1
|
Lim CY, Song MR. Sustained Effect of Simulation-Based Resuscitation Education on Knowledge, Self-Confidence, and Performance Ability of Neonatal Intensive Care Unit Nurses. J Contin Educ Nurs 2024; 55:79-86. [PMID: 37971225 DOI: 10.3928/00220124-20231109-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2023]
Abstract
BACKGROUND Simulation education is essential for the development of nurses' practical skills. This study evaluated the impact and duration of simulation-based neonatal resuscitation education on the knowledge, self-confidence, and performance ability of neonatal intensive care unit (NICU) nurses. METHOD This quasi-experimental study was conducted in South Korea and included 35 NICU nurses working in tertiary hospitals between August and October 2021. Simulation-based neonatal resuscitation education (NRE) was provided for 80 minutes, and its effectiveness was measured in terms of nurses' knowledge, self-confidence, and performance ability. Data collection was conducted before, 1 week after, 3 weeks after, and 5 weeks after the training, and the collected data were calculated and analyzed using a t test and repeated measures analysis of variance. RESULTS Simulation-based NRE improved knowledge, self-confidence, and performance in neonatal resuscitation. Performance ability showed greater improvement than knowledge or self-confidence, and all three areas showed significant differences in score changes over time. CONCLUSION The duration of the training effect should be considered an important factor. [J Contin Educ Nurs. 2024;55(2):79-86.].
Collapse
|
2
|
Soni L, Ramachandran R, Rewari V. Faculty development programmes in simulation-based teaching: An exploration of current practices. Indian J Anaesth 2024; 68:78-86. [PMID: 38406327 PMCID: PMC10893804 DOI: 10.4103/ija.ija_1248_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 12/23/2023] [Accepted: 12/25/2023] [Indexed: 02/27/2024] Open
Abstract
Background and Aims Simulation-based teaching (SBT) has become integral to healthcare education, offering a dynamic and immersive learning experience for bridging theoretical knowledge with real-world clinical practice. Faculty members play a crucial role in shaping the effectiveness of simulation-based education, necessitating the implementation of comprehensive faculty development programmes. This scoping review explores existing literature on training programmes for simulation-based teaching, focusing on strategies employed and the overall impact on educators and the quality of simulation-based education. Methods The scoping review comprised five sequential steps: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising, and reporting the results. The research questions focused on existing practices and approaches in faculty development for simulation-based teaching, challenges or barriers reported, and the effectiveness of utilised methods and strategies. Results A systematic search of databases yielded 13 studies meeting inclusion criteria out of 1570 initially screened papers. These studies provided insights into various aspects of faculty development programmes, including their nature, duration, and participant profiles. Despite the diversity in approaches, detailed, specialty-specific programmes were scarce, especially in anaesthesiology. Challenges, while implicit, lacked explicit exploration. Most studies reported positive outcomes, emphasising achievement of learning objectives, appreciable course content, and relevance to teaching practices. Conclusion This scoping review describes the existing literature regarding the faculty training or development programmes related to SBT. The programmes target various health professionals and have a wide range of durations. The need for such a programme targeting anaesthesiologists is emphasised.
Collapse
Affiliation(s)
- Lipika Soni
- Department of Anaesthesiology Pain Medicine and Critical Care, All India Institute of Medical Sciences, Delhi, India
| | - Rashmi Ramachandran
- Department of Anaesthesiology Pain Medicine and Critical Care, All India Institute of Medical Sciences, Delhi, India
| | - Vimi Rewari
- Department of Anaesthesiology Pain Medicine and Critical Care, All India Institute of Medical Sciences, Delhi, India
| |
Collapse
|
3
|
Gardner AK, Rodgers DL, Steinert Y, Davis R, Condron C, Peterson DT, Rohra A, Viggers S, Eppich WJ, Reedy G. Mapping the Terrain of Faculty Development for Simulation: A Scoping Review. Simul Healthc 2024; 19:S75-S89. [PMID: 38240621 DOI: 10.1097/sih.0000000000000758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
ABSTRACT Understanding what interventions and approaches are currently being used to improve the knowledge, skills, and effectiveness of instructors in simulation-based education is an integral step for carving out the future of simulation. The current study is a scoping review on the topic, to uncover what is known about faculty development for simulation-based education.We screened 3259 abstracts and included 35 studies in this scoping review. Our findings reveal a clear image that the landscape of faculty development in simulation is widely diverse, revealing an array of foundations, terrains, and peaks even within the same zone of focus. As the field of faculty development in simulation continues to mature, we would hope that greater continuity and cohesiveness across the literature would continue to grow as well. Recommendations provided here may help provide the pathway toward that aim.
