning methodology, and the third round with academic and clinical lecturers having at least two years of simulation experience. The NIC interventions were grouped into two levels of competence in accordance with the undergraduate nursing degree curriculum (1st- and 2nd-year students, the "novice" level; 3rd- and 4th-year students, the "advanced" level). The NIC allows the description of nurse student competencies in multiple clinical scenarios and throughout various contexts: theory, clinical practice and simulation. FINDINGS: The experts identified 163 interventions in 8 areas as relevant and feasible, selecting 42 for the "novice" students, in Nursing Fundamentals (13) and Adult Nursing Care 1 (29), and 97 for the "advanced" students: Maternity Care and Child Health Nursing (18), Mental Health (13), Nursing Care of Older People (12), Community Health Nursing (20) and Adult Nursing Care 2 (34). In addition, 24 interventions were identified as cross-cutting, with training to be provided across all four years of the degree. CONCLUSION: A total of 163 interventions of the NIC list were selected by experts as being both relevant and feasible to nursing undergraduate education. This creates the favourable framework to design high-fidelity scenarios for the training of non-technical skills according to the competences required and in line with the health care reality. Therefore, enabling an optimal combination of theoretical education by academic lecturers with practical training by clinical lecturers and staff nurses.


Assuntos
Treinamento com Simulação de Alta Fidelidade/métodos , Terminologia Padronizada em Enfermagem , Adulto , Idoso , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Currículo/normas , Currículo/tendências , Técnica Delphi , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Treinamento com Simulação de Alta Fidelidade/normas , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Masculino , Pessoa de Meia-Idade
9.
Annu Rev Nurs Res ; 39(1): 225-242, 2020 12 01.
Artigo em Inglês | MEDLINE | ID: mdl-33431644

RESUMO

The use of simulation in nursing education is an integrated part of the curriculum and has demonstrated the benefit for learning in nursing students at all levels. The next stage in simulation-based learning will utilize the wide variety of new technologies that are currently available, including virtual and augmented reality. The use of these new technologies brings with it a need for standard definitions, evaluation of its impact on learning, and new opportunities for research. Efforts are underway to standardized definitions and publish early findings on research using these new technologies. There are many opportunities available for nursing educators to create a new era of simulation-based learning methodologies by incorporating virtual and augmented realities in their curriculum. The state of the science is showing promising outcomes and commercial products are maturing.The utilization of these new technologies should be approached in the same way as other learning methodologies as many new ideas and ways of learning are emerging in this area. It will be critical for nursing educators and faculty to determine the optimal ways to utilize them.


Assuntos
Realidade Aumentada , Currículo , Educação em Enfermagem/normas , Treinamento com Simulação de Alta Fidelidade/normas , Cuidados de Enfermagem/normas , Recursos Humanos de Enfermagem Hospitalar/educação , Guias de Prática Clínica como Assunto , Adulto , Feminino , Humanos , Invenções , Masculino , Pessoa de Meia-Idade , Cuidados de Enfermagem/estatística & dados numéricos , Recursos Humanos de Enfermagem Hospitalar/estatística & dados numéricos
10.
Nurs Forum ; 55(2): 92-98, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-31680271

RESUMO

BACKGROUND: In Arab countries, many nursing schools rely heavily on simulation-based activities to provide experiential learning to male students with regard to maternal and child care; however, no study has been conducted to explore their experiences with such simulation training. AIM: To describe the experiences of male nursing students who were exposed to high-fidelity simulation training related to maternity and child care. METHODS: Husserl's approach to phenomenology guided this study, through the use of a structured interview with 15 Arab male nursing students. A thematic analysis technique served as a framework for the data analysis. FINDINGS: Thematic analysis revealed four essential themes: gained competency; compensation for missed clinical experience; overcoming of cultural or religious barriers; and challenges related to the use of simulation technologies. CONCLUSIONS: High-fidelity simulation can be a viable option to clinical training for enhancing Arab male nursing student competencies when providing maternal and child nursing care, which are often not available in the clinical area or are considered to be off limits due to cultural or religious reasons.


