Annotated Bibliography

The SIRC Bibliography offers annotations of publications related to simulation topics. These useful descriptions can help guide faculty who are looking for quality sources to investigate further. Now you can search by category as well.

Individuals are invited to submit articles/resources for inclusion by filling out this form. 


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Author(s):

 Cant, R, P. & Cooper S. J.

Year:

 2009

Article Name:

 Simulation-based Learning in Nursing Education: Systematic Review

Publication:

 Journal of Advanced Nursing 66(1), 3-15

Annotation:

 

The authors, faculty at the School of Nursing and Midwifery at Monash University, Churchill, Victoria, Australia, reviewed the quantitative research comparing medium to high fidelity simulation using manikins with other educational strategies in nursing education. Of 2019 studies reviewed the authors only found 12 that meet the criteria. According to the authors all 12 studies reported statistical improvements in the areas of critical thinking, confidence and/orknowledge/skills after participating in the simulation, however, only six of the studies showed additional gains in these areas when compared to other teaching strategies. The review was well researched with very specific criteria for inclusion. The limited number of studies that met the criteria demonstrates the need for more quantitative studies comparing medium to high fidelity simulation using manikins with other educational strategies in nursing education.

Annotated By:

 Melody Bethards, RN, MSN, CNE

Category:

 Review Articles

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Author(s):

 Harder, N. B.

Year:

 2010

Article Name:

 Use of simulation in teaching and learning in health sciences: A systematic review.

Publication:

 Journal of Nursing Education 49(1), 23-28

Annotation:

 

The author, coordinator learning laboratories and faculty of nursing at University of Manitoba, Winnipeg, Manitoba, Canada reviewed the healthcare literature published between 2003 and 2007 for articles on the effectiveness of simulation as a teaching tool. Directed towards healthcare educators, the author used very specific inclusion and exclusion criteria leaving 23 articles that met the criteria. According to the author’s research, the studies provided evidence that the use of simulation increased students’ clinical skills. The author noted that an unexpected discovery of the review was the fact that nursing studies included both quantitative and qualitative research whereas studies in medicine explored only the quantitative aspect. The review was well researched with very specific criteria for inclusion and exclusion. Even though the review only included studies between 2003 and 2007, it provides a very thorough review of the available studies at the time.

Annotated By:

 Melody Bethards, RN, MSN, CNE

Category:

 Review Articles

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Author(s):

 Kaakinen, J. & Arwood, E.

Year:

 2009

Article Name:

 Systematic Review of Nursing Simulation Literature for Use of Learning Theory

Publication:

 International Journal of Nursing Education Scholarship, 6 (1), DOI: 10.2202/1548-923X.1688

Annotation:

 

Kaakinen & Arwood faculty from The University of Portland in Oregan, provide a systematic review of 120 simulation articles to determine how learning theory was utilized in design and evaluation of learning which occurs during simulation experiences. The authors conclude that the majority of simulations are based on a teaching versus a learning paradigm. Recommendations are made for a shift towards using foundational learning theory for simulation experiences and examples of pairing simulation with learning theory are presented. This article is intended for Nurse Faculty and Faculty using simulation as a teaching strategy.

Annotated By:

 Celeste M. Alfes, DNP, RN

Category:

 

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Author(s):

 Kardong-Edgren, S.; Adamson, K.;Fitzgerald,C.

Year:

 2010

Article Name:

 A Review of Currently Published Evaluation Instruments for Human Patient Simulation

Publication:

 Clinical Simulation in Nursing, 6, e25-e35.

Annotation:

 

Kardong-Edgren, Adamson, and Fitzgerald, nurse faculty from Washington State University, provide a review of currently published evaluation instruments for human patient simulation and learning. The authors summarize and evaluate 29 current simulation evaluation tools. The tools are then divided into the categories: cognitive, psychomotor, affective, group evaluation, and developmental. The authors conclude few nurse faculty are skilled in instrument development and over 1/2 of the studies did not measure or report reliability and validity. Faculty are encouraged to reuse current instruments and participate in multi-site studies to provide the valid data needed to move simulation science forward. This article is intended for Nurse Faculty and Advanced Practice Nurses evaluating simulation as a learning method.

Annotated By:

 Celeste M. Alfes, DNP, RN

Category:

 

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Author(s):

 Ost, D., DeRosiers, A., Britt, J., Fein, A., Lesser, M. & Mehta, A.

Year:

 2001

Article Name:

 Assessment of a bronchoscopy simulator.

Publication:

 American Journal of Respiratory Critical Care Medicine, 164, 2248-2255.

Annotation:

 

The authors, physicians and medical educators from major medical schools or hospitals in New York, Maryland and Ohio, reported on a multi-center prospective cohort study performed using a bronchoscopy simulator to train and evaluate first year pulmonary fellows at 3 different hospitals. The first part of the study was observational to test whether the simulator would be able to distinguish between novices and experts with bronchoscopy (n = 28) based on several measures of performance. The second portion of the study was a small (n = 6) randomized-controlled trial to determine whether simulation training for new pulmonary fellows would be better than conventional bronchoscopy training. The authors described in detail the methods used for the study and presented descriptive statistics as well as comparative statistics to support their conclusions. Results supported that the simulator could differentiate between expert and novice practitioners and that novices trained using the simulator performed significantly better than those trained using conventional methods. The authors discussed limitations of the study and benefits/uses of simulators in training pulmonary physicians. Provided clear support for the use of the simulator in learning bronchoscopy and a clear model for further research in simulator use.

