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Simes T, Cutmore E, Le Lagadec D, Bell T, Bradshaw J, Wirihana L. Preparing nursing students for clinical placement using synchronous role-play telesimulation: A descriptive survey study. NURSE EDUCATION TODAY 2024; 132:106012. [PMID: 37956568 DOI: 10.1016/j.nedt.2023.106012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Revised: 10/23/2023] [Accepted: 10/27/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND Contemporary teaching modalities in nurse education include teaching clinical skills via telesimulation. The effectiveness of this modality has not been evaluated. OBJECTIVE To evaluate undergraduate nursing students' and clinical facilitators' perceptions of student preparedness for placement when clinical skills are taught via role-play telesimulation using home equipment packs. DESIGN A descriptive survey study was employed to measure and explore perceptions using Likert scales and open-structured questions delivered via an anonymous online survey. SETTING Clinical placement after undertaking preparation via role-play telesimulation for students at an Australian university. PARTICIPANTS Data were collected from 180 undergraduate nursing students and 22 clinical facilitators. METHODS Quantitative data were analysed using statistical analysis software, SPPS. Open ended responses to survey questions were analysed through the application of Elo and Kyngas (2008) three phases of content analysis. RESULTS Seventy-eight percent of students felt prepared for placement, and 86 % of clinical facilitators believed that students were adequately prepared. Three major categories were identified from students' responses: sense of community, learning logistics, and sense of comfort. Three categories emerged from clinical facilitators' responses: nervous and anxious, confidence and preparedness. CONCLUSIONS Findings from this study suggest that role-play telesimulation with home equipment packs is a viable, achievable, sustainable and effective modality for teaching hands-on practical skills to prepare undergraduate nursing students for industry placement.
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Affiliation(s)
- Tracey Simes
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Ellie Cutmore
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Danielle Le Lagadec
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 6 University Drive, Bundaberg, Queensland 4670, Australia.
| | - Tracey Bell
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Julie Bradshaw
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Building 18, Bruce Highway, North Rockhampton, Queensland 4702, Australia.
| | - Lisa Wirihana
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Building 18, Bruce Highway, North Rockhampton, Queensland 4702, Australia.
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Cruz-Panesso I, Tanoubi I, Drolet P. Telehealth Competencies: Training Physicians for a New Reality? Healthcare (Basel) 2023; 12:93. [PMID: 38200999 PMCID: PMC10779292 DOI: 10.3390/healthcare12010093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 12/20/2023] [Accepted: 12/22/2023] [Indexed: 01/12/2024] Open
Abstract
In North America, telehealth increased by 40% between 2019 and 2020 and stabilized at 40% in 2021. As telehealth becomes more common, it is essential to ensure that healthcare providers have the required skills to overcome the challenges and barriers of this new modality of care. While the COVID-19 pandemic has accelerated the design and implementation of telehealth curricula in healthcare education programs, its general adoption is still a major gap and an important barrier to ensuring scaling up and sustainability of the telesshealth practice. Lack of experienced faculty and limited curricular time are two of the most common barriers to expanding telehealth education. Overcoming the barriers of telehealth curricula implementation may require moving away from the classic expert model of learning in which novices learn from experts. As the adoption of telehealth curricula is still in its early stages, institutions may need to plan for faculty development and trainee education at the same time. Questions regarding the timing and content of telehealth education, the interprofessional development of curricula, and the identification of optimal pedagogical methods remain open and crucial. This article reflects on these questions and presents telesimulation as an ideal instructional method for the training of telehealth competencies. Telesimulation can provide opportunities for practical training across a range of telehealth competencies, fostering not only technical proficiency but also communication skills and interprofessional collaboration.
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Affiliation(s)
- Ilian Cruz-Panesso
- Medical Simulation Centre, Centre d’Apprentissage des Attitudes et Habiletés Cliniques (CAAHC), University of Montreal, Montreal, QC H3T 1J4, Canada; (I.T.); (P.D.)