Collapse
Affiliation(s)
- Aimee K Gardner
- From the Baylor College of Medicine (A.K.G., R.D., A.R.), Houston, TX; Indiana University School of Medicine (D.L.R.), Indianapolis, IN; McGill University, Faculty of Medicine and Health Sciences (Y.S.), Montréal, Canada; Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences, RCSI SIM Center for Simulation Education and Research (C.C., W.J.E.), Dublin, Ireland; The University of Alabama at Birmingham (D.T.P.), Birmingham, AL; Copenhagen Academy for Medical Education and Simulation (S.V.), Copenhagen, Denmark; and King's College London (G.R.), London, United Kingdom
| | | | | | | | | | | | | | | | | | | |
Collapse
|
4
|
Woda A, Bradley CS, Johnson BK, Hansen J, Loomis A, Pena S, Singh M, Dreifuerst KT. Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback. Nurse Educ 2023; 48:254-259. [PMID: 37000866 DOI: 10.1097/nne.0000000000001405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
BACKGROUND Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. PURPOSE The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML). METHODS Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES). RESULTS Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission. CONCLUSION The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML.
Collapse
Affiliation(s)
- Aimee Woda
- Associate Professor (Dr Woda), Assistant Professor (Dr Pena), Research Associate Professor (Dr Singh), and Professor and Director PhD Program (Dr Dreifuerst), College of Nursing, Marquette University, Milwaukee, Wisconsin; Assistant Professor and Director of Simulation (Dr Bradley), School of Nursing, University of Minnesota, Minneapolis; Associate Professor and Associate Dean for Simulation (Dr Johnson), Texas Tech University Health Sciences Center, Lubbock; Clinical Professor (Dr Hansen), Carroll University, Waukesha, Wisconsin; and Clinical Assistant Professor (Dr Loomis), School of Nursing, Purdue University, West Lafayette, Indiana
| | | | | | | | | | | | | | | |
Collapse
|
5
|
Harley JM, Bilgic E, Lau CHH, Gorgy A, Marchand H, Lajoie SP, Lavoie-Tremblay M, Fried GM. Nursing Students Reported More Positive Emotions about Training during COVID-19 After Using a Virtual Simulation Paired with an In-person Simulation. Clin Simul Nurs 2023:S1876-1399(23)00034-8. [PMID: 37360663 PMCID: PMC10150196 DOI: 10.1016/j.ecns.2023.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Background Virtual simulations (VS) are educational tools that can help overcome the limitations of in-person learning highlighted during the COVID-19 pandemic. Research has illustrated that VS can support learning, but little is known about the usability of VS as a distance learning tool. Research on students' emotions about VS is also scarce, despite the influence of emotions on learning. Methods A quantitative longitudinal study was conducted with undergraduate nursing students. 18 students participated in a hybrid learning experience involving a virtual simulation (VS) followed by an in-person simulation. Students completed questionnaires about their emotions, perceived success, and usability and received a performance score from the VS. Results Nursing students reported statistically significant improvements in their emotions about completing their program after completing both VS and in-person simulations compared to their emotions before the pair of simulations. Emotions directed toward the VS were weak-to-moderate in strength, but predominantly positive. Positive emotions were positively associated with nursing students' performance. Findings replicated "okay" approaching "good" usability ratings from a recent study with key methodological differences that used the same software. Conclusions VS can be an emotionally positive, effective, efficient, and satisfying distance learning supplement to traditional simulations.
Collapse
Affiliation(s)
- Jason M Harley
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Elif Bilgic
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Ontario, Canada
| | - Clarissa H H Lau
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Andrew Gorgy
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Hugo Marchand
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
| | - Susanne P Lajoie
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Mélanie Lavoie-Tremblay
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
- Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada
| | - Gerald M Fried
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
| |
Collapse
|
6
|
Woda A, Hansen J, Thomas Dreifuerst K, Johnson BK, Loomis A, Nolan C, Bradley CS. Debriefing for Meaningful Learning: Implementing a Train-the-Trainer Program for Debriefers. J Contin Educ Nurs 2022; 53:321-327. [PMID: 35858149 DOI: 10.3928/00220124-20220603-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Debriefing for Meaningful Learning (DML) is a method of debriefing grounded in the theory of reflection used following a simulation or clinical learning experience to engage participants in an interactive dialogue aimed at examining and evaluating their thinking and decision-making processes. With increasing adoption of DML worldwide, a sustainable training program for nurse educators is needed. Attending conferences and workshops that provide training is challenging for many nurse educators because of time and cost constraints. One promising solution is the train-the-trainer (TTT) model. In this article, the development and implementation of a TTT model of DML debriefer training, adaptable to both academic and clinical nursing professional development, is described. [J Contin Educ Nurs. 2022;53(7):321-327.].
