| 1. |
- Bjørk, Ida Torunn, et al.
(författare)
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Development and Testing of an Instrument for Summative Assessment of Practical Skill Performance : A Generalizability Theory Approach
- 2021
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Ingår i: Journal of Nursing Measurement. - : Springer. - 1061-3749 .- 1945-7049. ; 29:3, s. E162-E191
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND AND PURPOSE: Many newly graduated nurses lack proficiency in practical skill performance. Presently, nursing students' practical skill is assessed by summative instruments with overarching items. The purpose of this study was to develop a more detailed instrument to use in summative assessment of nursing students' practical skill performance and to assess its psychometric properties.METHODS: A 50-item instrument was developed. Video-recorded performances were rated by experienced clinical supervisors. A multifacet measurement design was developed. Relevant parameters were estimated by generalizability analysis.RESULTS: Findings indicated that error of measurement were mainly caused by raters far more than by items.CONCLUSIONS: The present study suggested that summative assessment in realistic settings may not apply one rater only. Two to three/four raters appear necessary to dependably measure most skills.
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| 2. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Educating for teamwork – nursing students’ coordination in simulated cardiac arrest situations
- 2011
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402. ; 67:10, s. 2239-2255
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Tidskriftsartikel (refereegranskat)abstract
- Aim. The overarching aim was to explore and describe the communicative modes students employ to coordinate the team in a simulation-based environment designed for resuscitation team training. Background. Verbal communication is often considered essential for effective coordination in resuscitation teams and enhancing patient safety. Although simulation is a promising method for improving coordination skills, previous studies have overlooked the necessity of addressing the multifaceted interplay between verbal and non-verbal forms of communication. Method. Eighty-one nursing students participated in the study. The data were collected in February and March, 2008. Video recordings from 28 simulated cardiac arrest situations in a nursing programme were analysed. Firstly, all communicative actions were coded and quantified according to content analysis. Secondly, interaction analysis was performed to capture the significance of verbal and non-verbal communication, respectively, in the moment-to-moment coordination of the team. Findings. Three phases of coordination in the resuscitation team were identified: Stating unconsciousness, Preparing for resuscitation, Initiating resuscitation. Coordination of joint assessments and actions in these phases involved a broad range of verbal and non-verbal communication modes that were necessary for achieving mutual understandings of how to continue to the next step in the algorithm. This was accomplished through a complex interplay of taking position, pointing and through verbal statements and directives. Conclusion. Simulation-based environments offer a promising solution in nursing education for training the coordination necessary in resuscitation teams as they give the opportunity to practice the complex interplay of verbal and non-verbal communication modes that would otherwise not be possible.
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| 3. |
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| 4. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Instructional problems in briefings: How to prepare Nursing Students for Simulation-based cardiopulmonary Resuscitation Training Clinical Simulation in Nursing
- 2012
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Ingår i: Clinical Simulation in Nursing. - : Elsevier BV. - 1876-1399. ; 8:7
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Tidskriftsartikel (refereegranskat)abstract
- Background An important condition for serving the educational objectives of simulation in nursing education is that the facilitator’s instructions during the briefing bridge the gap between the simulation and the real situation it simulates. This study aims to explicate instructional problems in the briefing, focusing both on how students understand that tasks should be performed in resuscitation teams and how these tasks should be adapted to the specific conditions of the simulation. Method Videotaped data from 11 briefings were analyzed by means of interaction analysis. Analytical focus was put on the instructional problems that emerged during the briefings and how the facilitators made use of the students’ understandings to overcome these problems. Results and Conclusion The findings reveal 3 types of tasks that were consistently problematic for all students to understand and master and that facilitators dealt with in every briefing: (a) taking the correct position, (b) keeping airways open, and (c) ventilating with a bag mask. To further improve simulation-based environments as tools for training crucial aspects of resuscitation teamwork, it is important that facilitators take into account how the briefing can bridge the gap between simulation and clinical practice. This can be achieved by systematically using not only the students’ claimed understanding but also their exhibited understanding for the correction of their performance. It is also concluded that simulation settings should not presuppose a higher level of skills than expected in nursing education since such a presupposition might interfere with opportunities to learn from simulation experiences.
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| 5. |
- Eikeland Husebø, Sissel, et al.
(författare)
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Reflecting on Interprofessional Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. - Cham : Springer Publishing Company. - 2210-5549 .- 2210-5557. - 9783030195410 - 9783030195427 ; , s. 139-171
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Bokkapitel (refereegranskat)abstract
- This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.
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| 6. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Simulering innen helsefag
- 2018
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Ingår i: Pasientsikkerhet - Teori og praksis. - Oslo : Universitetsforlaget. ; , s. 173-190
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
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| 8. |
- Eikeland Husebö, Sissel, et al.
(författare)
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The Relationship Between Facilitators’ Questions and the Level of Reflection in Postsimulation Debriefing
- 2013
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Ingår i: Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. - 1559-2332 .- 1559-713X. ; 8:3, s. 135-42
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Simulation-based education is a learner-active method that may en- hance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of re- flection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Methods: Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video- recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs’ reflective cycle, we graded the facilitators’ questions and nursing students’ responses into stages of reflection and then correlated these. Results: Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students’ responses were rated as analytic. Nevertheless, the facilitators’ descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. Conclusion: We found that postsimulation debriefings provide students with the op- portunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such research will inform and support facilitators in devising strategies for the promotion of learning through reflection in postsimulation debriefings. (Sim Healthcare 00:00Y00, 2013) Key Words: Debriefing, Simulation, Reflection, Facilitators
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| 9. |
- Husebø, Sissel Eikeland, et al.
(författare)
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Status of Nordic research on simulation-based learning in healthcare : an integrative review.