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Falcioni AG, Yang HC, de Mattos E Silva E, Maricic MA, Ruvinsky S, Bailez MM. Comparative effectiveness of telesimulation versus standard simulation for pediatric Minimally Invasive Surgery (MIS) essential skills training. J Pediatr Surg 2023; 58:669-674. [PMID: 36658075 PMCID: PMC9773740 DOI: 10.1016/j.jpedsurg.2022.12.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 12/15/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND Proctored on site simulation-based surgical education has been integrated in our residents curricula since 2012. Due to COVID-19 pandemic and social distance protocols, we developed a Tele-assisted Essential Skills Training Module (T-ESTM). The aim of this study is to evaluate comparative effectiveness between Telesimulation (T) versus Standard Simulation (S) for minimally invasive surgery (MIS) essential skills training. METHODS ESTM includes academic lectures, tutorials for ergonomics and 7 hands-on tasks scheduled into 2 sessions of 3 hours. Initial and final assessment scoring (adapted from GOALS) as well as timing for 3 of the tasks were registered. Telesimulation (T) group accessed the content online and completed their Hands-On practice through a digital communication platform. Standard Simulation (S) group attended conferences and Hands-On practice at the simulation center. Both groups were proctored by the same educators with summative and formative feedback and debriefing. Data was analyzed with the R-studio software program. RESULTS Each group had 20 participants with a mean age of 28 ± 5 years. 67.5% were surgeons in training, 47.5% had performed low complexity procedures and 40% had previous experience with simulation training. We observed a significant improvement in scoring and time reduction for all assessed tasks in S and T groups (p < 0.001), with no statistically significant differences when comparing both groups. Similar performance could be achieved with both strategies. CONCLUSION Telesimulation is a reproducible and effective educational tool for remote MIS essential skills training, and should be considered as an alternative to on-site simulation programs. LEVEL OF EVIDENCE Level II. TYPE OF STUDY Clinical Research.
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Affiliation(s)
| | - Hsien Chen Yang
- Hospital de Pediatría Dr. J.P. Garrahan, Combate de los Pozos 1881 (C1245), Buenos Aires, Argentina
| | | | | | - Silvina Ruvinsky
- Hospital de Pediatría Dr. J.P. Garrahan, Combate de los Pozos 1881 (C1245), Buenos Aires, Argentina
| | - Maria Marcela Bailez
- Hospital de Pediatría Dr. J.P. Garrahan, Combate de los Pozos 1881 (C1245), Buenos Aires, Argentina
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Asfaw ZK, Todd R, Abasi U, Marcela Bailez M, Narvaez J, Carrasquilla A, Hernandez Centeno R, Yanowsky Reyes G, Zhang LP. Use of virtual platform for delivery of simulation-based laparoscopic training curriculum in LMICs. Surg Endosc 2023; 37:1528-1536. [PMID: 35852623 DOI: 10.1007/s00464-022-09438-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 07/04/2022] [Indexed: 12/01/2022]
Abstract
BACKGROUND Laparoscopic surgery is rapidly expanding in low-and middle-income countries (LMICs), yet many surgeons in LMICs have limited formal training in laparoscopy. In 2017, the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) implemented Global Laparoscopic Advancement Program (GLAP), an in-person simulation-based laparoscopic training curriculum for surgeons in LMICs. In light of COVID-19, SAGES adapted GLAP to a virtual format with telesimulation. This study explores the feasibility and efficacy of virtual laparoscopic simulation training in resource-limited settings. METHODS Participants from San Jose, Costa Rica, Leon, México, and Guadalajara, México enrolled in the virtual GLAP curriculum, meeting biweekly for 2-h didactic classes and 2-h hands-on live simulation practice. Surgical residents' laparoscopic skills were evaluated using the five Fundamentals of Laparoscopic Surgery (FLS) tasks during the initial and final weeks of the program. Participants also completed pre-and post-program surveys assessing their perception of simulation-based training. RESULTS The study cohort consisted of 16 surgical attendings and 20 general surgery residents. A minimum 70% response rate was recorded across all surveys in the study. By the end of GLAP, residents completed all five tasks of the FLS exam within less time relative to their performance at the beginning of the training program (p < 0.05). Respondents (100%) reported that the program was a good use of their time and that education via telesimulation was easily reproduced. Participants indicated that the practice sessions, guidance, and feedback offered by mentors were their favorite elements of the training. CONCLUSION A virtual simulation-based curriculum can be an effective strategy for laparoscopic skills training. Participants demonstrated an improvement in laparoscopic skills, and they appreciated the mentorship and opportunity to practice laparoscopic skills. Future programs can expand on using a virtual platform as a low-cost, effective strategy for providing laparoscopic skills training to surgeons in LMICs.
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Affiliation(s)
- Zerubabbel K Asfaw
- Department of Surgery, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Rachel Todd
- Department of Surgery, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Unwana Abasi
- Department of Surgery, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Maria Marcela Bailez
- Hospital de Pediatría Dr. J.P. Garrahan, Buenos Aires, Argentina.,Society of American Gastrointestinal and Endoscopic Surgeons (SAGES): Global Affairs Committee, Los Angeles, USA
| | - Jacqueline Narvaez
- Society of American Gastrointestinal and Endoscopic Surgeons (SAGES): Global Affairs Committee, Los Angeles, USA
| | | | | | | | - Linda P Zhang
- Department of Surgery, Icahn School of Medicine at Mount Sinai, New York, NY, USA. .,Society of American Gastrointestinal and Endoscopic Surgeons (SAGES): Global Affairs Committee, Los Angeles, USA.
