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Yun J, Lee YJ, Kang K, Park J. Effectiveness of SBAR-based simulation programs for nursing students: a systematic review. BMC MEDICAL EDUCATION 2023; 23:507. [PMID: 37452348 PMCID: PMC10347853 DOI: 10.1186/s12909-023-04495-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 07/05/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND Situation, background, assessment, and recommendation (SBAR) has been extensively used in clinical and nursing education. A structured communication program increases effective communication, positivity, and education satisfaction during inter-professional collaboration among nursing students. This systematic review aimed to identify and synthesize evidence on the effectiveness of SBAR-based simulation training for nursing students. METHODS A research protocol was developed according to the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines. The protocol for this study was registered in PROSPERO (CRD42021234068). Eight bibliographical databases were searched for studies published between 2001 and 2021, using relevant search terms. Searches were conducted in PubMed, Embase, Cumulative Index to Nursing and Allied Health, and Cochrane Central Register of Controlled Trials for literature in English, and DBpia, Research Information Sharing Service, Korean Studies Information Service System, and Korea Institute of Science and Technology Information for literature in Korean. After screening titles, abstracts, and full-text papers, pertinent data were extracted, and critical appraisals of the retrieved studies were performed. Data were analyzed using the framework approach, and the findings were presented in a narrative summary. The Effective Public Health Practice Project "Quality Assessment Tool for Quantitative Studies" was used to assess the quality of the included studies. RESULTS Twelve studies were included: 3 randomized controlled trials and 9 quasi-experimental studies. Two overarching themes were noted, namely communication clarity and critical thinking. The results of six out of 12 studies produced significant results in favor of SBAR-based simulation in terms of communication clarity. Divergent results were obtained regarding communication ability, critical thinking, confidence, learning self-efficacy, and attitude toward patient safety. The results of these studies highlight that communication clarity ultimately leads to positive results in terms of nursing students' behaviors related to patient safety. CONCLUSIONS This review provides a comprehensive update of the literature on the effectiveness of SBAR-based nursing simulation programs for nursing students. These programs were found to have positive learning outcomes because of clear and concise communication. Further studies on the effectiveness of various learning outcomes derived from SBAR-based programs are required.
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Affiliation(s)
- Jungmi Yun
- College of Nursing, Research Institute of Nursing Science, Pusan National University, Yangsan, 50612, Republic of Korea
| | - Yun Ji Lee
- College of Nursing, Research Institute of Nursing Science, Pusan National University, Yangsan, 50612, Republic of Korea
| | - Kyoungrim Kang
- College of Nursing, Research Institute of Nursing Science, Pusan National University, Yangsan, 50612, Republic of Korea
| | - Jongmin Park
- College of Nursing, Research Institute of Nursing Science, Pusan National University, Yangsan, 50612, Republic of Korea.
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Currie J, Thompson C, Grootemaat P, Andersen P, Finnegan A, Carter M, Halcomb E. A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries. J Clin Nurs 2023; 32:283-297. [PMID: 35146817 PMCID: PMC10078692 DOI: 10.1111/jocn.16239] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/06/2022] [Accepted: 01/14/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. BACKGROUND Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. DESIGN A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines. RESULTS One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. CONCLUSION There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.
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Affiliation(s)
- Jane Currie
- Queensland University of Technology, Kelvin Grove Campus, Brisbane, Queensland, Australia.,Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Cristina Thompson
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Pam Grootemaat
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia.,School of Nursing, Midwifery and Social Science, CQ University, Queensland, Australia
| | - Alan Finnegan
- University of Chester, Riverside Campus, Chester, UK
| | - Michael Carter
- University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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Grey C. Can a high-fidelity simulation tutorial improve written examination results? Review of a change in teaching practice. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2022; 31:704-708. [PMID: 35797086 DOI: 10.12968/bjon.2022.31.13.704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND Undergraduate nursing students prefer technology-based learning. Simulation has been used in nursing education to provide skills acquisition and clinical exposure. Can high-fidelity simulation (HFS) be used to teach tutorial content to prepare students for a written examination? AIMS To design a pilot HFS tutorial. METHOD 203 second year undergraduate nurses were timetabled to attend an HFS tutorial. Examination results at first attempt were compared with the previous cohort's results. RESULTS 81% of the students from the HFS tutorial cohort passed at the first attempt compared with 85% from the previous cohort. CONCLUSION The HFS tutorial needs to be developed further, incorporating simulation standards, to further assess its ability to improve a student's written examination results. Students found the post-simulation discussion difficult and wanted guidance in how to participate. Involvement of the university's skills and simulation team would be recommended for future cohorts to assist with design and facilitation.
