Page 504 - Encyclopedia of Nursing Research

SImUlATIOn n 471

in military and medical education in areas participants; 4. Collaboration with student
such as emergency room training and anes- and faculty member in planning, implemen-
thesia crisis management or trauma rotation tation, and evaluation; and 5. Debriefing ses- S
and first responder cardiac care training. sion after each hpS experience” (Bremner,
In nursing, simulation has been used to Aduddell, Bennett, & Vangeest, 2006, p. 173).
teach critical care, cardiopulmonary resus- There are many education learning the-
citation, and clinical decision making and ories that support simulation education, to
to provide more consistent experiences for name a few: adult, social cognitive, experien-
specialty areas such as obstetrics and neo- tial, brain-based, constructivism, and novice-
natal nursing (Bambini et al., 2009; Cioffi, to-expert learning theories (Rodgers, 2007,
purcal, & Arundell, 2005; Kappus, leon, pp. 71–109). In fact, one of the criticisms of
lyons, meehan, & hamilton-Bruno, 2006). simulation research is a lack of theory-based
It has been used to examine patient safety studies. Rourke, Schmidt, and garga (2010)
in relation to hand washing, medication reviewed 47 manuscripts and found only
administration, and CpR response as well 10% of the studies used a theory of learn-
as in specialty areas such as labor and deliv- ing. Similarly, Kaakinen, and Arwood (2009)
ery (Broussard, 2008; gantt & Webb-Corbett, reviewed 120 simulation manuscripts to dif-
2010; hamman et al., 2010; lighthall, poon, ferentiate the use of simulation as a teach-
& harrison, 2010; Sears, goldsworthy, & ing method versus a way to design learning
goodman, 2010). Simulation also offers opportunities. In 94 of those manuscripts,
opportunities to evaluate and assess student simulation was described as a teaching
and staff skills providing options for reme- method/strategy; 16 of those had “learn-
diation and life-long learning (greenawalt ing” as the purpose for simulation design,
& Brzycki, 2007). The active learning aspect but only two considered learning as a cog-
of simulation engages learners and leads to nitive task (p. 11). The student learning was
greater retention of the material learned. The not considered as a cognitive/social process
integration of psychomotor, communication, occurring through a planned experience or
clinical judgment and critical thinking skills how the brain acquired and learned concepts
enhances self-efficacy, although research (Kaakinen & Arwood, 2009, pp. 12 and 17).
provides inconsistent results in the mea- One of the major theoretical frame-
surement of these outcomes (Bambini et al., works examined with relationship to simu-
2009; Brannan, White, & Bezanson, 2008; lations is Bandura’s social cognitive theory,
Chronister, 2008; Rhodes & Curran, 2005). specifically, self-efficacy. Although some
Using technology, informatics, and faculty studies have reported a decrease in anxiety
innovation, simulation involves faculty/staff and increase in self-confidence with simula-
development guidance and feedback during tion participation, leigh (2008, p. 11) found
debriefing as well as opportunities for reflec- nursing research in these areas lags behind
tion enhancing the competency of nursing other disciplines, especially examining the
students and practicing nurses to provide relationship between improved self-efficacy
safe patient care. and students’ clinical performance and
With the increased use of hpSs, “best patient safety.
practices” have been proposed for use Two frameworks exist for studying
with novice nursing students as “1. Well- nursing simulations: Jeffries and Rodgers’
articulated learner outcomes; 2. Clear con- (2007) nursing education Simulation
nection to course/clinical objectives; 3. Framework, which takes into account
established ongoing training and super- learning and cognition when creating
vision of faculty and staff members and simulations, and Campbell and Daley’s