J Korean Acad Nurs Adm.  2017 Dec;23(5):548-557. 10.11111/jkana.2017.23.5.548.

Development and Effects of Simulation Program for Fall Management

• Yu M
• Kim JK
• Kim SY
• Cho SH
• Kim MJ
• Seomun G

• KMID: 2408116
• DOI: http://doi.org/10.11111/jkana.2017.23.5.548

Abstract

PURPOSE
This study was carried out to develop simulation scenarios for the management patient falls and to evaluate the effects of using the scenarios with student nurses.
METHODS
The research design was a quasi-experimental study using a methodology study. Study participants were 30 students who were in 4th year of nursing at one College of Nursing.
RESULTS
When comparing knowledge of falls before and after the simulation program, it was found that knowledge increased by 4.90 (from 24.60 pre-test to 29.50 post-test). For clinical performance of fall management, the score for assessment was 10.17 out of 16, for intervention 5.97 out of 10, and for evaluation 7.33 out of 8. The average score for reporting a fall to the doctor was 19.87 out of 30 based on SBAR. Prior to the implementation of the simulation program, the confidence of reporting to the physician was less than 5 in all four areas, but self-confidence improved by more than 6 points in all four areas after the program was implemented.
CONCLUSION
Findings indicate that results of fall management simulation practice can contribute to nursing students' knowledge of falls, as well as to nursing interventions and post-treatment following a patient fall.

Keyword

Accidental falls; Nursing students; Patient care management; Self report; Simulation training

MeSH Terms

Accidental Falls
Humans
Non-Randomized Controlled Trials as Topic
Nursing
Patient Care Management
Research Design
Self Report
Simulation Training
Students, Nursing

Reference

1. Lee WS, Cho KC, Yang SH, Roh YS, Lee GY. Effects of problem-based learning combined with simulation on the basic nursing competency of nursing students. J Korean Acad Fundam Nurs. 2009; 16(1):64–72.

2. Norman J. A Systematic review of the literature on simulation in nursing education. ABNF J. 2012; 23(2):24–28.

3. Jeffries PR, Hovancsek MT, Clochesy JM. Using clinical simulation in distance education. In : Novotny J, Davis RH, editors. Distance education in nursing. 2nd ed. New York, NY: Springer Pub.;2006. p. 83–99.

4. Maxson PM, Dozois EJ, Holubar SD, Wrobleski DM, Dube JAO, Klipfel JM, et al. Enhancing nurse and physician collaboration in clinical decision making through high-fidelity interdisciplinary simulation training. Mayo Clin Proc. 2011; 86(1):31–36. DOI: 10.4065/mcp.2010.0282.

5. Sweeney LA, Warren O, Gardner L, Rojek A, Lindquist DG. A simulation-based training program improves emergency department staff communication. Am J Med Qual. 2014; 29(2):115–123. DOI: 10.1177/1062860613491308.

6. Ham YL. Development and evaluation of a simulation educational program using a high-fidelity patient simulator for undergraduate nursing students [dissertation]. Seoul: Yonsei University;2009.

7. Hospital Nurses Association. Practice guidelines and tools based on nursing process. Seoul: Hospital Nurses Association;2016. p. 1–361.

8. Guise JM, Lowe NK. Do you speak SBAR? J Obstet Gynecol Neonatal Nurs. 2006; 35(3):313–314. 10.1111/j.1552-6909.2006.00043.x.

9. Leonard M, Graham S, Bonacum D. The human factor: The critical importance of effective teamwork and communication in providing safe care. Qual Saf Health Care. 2004; 13:Suppl 1. i85–i90. 10.1136/qshc.2004.010033.

10. Berkenstadt H, Haviv Y, Tuval A, Shemesh Y, Megrill A, Perry A, et al. Improving handoff communications in critical care: Utilizing simulation-based training toward process improvement in managing patient risk. Chest. 2008; 134(1):158–162. DOI: 10.1378/chest.07-0914.

11. Kim HY, Jeong YJ, Kang J, Mun HS. The Effect of SBAR reports on communication clarity and nurse-physician collaborative relationships: A one group pretest-posttest design. J Muscle Joint Health. 2016; 23(2):105–113. DOI: 10.5953/jmjh.2016.23.2.105.