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Affiliation(s)
- Clare Grey
- Senior Lecturer, School of Nursing, Kingston University, Kingston Upon Thames
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Noh GO, Park MJ. Effectiveness of Incorporating Situation-Background-Assessment-Recommendation (SBAR) methods into simulation-based education for nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 109:105252. [PMID: 35007912 DOI: 10.1016/j.nedt.2021.105252] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 12/06/2021] [Accepted: 12/10/2021] [Indexed: 05/10/2023]
Abstract
BACKGROUND Situation-Background-Assessment-Recommendation reporting is a structured communication tool. In other studies of simulation-based education, learning was found to increase with increases in the level of flow during scenarios. Also, communication using SBAR was found to facilitate more focus on clinical situations. However, the generalizability of those findings in nursing education and the specific benefits of combining SBAR with simulation remain unclear. OBJECTIVES The aims of this study are to incorporate SBAR reporting into simulation-based nurse education, and measure its effects on the students' flow, communication competence, and communication self-efficacy among nursing students, to collect basic data for the development of effective nursing curricula. DESIGN This study used a non-equivalent, quasi-experimental pre-post parallel design. SETTING The intervention was administered in a simulation center at a nursing school in South Korea. PARTICIPANTS One hundred and twenty fourth-year nursing students were recruited through convenience sampling. METHODS The participants were quasi-randomly allocated to the control (n = 52) and SBAR (n = 68) groups. The integrated simulation course was conducted twice each week. Learning and reporting SBAR was included as a component of simulation-based education for the intervention group in each session (three scenarios). The dependent variables were communication competence, communication self-efficacy, and flow in the simulation. RESULTS SBAR did not affect communication competence or communication self-efficacy in simulation-based education. In contrast, while flow increased in both groups, the increase was greater in the SBAR group. CONCLUSIONS SBAR can increase nursing students' flow in simulations. Further studies should focus on how SBAR during simulation-based education affects nursing students' practical competency.
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Affiliation(s)
- Gie Ok Noh
- College of Nursing, Konyang University, Room 308 Ganhohakwan, 158 Gwanjeodong-ro, Seo-gu, Daejeon 35369, South Korea.
| | - M J Park
- College of Nursing, Konyang University, Room 505 Ganhohakwan, 158 Gwanjeodong-ro, Seo-gu, Daejeon 35369, South Korea; Department of Health Communication, Graduate School of Medicine, University of Tokyo, Tokyo, Japan.
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Villegas N, Cianelli R, Cerisier K, Fernandez-Pineda M, Jacobson F, Lin HH, Sanchez H, Davenport E, Zavislak K. Development and evaluation of a telehealth-based simulation to improve breastfeeding education and skills among nursing students. Nurse Educ Pract 2021; 57:103226. [PMID: 34649128 DOI: 10.1016/j.nepr.2021.103226] [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: 10/28/2020] [Revised: 08/31/2021] [Accepted: 09/29/2021] [Indexed: 10/20/2022]
Abstract
AIM The aim of this study was to evaluate undergraduate nursing students' perceptions of using telehealth-based simulations for practicing their breastfeeding education skills. BACKGROUND Telehealth can help bridge the gap between the high need for healthcare services and the limited access to these services, such as breastfeeding mothers in rural settings. However current literature suggests that there is lack of telehealth education among healthcare providers, as well as, a shortage of adequately trained nurses on breastfeeding, making it difficult to provide new mothers with the support they need to successfully breastfeed. Telehealth simulation has shown to be acceptable and helpful in teaching clinical reasoning, increasing exposure to telehealth experiences, and preparing nursing students for real interaction experiences with patients. DESIGN For this cross-sectional descriptive study, two breastfeeding telehealth simulation scenarios were developed and delivered through Zoom for Bachelor of Science in Nursing students in a high-level institution in Florida. Selected students interacted over Zoom as healthcare providers with a female simulated patient who played as a mother with a breastfeeding concern. Students in their role of healthcare providers assessed the breastfeeding needs of the mother and conducted breastfeeding education as appropriate. After debriefing, students received feedback from faculty and students who observed the simulation and completed an optional evaluation about their telehealth simulated experience. RESULTS A total of 205 students completed the evaluation. Most students (n = 136, 66.3%) were not familiar with telehealth prior to the simulation. Most students (n = 199, 97.1%) also found the simulation helpful for supporting breastfeeding mothers and wanted more telehealth simulations in the future (n = 162, 79%). Feedback for improving the simulations included: improving the technical setup (n = 17, 8.3%), increasing the time that students interacted with the mother (n = 16, 7.8%), and observing the correct performance of the simulation after debriefing (n = 16, 7.8%). CONCLUSION Telehealth simulation is a promising modality for clinical competency assessment, thus it is essential to integrate telehealth education into nursing curriculum. It is evident that telehealth-based breastfeeding simulations can be used to address the exposure/knowledge gap among nursing students who are missing or have limited exposure to breastfeeding content and telehealth use in their nursing curriculum.
