Ready or Not: Preparation Through Simulation

Objective To evaluate the application effect of high-fidelity human patient simulation in cardiopulmonary resuscitation (CPR) training in emergency medicine course. Method All of the 84medical freshmen in the academic year of 2008, who studied emergency medicine course, were chosen as the study object. The students were randomly divided into high-fidelity simulator (SimMan) training group(EG) and ordinary training group (CG), when they finished the course. Two groups accepted training for the same time, and then examined the CPR performing by the system of advanced cardiovascular life support (ACLS) simulator, and make data-analysis with the software of SPSS 11.5. Result The students in EG group have higher total mean score than CG ( P ＜ 0.05). However, in the aspects of survival ratio,performing time and chest compression quality, EG has higher score than CG, but there is no significant statistical difference ( P ＞ 0.05 ). Conclusion This study demonstrates that high-fidelity human patient simulation can simulate many common symptoms of emergency patients, it has great effect on helping medical students to improve the quality of doing CPR, but the training results is not as good as the author expected compared with the ordinary training. So the training method in the application of high-fidelity human patient simulation should be improved. Key words: Simulate training; High-fidelity human patient simulation; Emergency medicine; Cardiopulmonary resuscitation(CPR); Medical student

Background: Effective teamwork and communication among healthcare professionals are essential to ensure quality patient care and safety. The use of high-fidelity human patient simulation scenarios enhances learning and has been used in various health professions education. The purpose of this study was to evaluate the efficacy and retention of teaching team-based competencies to interprofessional student teams using high-fidelity simulation. Methods: Quasi-experimental, pre/post-test design was used. The study was a teaching intervention using high-fidelity human patient simulation with crisis resource management techniques to teach team based competencies. A convenience sample of students from medicine, nurse anesthesia, undergraduate nursing, and physical therapy participated. There were pre/post data collected for fall and spring simulations from both participants and observers. Key variables were the various teamwork competencies. Participants and trained observers rated teamwork behaviors, each using two measures. Mean scores on participant and observer rated tools were compared using paired samples t -tests. Results: A total of 35 students underwent training in the fall of 2009 and 25 of the students returned in the spring of 2010 for repeat training. Participant paired samples t -tests showed a significant increase from simulation scenario one to two ( p < .05) in both the fall and spring. Observer data showed significant improvements in mean scores on one measure. Conclusions: High-fidelity simulation appears to improve both perceived and actual team-based competencies with retention over time. Findings support the benefit to students of repeat training in a six month period and provide some validation for faculty time and effort in repeated simulations.

The purpose of this study was to compare student knowledge and confidence, related to the assessment and management of oral feeding readiness in medically complex infants, following a written case study versus a high-fidelity human patient simulation (HPS). A sequential, two-phase, embedded mixed methods design was conducted. Participants were two sequential cohorts of second-year speech-language pathology graduate students enrolled in a didactic Pediatric Dysphagia course. At the end of the course, students completed the same case scenario presented as a written case study (control group; N = 28) or as an HPS (experimental group; N = 24). Pre- and post-knowledge assessment results and self-assessments of confidence conducted at three time points were compared. All students made gains in knowledge, regardless of intervention (written case study or HPS). Despite different baselines, the percent change in knowledge was significant with the control group improving 33% and the experimental group improving 76% from baseline. Students in the experimental group demonstrated significantly greater gains in confidence with skills enhanced by the hands-on, immersive experience of HPS. Qualitative analysis further identified factors contributing to increased confidence with all students reporting that experience significantly contributes to their confidence in their ability to treat patients. While knowledge outcomes were similar between the groups, the confidence that the experimental group gained through the hands-on experiences of HPS fosters student development as confident professionals in assessing feeding readiness and managing medically complex infants. Results support integration of simulation into the graduate curriculum to support student learning. https://doi.org/10.23641/asha.19233504.

