dc.contributor.author | Husebø, Sissel Eikeland | |
dc.date.accessioned | 2014-10-23T12:40:56Z | |
dc.date.available | 2014-10-23T12:40:56Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Conditions for learning in simulation practice: training for team-based resuscitation in nursing education by Sissel Eikeland Husebø, Stavanger : University of Stavanger, 2012 (PhD thesis UiS, no. 173) | nb_NO |
dc.identifier.isbn | 978-82-7644-506-0 | |
dc.identifier.issn | 1890-1387 | |
dc.identifier.uri | http://hdl.handle.net/11250/224404 | |
dc.description | PhD thesis in Health, medicine and welfare | nb_NO |
dc.description.abstract | Background: Research demonstrates that simulation-based learning in
nursing practice is a promising educational method used under appropriate
conditions. Research using simulation for performing resuscitation in nursing
education has been mainly concerned with the goal of justifying its use or
proving that it works, while less effort has been devoted to understanding the
complexity inherent in those activities.
Aims: The overarching aim of the study was to develop knowledge about the
critical conditions for learning team-based resuscitation in simulation-based
learning environments. This aim involves an interest in how simulation can
provide an arena for nursing students’ participation, how simulators can
function as mediating tools for learning, and how social order is established
and accounted for in simulations.
Theoretical framework: Simulation practice in this thesis is studied within
the socio-cultural perspective. The socio-cultural perspective views learning
as taking place through participation in activities in interaction with others
and artefacts.
Methodology: In 2008, a total of 81 nursing students studying in their last
semester of a three-year nursing education program participated in the study.
The nursing students were divided into 14 groups, each of which comprised
between 4-7 members. Five faculties participated as facilitators in the study.
Data were generated by means of video-recordings from 14 briefings and 28
simulation scenarios and debriefings. Interaction analysis was used to analyze
the briefing and simulation scenarios, whereas content analysis was used to
analyze the debriefings. Several statistical procedures were applied to analyze
the nursing students’ D-CPR performance in the simulation scenario.
Results: In paper I the interaction analysis of the briefing revealed that four
conditions are of particular importance for learning in simulation practice: a)
to bridge between simulation practice and clinical practice in the briefing; b)
only include skills learned in advance and in line with the specific educational
level in the simulation scenario; c) provision of repetitive practice and
feedback in simulated D-CPR performance, and d) secure reflection in the
debriefing. In paper II the interaction analysis identified three phases of
coordination in the resuscitation team: Stating unconsciousness, Preparing for
resuscitation, Initiating resuscitation. The students’ coordination of joint
assessments and actions in these phases involved a broad range of verbal and
nonverbal communication modes that were necessary for achieving mutual
understandings of how to continue to the next step in the D-CPR algorithm. In
paper III, a theory-driven content analysis of the facilitators’ questions and the
nursing students’ responses demonstrated that facilitators mostly asked
descriptive and verifying/confirming questions, while nursing students mostly
responded with descriptive replies. Nevertheless, the facilitators’ descriptive
questions also elicited student responses on a more reflective level. In paper
IV, the statistical analysis demonstrated that there were large variations in
how accurately the nursing student teams performed the specific parts of the
D-CPR algorithm. None of the nursing student teams achieved top scores on
the D-CPR-checklist. Further, the findings revealed that observing one
simulation scenario and participating in the following debriefing did not
improve the students’ performance of D-CPR in a subsequent scenario.
Conclusion: This thesis has contributed to the understanding of what goes on
in the ‘black box’ of simulation practice in nursing education. The study
demonstrates that the simulation-based environment is a very complex one for
the nursing students to master as they must deal with both the specific
conditions in this simulation-based learning environment and the tasks to be
managed in resuscitation. The results of the study point to several critical
conditions that are important if the learning objectives in the simulation are to
be achieved. Firstly, it is of vital importance that the facilitator’s instruction
does not lead to confusion regarding what the simulation is simulating.
Secondly, it is important that guidance and correction of tasks is provided by
the facilitator. Thirdly, to achieve coordination of resuscitation teamwork, the
interplay between non-verbal and verbal communication modes must be
trained and emphasized in the simulation. Fourthly, optimizing nursing
students’ reflection in the debriefing requires questions on a reflective level,
and fifthly, accurately team-based D-CPR performance in nursing education
requires repetitive practice and feedback. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | University of Stavanger, Norway | nb_NO |
dc.relation.ispartofseries | PhD thesis UiS;173 | |
dc.relation.haspart | Husebø, S.E., Friberg, F., Søreide, E. & Rystedt, H. (2011). Instructional problems in briefings: How to prepare nursing students for simulation-based cardiopulmonary resuscitation training. Clinical Simulation in Nursing doi:101016/jecns201012002 2011(0). | nb_NO |
dc.relation.haspart | Husebø, S.E., Rystedt, H. & Friberg, F. (2011). Educating for teamwork - nursing students’ coordination in simulated cardiac arrest situations. Journal of Advanced Nursing, 67(10), 2239–2255. | nb_NO |
dc.relation.haspart | Husebø, S.E., Dieckmann, P., Rystedt, H., Søreide, E. & Friberg, F. (2010). Reflection on leadership in resuscitation teamwork in post-simulation debriefing in nursing education. | nb_NO |
dc.relation.haspart | Husebø, S.E., Bjørshol, C.A., Rystedt, H., Friberg, F. & Søreide, E. (2012). A comparative study of defibrillation and cardiopulmonary resuscitation performance during simulated cardiac arrest in nursing student teams. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 20:23, doi:10.1186/1757-7241-20-23. | nb_NO |
dc.rights | Copyright the author, all right reserved | |
dc.rights | Navngivelse 3.0 Norge | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/no/ | * |
dc.subject | helse | nb_NO |
dc.subject | medisin | nb_NO |
dc.subject | simulation-based learning | nb_NO |
dc.subject | sykepleierutdanning | nb_NO |
dc.subject | gjenoppliving | nb_NO |
dc.subject | simulatorer | nb_NO |
dc.title | Conditions for learning in simulation practice: training for team-based resuscitation in nursing education | nb_NO |
dc.type | Doctoral thesis | nb_NO |
dc.subject.nsi | VDP::Medical disciplines: 700::Health sciences: 800 | nb_NO |