Healthcare Simulation Research June 2024
The field of healthcare simulation has made tremendous strides over the past several decades with the latest focus on artificial intelligence (AI) and more innovative strategies to teach our healthcare providers and students. Simulation professionals must remember to include all levels of fidelity and methodology for the best experiential learning opportunities to provide the best patient care and improve outcomes. Multiple peer-reviewed journals focus on clinical simulation research. Simulationists should keep up-to-date on the latest research findings and evidence by reading and evaluating clinical simulation journals. This HealthySimulation.com article by Content Manager Teresa Gore, PhD, DNP, APRN, FNP-BC, CHSE-A, FSSH, FAAN, provides an overview of the latest clinical simulation highlights as of June 2024 and explains how these updates impact the healthcare simulation community overall.
Standardized Patients’ Experience of Participating in Medical Students’ Education: A Qualitative Content Analysis: Background: Standardized patients are considered a significant educational method in medical sciences and have been successfully employed for many years. This study was conducted with the aim of explaining the experience of standardized patients participating in the education of medical student.
A qualitative content analysis approach was used. This study was conducted at Standardized Patient Center, Tehran University of Medical Sciences, Tehran, Iran, May to February 2022. Fifteen standard patients were selected through purposive sampling with maximum variation. Semi-structured, in-depth, face-to-face interviews were conducted with standard patients. The average duration of the interviews was 60 to 90 min. Data were transcribed and analyzed using the Graneheim and Lundman approach.
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A passport for the future and duality of feelings were the two main themes identified in this study with six subthemes. One of the main themes was passport for the future with subthemes creative, participation in educating future generation, reflection and another theme was duality of feeling with subthemes feeling of value, guilty conscience, and fear of judgment by others. The participants expressed having mixed feelings about their role as standard patients. They felt conflicted because they were compensated for their participation, which made them worry about being judged by others and feel guilty about taking the fee. Therefore, it is recommended to conduct further studies in this area.
Effect of Standardized Patient Simulation-Based Pedagogics Embedded with Lecture in Enhancing Mental Status Evaluation Cognition Among Nursing Students in Tanzania: A Longitudinal Quasi-Experimental Study: Nurses around the world are expected to demonstrate competence in performing mental status evaluation. However, there is a gap between what is taught in class and what is practiced for patients with mental illness among nursing students during MSE performance. It is believed that proper pedagogics may enhance this competence. A longitudinal controlled quasi-experimental study design was used to evaluate the effect of using standardized patient simulation-based pedagogics embedded with a lecture in enhancing mental status evaluation cognition among nursing students in Tanzania.
A longitudinal controlled quasi-experimental study design with pre-and post-test design studied 311 nursing students in the Tanga and Dodoma regions. The Standardized Patient Simulation-Based Pedagogy (SPSP) package was administered to the intervention group. Both groups underwent baseline and post-test assessments using a Interviewer-adminstered structured questionnaire as the primary data collection tool, which was benchmarked from previous studies. The effectiveness of the intervention was assessed using both descriptive and inferential statistics, specifically the Difference in Difference linear mixed model, and the t-test was carried out using IBM Statistical Package for Social Science (SPSS) software, version 25.
The participant’s mean age was 21 years ± 2.69 with 68.81% of the students being female. Following the training students in the intervention group demonstrated a significant increase in MSE cognition post-test, with an overall mean score of (M ± SD = 22.15 ± 4.42;p = < 0.0001), against (M ± SD = 16.52 ± 6.30) for the control group. A significant difference exists in the levels of cognition, among nursing students exposed to Mental Status Evaluation (MSE) materials through Standardized Patient Simulation-Based Pedagogy (SPSP) embeded with lectures. When MSE materials are delivered through SPSP along with lectures, the results are significantly superior to using lectures pedagogy alone.
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Utilizing Simulation-Based Training to Ensure Code Hemorrhage Protocol Compliance in an Ambulatory Surgery: Hemorrhage during surgery is a major cause of preventable death during surgery. To combat this, massive transfusion protocols (MTPs) have been developed, which have been shown to independently increase patient survival rates. A triggering issue was identified as a lack of preparedness in the event of a hemorrhage emergency in an ambulatory surgery center (ASC). Simply having an MTP is not enough. Simulation-based education, cognitive aids, and new personnel training is needed to ensure protocol effectiveness.
