Classification of Simulation Methods Using in Nursing Education

Yıl 2022, Cilt: 15 Sayı: 1, 78 - 85, 15.01.2022

Gül Şahin Karaduman Tülay Başak

https://doi.org/10.46483/deuhfed.947218

Öz

Difficulties encountered in nursing clinical education, limited clinical practice time, and the COVID-19 outbreak negatively affect the clinical practice and duration of students with real patients. For this reason, it is aimed to develop nursing students' competencies such as critical thinking skills, learning and self-confidence through various teaching approaches. Educational strategies such as simulation-based education offer students the opportunity to clinical practice in a safe environment by providing realistic clinical situations. The concept of fidelity plays an important role in the selection of the simulation method. Selection of simulation method and fidelity level, depend on factors such as the goals and results of the education, student level and facilitator. In the literature, there are different classifications related to simulation methods and the concept of fidelity. Although the classifications made are similar to each other, there are also differences between them. In this review, different classifications and definitions of fidelity regarding simulation-based education features found in the literature are examined.

Anahtar Kelimeler

Nursing Education, Simulation, Simulation Classification, Fidelity

Hemşirelik Eğitiminde Kullanılan Simülasyon Yöntemlerinin Sınıflandırılması

Öz

Hemşirelik klinik eğitiminde karşılaşılan zorluklar, kısıtlı klinik uygulama süresi, COVID-19 salgını gibi durumlar öğrencilerin gerçek hastalarla olan klinik uygulama ve sürelerini olumsuz yönde etkilemektedir. Bu nedenle hemşirelik öğrencilerinin, çeşitli öğretim yaklaşımları aracılığıyla eleştirel düşünme becerileri, öğrenme ve özgüven gibi yeterlilikleri geliştirmesi amaçlanmaktadır. Simülasyona dayalı öğrenme gibi eğitim stratejileri, öğrencilere gerçeğe yakın klinik durumlar sağlayarak güvenli bir ortamda klinik uygulama yapma imkânı sunmaktadır. Simülasyon yönteminin seçiminde ise, gerçeklik kavramı önemli rol oynamaktadır. Simülasyon yöntemi ve gerçeklik düzeyinin seçimi; eğitimin hedef ve sonuçları, öğrenci seviyesi ve kolaylaştırıcı gibi faktörlere bağlıdır. Literatürde, simülasyon yöntemleri ve gerçeklik kavramı ile ilgili farklı sınıflandırmalar bulunmaktadır. Yapılan sınıflandırmalar birbirine benzer olsa da aralarında farklılıklar söz konusudur. Bu derlemede, literatürde bulunan simülasyona dayalı öğrenme özelliklerine ilişkin yapılan farklı sınıflandırmalar ve gerçeklik kavramına ilişkin tanımlamalar incelenmektedir.

