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NURSING & HEALTH TECHNOLOGY PROGRAMS
| Simulation References - annotated bibliography |
| This annotated bibliography provides a short list of high fidelity simulation articles that relate to acquisition, integration, and evaluation of the use of high fidelity simulation in nursing programs. The list includes qualitative studies, editorials, and articles that provide systematic plans for the integration of high fidelity simulation. This list is limited. At the time of this writing, high fidelity simulation information is increasing in volume due to various Board of Nursing decisions for the inclusion of high fidelity simulation time in the nursing curriculums and the ability of this advanced technology to stimulate the nursing students capacity for critical thinking, skills competency and communication proficiency in the delivery of patient care. (list compiled by Katherine Quartuccio RN, BSN, 2/09)
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| Billings, D., & Halstead, J. (2005). Teaching in nursing: A guide for faculty. (2nd ed.). St. Louis MO: Elsevier. |
| The editors of this book, professors in nursing education at Indiana University School of Nursing, both possess their doctoral degrees. Both editors have played key roles in the National League of Nursing development in the role of nurse educator. Halstead is a member of the National League of Nursing Task Force responsible for the development of Nurse Educator Competencies. The contents of the book are directed to nurse educators. Specifically, the book includes directions for teaching strategies, curriculum development, and evaluation of curriculum and teaching strategies. While the book is a compilation of various writers, the editors have arranged the book in a logical text beginning with the role of the nurse educator to the final task of curriculum redesign based on the changing healthcare system and the changing needs of the nursing students. This book is comprehensive and includes the integration of the Core Competencies for Nurse Educators that focus on the best outcomes for nursing students. This book is a necessary resource for all nurse educators that seek to change with the changing challenges of the culture of nursing education that includes advanced technology such as high fidelity simulation.
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| Fowler, C & Alden, K. (2008). Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chaper 51- Enhancing patient safety in nursing education through patient simulation. Association for Healthcare Research and Quality. Retrieved June 13, 2008 from http://www.ahrq.gov/qual/nurseshdbk/docs/DurhamC_EPSNE.pdf |
| Contributing chapter authors both hold their master’s degree in nursing and practice nursing education at the University of North Carolina. The book primarily focuses on the high incidence of liabilities in nursing due to nursing errors. The authors’ contribution of the chapter is directed at increasing patient safety through high fidelity simulation. The chapter provides the nurse educator with clear direction regarding the modes of simulation, integration of simulation into nursing curriculum, and the benefits of simulation regarding the specific use of high fidelity simulation. This chapter also provides the nurse educator with pertinent information regarding teaching strategies as well as the use of high fidelity simulation as an adjunct teaching tool. The chapter begins with broad definitions and later refines high fidelity simulation integration. This chapter is useful for the novice nurse educator as well as the nurse educator who is well versed in simulation use in nursing education.
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| Hodge, M., Martin, C., Tavenier, D., Perea-Ryan, M., and Van Houten, L. (2008). Integrating simulation across the curriculum. Nurse Educator 33(5), 210-214. Retrieved January 15, 2009, from Journals@Ovid database. |
| All possessing advanced degrees, the authors practice nursing education at the California State University. Two of the authors hold doctoral degrees in education and nursing while the other authors hold master degrees in nursing. This article is intended to encourage the acquisition and use of high fidelity simulation in nursing curriculum. While the authors use the example of a baccalaureate nursing program simulation integration plan, the principles of implementation can be applied to all schools of nursing. Especially helpful in this article is the table providing a summary of high fidelity simulation through the semesters of nursing education. An important feature of high fidelity simulation integration is the ability of faculty to assimilate the use of simulation as a teaching strategy through careful planning and ongoing evaluation of high fidelity simulation integration. Providing an overview of the program with specific concepts, objectives, and simulation scenarios used in each semester of the nursing program will help guide the implementation of any nursing program considering high fidelity simulation integration.