To improve hemorrhage management in the ASC through simulation-based training, cognitive aids, and new personnel training. A multidisciplinary team was created and revised an MTP specific to the ASC. A pilot code hemorrhage simulation for perioperative staff was created, tested, and revised. After revision, the simulation was implemented. Data was collected through a retrospective pre- and post-self-survey.
Overall, there was an increase in confidence scores in participants’ knowledge, preparedness, and competence on how to handle a hemorrhage emergency in the ASC. A Wilcoxon Sign-Rank Test indicated mean post-simulation scores for each question on the retrospective self-survey were statistically significantly higher than the pre-simulation scores (n=25; p<0.001). On average, there was a 50% increase in self-perceived staff confidence and competence using the MTP specific to the ASC after simulation participation. MTPs have consistently been shown to reduce patient morbidity and mortality in the event of a hemorrhagic emergency (Dargere et al., 2019). Compliance to an MTP is a significant indicator of patient survival (Nunn et al., 2017). Simulation-based training has practical significance in reducing adverse patient outcomes since it has been shown to effectively increase compliance to a protocol (Vortman, 2020). Participants felt the simulation-based training and educational aides adequately prepared them to manage a real-life hemorrhagic emergency.
Evidence-Based Learning Strategies in Medicine Using AI: Large language models (LLMs), like ChatGPT, are transforming the landscape of medical education. They offer a vast range of applications, such as tutoring (personalized learning), patient simulation, generation of examination questions, and streamlined access to information. The rapid advancement of medical knowledge and the need for personalized learning underscore the relevance and timeliness of exploring innovative strategies for integrating artificial intelligence (AI) into medical education. In this paper, we propose coupling evidence-based learning strategies, such as active recall and memory cues, with AI to optimize learning. These strategies include the generation of tests, mnemonics, and visual cues.
Patient safety, what does clinical simulation and teaching innovation contribute?Seguridad del paciente, ¿qué aportan la simulación clínica y la innovación docente? Clinical simulation in Intensive Care Medicine is a crucial tool to strengthen patient safety. It focuses on the complexity of the Intensive Care Unit, where challenging clinical situations require rapid decision making and the use of invasive techniques that can increase the risk of errors and compromise safety. Clinical simulation, by mimicking clinical contexts, is presented as essential for developing technical and non-technical skills and enhancing teamwork in a safe environment, without harm to the patient. in situ simulation is a valuable approach to practice in realistic environments and to address latent security threats. Other simulation methods as virtual reality and tele-simulation are gaining more and more acceptance. Herein, we provide current data on the clinical utility of clinical simulation related to improved safety in the practice of techniques and procedures, as well as improvements of teamwork performance and outcomes. Finally, we propose the needs for future research.
More About Medical Simulation Research
Medical Simulation has emerged as a professional field within healthcare education, training, and patient safety. Simulation evidence for best practice grows daily. As a simulation professional, remember to read studies and research to improve your simulation practice. Healthcare Simulation Research Journals have paved the way for academic exploration, understanding, and evolution of the modern day methodology with numerous unique moving parts including: scenario development, debriefing, facilitation, technology, operations, learning theories, and more. A list of available medical simulation journals and healthcare simulation research publications available from around the world is available on HealthySimulation.com. Those looking for longer reads should check out our Healthcare Simulation Books page!
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Teresa Gore, PhD, DNP, APRN, FNP-BC, CHSE-A, FSSH, FAAN – Dr. Gore has experience in educating future nurses in the undergraduate and graduate nursing programs. Dr. Gore has a PhD in Adult Education, a DNP as a family nurse practitioner, and a certificate in Simulation Education. Dr. Gore is an innovative, compassionate educator and an expert in the field of healthcare simulation. In 2007l Teresa started her journey in healthcare simulation. She is involved in INACSL and SSH. She is a Past-President of INACSL and is a Certified Healthcare Simulation Educator Advanced (CHSE-A). In 2018, she was inducted as a Fellow in the American Academy of Nursing (FAAN). In 2021, she was inducted as a Fellow in the Society of Simulation in Healthcare Academy (FSSH) and selected as a Visionary Leader University of Alabama at Birmingham School of Nursing Alumni. During her career, Dr. Gore has led in the development and integration of simulation into all undergraduate clinical courses and started an OSCE program for APRN students. Her research interests and scholarly work focus on simulation, online course development and faculty development. She has numerous invited presentations nationally and internationally on simulation topics.
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