SIRC - National League for Nursing

Author(s):

Ackerman, A.D., Kenny, G., & Walker, C.

Year:

2006

Article:

Simulator programs for new nurses’ orientation: A retention strategy

Publication:

Journal for Nurses in Staff Development, 23(3)

Annotation:

The authors are nurse educators from academia and staff development.  They describe the development, implementation, and evaluation of a new high-fidelity simulation program for new graduate nurses.  They introduce the new nurses to high-risk, low-frequency situations in order to give them an opportunity to practice assessment and decision-making skills in a safe environment.  These scenarios were well received by the new nurses and are recommended to assist new nurses during their orientation in an effort to maintain comfort levels and retention in the acute care setting.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Alessi, S.M.

Year:

1988

Article:

Fidelity in the design of instructional simulations.

Publication:

Journal of Computer-Based Instruction, 15(2), 40-47.

Annotation:

The author, faculty at the University of Iowa, reported and summarized previous research on levels of fidelity for computer simulation and the effects on learning. He supported a conclusion that the relationship of learning to fidelity of a simulation is non-linear and also presented a proposed model of the relationship curve. The author discussed rationale and ideas regarding when to increase the fidelity of simulations and presented a taxonomy of the factors to consider when determining simulation fidelity. This taxonomy included four types of simulations along with four aspects of simulation to which fidelity is relevant. The author discussed each simulation type in relation to the 4 aspects and fidelity. He concluded with a proposal that learning varies with fidelity as an inverted U-shaped curve for beginning students and that as students progress, they benefit from increasing fidelity. The author discussed the specific research needed regarding the effects of fidelity on learning. Provided some thought-provoking research and insights into fidelity in computer simulation in relation to learning as well as clear ideas for further research.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Alinier, G., Hunt, B., Gordon, R., & Harwood, C.

Year:

2006

Article:

Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education.

Publication:

Journal of Advanced Nursing, 54(3), 359-369.

Annotation:

The authors hold a variety of degrees and faculty positions in health sciences at a UK university. They presented results of an experimental study with nursing students in the second year of a Diploma in Higher Education in Adult Nursing (n=99). The results supported their hypothesis that students exposed to scenario-based simulation training would perform better in posttests designed to assess clinical competence of healthcare students than a control group. Results of a pilot study, along with data to support the validity and reliability of the pre and posttests were presented. The improvement in mean score performance by the experimental group (scenario-based simulation training) was found to be statistically significantly higher than the control group. This study also examined student ratings of stress and confidence finding no significant differences between groups. These results provided support for the use of simulation in nursing education and an example/starting point for additional research on use of simulations in nursing education.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Aronson, B., Rosa, J., Anfinson, J., & Light, N.

Year:

1997

Article:

A simulated clinical problem-solving experience.

Publication:

Nurse Educator, 22(6), 17-19.

Annotation:

The authors, faculty in an associate degree nursing program, presented rationale and descriptions, as well as positive results and feedback from both faculty and students (approximately 90), for the use of Clinical Problem Solving Learning Laboratories during the last two semesters of an established nursing program in a community college. They reported using an evaluation tool with students but did not discuss the tool, or provide statistical results. While the evidence presented supported the effectiveness/value of the described use of simulated problem solving for enhancing student learning, the scope is limited to a small/narrow population. Data regarding the survey instrument and some statistical information on the survey results would have been a valuable addition to this article.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Bearnson, C.S. & Wiker, K.M.

Year:

2005

Article:

Human patient simulators: A new face in baccalaureate nursing education at Brigham Young University.

Publication:

Journal of Nursing Education, 44(9), 421-5.

Annotation:

The authors, nursing faculty teaching for a baccalaureate program in Utah, presented results of a limited descriptive study exploring the benefits and limitations of using a human patient simulator (HPS) as a substitute for a day of actual clinical experience for two clinical groups (no number listed) of first year baccalaureate nursing students. The results indicated positive responses from students on a follow-up survey. Statistics were presented, along with examples of qualitative data to support positive results and effectiveness of HPS in enhancing student experiential learning. Instrument development, validity and reliability discussion would have been a valuable addition to this article. The authors discussed the limitations of the study and the need for continued study of HPS in nursing education. The article provided a good starting point for additional HPS research.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Becker, K.L., Rose, L.E., Berg, J.B., Park, H. & Shatzer, J.H.

Year:

2006

Article:

The teaching effectiveness of standardized patients.

Publication:

Journal of Nursing Education, 45(4), 103-111.

