Repeated scenario simulation to improve competency in critical care: A new approach for nursing education

American Journal of Critical Care

Volumn 22, Issue 1, 2013, Pages 33-40

  Abe, Yukie ^a   Kawahara, Chikako ^b   Yamashina, Akira ^c   Tsuboi, Ryoji ^c  

^a UNIVERSITY HOSPITAL OF THE RYUKYUS   (Japan)

^b TOKYO MEDICAL UNIVERSITY HOSPITAL   (Japan)

^c TOKYO MEDICAL UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; AGED; ARTICLE; CARDIOVASCULAR DISEASE; CASE REPORT; CLINICAL COMPETENCE; EDUCATION; EDUCATIONAL MODEL; FEMALE; HUMAN; INTENSIVE CARE; JAPAN; MALE; METHODOLOGY; MIDDLE AGED; NURSING; NURSING EDUCATION; NURSING STAFF; UNIVERSITY HOSPITAL;

ADULT; AGED; CARDIOVASCULAR DISEASES; CLINICAL COMPETENCE; CRITICAL CARE; EDUCATION, NURSING; FEMALE; HOSPITALS, UNIVERSITY; HUMANS; JAPAN; MALE; MIDDLE AGED; MODELS, EDUCATIONAL; NURSING STAFF, HOSPITAL;

EID: 84873192833     PISSN: 10623264     EISSN: None     Source Type: Journal    
DOI: 10.4037/ajcc2013229     Document Type: Article

References (30)

1. Scalese RJ, Obeso VT, Issenberg SB. Simulation technology for skills training and competency assessment in medical education. J Gen Intern Med. 2008;23:46-49.
2. Issenberg S, Barry MD, Mcgaghie WC, Petrusa ER, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulation that lead to effective learning: a BEME systematic review. Med Teach. 2005;1:10-28.
3. Rosen MA, Salas E, Wilson KA, et al. Measuring team performance in simulation-based training adopting best practices for healthcare. Simul Healthc. 2008;3:33-41.
4. Gimpel JR, Weidner AC, Boulet JR, Wilson C, Errichetti AM. Standardized patients and mechanical simulators in teaching and assessment at colleagues of osteopathic medicine. J Am Osteopath Assoc. 2007;107:557-561.
5. Gates MG, Parr MB, Hughen JE. Enhancing nursing knowledge using high-fidelity simulation. J Nurs Educ. 2011;16:1-7.
6. Prentice D, Taplay K, Horsley E, Payeur-Grenier S, Belford D. Interprofessional simulation: an effective training experience for health care professionals working in community hospitals. Clin Simul Nurs. 2011;7:e61-e67.
7. Beyea SC, Slattery MJ, Von Reyn LJ. Outcomes of a Simulation-Based Nurse Residency Program. Clin Simul Nurs. 2010;6:e169-e175.
8. Schumacher LB. Simulation in critical care nursing education: conceptual and practical perspectives. In: Dunn WF, ed. Simulator in Critical Care and Beyond. Des Plaines, IL: Society of Critical Care Medicine; 2004:114-118.
9. Beeken JE. The relationship between critical thinking and self-concept in staff nurses and the influence of these characteristics on nursing practice. J Nurse Staff. 1997;13:272-278.
10. Lupien AE. Strategies for learning in graduate education. In: Waugaman WR, Foster SD, Rigor BM, eds. Principles and Practice of Nurse Anesthesia. 3rd ed. Stanford, CA: Appleton and Lange; 1999:41-56.
11. Boychuck JE, Duchscher JE. Catching the wave: understanding the concept of critical thinking [review]. J Adv Nurs. 1999; 29:577-583.
12. Benner P. From novice to expert. Am J Nurse. 1982;82:402.
13. Benner P. From Novice to Expert: Excellence and Power in Critical Nursing Practice. Commemorative ed. Upper Saddle River, NJ: Prentice Hall; 2001.
14. Fanning RM, Gaba DM. The role of debriefing in simulationbased learning. Simul Healthc. 2007;2:115-125.
15. Rall M, Manser T, Howard S. Key elements of debriefing for simulator training. Eur J Anaestesiol. 2000;17:516-517.
16. Stafford F. The significance of de-rolling and debriefing in training medical students using simulation to train medical students. Med Educ. 2005;39:1083-1085.
17. Heukelom JNV, Begaz T, Treat R. Comparison of postsimulation debriefing versus in-simulation debriefing in medical simulation. Simul Healthc. 2010;5:91-97.
18. Owen H, Follows V. Great simulation debriefing. Med Educ. 2006;40:488-489.
19. Harden, R.M. Learning outcomes and instructional objectives: is there a difference? Med Teach. 2002;24:151-155.
20. Rebeschi, L, Aronson, B. Assessment of nursing students learning outcomes and employment choice after the implementation of a senior capstone course. Int J Nurs Educ Schol. 2009;6:1-15.
21. Tuemper CM. Using scoring rubrics to facilitate assessment and evaluation of graduate-nursing students. J Nurs Educ. 2004;43:562-564.
22. Lasater K. Clinical judgment development: Using simulation to create an assessment rubric. J Nurs Educ. 2007; 46:496-503.
23. Takayama M, Takeo K. Structure of teamwork and relevant factors in nursing activities. J Nurse Studies NCNJ (Japan). 2009;8:1-9.
24. McLaughlin SA, Doezema D, SKlar DP. Human simulation in emergency medicine training: a model curriculum. Acad Emerg Med. 2000;9:1310-1318.
25. Bond WF, Lammers RL, Spillane LL, et al. The use of simulation in emergency medicine: a research agenda. Acad Emerg Med. 2007;14:353-364.
26. Heukelom JNV, Begaz T, Treat R. Comparison of postsimulation debriefing versus in-simulation debriefing in medical simulation. Simul Healthc. 2010:5:91-97.
27. Amos MA, Hu J, Herrick CA. The impact of team building on communication and job satisfaction of nursing staff. J Nurse Staff Dev. 2005;21:10-16.
28. DiMeglio K, Padula C, Piatek C, Korber S, Barrett A, Ducharme M, et al. Group cohesion and nurse satisfaction, examination of a team-building approach. J Nurs Adm. 2005;35:110-120.
29. Krüger A, Gillmann B, Hardt C, Döring R, Beckers SK, Rossaint R. Teaching non-technical skills for critical incidents: crisis resource management training for medical students. Anaesthesist. 2009;58:582-588.
30. Cherry RA, Ali J. Current concepts in simulation-based trauma education. J Trauma. 2008;65:1186-1193