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| King, C., Hindenlang, B., Moseley, S., and Kuritz, P. (2008). Limited use of the human patient simulator by nurse faculty: an intervention program designed to increase use. International Journal of Nursing Education Scholarship, 5(1), 1-17. Retrieved June 6, 2008, from http://www.bepress.com/ijnes/vol5/iss1/art12
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| This group of faculty members, from the Frances Payne Bolton School of Nursing, identify the problem of faculty reluctance to adopt high fidelity simulation into nursing curriculums. Recognizing the underuse of high fidelity simulation use in nursing curriculum, according to the authors, is antithetical to the National League of Nursing Core Competencies for Nurse Educators. The purpose of this study seeks to solicit nursing faculty understanding of high fidelity simulation and illuminate the constructs of faculty reluctance to adopt high fidelity simulation. Based on the theory of planned behavior, research questions included faculty attitudes regarding high fidelity simulation use, subjective norms, and behavioral control. This study identifies the nursing faculty member’s deficits in knowledge regarding high fidelity simulation curriculum integration. Nursing curriculum developers will find this study enlightening and a supportive reference when encountering resistance to the use of the advanced technology presented in high fidelity simulation.
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| Krautscheld, L., Kaakinen, J., Warner, J. (2008). Clinical faculty development: using simulation to demonstrate and practice clinical teaching. Journal of Nursing Education, 47(9), 431-434. Retrieved January 17, 2009, from Proquest database.
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| Professors from the University of Portland, all hold advanced degrees in nursing that include two master degrees and one doctorate in nursing science degree. The use of high fidelity simulation in this article provides the basis of high fidelity simulation use for the training of the clinical nurse educator. High fidelity simulation adaptation presents the case for a “train the trainer” perspective of the nurse educator. The authors articulate the lack of education of the clinical instructor in nursing education and additionally purport the lack of knowledge of the clinical instructor regarding educational theories and strategies that are needed to foster nursing student learnig. Using high fidelity simulation to develop three-hour simulation workshops for clinical faculty, simulation exercises encourage the clinical faculty to change focus from teacher focused to learner focused. The article provides another use for high fidelity simulation and expands the possibilities of clinical teaching strategies for improved student outcomes.
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| Landeen, J. (2008). Simulation, guest editorial. Journal of Nursing Education, 47(11), 487-488. Retrieved January 17, 2009, from Proquest database.
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| The author holds a doctoral degree and is an associate professor at Indiana University School of Nursing. This editorial piece introduces the November, 2008 issue of Journal of Nursing Education. The November issue generally addresses the need for nursing educators to graduate competent nurses with advanced technology such as web based simulations and high fidelity simulation. The author states that the use of high fidelity simulation is in need of empirical evidence to support this method as a teaching tool. The article also includes facts regarding the use of simulation for clinical hours in the states of Florida and California. Providing the nurse educator with a compendium of the various uses of simulation, examples of simulation use, and the need for empirical evidence of student benefit, provides the nurse educator with a realistic yet practical representation of high fidelity simulation application possibilities throughout nursing school curriculums. This editorial provides the reader with a directory of the journal’s information regarding high fidelity simulation.
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| Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: students’ experiences, Journal of Nursing Education, 46(6), 269-275. Retrieved January 19, 2009 from ESCOhost database.
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| Holding a doctorate in education, the author practices as associate professor at Oregon Health & Science University. This qualitative study evaluates nursing student’s experiences with high fidelity simulation in the first semester of the nursing program. Measurement of this phenomenological study include student’s self-report of confidence levels, aptitude for critical thinking, and observations of nursing students during high fidelity simulation experiences. While the study is qualitative in nature, the perspective of the nursing student provides valuable information for the nurse educator in the area of self-confidence, aptitude for skills completion, and the development of clinical judgment. The information is gathered from student focus groups that revealed both strengths and limitations to the use of high fidelity simulation from the student’s perspective. While other articles present the use of high fidelity simulation from the nurse educator’s perspective, providing the student’s perspective is a valuable addition for evaluation of the necessity for integration of high fidelity simulation.
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| Peteani, L. (2004). Enhancing clinical practice and education with high-fidelity human patient simulators. Nurse Educator, 29(1). Retrieved June 10, 2008, from EBSCOhost database.
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| The author, holding a master’s degree in nursing, practices as a clinical instructor at Alfred I
duPont Hospital for Children. Directed to nurse educators, the article provides a definition of simulation as the experience relates to nursing education. The definition relates specifically to the use of the Laerdal Sim Man Model. Based on the definition, student outcomes of improved self-confidence, demonstrated in independence and autonomy are stated to be a result of student’s experiences with simulation prior to actual patient care. Since the cost of high fidelity simulators is not optional for many schools of nursing, the author addresses methods of funding for high fidelity simulation. Providing financial information to the nurse educator who plans to implement high fidelity simulation into curriculum, appeals to schools of nursing that have limited resources. Developing a business plan for implementation of high fidelity simulation is helpful to the nurse educator with limited funding. Specific recommendations for cost effective high fidelity simulator acquisition benefit schools of nursing that are in the planning phase of integration.
