Educational and Patient Care Impacts of In Situ Simulation in Healthcare: A Systematic Review.

ABSTRACT: This systematic review was performed to assess the effectiveness of in situ simulation education. We searched databases including MEDLINE and Embase for studies comparing in situ simulation with other educational approaches. Two reviewers screened articles and extracted information. Sixty-two articles met inclusion criteria, of which 24 were synthesized quantitatively using random effects meta-analysis. When compared with current educational practices alone, the addition of in situ simulation to these practices was associated with small improvements in clinical outcomes, including mortality [odds ratio, 0.66; 95% confidence interval (CI), 0.55 to 0.78], care metrics (standardized mean difference, -0.34; 95% CI, -0.45 to -0.21), and nontechnical skills (standardized mean difference, -0.52; 95% CI, -0.99 to -0.05). Comparisons between in situ and traditional simulation showed mixed learner preference and knowledge improvement between groups, while technical skills showed improvement attributable to in situ simulation. In summary, available evidence suggests that adding in situ simulation to current educational practices may improve patient mortality and morbidity.

A simulation-based "just in time" and "just in place" central venous catheter education program.

The authors describe the Central Venous Catheter Dress Rehearsal simulation program. Teaching is conducted at the bedside, which is efficient and cost effective and allows nurses to practice in a safe environment with no harm to the patient. The educators' challenges and remediation strategies are shared. This simulation program has demonstrated improved consistency of practice and knowledge among pediatric nurses.

Central venous catheter dress rehearsals: translating simulation training to patient care and outcomes.

INTRODUCTION: Central line-associated blood stream infection (CLABSI) is a preventable burden to our current health care system. Inconsistencies in knowledge and practice of central venous catheters (CVC) dressing change procedures are associated with CLABSI. We hypothesized that participation in a "just-in-time" and "just-in-place" CVC dressing change program would improve nurses' knowledge, confidence, and psychomotor performance on mannequins (eg, T1 outcomes). Moreover, this simulation program would be associated with improved procedural competence on real patients (T2 outcomes) and hospital CLABSI rate (T3 outcomes). METHODS: We conducted a prospective before and after timed series study at a large urban children's hospital. This program provided an opportunity to practice a CVC dressing change using a simulated patient chest/arm. Cognitive and psychomotor skills were evaluated using a pre-self-assessment/post-self-assessment, written knowledge test and direct observation using a standardized checklist. Central line-associated blood stream infection rates were monitored monthly by the Office of Quality and Patient Safety. RESULTS: Five hundred twenty-four inpatient nurses participated in this program between November 2008 and May 2010. Knowledge and self-confidence improved significantly (knowledge, 4.1 [0.7] vs. 4.6 [0.5], P < 0.001; self-confidence, 4.1 [0.8] vs. 4.6 [0.6], P < 0.001). Of 2469 real-patient CVC dressing changes observed, dress rehearsal trainees required fewer corrective prompts (9% vs. 21%, P < 0.001), and CLABSI rates decreased from 5.3/1000 to 2.9/1000 line days (P < 0.001) during the study. DISCUSSION: This program improved nurse's knowledge, self-confidence, and psychomotor skill performance on mannequins (eg, T1 outcomes). These improvements were associated with improved procedural competence on real patients (T2 outcomes) and a temporal association with decreased hospital CLABSI rates (T3 outcomes).