Anahtar Kelimeler

Hemşirelik Eğitimi, Simülasyon, Simülasyon Sınıflandırması, Gerçeklik

Kaynakça

• 1. Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: meta-analysis. Nurse Education Today 2015;35(1):176–82.
• 2. Konrad S, Fitzgerald A, Deckers C. Nursing fundamentals – supporting clinical competency online during the COVID-19 pandemic. Teaching and Learning in Nursing 2021;16(1):53–6.
• 3. Gaba DM. The future vision of simulation in health care. Quality and Safety in Health Care 2004;13(SUPPL. 1):2–10.
• 4. Bashaw M. Integrating Simulations Into Perioperative Education for Undergraduate Nursing Students. AORN Journal 2016;103(2):212.e1-212.e5.
• 5. Jones F, Passos-Neto C, Melro Braghiroli O. Simulation in medical education: Brief history and methodology. Principles and Practice of Clinical Research Journal 2015;1(2):56–63.
• 6. Sezer H, Orgun F. Hemşirelik eğitiminde simülasyon kullanımı ve simülasyon modeli. Ege Üniversitesi Hemşirelik Fakültesi Dergisi 2017;33(2):140–52.
• 7. Agu CF, Stewart J, McFarlane-Stewart N, Rae T. COVID-19 pandemic effects on nursing education: looking through the lens of a developing country. International Nursing Review 2021;68(2):153–8.
• 8. INACSL, SSH. Position Statement on Use of Virtual Simulation during the Pandemic _ The Society for Simulation in Healthcare 2020. URL: https://www.ssih.org/COVID-19-Updates/ID/2237/COVID-19-SSHINACSL-Position-Statement-on-Use-of-Virtual-Simulation-during-the-Pandemic
• 9. Huun K. Virtual Simulations in online nursing education: align with quality matters. Clinical Simulation in Nursing 2018;22:26–31.
• 10. Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Education Today 2021;96:104624.
• 11. Boz Yüksekdağ B. Covid-19 pandemisi döneminde öğrenme ve uzaktan hemşirelik eğitiminde paradigma değişimi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi 2021;7(1):61–73.
• 12. Tosterud R, Hedelin B, Hall-Lord ML. Nursing students’ perceptions of high- and low-fidelity simulation used aslearning methods. Nurse Education in Practice 2013;13(4):262–70.
• 13. Chen FQ, Leng YF, Ge JF, Wang DW, Li C, Chen B, et al. Effectiveness of virtual reality in nursing education: Meta-analysis. Journal of Medical Internet Research 2020; 15:22(9).
• 14. Durmaz Edeer A, Dicle A. Use of simulation in nursing education and simulation types. Hemşirelikte Eğitim ve Araştırma Dergisi 2015;12(2):121–5.
• 15. Meakim C, Boese T, Decker S, Franklin AE, Gloe D, Lioce L, et al. Standards of best practice: simulation standard I: terminology. Clinical Simulation in Nursing 2013;9(6 SUPPL):3–11.
• 16. Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing 2010;66(1):3–15.
• 17. Cooper JB, Taqueti VR. A brief history of the development of mannequin simulators for clinical education and training. Postgraduate Medical Journal 2008;84(997):563–70.
• 18. Oermann MH, Shellenbarger T, Gaberson KB. Clinical Teaching Strategies in Nursing. Oermann MH, Shellenbarger T, Gaberson KB, Springer Publishing Company; 2017. 188–194.
• 19. Nehring WM, Lashley FR. Nursing Simulation: A Review of the Past 40 Years. Simulation & Gaming. 2009;40:528–52.
• 20. Chiniara G, Cole G, Brisbin K, Huffman D, Cragg B, Lamacchia M, et al. Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection. Medical Teacher 2013;35(8).
• 21. Maran NJ, Glavin RJ. Low- to high-fidelity simulation - a continuum of medical education? Medical Education, Supplement 2003;37(1):22–8.
• 22. Ker J, Mole L, Bradley P. Early introduction to interprofessional learning: a simulated ward environment. Medical education. 2003; 37(3):248–55.
• 23. Jenson CE, Diane Mcnally Forsyth C. Virtual Reality Simulation Using Three-dimensional Technology to Teach Nursing Students. Computers, Informatics, Nursing. 2012;30(6):312–8.
• 24. Hayden JK, Smiley RA, Alexander M, Kardong-Edgren S, Jeffries PR. The NCSBN national simulation study: a longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation 2014;5(2):3–40.
• 25. Ntlokonkulu ZB, Rala NM deline, Goon D ter. Medium-fidelity simulation in clinical readiness: A phenomenological study of student midwives concerning teamwork. BMC Nursing. 2018;17(1):1–8.
• 26. Alinier G. A typology of educationally focused medical simulation tools. Medical Teacher 2007;29(8):243–50.
• 27. Kaboudian A, Cherry EM, Fenton FH. Real-time interactive simulations of large-scale systems on personal computers and cell phones: Toward patient-specific heart modeling and other applications. Science Advances. 2019;5(3).
• 28. Hayden J. Use of Simulation in nursing education: national survey results. Journal of Nursing Regulation 2010;1(3):52–7.
• 29. Sendir M, Dogan P, Karacay P, Tarhan M, Yılmaz Coşkun E, Kolcu G. Healthcare Simulation Dictionary (Turkish version) Sağlık Bakımında Simülasyon Sözlük. 2nd Edition. The Agency for Healthcare Research and Quality (AHRQ) Society Simulation for Healthcare; 2020. URL: https://www.ssih.org/dictionary
• 30. Üzen Cura Ş, Kocatepe V, Yıldırım D, Küçükakgün H, Atay S, Ünver V. Examining knowledge, skill, stress, satisfaction, and self-confidence levels of nursing students in three different simulation modalities.Asian Nursing Research 2020; 14(3): 158–64.
• 31. Roh YS, Lee WS, Chung HS, Park YM. The effects of simulation-based resuscitation training on nurses’ self-efficacy and satisfaction. Nurse Education Today 2013;33(2):123–8.
• 32. Levett-Jones T, Everson N, Lapkin S. Exploring the impact of a 3D simulation on nursing students’ intention to provide culturally competent care. Clinical Simulation in Nursing 2019;36:22–9.
• 33. Hauze SW, Hoyt HH, Frazee JP, Greiner PA, Marshall JM. Enhancing nursing education through affordable and realistic holographic mixed reality: The virtual standardized patient for clinical simulation. Advances in Experimental Medicine and Biology 2019;1120:1–13.
• 34. Baptista RC, Paiva LA, Gonçalves RF, Oliveira LM, Pereira MF, Martins JC. Satisfaction and gains perceived by nursing students with medium and high-fidelity simulation: A randomized controlled trial. Nurse education today 2016;46:127–32.
• 35. Shinnick MA, Woo MA, Mentes JC. Human patient simulation: state of the science in prelicensure nursing education. The Journal of nursing education 2011;50(2):65–72.
• 36. Gates MG, Parr MB, Hughen JE. Enhancing nursing knowledge using high-fidelity simulation. Journal of Nursing Education. 2012;51(1):9–14.
• 37. Hamstra SJ, Brydges R, Hatala R, Zendejas B, Cook DA. Reconsidering fidelity in simulation-based training. Academic Medicine 2014;89(3):387–92.
• 38. Gross DC. Report from the fidelity implementation study group. simulation interoperability standards organization - simulation interoperability workshop. 1999. URL: https://www.sisostds.org/DesktopModules/Bring2mind/DMX/API/Entries/Download?Command=Core_Download&EntryId=32793&PortalId=0&TabId=105
• 39. Miller RB. Psychological considerations in the design of training equipment. Distribution. 1954. URL: https://apps.dtic.mil/dtic/tr/fulltext/u2/071202.pdf
• 40. Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing eucation depending on fidelity: a meta analysis. BMC Medical Education 2016;16(1):1–8.
• 41. INACSL. INACSL Standards of Best Practice: SimulationSM Simulation Glossary. Clinical Simulation in Nursing. 2016;12:S39–47.
• 42. Munshi F, Lababidi H, Alyousef S. Low- versus high-fidelity simulations in teaching and assessing clinical skills. Journal of Taibah University Medical Sciences 2015;10(1):12–5.