Recognizing, responding to and reporting patient deterioration: Transferring simulation learning to patient care settings

Liaw, Sok Ying, Chan, Sally Wai-Chi, Scherpbier, Albert, Rethans, Jan-Joost and Pua, Gim Gim (2012) Recognizing, responding to and reporting patient deterioration: Transferring simulation learning to patient care settings. Resuscitation, 83 3: 395-398. doi:10.1016/j.resuscitation.2011.08.021


Author Liaw, Sok Ying
Chan, Sally Wai-Chi
Scherpbier, Albert
Rethans, Jan-Joost
Pua, Gim Gim
Title Recognizing, responding to and reporting patient deterioration: Transferring simulation learning to patient care settings
Journal name Resuscitation   Check publisher's open access policy
ISSN 0300-9572
1873-1570
Publication date 2012-03-01
Year available 2012
Sub-type Article (original research)
DOI 10.1016/j.resuscitation.2011.08.021
Volume 83
Issue 3
Start page 395
End page 398
Total pages 4
Place of publication Shannon, Co. Clare Ireland
Publisher Elsevier Ireland Ltd
Language eng
Formatted abstract
Background: A simulation program was implemented in a pre-registration nursing curriculum for developing nursing students' performances in assessing, managing and reporting in relation to patients with physiological deterioration.

Aim: To explore nursing students' experiences of how a simulation programme has prepared them to transfer their performance to clinical practice, in their encounters with deteriorating patients in ward.

Method: A qualitative study using a critical incident technique was conducted. After they had undertaken a simulation program, fifteen undergraduate nursing students, who had encountered deteriorating patients in their clinical practicum in wards were interviewed using semi-structured questionnaires. Content analysis was used to analyse the data.

Results: Four main themes emerged describing key factors influencing the transfer of simulation learning to clinical practice; memory, involving simulation learning enhanced storage and retrieval of knowledge; mnemonics as transfer tools for performing systematic physical assessment and reporting a patient's deterioration to a doctor; recognizing similar situations, where students used experiences from similar simulation situation to identify problems and initiate nursing interventions for their patients; and finally, emotional responses, that have both negative and positive impacts on transferring their simulation learning. Two other main themes emerged regarding strategies to facilitate transfer; self-directed learning for promoting the retention of simulation learning; and, realism, where simulated patients could be used to provide real-life clinical experiences.

Conclusion: The findings provide an understanding of how a simulation program may impact on the nursing students' performances in clinical practice, which is useful information for future improvement of programmes to optimize learning and transfer effective care to patient care settings
Keyword Clinical deterioration
Critical incident technique
Education
Simulation
Transferring of learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Nursing, Midwifery and Social Work Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 11 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 13 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Fri, 26 Sep 2014, 21:03:24 EST by Vicki Percival on behalf of School of Nursing, Midwifery and Social Work