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Reece S, Grant V, Simard K, Johnson M, Robinson S, Mundell AD, Terpstra N, Ward S, Cronin T, Dubé M, Kaba A. Psychological safety of remotely facilitated simulation compared with in-person-facilitated simulation: an <i>in situ</i> experimental controlled trial. Simul Healthc 2022. [DOI: 10.54531/wccv1794] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The COVID-19 pandemic motivated simulation educators to attempt various forms of distance simulation in order to maintain physical distancing and to rapidly deliver training and ensure systems preparedness. However, the perceived psychological safety in distance simulation remains largely unknown. A psychologically unsafe environment can negatively impact team dynamics and learning outcomes; therefore, it merits careful consideration with the adoption of any new learning modality.
Between October 2020 and April 2021, 11 rural and remote hospitals in Alberta, Canada, were enrolled by convenience sampling in in-person-facilitated simulation (IPFS) (n = 82 participants) or remotely facilitated simulation (RFS) (n = 66 participants). Each interprofessional team was invited to attend two COVID-19-protected intubation simulation sessions. An
There was no statistically significant difference between RFS and IPFS total scores on the
Psychological safety can be established and maintained with RFS. Furthermore, in this study, RFS was shown to be comparable to IPFS in improving psychological safety among rural and remote interdisciplinary teams, providing simulation educators another modality for reaching any site or team.
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Affiliation(s)
- Sharon Reece
- Family and Preventive Medicine, University of Arkansas for Medical Sciences, Fayetteville, AR, USA
| | - Vincent Grant
- Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary Alberta Children’s Hospital, Calgary, AB, Canada
| | - Kristin Simard
- eSIM Provincial Simulation Program, Alberta Health Services, Calgary, AB, Canada
| | - Monika Johnson
- eSIM Provincial Simulation Program, Alberta Health Services, Calgary, AB, Canada
| | - Samantha Robinson
- Department of Mathematical Sciences, University of Arkansas, Fayetteville, AR, USA
| | | | - Nadine Terpstra
- eSIM Provincial Simulation Program, Alberta Health Services, Calgary, AB, Canada
| | - Simon Ward
- Department of Family Medicine, University of Alberta, Edmonton, AB, Canada
| | - Theresa Cronin
- eSIM Provincial Simulation Program, Alberta Health Services, Calgary, AB, Canada
| | - Mirette Dubé
- eSIM Provincial Simulation Program, Alberta Health Services, Calgary, AB, Canada
| | - Alyshah Kaba
- Department of Community Health Sciences, University of Calgary, Calgary, AB, Canada
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Cruz-Panesso I, Perron R, Chabot V, Gauthier F, Demers MM, Trottier R, Soulières F, Juste L, Gharavi S, MacDonald N, Richard A, Boivin A, Deligne B, Bouillon K, Drolet P. A practical guide for translating in-person simulation curriculum to telesimulation. Adv Simul (Lond) 2022; 7:14. [PMID: 35551653 PMCID: PMC9096760 DOI: 10.1186/s41077-022-00210-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 04/15/2022] [Indexed: 11/22/2022] Open
Abstract
This article provides a road map, along with recommendations, for the adoption and implementation of telesimulation at a large scale. We provide tools for translating an in-presence simulation curriculum into a telesimulation curriculum using a combination off-the-shelf telecommunication platform. We also describe the roles and tasks that emerged within the simulation team when planning and delivering a telesimulation curriculum.
