Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increase... more Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students' clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. Aim: This qualitative study aimed to explore nursing students' perceptions of simulation's role in developing decision-making skills for clinical practice. Methods: Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in "think-aloud" activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Results: Four themes emerged from the analysis: "enhancing clinical decision-making skills," "recognition of the types of clinical decision-making," "recognition of cognitive biases," and "transferability and integrating theory into practice." Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students' perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. Conclusion: The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.
Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increase... more Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students' clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. Aim: This qualitative study aimed to explore nursing students' perceptions of simulation's role in developing decision-making skills for clinical practice. Methods: Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in "think-aloud" activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Results: Four themes emerged from the analysis: "enhancing clinical decision-making skills," "recognition of the types of clinical decision-making," "recognition of cognitive biases," and "transferability and integrating theory into practice." Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students' perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. Conclusion: The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-... more This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
In 2021, NHS England commissioned training for the professional nurse advocate role, which has em... more In 2021, NHS England commissioned training for the professional nurse advocate role, which has emerged as an important one in terms of supporting staff in practice. This article discusses the theoretical model used as the basis for the training, along with the design and delivery of an academic module to prepare nurses for this role. It describes the knowledge and skills required for the role, as well as the benefits and challenges of training and implementation. https://www.nursingtimes.net/roles/nurse-educators/designing-and-delivering-a-professional-nurse-advocate-training-module-16-10-2023/
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial ... more This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
A letter to the editor is presented in response to an article in the January 23, 2013 issue that ... more A letter to the editor is presented in response to an article in the January 23, 2013 issue that was concerned with an early warning score system for patients which was introduced by Great Britain's National Health Service.
Simulation has become an integral part of health professional training and development, within bo... more Simulation has become an integral part of health professional training and development, within both academic and health care settings. Simulation could potentially be an effective strategy to help students develop the prerequisite level of clinical reasoning and decision making (Levett-Jones et al, 2011). However, the simulation, as an innovative learning and teaching strategy, needs to be well designed and effectively utilised to produce the required effect. This project aimed to design and evaluate the impact of a structured simulation experience on students’ clinical decision making and reasoning. This session will present 1) how the simulation experience was designed and applied to optimise the different types of decision making, 2) The impact on the decision making score and students’ satisfaction and 3) the factors that should be considered to optimise the simulation design in order to produce fruitful results. This project is based on the university strategy in utilising Tech...
Background: Experience and knowledge of acutely ill patients are important factors influencing th... more Background: Experience and knowledge of acutely ill patients are important factors influencing the nurses’ decision-making process. Clinical reasoning is considered an essential skill in developing nursing practical competency and central to nursing professional practice. Highly skilled nurses and doctors and an increased number of nurses can reduce the number of deteriorated patients. Simulation is being widely used as a teaching and learning strategy in nursing and medical education; it has positive effects in improving students’ knowledge acquisition, satisfaction and competency. Method: An integrated literature review was conducted to assess the impact of using simulation on nurses’ reasoning and decision making abilities in treating acutely deteriorated patients. Electronic databases, key journal, generic internet search engines, and hand searches of reference lists for articles published between1990-2013. Results: This review revealed that students’ critical thinking abilities...
Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increase... more Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students' clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. Aim: This qualitative study aimed to explore nursing students' perceptions of simulation's role in developing decision-making skills for clinical practice. Methods: Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in "think-aloud" activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Results: Four themes emerged from the analysis: "enhancing clinical decision-making skills," "recognition of the types of clinical decision-making," "recognition of cognitive biases," and "transferability and integrating theory into practice." Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students' perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. Conclusion: The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.
Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increase... more Introduction: The integration of high-fidelity simulation (HFS) in nursing education has increased, but its effect on students' clinical decision-making skills and their ability to transfer these skills to clinical practice remains unclear. Aim: This qualitative study aimed to explore nursing students' perceptions of simulation's role in developing decision-making skills for clinical practice. Methods: Twenty-three self-selected final-year nursing students participated in an HFS exercise in 2016. They engaged in "think-aloud" activities during the simulation, reviewed videos of their performance, and attended a structured debriefing session. Four to six weeks later, face-to-face semistructured interviews were conducted to gather their views on the application of learning from simulation into practice. Thematic analysis was used to analyze the interview data. Results: Four themes emerged from the analysis: "enhancing clinical decision-making skills," "recognition of the types of clinical decision-making," "recognition of cognitive biases," and "transferability and integrating theory into practice." Simulation improved student self-awareness, decision-making skills, and recognition of cognitive biases applied in practice. Overall, students found that the simulation improved their ability to apply theoretical knowledge gained through simulation to practice. The students' perception of the authenticity of activities in relation to real-world scenarios played a crucial role in enhancing the transferability and application of acquired knowledge from simulation to clinical practice. Conclusion: The findings provide valuable insights into how simulation optimizes learning and decision-making skills, ultimately promoting effective care in clinical settings.
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-... more This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
In 2021, NHS England commissioned training for the professional nurse advocate role, which has em... more In 2021, NHS England commissioned training for the professional nurse advocate role, which has emerged as an important one in terms of supporting staff in practice. This article discusses the theoretical model used as the basis for the training, along with the design and delivery of an academic module to prepare nurses for this role. It describes the knowledge and skills required for the role, as well as the benefits and challenges of training and implementation. https://www.nursingtimes.net/roles/nurse-educators/designing-and-delivering-a-professional-nurse-advocate-training-module-16-10-2023/
This is an open access article under the terms of the Creative Commons Attribution-NonCommercial ... more This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
A letter to the editor is presented in response to an article in the January 23, 2013 issue that ... more A letter to the editor is presented in response to an article in the January 23, 2013 issue that was concerned with an early warning score system for patients which was introduced by Great Britain's National Health Service.
Simulation has become an integral part of health professional training and development, within bo... more Simulation has become an integral part of health professional training and development, within both academic and health care settings. Simulation could potentially be an effective strategy to help students develop the prerequisite level of clinical reasoning and decision making (Levett-Jones et al, 2011). However, the simulation, as an innovative learning and teaching strategy, needs to be well designed and effectively utilised to produce the required effect. This project aimed to design and evaluate the impact of a structured simulation experience on students’ clinical decision making and reasoning. This session will present 1) how the simulation experience was designed and applied to optimise the different types of decision making, 2) The impact on the decision making score and students’ satisfaction and 3) the factors that should be considered to optimise the simulation design in order to produce fruitful results. This project is based on the university strategy in utilising Tech...
Background: Experience and knowledge of acutely ill patients are important factors influencing th... more Background: Experience and knowledge of acutely ill patients are important factors influencing the nurses’ decision-making process. Clinical reasoning is considered an essential skill in developing nursing practical competency and central to nursing professional practice. Highly skilled nurses and doctors and an increased number of nurses can reduce the number of deteriorated patients. Simulation is being widely used as a teaching and learning strategy in nursing and medical education; it has positive effects in improving students’ knowledge acquisition, satisfaction and competency. Method: An integrated literature review was conducted to assess the impact of using simulation on nurses’ reasoning and decision making abilities in treating acutely deteriorated patients. Electronic databases, key journal, generic internet search engines, and hand searches of reference lists for articles published between1990-2013. Results: This review revealed that students’ critical thinking abilities...
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