Collapse
|
7
|
Fant C, Olwala M, Laanoi GM, Murithi G, Otieno W, Groothuis E, Doobay Persaud A. Virtual Faculty Development in Simulation in Sub-Saharan Africa: A Pilot Training for Pediatricians in Kisumu, Kenya. Front Pediatr 2022; 10:957386. [PMID: 36210954 PMCID: PMC9538528 DOI: 10.3389/fped.2022.957386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Accepted: 08/31/2022] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Simulation is an effective educational tool increasingly being utilized in medical education globally and across East Africa. Globally, pediatric patients often present with low frequency, high acuity disease and simulation-based training in pediatric emergencies can equip physicians with the skills to recognize and intervene. Northwestern University (NU) in Chicago, IL, USA, and Maseno University (MU), in Kisumu, Kenya launched a predominantly virtual partnership in 2020 to utilize the Jaramogi Oginga Odinga Teaching & Referral Hospital (JOOTRH) simulation center for MU faculty development in simulation based medical education (SBME) for medical students. MATERIALS AND METHODS Educational goals, learning objectives, and educational content were collaboratively developed between MU and NU faculty. Virtual sessions were held for didactic education on simulation pedagogy, case development, and debriefing. Mixed educational methods were used including virtual mentored sessions for deliberate practice, piloted case facilitation with medical students, and mentored development of MU identified cases. Trained faculty had the summative experience of an intensive simulation facilitation with graduating MU students. MU faculty and students were surveyed on their experiences with SBME and MU faculty were scored on facilitation technique with a validated tool. RESULTS There were four didactic sessions during the training. Seven cases were developed to reflect targeted educational content for MU students. Six virtually mentored sessions were held to pilot SBME with MU students. In July 2021, fifty students participated in a week-long SBME course led by the MU trained faculty with virtual observation and mentorship from NU faculty. MU faculty reported positive experience with the SBME training and demonstrated improvement in debriefing skills after the training. The overwhelming majority of MU students reported positive experiences with SBME and endorsed desire for earlier and additional sessions. DISCUSSION AND CONCLUSIONS This medical education partnership, developed through virtual sessions, culminated in the implementation of an independently run simulation course by three trained MU faculty. SBME is an important educational tool and faculty in a resource constrained setting were successfully, virtually trained in its implementation and through collaborative planning, became a unique tool to address gaps for medical students.
Collapse
Affiliation(s)
- Colleen Fant
- Division of Emergency Medicine, Department of Pediatrics, Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, United States.,Center for Global Health Education, Feinberg School of Medicine, Havey Institute for Global Health, Northwestern University, Chicago, IL, United States
| | - Macrine Olwala
- Jaramogi Oginga Odinga Teaching and Referral Hospital, Kisumu, Kenya
| | - Grace M Laanoi
- Jaramogi Oginga Odinga Teaching and Referral Hospital, Kisumu, Kenya.,Maseno University School of Medicine, Kisumu, Kenya
| | | | - Walter Otieno
- Jaramogi Oginga Odinga Teaching and Referral Hospital, Kisumu, Kenya.,Maseno University School of Medicine, Kisumu, Kenya
| | - Elizabeth Groothuis
- Center for Global Health Education, Feinberg School of Medicine, Havey Institute for Global Health, Northwestern University, Chicago, IL, United States.,Division of Hospital-Based Medicine, Department of Pediatrics, Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, United States
| | - Ashti Doobay Persaud
- Center for Global Health Education, Feinberg School of Medicine, Havey Institute for Global Health, Northwestern University, Chicago, IL, United States.,Departments of Medicine and Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
| |
Collapse
|
8
|
Bettinger K, Mafuta E, Mackay A, Bose C, Myklebust H, Haug I, Ishoso D, Patterson J. Improving Newborn Resuscitation by Making Every Birth a Learning Event. Children (Basel) 2021; 8:children8121194. [PMID: 34943390 PMCID: PMC8700033 DOI: 10.3390/children8121194] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 12/08/2021] [Accepted: 12/13/2021] [Indexed: 06/14/2023]
Abstract
One third of all neonatal deaths are caused by intrapartum-related events, resulting in neonatal respiratory depression (i.e., failure to breathe at birth). Evidence-based resuscitation with stimulation, airway clearance, and positive pressure ventilation reduces mortality from respiratory depression. Improving adherence to evidence-based resuscitation is vital to preventing neonatal deaths caused by respiratory depression. Standard resuscitation training programs, combined with frequent simulation practice, have not reached their life-saving potential due to ongoing gaps in bedside performance. Complex neonatal resuscitations, such as those involving positive pressure ventilation, are relatively uncommon for any given resuscitation provider, making consistent clinical practice an unrealistic solution for improving performance. This review discusses strategies to allow every birth to act as a learning event within the context of both high- and low-resource settings. We review strategies that involve clinical-decision support during newborn resuscitation, including the visual display of a resuscitation algorithm, peer-to-peer support, expert coaching, and automated guidance. We also review strategies that involve post-event reflection after newborn resuscitation, including delivery room checklists, audits, and debriefing. Strategies that make every birth a learning event have the potential to close performance gaps in newborn resuscitation that remain after training and frequent simulation practice, and they should be prioritized for further development and evaluation.