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Affiliation(s)
- Ilian Cruz-Panesso
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Roger Perron
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Valérie Chabot
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Frédérique Gauthier
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Marie-Michèle Demers
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Roxane Trottier
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Francis Soulières
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Laetitia Juste
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Shiva Gharavi
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | | | - Amélie Richard
- Undergraduate Medical Studies, Université de Montréal, Montreal, Canada
| | - Audrey Boivin
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Benoit Deligne
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
| | - Karine Bouillon
- Undergraduate Medical Studies, Université de Montréal, Montreal, Canada
| | - Pierre Drolet
- Center for learning of clinical attitudes and skills (CAAHC, Centre d’Apprentissage des Attitudes et Habilités Cliniques), Université de Montréal – Campus de Montréal, Montreal, Canada
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Domingues AN, Hilário JSM, de Mello DF, Parro Moreno AI, Fonseca LMM. Telesimulation about home visits and child care: facilitators, barriers and perception of Nursing students. Rev Lat Am Enfermagem 2022; 30:e3672. [PMID: 36629725 PMCID: PMC9818358 DOI: 10.1590/1518-8345.6037.3672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Accepted: 05/27/2022] [Indexed: 01/11/2023] Open
Abstract
OBJECTIVE to evaluate the facilitators, barriers and perceptions of Nursing students in learning about home visiting and child care through Telesimulation during the COVID-19 pandemic. METHOD a qualitative study to evaluate Telesimulation via computers, grounded on Kolb's theoretical model. A semi-structured questionnaire and the Student Satisfaction and Self-Confidence in Learning Scale were applied, with descriptive analysis and qualitative thematic analysis on the perceptions of 41 Nursing students. RESULTS the contextualized Telesimulation provided learning opportunities in dimensions of the pedagogical strategy, telesimulated scenario, communication and specificities of child care in home visits. It was considered a safe and dynamic activity that helped knowledge consolidation and reflective attitudes, proximity to reality, and develop interaction, observation and types of approaches. There were restrictions due to Internet connection failures. A large percentage of the students indicated good satisfaction and self-confidence level with learning in the scale applied. CONCLUSION the real clinical situation with remote immersion allowed observation, decision-making, reflection and elaboration of conclusions, inherent to the experiential learning cycle. The set of elements of this Telesimulation created an environment that stimulated the interest of Nursing students for other learning stages, suggesting a space that strengthens knowledge and maintains dialogue with face-to-face practices.
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Affiliation(s)
- Aline Natália Domingues
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Jeniffer Stephanie Marques Hilário
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil., Bolsista do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil
| | - Débora Falleiros de Mello
- Bolsista do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil., Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Departamento de Enfermagem Materno-Infantil e Saúde Pública, Ribeirão Preto, SP, Brazil
| | | | - Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Departamento de Enfermagem Materno-Infantil e Saúde Pública, Ribeirão Preto, SP, Brazil
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Costa RRDO, Araújo MSD, Medeiros SMD, Mata ANDS, Almeida RGDS, Mazzo A. Análise conceitual e aplicabilidade de telessimulação no ensino em saúde: Revisão de escopo. ESCOLA ANNA NERY 2022. [DOI: 10.1590/2177-9465-ean-2021-0457pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Objetivo analisar o conceito de telessimulação e sua aplicabilidade no contexto do ensino em saúde. Método trata-se de uma análise conceitual, realizada através de uma scoping review realizada em maio de 2021, nas seguintes bases de dados: PubMed, PMC, Educational Resources Information Center, Web of Science, Science Direct, Scopus, LILACS, Scientific Electronic Library Online e Google Scholar, mediante o uso do descritor “telessimulação” e suas respectivas traduções para inglês e espanhol. Para análise dos estudos, avaliaram-se os atributos, antecedentes e consequentes do conceito. Resultados a telessimulação é definida como uma ramificação da simulação clínica que se caracteriza pela promoção/viabilização de práticas educativas no ensino em saúde, realizadas remotamente, síncrona, através de videochamada. Tem como objetivo facilitar o contato entre instrutores e participantes em situações de necessidade de distanciamento social, acesso dificultado por razões econômicas, como a escassez de recursos humanos e materiais, e/ou geograficamente distantes, com a intenção de desenvolver e aperfeiçoar competências e habilidades pertinentes as profissões da saúde. Conclusão e implicações para a prática a telessimulação representa uma nova oportunidade na formação em saúde, ao ampliar as possibilidades de ensino e romper barreiras que vão desde as geográficas até as econômicas.
