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Recognizing, responding to and reporting patient deterioration: transferring simulation learning to patient care
Sok Ying Liaw1, Sally Wai-chi Chan, Albert Scherpbier
1Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore. nurliaw@nus.edu.sg
Resuscitation
|September 28, 2011
Summary
Nursing simulation programs enhance student performance in managing deteriorating patients. Key factors like memory, mnemonics, and realistic scenarios aid knowledge transfer to clinical practice.
Area of Science:
- Nursing Education
- Healthcare Simulation
- Clinical Skills Development
Background:
- A simulation program was integrated into a pre-registration nursing curriculum.
- The program aimed to improve nursing students' skills in assessing, managing, and reporting physiological deterioration in patients.
Purpose of the Study:
- To explore nursing students' experiences with a simulation program.
- To understand how the program prepared them for clinical practice with deteriorating patients.
Main Methods:
- Qualitative study utilizing a critical incident technique.
- Semi-structured interviews with 15 undergraduate nursing students who encountered deteriorating patients.
- Content analysis of interview data.
Main Results:
- Four themes influenced transfer: memory (enhanced knowledge storage/retrieval), mnemonics (tools for assessment/reporting), recognizing similar situations (applying simulation experience to patient care), and emotional responses (positive/negative impacts).
- Strategies for transfer included self-directed learning and realism in simulations.
Conclusions:
- Simulation programs significantly impact nursing students' clinical performance.
- Findings offer insights for improving simulation programs to optimize learning and patient care transfer.
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