Assuntos
Treinamento com Simulação de Alta Fidelidade/normas , Serviços de Saúde Materna/normas , Enfermeiros/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Árabes/psicologia , Árabes/estatística & dados numéricos , Competência Clínica/normas , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Masculino , Serviços de Saúde Materna/tendências , Estudantes de Enfermagem/estatística & dados numéricos
11.
Curr Pharm Teach Learn ; 11(10): 1016-1021, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31685170

RESUMO

INTRODUCTION: Our objective was to assess postgraduate year one (PGY1) pharmacy resident perceived competence during medical emergencies before and after implementation of a longitudinal simulation training curriculum. METHODS: At the University of California San Francisco (UCSF) Medical Center, PGY1 pharmacy residents serve as primary code team responders for code blue, code sepsis, and code stroke, among other medical emergencies. In 2015, the UCSF Residency Training Program implemented a longitudinal simulation curriculum for PGY1 pharmacy residents. Throughout the residency year, residents participated in four simulation lab sessions that addressed various medical emergencies. To assess the impact that the simulation curriculum had on resident perceived competence during medical emergencies, a 19-question survey (13 clinical questions and six control questions) was distributed to the residents at the end of the residency year. Resident responses from the 2015 to 2016 and 2016 to 2017 surveys were compared to a control residency class from 2014 to 2015 who did not undergo the simulation curriculum. RESULTS: Simulation-trained PGY1 pharmacy residents reported significantly greater perceived competence in five of the twelve medical emergency scenarios (acute coronary syndromes, symptomatic bradycardia, supraventricular tachycardia, ventricular tachycardia, and cardiac arrest) as compared to non-simulation-trained controls. In addition, the PGY1 pharmacy residents felt that their performance as a clinical pharmacist would significantly improve as a result of the simulation curriculum. CONCLUSIONS: Incorporation of a longitudinal simulation curriculum into PGY1 pharmacy resident training can positively impact resident self-reported competence when performing essential pharmacist functions during medical emergencies.


Assuntos
Competência Clínica/normas , Serviços Médicos de Emergência/normas , Treinamento com Simulação de Alta Fidelidade/normas , Percepção , Residências em Farmácia/métodos , Competência Clínica/estatística & dados numéricos , Currículo/tendências , Educação de Pós-Graduação em Farmácia/métodos , Educação de Pós-Graduação em Farmácia/normas , Serviços Médicos de Emergência/métodos , Serviços Médicos de Emergência/estatística & dados numéricos , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Farmacêuticos , Residências em Farmácia/estatística & dados numéricos , Residências em Farmácia/tendências , São Francisco
12.
Curr Opin Anaesthesiol ; 32(4): 472-479, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31219869

RESUMO

PURPOSE OF REVIEW: We reviewed evidence of recent innovations in sedation education and discuss experiences with sedation training in Taiwan. RECENT FINDINGS: Current Status of Sedation Training: Didactic training and supervised clinical mentoring are common methods of sedation training. Although training course designed by professional societies to meet individual hospital credentialing requirements, the course content and training expectations vary and are likely inadequate to non-anesthesiologist sedation practitioners. Less Common Forms of Sedation Training: These include screen-based simulation, high-fidelity manikin-based simulation. Screen-based simulation sedation training is popular, convenient, and relatively inexpensive. Although there are numerous courses available, course content has not been standardized. High-fidelity simulation has been accepted to improve knowledge, self-confidence, awareness of emergency, crisis resource management, and teamwork, but it is costly, time intensive, and requires expertise in using simulation equipment. Although screen-based training is attractive and convenient, there is no evidence to suggest that it can replace high-fidelity simulation. Another recently developed education modality is virtual reality simulation. It has gained recent popularity as an immersive approach to medical training, but minimal content has been developed for sedation training. Beyond training, several other potential innovations may improve sedation effectiveness and patient safety. These include adherence to practice guidelines established by professional organizations, utilization of a pre-procedure sedation checklist, interpreting capnography, and implementation of real-time bedside drug displays that provide predictions of concentrations and their associated effects. SUMMARY: Effective sedation education and training, especially for nonanesthesiologists, is essential to improve patient safety for procedural sedation. Several innovative approaches have been proposed and are relatively early in their development and implementation. Further studies designed to assess the impact of these new training modalities on patient safety and outcomes are warranted.