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Domingues AN, Hilário JSM, Mello DFD, Parro Moreno AI, Fonseca LMM. Telessimulação sobre visita domiciliar e cuidado infantil: facilidades, barreiras e percepções de estudantes de enfermagem. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.6037.3673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
Resumo Objetivo: avaliar as facilidades, barreiras e percepções de estudantes de enfermagem na aprendizagem sobre visita domiciliar e cuidado infantil por telessimulação na pandemia da COVID-19. Método: estudo qualitativo avaliativo de telessimulação por computador, fundamentado no modelo teórico de Kolb. Foram aplicados um questionário semiestruturado e a Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem, com análise descritiva e análise qualitativa temática sobre percepções de 41 graduandos de enfermagem. Resultados: a telessimulação contextualizada proporcionou oportunidades de aprendizagem em dimensões da estratégia pedagógica, cenário telessimulado, comunicação e especificidades do cuidado infantil em visita domiciliar. Atividade segura e dinâmica, auxiliou a solidificar conhecimentos e atitudes reflexivas, aproximação à realidade, desenvolvimento da interação, observação e tipos de abordagens. Houve restrições por falhas de conexão. Grande parte dos estudantes indicou níveis bons de satisfação e autoconfiança com a aprendizagem na escala aplicada. Conclusão: a situação clínica real com imersão remota permitiu observação, tomada de decisão, reflexão e elaboração de conclusões inerentes ao ciclo de aprendizagem experiencial. O conjunto de elementos desta telessimulação criou um ambiente que estimulou o interesse dos estudantes de enfermagem para outras etapas de aprendizagem, sugerindo um espaço que fortalece conhecimentos e que guarda interlocução com as práticas presenciais.
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Affiliation(s)
| | | | - Débora Falleiros de Mello
- Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil; Universidade de São Paulo, Brazil
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Costa RRDO, Araújo MSD, Medeiros SMD, Mata ANDS, Almeida RGDS, Mazzo A. Conceptual analysis and applicability of telesimulation in health education: A scoping review. ESCOLA ANNA NERY 2022. [DOI: 10.1590/2177-9465-ean-2021-0457en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
ABSTRACT Objective to analyze the “telesimulation” concept and its applicability in the context of health education. Method this is a conceptual analysis performed through a scoping review carried out in May 2021 in the following databases: PubMed, PMC, Educational Resources Information Center, Web of Science, Science Direct, Scopus, LILACS, Scientific Electronic Library Online and Google Scholar, through the use of the descriptor “telesimulação” and its respective translations into English and Spanish. To analyze the studies, the concept’s attributes, antecedents, and consequences were assessed. Results telesimulation is defined as a branch of clinical simulation that is characterized by the promotion/enabling of educational practices in health education, performed remotely, synchronously, through video call. It aims to facilitate contact between instructors and participants in situations of need for social distance, access made difficult for economic reasons, such as the scarcity of human and material resources, and/or geographically distant, aiming at developing and improving relevant skills and abilities for health professions. Conclusion and implications for practice telesimulation represents a new opportunity in health education as it expands teaching possibilities and breaks down barriers ranging from geographic to economic.
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Domingues AN, Hilário JSM, Mello DFD, Parro Moreno AI, Fonseca LMM. Telesimulación en visitas domiciliarias y cuidado infantil: facilidades, barreras y percepciones de estudiantes de enfermería. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.6037.3671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
Resumen Objetivo: evaluar las facilidades, barreras y percepciones de estudiantes de enfermería en el aprendizaje sobre visita domiciliaria y cuidado infantil por telesimulación en la pandemia de COVID-19. Método: estudio cualitativo que evalúa la telesimulación por computadora, basado en el modelo teórico de Kolb. Se aplicó un cuestionario semiestructurado y la Escala de Satisfacción de los Estudiantes y Autoconfianza en el Aprendizaje, con análisis descriptivo y análisis temático cualitativo sobre las percepciones de 41 estudiantes de enfermería. Resultados: la telesimulación contextualizada brindó oportunidades de aprendizaje en los aspectos estrategia pedagógica, escenario telesimulado, comunicación y especificidades del cuidado infantil en visitas domiciliarias. Es una actividad segura y dinámica, que contribuyó a consolidar conocimientos y actitudes reflexivas, permitió un acercamiento a la realidad, el desarrollo de la interacción, observación y tipos de acercamientos. Hubo restricciones por fallas en la conexión. La mayoría de los estudiantes indicaron buenos niveles de satisfacción y confianza en sí mismos con el aprendizaje en la escala aplicada. Conclusión: la situación clínica real con participación a distancia permitió la observación, toma de decisiones, reflexión y elaboración de conclusiones inherentes al ciclo de aprendizaje experiencial. El conjunto de elementos de esta telesimulación creó un ambiente que estimuló el interés de los estudiantes de enfermería por otras etapas de aprendizaje, por lo que se considera un espacio que fortalece el conocimiento y dialoga con las prácticas presenciales.
