Navigation the storm of deteriorating patients : seven scaffolds for simulation design
Erlam, Gwen; Smythe, L.; Wright-St Clair, V.
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Citation:Erlam, G.D., Smythe, L., & Wright -- St Clair, V. (2017). Navigation the storm of deteriorating patients: Seven scaffolds for simulation design. Open Journal of Nursing, Vol. 7, No. 6, pp.683-697. doi:10.4236/ojn.2017.76051
Permanent link to Research Bank record:https://hdl.handle.net/10652/4242
Recent trends in simulation use have necessitated a more considered approach in the use of this teaching/learning tool. The aim of this research is to discover ways to improve simulation as a teaching/learning platform. Action research was used to answer the question, “How can I improve pedagogical practices with undergraduate nurses in simulation?” This study was implemented at a University in Auckland, New Zealand between November 2012 and March enrolled in the three-year undergraduate bachelor of nursing program. Methods included focus groups, questionnaires, debriefing sessions, pre- and post-tests, and Lasater clinical judgment rubric analysis Seven instructional scaffolds emerged which maximized student learning and retention. These scaffolds: 1) helped move students from known into unknown knowledge; 2) provided situated coaching; 3) modeled expected performance; 4) gave opportunity for improvement; 5) reduced confusion; 6) taught effective communication; and 7) promoted new learning through debriefing. These strategies resulted in a simulation experience which improved clinical reasoning in undergraduate nursing students