High consequence infectious diseases training using interprofessional simulation and TeamSTEPPS.

BACKGROUND: The comfort level of health care workers to respond to an infectious disease outbreak or epidemic is likely directly related to the amount of education, training, and experience they have in responding to these events. METHODS: A quasi-experimental study evaluated health care workers' state anxiety, self-efficacy, and interprofessional teamwork when working with patients simulated to have a potentially high consequence infectious disease. RESULTS: Pretest-posttest 1 scores revealed a significant decrease in state anxiety (P < .0001) and an increase in self-efficacy (P < .0001). Overall state anxiety preintervention (pretest) to postintervention (posttest 3) significantly decreased (P = .0265). Overall TeamSTEPPS knowledge significantly increased (P < .0001) from baseline. CONCLUSIONS: Simulation exercises are an effective strategy to increase self-efficacy and decrease state anxiety for health care workers. Positive teamwork scores indicate that the subjects value interprofessional teamwork.

Electronic Charting During Simulation: A Descriptive Study.

Informatics is a core competency for nursing students recognized by several national organizations in healthcare and nursing education. Nurses must be able to use information and technology to communicate and manage knowledge in support of clinical decisions. Many hospitals either limit or deny nursing students' access to the electronic health record during traditional clinical learning. Simulation-based learning experiences are an alternative to traditional clinical experiences. What remains unclear is how nursing programs are incorporating electronic health record platforms within simulation. This study used a descriptive design to survey nursing programs exploring electronic health record use within simulation-based learning experiences in the classroom, skills laboratory, or simulation laboratory settings. Findings of the survey show that 56.2% of participants used an electronic health record in the classroom, skills laboratory, or simulation laboratory for simulation. Electronic health record use is gaining momentum via simulation-based learning experiences and students are not only documenting but also gathering data and appraising patient data for meaningful use to inform patient care decisions and promote clinical readiness.

Integrative Review of Interprofessional Simulation in Nursing Practice.

AIM: The aim of this integrative review was to examine what is known about interprofessional (IP) simulation involving practicing nurses. BACKGROUND: The use of simulation within health care education and practice has rapidly expanded; however, there is a gap in what is known about the benefits of nurses engaging in IP simulation. METHOD: Five reviewers conducted a systematic literature search on studies of IP simulation among practicing nurses, published between January 1, 2010, and July 1, 2016. An initial sample of 1,400 articles was found and was further narrowed to 18 studies. RESULTS: There is a role for IP simulation in enhancing nurses' roles and understanding of the roles of other practitioners. However, the diversity of studies and lack of rigor prevents the formation of conclusive evidence to support IP simulation in enhancing patient care quality and safety. CONCLUSION: Structured simulation research designs using published guidelines for best practice implementation are needed. J Contin Educ Nurs. 2018;49(2):91-96.

Effect of Simulation on Undergraduate Nursing Students' Knowledge of Nursing Ethics Principles.

Background Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethics principles. Purpose This study sought to determine if participation in an ethics consultation simulation increased nursing students' knowledge of nursing ethics principles compared to students who were taught ethics principles in the traditional didactic format. Methods This quasi-experimental study utilized a pre-test/post-test design with randomized assignment of students at three universities into both control and experimental groups. Results Nursing students' knowledge of nursing ethics principles significantly improved from pre-test to post-test ( p = .002); however, there was no significant difference between the experimental and control groups knowledge scores ( p = .13). Conclusion Further research into use of simulation to teach ethics principles is indicated.

Simulation Using TeamSTEPPS to Promote Interprofessional Education and Collaborative Practice.

Effective interprofessional collaborative practice is critical to maximizing patient safety and providing quality patient care; incorporating these strategies into the curriculum is an important step toward implementation. This study assessed whether TeamSTEPPS training using simulation could improve student knowledge of TeamSTEPPS principles, self-efficacy toward interprofessional collaborative practice, and team performance. Students (N = 201) demonstrated significant improvement in all of the targeted measurements.

Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula.

Effective teamwork is essential to foster patient safety and promote quality patient care. Students may have limited to no exposure to interprofessional education (IPE) or collaborative practice, therefore making it challenging to learn how to work in teams. This article describes how a nursing and a medical school collaborated to systematically integrate IPE simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience.

Multiple-patient simulations: guidelines and examples.

Multiple-patient simulations may be used to promote the development of leadership skills as well as patient care management. Multiple-patient simulations create opportunities that mimic real interactions encountered in clinical practice. In addition to promoting the development of these essential skills among students, these simulations also meet the needs of new graduate nurses. The purpose of this article is to provide educators with guidelines on how to create and implement a multiple-patient simulation and examples for application.

Simulation for high-stakes evaluation in nursing.

Simulation is prevalent in nursing education yet is rarely used for evaluation. The authors describe the use of simulation as a high-stakes evaluation of senior baccalaureate nursing student achievement of end-of-program competencies and assist with student remediation. The results of a high-stakes evaluation led to positive changes in student learning as well as curriculum reform for a Midwestern university.