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Affiliation(s)
| | | | - Débora Falleiros de Mello
- Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brazil; Universidade de São Paulo, Brazil
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Comparison of In-Person and Telesimulation for Critical Care Training during the COVID-19 Pandemic. ATS Sch 2021; 2:581-594. [PMID: 35083463 PMCID: PMC8787731 DOI: 10.34197/ats-scholar.2021-0053oc] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 07/29/2021] [Indexed: 12/28/2022] Open
Abstract
Background The coronavirus disease (COVID-19) pandemic has disrupted medical education
for trainees of all levels. Although telesimulation was initially used to
train in resource-limited environments, it may be a reasonable alternative
for replicating authentic patient experiences for medical students during
the COVID-19 pandemic. It is unclear whether a more passive approach through
telesimulation training is as effective as traditional in-person simulation
training. Objective Our aim was to evaluate the effectiveness of in-person versus remote
simulation training on learners’ comfort with managing critical care
scenarios. Methods This was a prospective observational cohort study assessing the impact of an
in-person versus remote simulation course on volunteer fourth-year medical
students from February to April 2021 at the University of California San
Diego School of Medicine. Precourse and postcourse surveys were performed
anonymously using an online secure resource. Results In the in-person learners, there was statistically significant improvement in
learner comfort across all technical, behavioral, and cognitive domains. In
remote learners, there was a trend toward improvement in self-reported
comfort across technical and cognitive domains in the telesimulation course.
However, the only statistically significant improvement in postcourse
surveys of telesimulation learners, compared with baseline, was in running
codes. Regardless of the training modality, the students had a positive
experience with the critical care simulation course, ranking it, on average,
9.6 out of 10 (9.9 in in-person simulation vs. 9.3 in telesimulation;
P = 0.06). Conclusion We demonstrated that implementation of a telesimulation-based simulation
course focusing on critical care cases is feasible and well received by
trainees. Although a telesimulation-based simulation course may not be as
effective for remote learners as active in-person participants, our study
provided evidence that there was still a trend toward improving provider
readiness across technical and cognitive domains when approaching critical
care cases.
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13
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Roach E, Okrainec A. Telesimulation for remote simulation and assessment. J Surg Oncol 2021; 124:193-199. [PMID: 34245571 DOI: 10.1002/jso.26505] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Revised: 04/05/2021] [Accepted: 04/08/2021] [Indexed: 12/14/2022]
Abstract
Telesimulation (TS), the process of using the internet to link educators and trainees at locations remote from one another, harnesses the powers of technology to enable access to high-quality simulation-based education and assessment to learners across the globe. From its first uses in the teaching and assessment of laparoscopic skills to more recent interpretations during the current pandemic, TS has shown promise in helping educators to address pressing dilemmas in medical education.
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Affiliation(s)
- Eileen Roach
- Division of General Surgery, University Health Network, Toronto, Ontario, Canada
| | - Allan Okrainec
- Division of General Surgery, University Health Network, Toronto, Ontario, Canada.,Department of Surgery, University of Toronto, Toronto, Ontario, Canada.,Temerty Advanced Surgical Education and Simulation Center, University Health Network, Toronto, Ontario, Canada
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Auerbach M, Patterson M, Mills WA, Katznelson J. The Implementation of a Collaborative Pediatric Telesimulation Intervention in Rural Critical Access Hospitals. AEM EDUCATION AND TRAINING 2021; 5:e10558. [PMID: 34124506 PMCID: PMC8171786 DOI: 10.1002/aet2.10558] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 11/04/2020] [Accepted: 11/09/2020] [Indexed: 05/30/2023]
Abstract
BACKGROUND Over 5.8 million pediatric visits to rural emergency department (EDs) occur each year in the United States. Most rural EDs care for less than five pediatric patients per day and are not well prepared for pediatrics. Simulation has been associated with improvements in pediatric preparedness. The implementation of pediatric simulation in rural settings is challenging due to limited access to equipment and pediatric specialists. Telesimulation involves a remote facilitator interacting with onsite learners. This article aims to describe the implementation experiences and participant feedback of a 1-year remotely facilitated pediatric emergency telesimulation program in three critical-access hospitals. METHODS Three hospitals were recruited to participate with a nurse manager serving as the on-site lead. The managers worked with a study investigator to set up the simulation technology during an in-person pilot testing visit with the off-site facilitators. A curriculum consisting of eight pediatric telesimulations and debriefings was conducted over a 12-month period. Participant feedback was collected via a paper survey after each simulation. Implementation metrics were collected after each session including technical and logistic issues. RESULTS Of 147 participant feedback surveys 90% reported that pediatric simulations should be conducted on a regular basis and overall feedback was positive. Forty-seven of 48 simulations were completed on the first attempt with few major technologic issues. The most common issue encountered related to the simulator not working correctly locally and involved the facilitator running the session without the heart and lung sounds. All debriefings occurred without any issues. CONCLUSIONS This replicable telesimulation program can be used in the small, rural hospital setting, overcoming time and distance barriers and lending pediatric emergency medicine expertise to the education of critical-access hospital providers.
