Simulation in nursing education

Patrick Lavoie is a postdoctoral fellow at the William F. Connell Nursing department at Boston University in Chestnut Hill, Massachusetts, and Sean P. Clarke is an associate professor at William F. Connell Nursing University at Boston University.

This research is based on the framework of nursing education simulation (Jeffries 2005, 2007) covered in her book "Nursing Education Simulation". This framework is designed to support the design, implementation, and evaluation of simulation in nursing education. The nursing education simulation framework consists of five main components of simulation results including simulation design characteristics, educational practice, teacher characteristics, student characteristics, and learning knowledge, skill performance, critical thinking, learner satisfaction, and confidence It is.

Research on the application of simulation in nursing education is far from critical as to best practice method, but research in other fields can provide information to nurse educators using simulation. Research in areas such as adult education, organizational behavior, cognition, social psychology, etc. leads nurses educators in the planning and delivery of simulation-based learning experiences. An example of this is the psychological safety study of Edmondon (Nembhard and Edmondson, 2006 x Nembuard and Edmondson, 2006, Nembhard, IM and Edmondson, A). "Medical problem: the problem is organization and not clinical problem.Journal of Organizational Behavior. November 2006; 27: 941-966

An important condition for achieving the educational teaching simulation's educational goal is that the counselor's direction during the briefing will fill the gap between the simulation and the actual situation of the simulation. The purpose of this research is to clarify educational problems in briefing by mainly explaining how students understand tasks to be achieved by explanation teams and how to adapt them to details of simulation . According to the survey results, there are always three tasks for all students to understand and master, each briefing being (a) taking the correct posture, (b) leaving the airway open, and (c) It is assisted by ventilating with a bag. As a tool to train important aspects of the recovery team to further improve the mask simulation-based environment, the coordinator needs to consider how briefs fill the gap between simulation and clinical practice There is.

Teaching questions in newsletter: How to prepare cardio pulmonary resuscitation training based on simulation for nursing students