The Effect of an Introductory Video on Realism in Clinical Nursing Simulation

2.50
Hdl Handle:
http://hdl.handle.net/10755/602981
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Effect of an Introductory Video on Realism in Clinical Nursing Simulation
Other Titles:
Ways to Use Simulation in Nursing Education [Session]
Author(s):
Oden, Kristy L.
Lead Author STTI Affiliation:
Upsilon Omicron
Author Details:
Kristy L. Oden, RN, APRN, FNP-BC, kooden@una.edu
Abstract:
Session presented on Sunday, November 8, 2015: Background: The utilization of high-fidelity simulation in the education of baccalaureate nursing students has become standard practice.    It has been proven that students are able to transfer the knowledge gained in the simulated setting to the clinical setting.  Simulation faculty at The University of North Alabama College of Nursing wanted to improve the realism factor of simulations, feeling that students did not associate the simulator with an actual patient.  Faculty wanted students to feel engaged in the learning experience and knowing that realism is, at least in part, determined by the environment, a video to provide introductory visual and auditory narrative context to a Cardiac Arrest Simulation was developed.  The video consisted of three sections followed by a transition to the simulation.  The initial section begins with a pictorial journey through the hospital, ending in the patient’s room where a conversation is observed between the patient and his daughter.  The conversation provides some exposition of the patient’s condition while giving the students an introduction to the patient as a real person.  Visual clues such as a hat, mustache, and personal belongings were carried over from the video to the simulated patient.  As the conversation between the patient and daughter ends, report, using the SBAR method is presented.  Graduating nursing students were utilized to report off to their peers, students in the simulated environment.  Finally, the video fades as the students hear a crashing sound, the beginning of the simulated experience.  The introductory video sets the stage for the students, improving realism and facilitating transfer of knowledge from one setting to another. Method: Fourth level baccalaureate nursing students completed a survey following completion of the cardiac arrest simulation.  The survey measured whether or not the video introduction and report improved the realism of the simulation, if the SBAR report was complete, and if the student felt that an introductory video to additional simulations would be effective. Results: The findings indicated that 6 out of 7 students felt that the video introduction and report improved the realism of the simulated experience (avg=3.857143).  Also, students indicated that they would like to see more video introductions and reports utilized in the simulated environment (avg=4.28514). Conclusion: The use of an introductory video and report heightens visual and auditory senses leading to increased student engagement and improves realism in the simulated environment, thus continuing the transfer of knowledge from one setting to another.
Keywords:
Simulation; Realism; Knowledge Transfer
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B17
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Effect of an Introductory Video on Realism in Clinical Nursing Simulationen
dc.title.alternativeWays to Use Simulation in Nursing Education [Session]en
dc.contributor.authorOden, Kristy L.en
dc.contributor.departmentUpsilon Omicronen
dc.author.detailsKristy L. Oden, RN, APRN, FNP-BC, kooden@una.eduen
dc.identifier.urihttp://hdl.handle.net/10755/602981en
dc.description.abstractSession presented on Sunday, November 8, 2015: Background: The utilization of high-fidelity simulation in the education of baccalaureate nursing students has become standard practice.    It has been proven that students are able to transfer the knowledge gained in the simulated setting to the clinical setting.  Simulation faculty at The University of North Alabama College of Nursing wanted to improve the realism factor of simulations, feeling that students did not associate the simulator with an actual patient.  Faculty wanted students to feel engaged in the learning experience and knowing that realism is, at least in part, determined by the environment, a video to provide introductory visual and auditory narrative context to a Cardiac Arrest Simulation was developed.  The video consisted of three sections followed by a transition to the simulation.  The initial section begins with a pictorial journey through the hospital, ending in the patient’s room where a conversation is observed between the patient and his daughter.  The conversation provides some exposition of the patient’s condition while giving the students an introduction to the patient as a real person.  Visual clues such as a hat, mustache, and personal belongings were carried over from the video to the simulated patient.  As the conversation between the patient and daughter ends, report, using the SBAR method is presented.  Graduating nursing students were utilized to report off to their peers, students in the simulated environment.  Finally, the video fades as the students hear a crashing sound, the beginning of the simulated experience.  The introductory video sets the stage for the students, improving realism and facilitating transfer of knowledge from one setting to another. Method: Fourth level baccalaureate nursing students completed a survey following completion of the cardiac arrest simulation.  The survey measured whether or not the video introduction and report improved the realism of the simulation, if the SBAR report was complete, and if the student felt that an introductory video to additional simulations would be effective. Results: The findings indicated that 6 out of 7 students felt that the video introduction and report improved the realism of the simulated experience (avg=3.857143).  Also, students indicated that they would like to see more video introductions and reports utilized in the simulated environment (avg=4.28514). Conclusion: The use of an introductory video and report heightens visual and auditory senses leading to increased student engagement and improves realism in the simulated environment, thus continuing the transfer of knowledge from one setting to another.en
dc.subjectSimulationen
dc.subjectRealismen
dc.subjectKnowledge Transferen
dc.date.available2016-03-21T16:40:48Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:40:48Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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