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Affiliation(s)
- Marc Auerbach
- Departments of Emergency Medicine and PediatricsYale University School of MedicineNew HavenCTUSA
| | - Mary Patterson
- Department of Emergency MedicineUniversity of Florida College of MedicineGainsvilleFLUSA
| | - William A Mills
- Department of PediatricsUniversity of North Carolina School of MedicineChapel HillNCUSA
| | - Jessica Katznelson
- Department of PediatricsJohns Hopkins University School of MedicineBaltimoreMDUSA
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Kishimoto N, Nguyen BH, Tran SD, Seo K. Telesimulation training applying flipped classroom in the dental clinic for medical emergencies. J Dent Anesth Pain Med 2021; 21:179-181. [PMID: 33880411 PMCID: PMC8039157 DOI: 10.17245/jdapm.2021.21.2.179] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 02/22/2021] [Accepted: 03/04/2021] [Indexed: 11/17/2022] Open
Affiliation(s)
- Naotaka Kishimoto
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | | | - Simon D Tran
- Faculty of Dentistry, McGill University, Montreal, QC, Canada
| | - Kenji Seo
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
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Diaz MCG, Walsh BM. Telesimulation-based education during COVID-19. CLINICAL TEACHER 2021; 18:121-125. [PMID: 33043589 PMCID: PMC7675436 DOI: 10.1111/tct.13273 10.1111/tct.13273] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 07/27/2020] [Accepted: 08/04/2020] [Indexed: 06/16/2023]
Abstract
Simulation is a valuable, immersive educational tool for both health professional trainees and experienced clinicians. By promoting a realistic, collaborative, safe, hands-on, learning environment, simulation allows interprofessional teams to come together and practise both routine and high stakes, low-frequency events. The COVID-19 pandemic and the need for social distancing have shifted traditional simulation-based medical education towards a virtual platform: telesimulation. Telesimulation is an evolving field and the speed at which clinical educators need to adapt to use this platform is unprecedented. Educators must quickly navigate and leverage the differences between traditional simulation and telesimulation to create robust remote educational experiences. Telesimulation has unique goals and objectives, technology needs, and participant roles that need to be understood and properly operationalized to maximize opportunities for learning. This article reviews the authors' recommendations for developing and delivering successful telesimulations.
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Affiliation(s)
- Maria Carmen G. Diaz
- Nemours Institute for Clinical ExcellenceNemours/Alfred I. du Pont Hospital for ChildrenWilmingtonDEUSA
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Abstract
PURPOSE OF REVIEW Telehealth in neonatology is a rapidly expanding modality for providing care to neonatal patient populations. In this review, we describe the most recent published innovations in neonatal telehealth, spanning the neonatal ICU (NICU), community/rural hospitals and the patient's home. RECENT FINDINGS Telemedicine for neonatal subspecialty care has continued to expand, from well established uses in retinopathy of prematurity screening and tele-echocardiography, to applications in genetics and neurology. Within the NICU itself, neonatologist-led remote rounding has been shown to be a feasible method of increasing access to expert care for neonates in rural hospitals. Telehealth has improved parental and caregiver education, eased the NICU-to-home transition experience and expanded access to lactation services for rural mothers. Telemedicine-assisted neonatal resuscitation has improved the quality of resuscitation and reduced unnecessary neonatal transports to higher levels of care. Finally, the global COVID-19 pandemic has accelerated the expansion of neonatal telehealth. SUMMARY Telehealth provides increased access to expert neonatal care and improves patient outcomes, while reducing the cost of care for neonates in diverse settings. Continued high-quality investigation of the impacts of telehealth on patient outcomes and healthcare systems is critical to the continued development of neonatal telemedicine best practices.
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Affiliation(s)
| | - Kelli Lund
- Department of Pediatrics, University of Utah, Salt Lake City, Utah, USA
| | - Trang Huynh
- Department of Pediatrics, Oregon Health and Science University, Portland, Oregon
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Wang JC, Podlinski L. Hospital-Based Simulation. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:83-103. [PMID: 33431638 DOI: 10.1891/0739-6686.39.83] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This chapter discusses the current state of hospital-based simulation, including the unprecedented events of 2020's global COVID-19 pandemic. Hospital-based simulation training requires a new approach. The realities of social distancing and the operational demands of hospital staffing ratios warrant creative adaptations of traditional simulation training methods. Hospitals used simulation to improve patient outcomes by training healthcare staff and students through telesimulation, and tested systems and equipment using in situ simulation (ISS). Latent safety threats (LSTs) were identified and corrected to improve patient outcomes. Hospital-based simulation has been incorporated into newly licensed registered nurses (NLRNs) residency programs to prepare them for competent practice. Simulations are also used for preparing staff for low-incidence, high-risk medical emergencies or disasters, such as active shooter events. Hospital-based simulation training adds value to healthcare systems, but requires more evidence of its quantitative and qualitative impacts.