Collapse
Affiliation(s)
- Kourtney Bettinger
- Department of Pediatrics, University of Kansas School of Medicine, 3901 Rainbow Blvd, MS 4004, Kansas City, KS 66103, USA
| | - Eric Mafuta
- School of Public Health, University of Kinshasa, Kinshasa 11850, Democratic Republic of the Congo; (E.M.); (D.I.)
| | - Amy Mackay
- Department of Pediatrics, University of North Carolina at Chapel Hill, 101 Manning Drive, CB 7596, Chapel Hill, NC 27599-7596, USA; (A.M.); (C.B.); (J.P.)
| | - Carl Bose
- Department of Pediatrics, University of North Carolina at Chapel Hill, 101 Manning Drive, CB 7596, Chapel Hill, NC 27599-7596, USA; (A.M.); (C.B.); (J.P.)
| | - Helge Myklebust
- Laerdal Medical Strategic Research Department, Tanke Svilandsgate 30, N-4002 Stavanger, Norway; (H.M.); (I.H.)
| | - Ingunn Haug
- Laerdal Medical Strategic Research Department, Tanke Svilandsgate 30, N-4002 Stavanger, Norway; (H.M.); (I.H.)
| | - Daniel Ishoso
- School of Public Health, University of Kinshasa, Kinshasa 11850, Democratic Republic of the Congo; (E.M.); (D.I.)
| | - Jackie Patterson
- Department of Pediatrics, University of North Carolina at Chapel Hill, 101 Manning Drive, CB 7596, Chapel Hill, NC 27599-7596, USA; (A.M.); (C.B.); (J.P.)
| |
Collapse
|
9
|
Abstract
SUMMARY STATEMENT Culture influences how we communicate, teach, and learn. Debriefings are laden with cultural influences. Without attention to cultural considerations, accepted debriefing techniques might not reach the desired outcome and, in certain cultures, may even harm teacher-learner relationships. We explore cultural considerations in healthcare simulation debriefing and offer guidance for debriefers to gain awareness of potential cultural biases.
Collapse
Affiliation(s)
- Janice C Palaganas
- From the MGH Institute of Health Professions (J.C.P.); Harvard Medical School, Boston, MA (J.C.P.); Prince of Wales Hospital, Sha Tin, Hong Kong (A.C.); and Hamad Medical Corporation, Doha, Qatar (K.L.)
| | | | | |
Collapse
|
10
|
Palaganas JC, Charnetski M, Dowell S, Chan AKM, Leighton K. Cultural considerations in debriefing: a systematic review of the literature. BMJ Simul Technol Enhanc Learn 2021; 7:605-610. [DOI: 10.1136/bmjstel-2020-000857] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2020] [Accepted: 04/10/2021] [Indexed: 11/03/2022]
Abstract
BackgroundConversations are influenced by cultural perceptions, beliefs and values. Debriefing is a learning conversation. Without cross-cultural engagement or culturally relevant teaching, learning may be compromised and may result in an outcome opposite of that intended.ObjectiveThis systematic review explores cultural considerations in healthcare simulation debriefing. We sought to explore findings that could help debriefers create culturally responsive and inclusive debriefings.Study selectionStudies were included if they were peer-reviewed articles in any language and focused on healthcare simulation debriefing and global cultural considerations. Research study methods included qualitative, quantitative or both. The review included any health-related profession and level of learner.FindingsThree studies met the criteria. The purposes of the three studies were significantly different and did not directly study cultural considerations in debriefing.ConclusionsThe learner–educator relationship is at risk and learning may be negatively impacted without addressing cultural awareness. More studies are needed to fully describe the effect of culture on successful debriefing.
Collapse
|