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Affiliation(s)
- Natalia Villegas
- School of Nursing, University of North Carolina at Chapel Hill, Carrington Hall, S Columbia St, Chapel Hill, NC 27599, USA.
| | - Rosina Cianelli
- School of Nursing and Health Studies, University of Miami, 5030 Brunson Dr, Coral Gables, FL 33146, USA.
| | - Kysha Cerisier
- School of Nursing and Health Studies, University of Miami, 5030 Brunson Dr, Coral Gables, FL 33146, USA
| | | | - Forest Jacobson
- Emergency Department Registered Nurse Resident at Johns Hopkins All Children's Hospital, 501 6th Ave S, St. Petersburg, FL 33701, USA
| | - Haiyi Helen Lin
- School of Nursing and Health Studies, University of Miami, 5030 Brunson Dr, Coral Gables, FL 33146, USA
| | - Heather Sanchez
- School of Nursing and Health Studies, University of Miami, 5030 Brunson Dr, Coral Gables, FL 33146, USA.
| | - Eloise Davenport
- School of Nursing and Health Studies, University of Miami, 5030 Brunson Dr, Coral Gables, FL 33146, USA
| | - Kristin Zavislak
- Palm Beach Atlantic University, 901 S Flagler Dr, West Palm Beach, FL 33401, USA.
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Impact of Initial Emotional States and Self-Efficacy Changes on Nursing Students' Practical Skills Performance in Simulation-Based Education. NURSING REPORTS 2021; 11:267-278. [PMID: 34968204 PMCID: PMC8608096 DOI: 10.3390/nursrep11020026] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Revised: 04/08/2021] [Accepted: 04/13/2021] [Indexed: 12/03/2022] Open
Abstract
Training through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.
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Cazeau N, Kaur T. A Survey of Clinicians Evaluating an Online Prelicensure Oncology Nursing Elective. Semin Oncol Nurs 2021; 37:151141. [PMID: 33752936 DOI: 10.1016/j.soncn.2021.151141] [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: 11/01/2020] [Accepted: 02/11/2021] [Indexed: 11/28/2022]
Abstract
OBJECTIVES Despite a growing population of individuals with cancer, there is limited oncology content in prelicensure nursing curricula. A distance learning oncology nursing elective course creates an option for integration into nursing programs. The purpose of this article is to describe curriculum development for an online oncology elective course using feedback and expertise from oncology nurses. DATA SOURCES An online oncology course curriculum was developed and then shared with 70 oncology nurse experts to elicit feedback on course objectives, content, teaching strategies, and evaluation methods using a survey and open-ended questions. CONCLUSION Experts agreed course objectives, content, teaching strategies, and evaluation methods were clear and comprehensive. Curriculum revisions were made based on recommendations from expert clinicians. A curriculum table for this proposed course is presented. NURSING IMPLICATIONS FOR PRACTICE There is a need for oncology nursing curriculum in prelicensure programs. Educators should consider innovative ways of increasing academic-practice partnerships in curriculum development.
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Affiliation(s)
- Naomi Cazeau
- Teachers College, Columbia University, New York, NY.
| | - Tresa Kaur
- Teachers College, Columbia University, New York, NY
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Alconero-Camarero AR, Sarabia-Cobo CM, Catalán-Piris MJ, González-Gómez S, González-López JR. Nursing Students' Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020804. [PMID: 33477836 PMCID: PMC7832850 DOI: 10.3390/ijerph18020804] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Revised: 01/06/2021] [Accepted: 01/15/2021] [Indexed: 11/16/2022]
Abstract
Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.
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Affiliation(s)
- Ana Rosa Alconero-Camarero
- Department of Nursing, University of Cantabria, Avenida Valdecilla, s/n, 39008 Santander, Spain;
- IDIVAL—Instituto de Investigación Sanitaria Valdecilla, s/n, Calle Cardenal Herrera Oria, 39011 Santander, Spain
| | - Carmen María Sarabia-Cobo
- Department of Nursing, University of Cantabria, Avenida Valdecilla, s/n, 39008 Santander, Spain;
- IDIVAL—Instituto de Investigación Sanitaria Valdecilla, s/n, Calle Cardenal Herrera Oria, 39011 Santander, Spain
- Correspondence: ; Tel.: +34-942-202-239
| | - María José Catalán-Piris
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad de Sevilla, C/Avenzoar nº6, 41009 Seville, Spain; (M.J.C.-P.); (J.R.G.-L.)
| | | | - José Rafael González-López
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad de Sevilla, C/Avenzoar nº6, 41009 Seville, Spain; (M.J.C.-P.); (J.R.G.-L.)
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Li J, Li X, Gu L, Zhang R, Zhao R, Cai Q, Lu Y, Wang H, Meng Q, Wei H. Effects of Simulation-Based Deliberate Practice on Nursing Students' Communication, Empathy, and Self-Efficacy. J Nurs Educ 2019; 58:681-689. [DOI: 10.3928/01484834-20191120-02] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Accepted: 08/21/2019] [Indexed: 01/17/2023]
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A Scoping Review of the Use and Contribution of Simulation in Australian Undergraduate Nurse Education. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.03.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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