Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
fidelity simulation is characterized by the exclusive use of
technology. It typically includes the use of simulation mannequins
such as SimMan ®, MediMan®, or virtual computer technology.
Although high fidelity simulation is currently garnering the most
attention in the healthcare literature, we caution educators against
dismissing the benefits of intermediate fidelity simulation. We
assert that intermediate fidelity simulation is a valuable teaching
method when it is highly complex, challenges the learner, but does
not exceed their ability.
Current evidence supporting the effectiveness of simulation as a
teaching strategy is limited. However, simulation techniques are
being used widely in health care to teach novice practitioners to
respond to medical emergencies, perform procedures, and critically
think. The use of high fidelity simulation has been shown to be
effective in teaching junior-level baccalaureate nursing students
how to respond to a pre-term labor event (Schoning, Stitner, and
Todd, 2006). The authors found that students also reported an
increase in confidence that directly resulted from the opportunity to
practice clinical decision-making and priority setting in a nonthreatening
environment. Similar findings with the use of high
fidelity simulation to teach physical assessment skills to
baccalaureate nursing students were reported by Bremner,
Aduddell, Bennett, and VanGeest (2006). In their study students
were asked to perform complete physical assessments of the human
patient simulator. Assessments were conducted before and after
“pre-programmed changes”. Students then evaluated the
simulation activity on its overall value, realism, and effect on
confidence in performing physical assessment. The authors
determined the use of simulation was beneficial in providing novice
students the opportunity to build confidence and become
comfortable with performing “newly acquired assessment skills
while in an environment that is supportive.”
The use of role-play to emphasize critical care course content and
evaluate the performance of nursing skills is described by Comer
(2005). She describes the use of a two-phased role-play scenario
wherein one student assumed the role of patient while another
assumed the role of nurse and remaining students functioned as a
resource to the student in the nurse role. Students were presented
with patient data and were then asked to perform and delegate
nursing interventions as appropriate. Students were evaluated on
their ability to correctly identify the clinical condition and
appropriately respond to deterioration in the patient’s condition.
Comer reported that the majority of students “responded favorably
to the clinical simulation as a means of reinforcing lecture content”.
In addition, she observed a decrease in the failure rate on the
course examination from 33% (10 of 30) to 16% (five of 30).
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