Assuntos
Anestesiologia/educação , Educação Médica/métodos , Treinamento com Simulação de Alta Fidelidade/métodos , Invenções , Inovação Organizacional , Analgesia , Lista de Checagem/normas , Competência Clínica , Sedação Consciente , Sedação Profunda , Educação Médica/organização & administração , Educação Médica/normas , Fidelidade a Diretrizes , Treinamento com Simulação de Alta Fidelidade/organização & administração , Treinamento com Simulação de Alta Fidelidade/normas , Humanos , Segurança do Paciente , Sistemas Automatizados de Assistência Junto ao Leito , Guias de Prática Clínica como Assunto , Realidade Virtual
13.
Nurs Forum ; 54(3): 434-440, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31093991

RESUMO

BACKGROUND: Providing adequate and quality clinical training to student nurses is a major issue in nursing education. In the Middle East, this issue is more prominent because providing intimate healthcare to women in maternity nursing, especially by male nursing students, remains a challenge. PURPOSE: This study compared the effects of a combination of traditional clinical training with high-fidelity simulation (TCT+HFS) activities vs TCT alone on the clinical competency and knowledge among students enrolled in a maternity nursing course in a Middle Eastern public university. METHOD: A quasi-experimental research design was adopted in the study. The sample consisted of 74 students (40 in the TCT group and 34 in the TCT+HFS group) from a cohort of nursing students in a Middle Eastern university. The Creighton Competency Evaluation Instrument and a 29-item, researcher-designed knowledge scale was used to measure the relevant outcomes. RESULTS: No significant difference was observed in the knowledge (F = 1.064, P = 0.306) or clinical competency scores (F = 0.168, P = 0.683) between the TCT+HFS group and the TCT group. CONCLUSION: Substituting 25% of the clinical hours with HFS may yield similar learning outcomes (knowledge and clinical competency) as TCT.


Assuntos
Competência Clínica/normas , Treinamento com Simulação de Alta Fidelidade/normas , Enfermagem Materno-Infantil/educação , Preceptoria/normas , Estudantes de Enfermagem/psicologia , Adulto , Competência Clínica/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Feminino , Treinamento com Simulação de Alta Fidelidade/métodos , Treinamento com Simulação de Alta Fidelidade/estatística & dados numéricos , Humanos , Masculino , Enfermagem Materno-Infantil/métodos , Omã , Preceptoria/métodos , Preceptoria/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos
14.
Nurs Forum ; 54(3): 358-368, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30852844

RESUMO

BACKGROUND: As a complementary teaching pedagogy, high-fidelity simulation remains as an effective form of simulation modality. Empirical evidence has additionally shown high-fidelity simulation (HFS) to be an effective contributor to students' learning outcomes. PURPOSE: This paper critically appraised existing scientific articles that covered the influence of utilizing HFS on the effects of nursing students' anxiety and self-confidence during undergraduate nursing education. METHODS: This was a systematic review of scientific articles conducted from 2007 to 2017 on the topic of the influence of using HFS on students' self-confidence and anxiety. The literature of six electronic databases (Proquest, SCOPUS, MEDLINE, PubMed Central, CINAHL, and PsychINFO) was reviewed. RESULTS: Following the literature search, 35 articles were selected. This review provides updated evidence on the efficacy of HFS in reducing anxiety and enhancing self-confidence among nursing students when performing nursing duties or managing patients. Moreover, this review highlights the need for more research that examines the impact of HFS on students' anxiety. CONCLUSION: As this form of simulation is found to be effective in the enhancement of nursing student self-confidence and the reduction of their anxiety when caring for patients and/or employing nursing skills, the inclusion of simulation-based activities in all clinical nursing courses is vital.