Bridging burn care education with modern technology, an integration with high fidelity human patient simulation

Developing confidence in mental health students to recognise and manage physical health problems using a learning intervention

Simulation Enhances Self-Efficacy in the Management of Preeclampsia and Eclampsia in Obstetrical Staff Nurses

This study presents a cost-utility analysis that compared medium- vs. high-fidelity human patient simulation manikins in nursing education. The analysis sought to determine whether the extra costs associated with high-fidelity manikins can justify the differences, if any, in the outcomes of clinical reasoning, knowledge acquisition and student satisfaction. Investment in simulated learning environments has increased at an unprecedented pace. One of the driving forces is the potential for simulation experiences to improve students' learning and engagement. A cost-effectiveness analysis is needed to inform decisions related to investment in and use of simulation equipment. Costs associated with the use of medium- and high-fidelity manikins were calculated to determine the total cost for each. A cost-utility analysis using multiattribute utility function was then conducted to combine costs and three outcomes of clinical reasoning, knowledge acquisition and student satisfaction from a quasi-experimental study to arrive at an overall cost utility. The cost analysis indicated that to obtain equivalent clinical reasoning, knowledge acquisition and student satisfaction scores, it required $AU1·21 (US$ 1·14; €0·85) using medium-fidelity as compared with $AU6·28 (US$6·17; €4·40) for high-fidelity human patient simulation manikins per student. Based on the results of the cost-utility analysis, medium-fidelity manikins are more cost effective requiring one-fifth of the cost of high-fidelity manikins to obtain the same effect on clinical reasoning, knowledge acquisition and student satisfaction. It is important that decision-makers have an economic analysis that considers both the costs and outcomes of simulation to identify the approach that has the lowest cost for any particular outcome measure or the best outcomes for a particular cost.

Airway Simulators and Mannequins

Objective: The study aims to examine knowledge acquisition, improvement in nursing students exposed to high fidelity human patient simulation manikins. Methodology: This study, in which (80) fourth year nursing students participated, took place in a college of nursing. A quasi-experimental design was used to evaluate the effect of the level of manikin fidelity on knowledge acquisition and practice levels. Data were collected at three points in time: prior to the simulation, immediately after, and two weeks later. Results: Differences in mean scores between the control and experimental groups for exams 1, 2 and 3 werecalculated using independent t-tests and were statistically significant. Conclusion: While the effects of simulation remain elusive, this study lays the foundation for further research.The findings present us with the notion that clinical experience in combination with simulation training mayprovide better performance outcomes. Recommendation: Additional research with large cohorts of learners and the Knowledge gained of this studycan provide better evidence as to the benefits of simulation-based training.

Interprofessional education in pharmacology using high-fidelity simulation

PurposeLSU School of Medicine developed and implemented an innovative, year-long curriculum for junior medical students using the high fidelity Human Patient Simulator (METI, Inc.). Teaching methods are based on principles...

The development and psychometric testing of the Satisfaction with Simulation Experience Scale

High-Fidelity Patient Simulation is defined as a replicated clinical experience in a controlled learning environment that closely represents reality. This learning method creates the opportunity for students to gain specific and fundamental clinical skills in a controlled, safe, and forgiving environment. Even though the available evidence shows the impact of High-Fidelity Patient Simulation in improving nursing students’ learning objectives, several reasons do not allow confirming its effectiveness. Many studies show weakness in validity and reliability due to the low quality of study design, inadequate sample size and/or convenience sample recruitment. Furthermore, most studies appear uneven in research methods and unstable in outcome measurements. Finally, little is known about learning outcome retention. Therefore, high-level studies are required to strongly confirm the impact of High-Fidelity Patient Simulation on students’ learning outcomes, especially on long-term retention, and on patients’ advantages. This trial project, called S4NP (Simulation for Nursing Practice), was designed to confirm if the nursing students’ exposure to complementary training based on High-Fidelity Patient Simulation could produce long-term beneficial effects on learning outcomes compared to the traditional training program.

Student Perceptions of the Observer Role in High-Fidelity Simulation

This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.