Kerry Reid-Searl, School of Nursing, CoHM
Catherine Teare, School of Nursing, CoHM
Aitor Baonza, School of Nursing, CoHM
Education, experience (Kinsman et al., 2021) and confidence (Newman et al. 2023) of the clinician is required for an effective response to clinical deterioration. In undergraduate nursing programs the traditional, or didactic, approach to education can result in a fragmentation of knowledge, limiting the integration of theory into practice for nursing students (Sterner et al., 2019).
Simulation can replicate real-life clinical experiences, and therefore can replicate ‘high-stakes’ clinical situations (Goldsworthy et al., 2022). Simulation-based learning (SBL) creates a setting where students are at the centre of the learning environment (Eyikara & Baykara, 2018): becoming more accustomed to working in stressful situations (Liaw et al., 2023). SBL also facilitates reflective practice: before, during and after the simulated activity (Wang & Ji, 2021).
This high-stakes simulation is designed to enable final year nursing students to manage the care of a patient who is deteriorating and escalate care using an evidence-informed framework.
Students involved in the resuscitation are assigned roles that they will tag in and out of. Students are required to work collaboratively to manage the emergency deterioration and formulate a plan of care.
The evaluation of SBL is informed through a range of feedback instruments including formal and informal student and facilitator experience and the eVALUate platform. The team is currently in the process of scoping a potential research project in 2024.
SBL is underpinned by deep and meaningful collaboration and the approach also carries with it exciting potential for collaboration across a range of schools and disciplines. Its strong evidence base, applicability and scalability provides the potential to greatly improve the quality of both the student and staff learning experience across the University.
Eyikara, E., & Baykara, Z. G. (2018). Effect of simulation on the ability of first year nursing students to learn vital signs. Nurse Education Today, 60, 101-106. https://doi.org/10.1016/j.nedt.2017.09.023
Goldsworthy, S., Muir, N., Baron, S., Button, D., Goodhand, K., Hunter, S., McNeill, L., Perez, G., McParland, T., Fasken, L., & Peachey, L. (2022). The impact of virtual simulation on the recognition and response to the rapidly deteriorating patient among undergraduate nursing students. Nurse Education Today, 110, 105264. https://doi.org/10.1016/j.nedt.2021.105264
Kinsman, L., Cooper, S., Champion, R., Kim, J-A., Boyle, J., Cameron, A., Cant, R. P., Chung, C., Connell, C., Evans, L., McInnes, D., McKay, A., Norman, L., Penz, E., Rana, M., & Rotter, T. (2021). The impact of web-based and face-to-face simulation education programs on nurses' response to patient deterioration: A multi-site interrupted time series study. Nurse Education Today, 102, 104939. https://doi.org/10.1016/j.nedt.2021.104939
Liaw, S. Y., Sutini, Chua W. L., Tan, J. Z., Levett-Jones, T., Ashokka, B., Te Pan, T. L., Lau, S. T., & Ignacio, J. (2023). Desktop virtual reality versus face-to-face simulation for team-training on stress levels and performance in clinical deterioration: A randomised controlled trial, J Gen Intern Med, 38(1), 67-73. https://doi.org/10.1007/s11606-022-07557-7
Newman, D., Hofstee, F., Bowen, K., Massey, D., Penman, O., & Aggar, C. (2023). A qualitative study exploring clinicians' attitudes toward responding to and escalating care of deteriorating patients. Journal of Interprofessional Care, 37(4), 541-548. https://doi.org/10.1080/13561820.2022.2104231
Sterner, A., Hagiwara, M. A., Ramstrand, N., & Palmér, L. (2019). Factors developing nursing students and novice nurses’ ability to provide care in acute situations. Nurse Education in Practice, 35, 135-140. https://doi.org/10.1016/j.nepr.2019.02.005
Wang, Y., & Ji, Y. (2021). How do they learn: Types and characteristics of medical and healthcare student engagement in a simulation-based learning environment. BMC Medical Education, 21(1), 420. https://doi.org/10.1186/s12909-021-02858-7