Assuntos
Ansiedade/psicologia , Treinamento com Simulação de Alta Fidelidade/normas , Autoeficácia , Estudantes de Enfermagem/psicologia , Ansiedade/terapia , Competência Clínica/normas , Bacharelado em Enfermagem/métodos , Treinamento com Simulação de Alta Fidelidade/métodos , Humanos
15.
BMC Med Educ ; 19(1): 29, 2019 Jan 21.
Artigo em Inglês | MEDLINE | ID: mdl-30665397

RESUMO

BACKGROUND: Simulation has become integral to the training of both undergraduate medical students and medical professionals. Due to the increasing degree of realism and range of features, the latest mannequins are referred to as high-fidelity simulators. Whether increased realism leads to a general improvement in trainees' outcomes is currently controversial and there are few data on the effects of these simulators on participants' personal confidence and self-assessment. METHODS: One-hundred-and-thirty-five fourth-year medical students were randomly allocated to participate in either a high- or a low-fidelity simulated Advanced Life Support training session. Theoretical knowledge and self-assessment pre- and post-tests were completed. Students' performance in simulated scenarios was recorded and rated by experts. RESULTS: Participants in both groups showed a significant improvement in theoretical knowledge in the post-test as compared to the pre-test, without significant intergroup differences. Performance, as assessed by video analysis, was comparable between groups, but, unexpectedly, the low-fidelity group had significantly better results in several sub-items. Irrespective of the findings, participants of the high-fidelity group considered themselves to be advantaged, solely based on their group allocation, compared with those in the low-fidelity group, at both pre- and post-self-assessments. Self-rated confidence regarding their individual performance was also significantly overrated. CONCLUSION: The use of high-fidelity simulation led to equal or even worse performance and growth in knowledge as compared to low-fidelity simulation, while also inducing undesirable effects such as overconfidence. Hence, in this study, it was not beneficial compared to low-fidelity, but rather proved to be an adverse learning tool.


Assuntos
Competência Clínica/estatística & dados numéricos , Educação de Graduação em Medicina/métodos , Treinamento com Simulação de Alta Fidelidade/normas , Exame Físico/normas , Autoimagem , Estudantes de Medicina/psicologia , Avaliação Educacional , Feminino , Humanos , Masculino , Simulação de Paciente , Adulto Jovem
16.
Nurse Educ Today ; 71: 198-204, 2018 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-30296730

RESUMO

OBJECTIVE: The objective of this study was to explore the benefits of using High Fidelity Simulators (HFS) to teach maternal postpartum and newborn assessment skills to student nurses before they interacted with actual hospital patients. DESIGN: This descriptive, observational study employed a mixed-method design using a Qualtrics online survey instrument. SETTING: The study was set at a Midwestern university. PARTICIPANTS: The study used a convenience sample of third-year BSN nursing students (n = 132). METHODS: After participating in an HFS experience and completing a maternity clinical rotation, students took an online Qualtrics survey evaluating the benefits and drawbacks of the HFS experience. RESULTS: Students valued the HFS experience at an average score of 3.82 on a Likert Scale of 1-5. Open-ended questions identified three themes: psychomotor learning leading to skill acquisition, affective learning, and simulation restructuring to provide more time, better instructor preparation, and smaller groups. CONCLUSION: This study's data supports the use of HFS to enhance nursing care and education, with special attention given to instructional consistency. Practicing new assessment skills in a non-threatening, safe environment gives students expertise and confidence while promoting the development of critical thinking skills.