Annotation:

The authors hold positions in nursing and medical education at John Hopkins University ranging from program director, to coordinator, to instructor, and doctoral student. They reported results of a pilot intervention study that utilized standardized patients (SPs) for teaching therapeutic communication and evaluation of depression skills to senior undergraduate nursing students (n = 147) enrolled in a psychiatric nursing course. Two instruments were used to collect data from the participants, first was a pre and post-test of knowledge about communication and the second was a student self-evaluation measuring attitudes toward the SP experience. The control group received the traditional method of instruction and equivalent time using the same clinical scenario but without the use of the SP and took the same pre and posttest. No significant differences were found between the treatment and control group’s scores on the pre and posttests or on the ratings of students by SPs for a small sub-group of unannounced SP evaluations done by students. The authors reported that student self-evaluations and qualitative analysis of student responses to open-ended questions were both highly positive regarding the SP experience and therefore the study provided preliminary support for the use of SPs to augment the traditional method of instruction. Statistical data and qualitative examples were presented, along with limitations of the study. Validity of the instruments used in the study was discussed while reliability of the knowledge test developed for this study was untested. Instrument reliability testing would have been a positive addition to the article. The article presented a start for further research using SPs in nursing education.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Beyea, S.C. & Kobokovich, L.J.

Year:

2004

Article:

Human patient simulation: A teaching strategy.

Publication:

AORN Journal, 80(4), 738-742.

Annotation:

The authors, a director of nursing research and a director of nursing practice at a medical center in the northeast, reported on the use of high fidelity patient simulators for developing clinical skills with practicing nurses, and specifically with new graduates. They reported positive anecdotal data and details from the use of simulators in teaching and practicing skills to develop clinical competencies. A formal study, including statistical data would have been a valuable addition to this article.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Bramble, K.

Year:

1994

Article:

Nurse practitioner education: Enhancing performance through the use of the objective structured clinical assessment.

Publication:

Journal of Nursing Education, 33(2), 59-65.

Annotation:

The author, nursing faculty at a California university, reported a quasi experimental study on the use of Objective Structured Clinical Assessment (OSCA) with graduate nurse practitioner (NP) students (n = 29, 18 in control group) to determine the effect of this type of clinical simulation on their cognitive and clinical competency development. Results indicated no significant difference in OSCA participants’ performance (on subsections of midterm exams or clinical skills) from those taught using traditional methods (control group). The only variable noted to be significant was the GPA upon entering the NP program with higher GPA correlated with higher test scores in the program. However the subjective positive responses of the students supported the use of OSCA as a valuable learning experience. The author reported that all of the participants agreed that OSCA participation was helpful and that the feedback from this method was beneficial to their clinical performance and learning. Descriptive and comparative statistics are presented with the study results and discussion of the limitations of the study. Provided a clear example of a documented, well-planned and implemented study on the use of OSCA in graduate nursing education.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Bremner, M.N., Aduddell. K., Bennett, D.N. & VanGeest, J.B.

Year:

2006

Article:

The use of human patient simulators: best practices with novice nursing students.

Publication:

Nurse Educator, 31(4), 170-174.

Annotation:

The authors, doctorally prepared nurse educators at a university in Georgia, reported on a study using the human patient simulator (HPS) to teach physical assessment skills with baccalaureate nursing students (n=41) in their first clinical course. The questionnaire developed for the study was discussed and descriptive statistics along with qualitative responses from the students were presented. The authors presented recommendations for a beginning set of best practices in using HPS, based on analysis of the results of their study. Limitations of the study were presented as well as the benefits of using HPS. Discussion/establishing of instrument validity and reliability would have been a valuable addition to this article. Presented an excellent foundation for continued study of student’s responses regarding the value of HPS to their learning.

Annotated by:

Carol S. Coose, EdD, RN, CNE

Author(s):

Bruce, S., Bridges, E.J., & Holcomb, J.B.

Year:

2003

Article:

Preparing to respond: Joint trauma training center and USAF nursing warskills simulation laboratory.

Publication:

Critical Care Nurse Clinics of North America, 15(2), 149-162.

Annotation:

The author (two nurses and one physician), leaders in the education and training of nurses for the US Air Force, reported on two programs, which both included the use of simulation with high fidelity human patient simulators (HPS), that were designed to ensure that AF nurses are prepared to respond to diverse medical problems. Outcome measures were tested from both of the programs and results indicated that nurses’ critical thinking was facilitated and clinical judgment increased after completion of the programs. Statistics are presented from one program comparing pre and post training test scores that evidenced significant improvement in performance. This program also included actual clinical experiences in trauma care along with simulated experiences, while the second program involved simulator training only. Additional statistical analysis along with validity/reliability analysis for evaluation tools used would have been a positive addition to these studies. Provided support for use of HPS in improving nurses’ performance in caring for complex trauma patients.

Annotated by:

Carol S. Coose, EdD, RN, CNE