- 2018
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Ingår i: Advances in Science and Technology Research Journal. - : BioMed Central. - 2364-3277 .- 2059-0628. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- Background: Based on common geography, sociopolitics, epidemiology, and healthcare services, the Nordic countries could benefit from increased collaboration and uniformity in the development of simulation-based learning (SBL). To date, only a limited overview exists on the Nordic research literature on SBL and its progress in healthcare education. Therefore, the aim of this study is to fill that gap and suggest directions for future research.Methods: An integrative review design was used. A search was conducted for relevant research published during the period spanning from 1966 to June 2016. Thirty-seven studies met the inclusion criteria. All included studies were appraised for quality and were analyzed using thematic analysis.Results: The Nordic research literature on SBL in healthcare revealed that Finland has published the greatest number of qualitative studies, and only Sweden and Norway have published randomized control trials. The studies included interprofessional or uniprofessional teams of healthcare professionals and students. An assessment of the research design revealed that most studies used a qualitative or a descriptive design. The five themes that emerged from the thematic analysis comprised technical skills, non-technical skills, user experience, educational aspects, and patient safety.Conclusion: This review has identified the research relating to the progress of SBL in the Nordic countries. Most Nordic research on SBL employs a qualitative or a descriptive design. Shortcomings in simulation research in the Nordic countries include a lack of well-designed randomized control trials or robust evidence that supports simulation as an effective educational method. In addition, there is also a shortage of studies focusing on patient safety, the primary care setting, or a combination of specialized and primary care settings. Suggested directions for future research include strengthening the design and methodology of SBL studies, incorporating a cross-country comparison of studies using simulation in the Nordic countries, and studies combining specialized and primary care settings.
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| 10. |
- Kelly, Michelle, et al.
(författare)
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Preparing for Team Work Training in Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195427 ; , s. 59-89
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Bokkapitel (refereegranskat)abstract
- An important condition for serving the educational objectives of simulation-based team training is that the facilitator’s instructions during the briefing bridge the gap between the simulation and the clinical situation it is intended to represent. This chapter unpacks instructional challenges in briefings by focusing on how instructors make use of trainees’ exhibited understanding of tasks to demonstrate how procedures should be adapted to the specific conditions of the simulation. Further, the chapter addresses the interplay between the simulation scenario, the provision of manikin features and the instructor’s guidance in the scenario and the relation to team performance in the simulation. The chapter shows how additional information is conveyed to the participants during the scenario to overcome the shortcomings of the simulator and how the sequencing and timing of this information during the scenarios were crucial for furthering the participants’ activities.
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| 11. |
- Reiersdal Aaberg, Oddveig, et al.
(författare)
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A complex teamwork intervention in a surgical ward in Norway
- 2019
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Ingår i: BMC Research Notes. - : BioMed Central. - 1756-0500. ; 12:1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: Interprofessional team training has a positive impact on team behavior and patient safety culture. The overall objective of the study was to explore the impact of an interprofessional teamwork intervention in a surgical ward on structure, process and outcome. In this paper, the implementation of the teamwork intervention is reported to expand the understanding of the future evaluation results of this study. Results: The evidence-based Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) program was implemented in three phases according to the program's implementation plan, which are built on Kotter's organizational change model. In the first phase, a project group with the leaders and researchers was established and information about the project was given to all health care personnel in the ward. The second phase comprised 6 h interprofessional team training for all frontline health care personnel followed by 12 months implementation of TeamSTEPPS tools and strategies. In the third phase, the implementation of the tools and strategies continued, and refresher training was conducted. Trial registration Trial registration number (TRN) is ISRCTN13997367. The study was registered retrospectively with registration date May 30, 2017
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| 12. |
- Reierson, Inger Åse, et al.
(författare)
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Comparing didactic approaches for practical skills learning in Scandinavian nursing simulation centres : A qualitative comparative study
- 2024
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Ingår i: Journal of Advanced Nursing. - : John Wiley & Sons. - 0309-2402 .- 1365-2648.
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Tidskriftsartikel (refereegranskat)abstract
- AIM: To explore and compare the didactic approaches to practical skills learning at simulation centres in Scandinavian universities and university colleges.BACKGROUND: Academic simulation centres are an important arena for learning practical nursing skills which are essential to ensure competent performance regarding patient safety and quality of care. Knowledge of didactic approaches to enhance learning is essential in promoting the provision and retention of students' practical nursing skills. However, research on didactical approaches to practical nursing skills learning is lacking.DESIGN: A qualitative comparative design was used.METHODS: During November and December 2019, interviews were conducted with a total of 37 simulation centre directors or assistant directors, each of whom possessed in-depth knowledge of practical skills in teaching and learning. They represented bachelor nursing education in Denmark, Norway and Sweden. A qualitative deductive content analysis was conducted.RESULTS: The results revealed all five predetermined didactical components derived from the didactical relationship model. Twenty-two corresponding categories that described a variation in didactic approaches to practical skills learning in Scandinavian nursing simulation centres were identified. The didactical components of Learning process revealed mostly similarities, Setting mostly differences and Assessment showed only differences in didactic approaches.CONCLUSION: Although various didactic approaches were described across the countries, no common approach was found. Nursing educational institutions are encouraged to cooperate in developing a shared understanding of how didactic approaches can enhance practical skills learning.IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE: Cross-country comparisons of practical nursing skills learning in Scandinavian countries highlight the importance of educator awareness concerning the impact diverse didactic approaches may have on competent performance in nursing education. Competent performance is pivotal for ensuring patient safety and the provision of high-quality care.PATIENT OR PUBLIC CONTRIBUTION: No Patient or Public Contribution.REPORTING METHOD: This study followed the Consolidated Criteria for Reporting Qualitative Research reporting guidelines.
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