Assuntos
Competência Clínica/normas , Treinamento com Simulação de Alta Fidelidade/normas , Enfermagem Obstétrica/educação , Exame Físico/normas , Estudantes de Enfermagem/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Treinamento com Simulação de Alta Fidelidade/métodos , Humanos , Meio-Oeste dos Estados Unidos , Enfermagem Obstétrica/métodos , Enfermagem Obstétrica/normas , Exame Físico/métodos , Pesquisa Qualitativa , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários
18.
J Psychosoc Nurs Ment Health Serv ; 56(10): 27-35, 2018 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-29741749

RESUMO

The purpose of the current study was to determine if the amount of confidence in completing the Clinical Opiate Withdrawal Scale (COWS) varied among participants and whether consistency in scoring outcomes to patients occurred with COWS assessment among groups assigned to simulation and debriefing conditions. Sixty nursing staff were randomized into three groups: (a) scenario; (b) scenario and simulation; and (c) scenario, simulation, and debriefing. Staff were administered a questionnaire to assess their confidence before (i.e., pretreatment) and after (i.e., posttreatment) the simulation exercise and at 30-day follow up. The COWS assessment tool was completed by nursing staff during treatment and follow-up sessions. Significant improvements in confidence were found in all three treatment conditions. Highest consistency in scoring outcomes of the COWS to patients was found with the scenario, simulation, and debriefing condition. All participants reported having increased confidence completing the COWS. The amount of confidence among groups was not significant. Although nursing confidence did not differ among groups, increased scoring outcome reliability was found in groups using simulation and debriefing. [Journal of Psychosocial Nursing and Mental Health Services, 56(10), 27-35.].


Assuntos
Analgésicos Opioides/efeitos adversos , Competência Clínica , Treinamento com Simulação de Alta Fidelidade/normas , Avaliação em Enfermagem/métodos , Recursos Humanos de Enfermagem Hospitalar/psicologia , Estudantes de Enfermagem/psicologia , Síndrome de Abstinência a Substâncias , Adulto , Prática Avançada de Enfermagem , Feminino , Treinamento com Simulação de Alta Fidelidade/métodos , Humanos , Masculino , Pessoa de Meia-Idade , Estudos Prospectivos , Enfermagem Psiquiátrica , Reprodutibilidade dos Testes , Inquéritos e Questionários
19.
IEEE Trans Vis Comput Graph ; 24(4): 1418-1427, 2018 04.
Artigo em Inglês | MEDLINE | ID: mdl-29543160

RESUMO

With costs of head-mounted displays (HMDs) and tracking technology decreasing rapidly, various virtual reality applications are being widely adopted for education and training. Hardware advancements have enabled replication of real-world interactions in virtual environments to a large extent, paving the way for commercial grade applications that provide a safe and risk-free training environment at a fraction of the cost. But this also mandates the need to develop more intrinsic interaction techniques and to empirically evaluate them in a more comprehensive manner. Although there exists a body of previous research that examines the benefits of selected levels of interaction fidelity on performance, few studies have investigated the constituent components of fidelity in a Interaction Fidelity Continuum (IFC) with several system instances and their respective effects on performance and learning in the context of a real-world skills training application. Our work describes a large between-subjects investigation conducted over several years that utilizes bimanual interaction metaphors at six discrete levels of interaction fidelity to teach basic precision metrology concepts in a near-field spatial interaction task in VR. A combined analysis performed on the data compares and contrasts the six different conditions and their overall effects on performance and learning outcomes, eliciting patterns in the results between the discrete application points on the IFC. With respect to some performance variables, results indicate that simpler restrictive interaction metaphors and highest fidelity metaphors perform better than medium fidelity interaction metaphors. In light of these results, a set of general guidelines are created for developers of spatial interaction metaphors in immersive virtual environments for precise fine-motor skills training simulations.


Assuntos
Treinamento com Simulação de Alta Fidelidade/normas , Realidade Virtual , Adolescente , Adulto , Cognição , Feminino , Humanos , Masculino , Inquéritos e Questionários , Análise e Desempenho de Tarefas , Interface Usuário-Computador , Adulto Jovem
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...