Use of clinical simulation to improve diagnostic reasoning in nursing

Script Voz - clinical case simulator of adults with behavioral dysphonia: planning and content creation

PURPOSE

To present the preliminary results of the development of a web platform aimed at training clinical reasoning aimed at the speech therapy approach to patients with behavioral dysphonia.

METHODS

Methodological study that describes the tool development stages. The contents were defined by consensus from a panel of experts. The project will comply with the stages of planning, platform development, content creation, usability evaluation and user acceptance, redefinition of the tool and determination of charges. This article presents the processes and results of the first three stages.

RESULTS

Called Script Voz, the web platform will initially include six clinical cases of behavioral dysphonia. The user can select one clinical case at a time, and must be guided sequentially through the assessment, diagnosis, and therapeutic planning stages of the case. To do so, you must choose the answer(s) you deem appropriate to each of the ten questions proposed for each clinical case. Procedure guides for assessment, diagnosis and therapeutic planning focused on clinical cases that will make up the tool are presented, highlighting their processes.

CONCLUSION

Script Voz will be freely accessible. The procedural guides provided here will guide data collection, manifestation diagnosis and therapeutic planning focused on the clinical cases that will make up the tool. The questions and feedback that will guide the user experience are still in the final stages of preparation. The tool will use real clinical cases and arguments anchored in the clinical reasoning of experienced professionals.

Facilitating Organizational Learning in Nursing Teams

Organizational learning is an effective strategy professional development educators and other nurse leaders can use to improve individual, team, and organizational outcomes. Professional development educators can foster organizational learning by implementing certain actions, called mechanisms, associated with organizational learning. This article highlights five such mechanisms, presents practical examples of each, and suggests evidence-based recommendations professional development educators and nurse leaders can use to better facilitate organizational learning. [J Contin Educ Nurs. 2022;53(8):379-384.].

Structured simulations improves students' knowledge acquisition and perceptions of teaching effectiveness: A quasi-experimental study

AIMS

To determine the effect of adding structured simulation to a traditional classroom lecture format on students' knowledge acquisition and their evaluation of faculty teaching effectiveness, compared to traditional classroom lectures alone.

BACKGROUND

There is a critical lack of high-quality clinical placements/experiences in nursing education, particularly in clinical specialty populations, such as paediatrics. Simulation has been shown to help students practice in a safe environment. However, less is known about the outcomes of embedding simulation in didactic class sessions or classroom lectures. Additionally, data on the impact of simulation as a teaching pedagogy on faculty teaching effectiveness is limited.

DESIGN

Post-test, nonequivalent control group quasi-experimental study.

METHODS

Students in two prelicensure nursing programs participated in a 10-week term paediatric nursing course taught by the same faculty member on two different campuses. The students at one campus, designated as the control group (n = 43), received four hours of traditional, lecture-only, instructions. The group at a second campus, the intervention group (n = 44), received the same lectures with added structured simulations. Students' knowledge acquisition and their evaluation of faculty teaching effectiveness were measured in both groups using the same standardised assessment measures. The CONSORT checklist was followed.

RESULTS

Students' knowledge acquisition scores and their evaluation scores of faculty teaching effectiveness were significantly higher in the intervention (simulation) group compared to the control group. A significantly higher number of students in the simulation group scored above the national average Nursing Care of Children score as compared to students in the control group.

CONCLUSIONS

Integrating simulation with didactic instruction enhanced students' knowledge acquisition and improved their opinion of faculty teaching effectiveness.

RELEVANCE TO CLINICAL PRACTICE

Augmenting lecture with simulation may provide students with learning experiences that they may not have during clinical rotation due to a lack of paediatric clinical placement sites and differences between sites.