How Can we Use Simulation to Improve Competencies in Nursing?

✍ Scribed by Iben Akselbo (editor), Ingvild Aune (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 134
• Category: Library

✦ Synopsis

This open access book offers an overview of theories related to simulation and describes different simulation areas within nursing. It illustrates how simulation may be used in different levels in professional education. The book deals with the role of the Simulation Facilitator, peer learning and the use of Virtual Reality in simulation. It provides new insights and paths to the development of the use of simulation within nursing and healthcare and contributes with new knowledge from research and experiences of implementation of different simulating scenarios within nursing and midwifery. It is intended to teachers in nursing and other healthcare professionals with an interest in the use of active learning methods.

✦ Table of Contents

Foreword
Preface
Chapter “Simulation: A Historical and Pedagogical Perspective”
Chapter “How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare”
Chapter “Facilitating Learning Activities in Further Education and Master’s Program in Oncology Nursing”
Chapter “Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway”
Chapter “Training Interprofessional Teamwork in Palliative Care: A Pilot Study of Online Simulation Activity for Registered Nurses and Nursing Associates”
Chapter “The Use of Critical Response Process as a Debriefing Structure in Simulation Activity in Nursing Education”
Chapter “Learning Without a Teacher: Perceptions of Peer-to-Peer Learning Activities in Simulation Training”
Chapter “Train the Trainer Course: How Can the Skills of a Facilitator Benefit Academic Staff in Nursing and Other Health Education Programs?”
Chapter “Playful Learning with VR-SIMI Model: The Use of 360-Video as a Learning Tool for Nursing Students in a Psychiatric Simulation Setting”
Chapter “Virtual Reality (VR) in Anatomy Teaching and Learning in Higher Healthcare Education”
Contents
Simulation: A Historical and Pedagogical Perspective
1 Introduction
2 History of Simulator Development
3 What Is Simulation?
4 The Structure of Simulation
5 Pedagogical Perspectives
5.1 Learning as Transformation of Experience
5.2 Reflection-on-Action and Reflection-in-Action
6 Simulation and Adult Learning
7 Summary
References
How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare
1 Introduction
2 Students’ Experiences Related to the Use of Simulation
2.1 Simulation as an Educational Method
2.2 The Significance of the Briefing
2.3 Communication and Actions During the Simulation
2.4 Preparedness for Later Practice
2.5 Stress and Leadership
2.6 The Significance of the Debriefing Process
3 Conclusion
References
Facilitating Learning Activities in Further Education and Master’s Program in Oncology Nursing
1 Introduction
2 Objective for Education
3 Simulation in Oncology Nursing
4 Examples of Scenarios
4.1 Patient with an Allergic Reaction to Chemotherapy
4.2 Palliative Care to a Patient with Prostate Cancer
4.3 A Consultation with a Patient with Colon Cancer and his Next of Kin
5 Preparation and Implementation of Simulation
6 Experiences and Feedback from the Students
7 More Focus on Oncology Nursing for Children and Collaboration
8 Conclusion
References
Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway
1 Introduction
2 Choosing Simulation as a Pedagogical Method
3 SPLINTS and SPLINTS-no
4 Planning the Simulations
5 The Prebriefing
6 The Simulation
6.1 Expected Performance
6.2 The Observers
6.3 The Facilitator and the Simulation Technician
7 The Debriefing
7.1 Ethical Considerations
8 Evaluation
9 Conclusion
References
Training Interprofessional Teamwork in Palliative Care: A Pilot Study of Online Simulation Activity for Registered Nurses and Nursing Associates
1 Learning Interprofessional Teamwork in Palliative Care Education
1.1 Simulation Activity Based on Learning Outcomes as Themes
2 Background for Piloting the Online Simulation Activity Project
2.1 The Participants and the Setting
3 Implementation
3.1 Phase 1 Developing Narratives
3.2 Phase 2 Developing a Learning Resource Bank for Online Activity
3.3 Phase 3: Simulation Activity Online
4 Reflections on the Pros and Cons of Online Simulation Activities
5 Conclusion
References
The Use of Critical Response Process as a Debriefing Structure in Simulation Activity in Nursing Education
1 Introduction
1.1 Simulation Activity as a Learning Approach
1.2 Feedback as Part of Debriefing
1.3 Critical Response Process as a Structure for Debriefing
1.3.1 Phase 1 Statements of Meaning
1.3.2 Phase 2 Actors as Questioner
1.3.3 Phase 3 Neutral Questions
1.3.4 Phase 4 Option Time
1.4 Exploring Two Structures for Debriefing and How They Influence the Facilitator Role
2 Conclusion
References
Learning Without a Teacher: Perceptions of Peer-to-Peer Learning Activities in Simulation Training
1 Introduction
2 The Case
2.1 Peer-to-Peer Self-Learning Stations
3 Methods and Ethical Considerations
4 Results
4.1 Strengths of the Peer-to-Peer Method
4.1.1 The Learning Environment
4.1.2 Collaboration and Team Dynamics
4.2 Summary of Strengths
4.3 Weaknesses of the Peer-to-Peer Method
4.3.1 Group Dynamics
4.3.2 Students’ Perception of Learning
4.4 Summary of Weaknesses
5 Discussion
6 Conclusion
References
Train the Trainer Course: How Can the Skills of a Facilitator Benefit Academic Staff in Nursing and Other Health Education Programs?
1 Introduction
2 Adult Learning and Train the Trainer Courses
3 Facilitator Versus Lecturer
4 The Significance of Common Language and Framework
5 The Facilitator’s Competence: Side Effects and Synergies
6 Conclusion
References
Playful Learning with VR-SIMI Model: The Use of 360-Video as a Learning Tool for Nursing Students in a Psychiatric Simulation Setting
1 Introduction
2 Technical Aspects of 360-Degree Video in Education
3 Research on Virtual Reality and 360-Degree Video
4 Preparing for Psychiatric Nursing
5 Why Is 360-Degree Video Suitable for Promoting Nursing Students’ Competence in Psychiatric Nursing?
6 VR-360-Degree Model: “VR-SIMI Model”
6.1 Briefing
6.2 E-Motion Phase: 360-Degree VR Experience
6.3 Debriefing–Reflection Phase
6.4 Exercises
6.5 Potential Clinical Situations: Suitable as Preparation for Clinical Practice
7 Conclusions
References
Virtual Reality (VR) in Anatomy Teaching and Learning in Higher Healthcare Education
1 Introduction
2 Virtual Reality: The “Whats” and “Whys”
3 Anatomy Teaching and Learning in Higher Education
4 VR as Part of Anatomy Learning in Higher Education: A Practical Insight
4.1 VR-Based Anatomy as an Integrated Learning Resource
4.2 VR-Based Medical Simulation in Midwifery
4.3 Pedagogical Strategy During the Simulation
5 Summary
References