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Diaz MCG, Walsh BM. Telesimulation-based education during COVID-19. CLINICAL TEACHER 2020; 18:121-125. [PMID: 33043589 PMCID: PMC7675436 DOI: 10.1111/tct.13273] [Citation(s) in RCA: 48] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 07/27/2020] [Accepted: 08/04/2020] [Indexed: 11/27/2022]
Abstract
Simulation is a valuable, immersive educational tool for both health professional trainees and experienced clinicians. By promoting a realistic, collaborative, safe, hands‐on, learning environment, simulation allows interprofessional teams to come together and practise both routine and high stakes, low‐frequency events. The COVID‐19 pandemic and the need for social distancing have shifted traditional simulation‐based medical education towards a virtual platform: telesimulation. Telesimulation is an evolving field and the speed at which clinical educators need to adapt to use this platform is unprecedented. Educators must quickly navigate and leverage the differences between traditional simulation and telesimulation to create robust remote educational experiences. Telesimulation has unique goals and objectives, technology needs, and participant roles that need to be understood and properly operationalized to maximize opportunities for learning. This article reviews the authors’ recommendations for developing and delivering successful telesimulations.
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Affiliation(s)
- Maria Carmen G Diaz
- Nemours Institute for Clinical Excellence, Nemours/Alfred I. du Pont Hospital for Children, Wilmington, DE, USA
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Lenes A, Klasen M, Adelt A, Göretz U, Proch-Trodler C, Schenkat H, Sopka S. Crisis as a chance. A digital training of social competencies with simulated persons at the Medical Faculty of RWTH Aachen, due to the lack of attendance teaching in the SARS-Cov-2 pandemic. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc82. [PMID: 33364361 PMCID: PMC7740011 DOI: 10.3205/zma001375] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 10/05/2020] [Accepted: 10/29/2020] [Indexed: 05/04/2023]
Abstract
Objective: The AIXTRA Competence Center for Training and Patient Safety at RWTH Aachen University has developed a concept to enable learning of communication skills with simulated persons (SP) digitally. Methodology: Existing SP cases in curricular teaching were checked for digital applicability and modified. Digital seminars with the methodology of simulated conversations with SP, for planned 690 students for the courses "history taking", 6th semester, conversations in psychiatry, 8th semester, and in the clinical competence course, 10th semester, were conducted via video conferencing software. The structure is similar to SP-seminars in classroom teaching with a case presentation, a doctor/patient dialogue and a feedback session. In the 6th and 10th semester, the seminars were evaluated anonymously by the students using an online questionnaire. SP were asked by e-mail for their assessment. The lecturers were asked about their experience with the digital seminars by means of qualitative interviews. Results: The survey of students with 92 completed questionnaires indicates a high level of acceptance. Digital teaching with SP was rated "very good" by 63% of the students and "good" by 37% as an overall mark for the course. The digital implementation is well practicable, the retention and accessibility of all learning goals is rated as given. Conclusion: Digital teaching with SP can be well realized with appropriate preparation. Specific aspects of digital implementation (e.g. role and data protection) must be taken into account. The differentiated evaluation of the surveys will bring further results and deductive questions.
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Affiliation(s)
- Andrea Lenes
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
- *To whom correspondence should be addressed: Andrea Lenes, RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Pauwelsstrasse 30, D-52074 Aachen, Germany, E-mail:
| | - M. Klasen
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
| | - A. Adelt
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
| | - U. Göretz
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
| | - C. Proch-Trodler
- RWTH Aachen, Medizinische Fakultät, Modellstudiengang, Aachen, Germany
| | - H. Schenkat
- RWTH Aachen, Medizinische Fakultät, Modellstudiengang, Aachen, Germany
| | - S. Sopka
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
- Uniklinik Aachen, Klinik für Anästhesiologie, Aachen, Germany
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Simulation Education Theory. COMPREHENSIVE HEALTHCARE SIMULATION: OBSTETRICS AND GYNECOLOGY 2019. [DOI: 10.1007/978-3-319-98995-2_2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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