Annotated By:

 Carol S. Coose, EdD, RN, CNE

Category:

 Learning Outcomes

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Author(s):

 O’Connor, F., Albert, M. & Thomas, M.

Year:

 1999

Article Name:

 Incorporating standardized patients into a psychosocial nurse practitioner program.

Publication:

 Archives of Psychiatric Nursing, 8(5), 240-247.

Annotation:

 

The authors, nurse practitioner faculty from a large university in Washington state, reported on their use of trained lay persons as standardized patients (SP) in clinical simulation scenarios to help educate psychosocial nurse practitioners. The authors provided very detailed description and guidelines for the development of clinical scenarios, selection/ hiring/training of SPs, as well as the preparation, evaluation and documentation of student performance. They concluded that SPs are a versatile and valuable strategy for teaching nurse practitioner students. Anecdotal results were reported indicating that students were highly positive about the experiences and wanted to have more use of SPs. A structured study with some statistical data would have been a good addition. Provided very detailed directions/guides for using SPs in the education of nurse practitioners.

Annotated By:

 Carol S. Coose, EdD, RN, CNE

Category:

 Curriculum Integration
Teaching Modalities

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Author(s):

 Pugh, C. & Youngblood, P.

Year:

 2002

Article Name:

 Development and validation of assessment measures for a newly developed physical examination simulator.

Publication:

 Journal of Medical Informatics Association, 9(5), 448-460.

Annotation:

 

The authors, medical school faculty from Stanford University, reported on a mixed design study of second year medical students (n = 73) using a high fidelity computerized pelvic exam simulator to practice the process of pelvic examination. The authors analyzed computer generated simulator data and written clinical assessments collected from participants. Results of the study include identifying and defining four novel performance indicators of pelvic examination: time to complete exam, number of critical areas touched, maximum pressure of touch, frequency of touching an area. Statistics were calculated for reliability on each of the defined areas and three of the four correlated positively with accuracy on the written assessments. This study demonstrated a new method of analyzing data generated by a computerized simulator as well as deriving performance indicators from the simulator data, and the study also assessed the validity of the indicators derived by comparing participant results with their accuracy on written assessments. The authors concluded and supported with statistics that the new assessment measures used in the study provided an objective, reliable and valid method of assessing students’ pelvic exam techniques. Provided documented evidence to support the use of a simulator in assessing medical students’ performance on pelvic exam.

Annotated By:

 Carol S. Coose, EdD, RN, CNE

Category:

 Learning Outcomes

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Author(s):

 Radhakrishnan, K., Roche, J., & Cunningham, H.

Year:

 2007

Article Name:

 Measuring clinical practice parameters with human patient simulation: a pilot study.

Publication:

 International Journal of Nursing Education Scholarship, 4(1), Article 8.

Annotation:

 

The authors, nursing faculty at a Massachusetts university, reported on a quasi-experimental pilot study to evaluate the effects of simulation practice with a human patient simulator (HPS) on the clinical performance of senior, second degree BSN students (n = 12). The authors presented a description of the study methods, including an example of their clinical simulation evaluation tool (CSET). Results indicated that students who practiced simulation scored significantly better in the categories of safety and basic assessment than did the control group who did not practice on the HPS prior to the final evaluation simulations. The authors reported that detailed analysis revealed the significant differences in scores were based on one subscale of each category: safety was patient identification only, while basic assessment was assessing vital signs only. There were no significant differences in the areas of: focused assessment, interventions, delegation, communication or the mean individual score. Statistical data were presented along with discussion of study limitations and the need for further study of the effects simulation practice has on clinical nursing performance. Data on validity and reliability of the tool used would have been a valuable addition to this article. Provided a good example and model for further research regarding the effects of simulator practice on clinical performance.

Annotated By:

 Carol S. Coose, EdD, RN, CNE

Category:

 Learning Outcomes

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Author(s):

 Rauen, C.

Year:

 2004

Article Name:

 Simulation as a teaching strategy for nursing education and orientation to cardiac surgery.

Publication:

 Critical Care Nurse, 24(3), 46-50.

Annotation:

 

This author, nursing faculty and simulation lab coordinator for a program in Washington, D. C., described a simulation strategy that she believes has possibilities for assisting nursing students in developing critical thinking skills. The article provided detailed description of and anecdotal results/responses of nurses/students to the use of high fidelity human patient simulations (HPS) to enhance learning and performance of critical care nursing skills. A structured and documented research study that included statistical data would have been a valuable addition to this article. Provided clear description of the use of very high fidelity HPS in teaching critical care nursing.

Annotated By:

 Carol S. Coose, EdD, RN, CNE

Category:

 Learning Outcomes

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Author(s):

 Rauen, C.

Year:

 2001

Article Name:

 Using simulation to teach critical thinking skills.

Publication:

 Critical Care Nursing Clinics of North American, 13(1), 93-103.

Annotation:

 

The author, nursing faculty at an Eastern university, discussed and documented information on history and definition of critical thinking, application of critical thinking in critical care practice, teaching of critical thinking, and simulation as a teaching strategy for developing critical thinking. She also presented and documented the advantages and challenges related to using simulation, along with the need for research on the use of simulation to teach critical thinking. Despite the need for more research, the author concluded that embracing simulation in academic and clinical education is appropriate, while efforts to evaluate the strategy need to continue. A structured study with some statistical data would have been a valuable addition to this article. Provided a detailed description and literature documentation on critical thinking and use of simulation to develop critical thinking skills.

Annotated By:

 Carol S. Coose, EdD, RN, CNE

Category:

 Learning Outcomes

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