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| Ravert, P. (2008). Patient simulator sessions and critical thinking. Journal of Nursing Education, 47(12), 557-562. Retrieved January 17, 2009, from Proquest database.
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| The author, doctorate prepared, practices multiple roles in nursing education. Acting as Associate Professor, Associate Dean, and Nursing Learning Center and Clinical Simulation Laboratory Coordinator, Brigham Young University, highly qualifies this author for high fidelity simulation testimony. Directed to nurse educators, this quantitative study sought to measure nursing student critical thinking temperament, critical thinking proficiency, and learning style preferences. Using a pretest/posttest research design, the author concludes an increase in critical thinking skills for students experiencing high fidelity simulation scenarios. This article is a benefit for nurse educators who are seeking to develop buy in from faculty, financial resources, and administration.
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| Rush, K., Dyches, C., Waldrop, W., Davis, A. (2008). Critical thinking among RN-to-BSN distance students participation in human patient simulation. Journal of Nursing Education, 47 (11). Retrieved January 17, 2008, from Proquest database.
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| The authors, two holding doctorate degrees and one a master’s degree in nursing, hold positions of dean and professors of nursing at schools of nursing. This qualitative study seeks to assess the development of critical thinking development in the nursing student who is participating in RN to BSN courses at a university in southeastern United States. The researchers provided simulation scenarios that were broadcast to students via internet resources or through educational television methods. Nursing students participating in the study joined debriefing sessions via blackboard discussion forums. Results of student exposure to simulations through DVD’s and educational television were measured according to student thought process development and skills knowledge. According to the authors, levels of critical thinking were directly influenced by the students previous practice experience as well as the student’s ability to perceive the reality of simulations. This qualitative study is very helpful for nurse educators who seek to use high fidelity simulation as an advanced teaching tool for distance education and the advancement of critical thinking skills in a controlled environment.
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| Tuoriniemi, P. & Schott-Baer, D. (2008). Implementing a high-fidelity simulation program in a community college setting. Nursing Education Perspectives, 29(2). Retrieved June 10, 2008, from EBSCOhost database.
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| Both authors hold positions as nursing faculty members and hold either a doctorate of nursing or master’s in nursing degree. This article outlines the process of acquiring, implementing and evaluating community college nursing program’s integration of high fidelity simulation. Recognizing the changes in the current health care system, inclusion of high fidelity simulation, while initially very costly, provides nursing students with learning environments that expose nursing students to high risk patients. Steps for high fidelity simulation include purchase of simulators, developing simulation labs, researching simulation integration, and integrating various simulation scenarios throughout the curriculum. This article provides practical advice and the experience of a community college that successfully integrated simulation into the nursing curriculum. Overall, the authors provide direction for nurse educators/program coordinators who are seeking to begin, establish, and improve the use of this advanced technology in the community college setting.
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| Willford, A. & Doyle, T. (2006). Integrating simulation training into the nursing curriculum. British Journal of Nursing, 15(7). Retrieved June 13, 2008 from EBSCOhost database.
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| Both authors are employed by Medical Education Technologies Incorporated (METI). Wilford also holds the position of senior nurse at Bristol Medical Simulation Centre, UK. This article provides the novice nurse educator with an introduction to the use of simulation from the 1950’s to present day use of high fidelity simulation in medical and nursing education. As the demand for clinical practice sites increases, both in the UK and in the United States, the nurse educator should consider high fidelity simulation teaching. According to the authors, presenting high fidelity simulation as a controlled learning environment throughout the nursing school semesters, positions high fidelity simulation as a viable option for alternative clinical experiences. The focus of the article is to describe the benefits of METI’s Progam for Curriculum Integration (PNCI). While the focus develops the benefits of purchasing the PNCI, the framework presented in the writing for curriculum integration provides the nurse educator with direction for the acquisition and integration of high fidelity simulation in nursing curriculums.
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| page created by Katherine Quartuccio RN, BSN |
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