12. Thomas CM, Bertram E, Johnson D. The SBAR communication technique: Teaching nursing students professional communication skills. Nurse Educ. 2009; 34(4):176–180. DOI: 10.1097/nne.0b013e3181aaba54.

13. Ozekcin LR, Tuite P, Willner K, Hravnak M. Simulation education: Early identification of patient physiologic deterioration by acute care nurses. Clin Nurse Spec. 2015; 29(3):166–173. DOI: 10.1097/NUR.0000000000000123.

14. Kim WJ, Kim SY. A study on the effects of the nursing management practice SBAR on nursing students' self-expressiveness, communication skills, and ability to think critically. J Learn Cent Curric Instr. 2016; 16(9):457–472. DOI: 10.22251/jlcci.2016.16.9.457.

15. Ha Y, Lee Y, Lee YH. Simulation training applying SBAR for the improvement of nursing undergraduate students' interdisciplinary communication skills. J Korean Data Inf Sci Soc. 2017; 28(2):407–419. DOI: 10.7465/jkdi.2017.28.2.407.

16. Jeffries PR. National league for nursing. Simulation in nursing education: From conceptualization to evaluation. 2nd ed. New York: National League for Nursing;2007.

17. O'Daniel M, Rosenstein AH. Professional communication and team collaboration. In : Hughes RG, editor. Patient safety and quality: An evidence-based handbook for nurses. Rockville, MD: Agency for Healthcare Research and Quality (US);2008. p. 1–14.

18. Feingold CE, Calaluce M, Kallen MA. Computerized patient model and simulated clinical experiences: Evaluation with baccalaureate nursing students. J Nurs Educ. 2004; 43(4):156–163.

19. Kim JJ, Lee KJ, Choi KY, Lee DW. Analysis of the evaluation for clinical performance examination using standardized patients in one medical school. Korean J Med Educ. 2004; 16(1):51–61. DOI: 10.3946/kjme.2004.16.1.51.

20. Sok S, Kang HS, Kim WO, Hyun KS, Lee JA, Park SH. Effects and development of clinical competency evaluation using standardized patients among nursing students: Based on abdominal surgical patients. J Korean Acad Adult Nurs. 2009; 21(5):468–476.

21. Beckett CD, Kipnis G. Collaborative communication: Integrating SBAR to improve quality/patient safety outcomes. J Healthc Qual. 2009; 31(5):19–28. DOI: 10.1111/j.1945-1474.2009.00043.x.

22. Hur HK, Park SM. Effects of simulation based education, for emergency care of patients with dyspnea, on knowledge and performance confidence of nursing students. J Korean Acad Soc Nurs Educ. 2012; 18(1):111–119. DOI: 10.5977/jkasne.2012.18.1.111.

23. Yang JJ. The effects of a simulation-based education on the knowledge and clinical competence for nursing students. J Korean Acad Soc Nurs Educ. 2012; 18(1):14–24. DOI: 10.5977/jkasne.2012.18.1.014.

24. Lapkin S, Fernandez R, Levett-Jones T, Bellchambers H. The effectiveness of nursing human patient simulation manikins in teaching of clinical reasoning skills to undergraduate nursing students: A systematic review. JBI Database System Rev Implement Rep. 2010; 8(16):661–694. DOI: 10.11124/01938924-201008160-00001.

25. Cant RP, Cooper SJ. Simulation based learning in nurse education: Systematic review. J Adv Nurs. 2010; 66(1):3–15. DOI: 10.1111/j.1365-2648.2009.05240.x.

26. Lee J, Oh PJ. Effects of the use of high-fidelity human simulation in nursing education: A meta-analysis. J Nurs Educ. 2015; 54(9):501–507. DOI: 10.3928/01484834-20150814-04.

27. Lee WS, Kim M. Effects and adequacy of high-fidelity simulation-based training for obstetrical nursing. J Korean Acad Nurs. 2011; 41(4):433–443. DOI: 10.4040/jkan.2011.41.4.433.

28. Lee SJ, Park YM, Noh SM. The effects of simulation training with hybrid model for nursing students on nursing performance ability and self confidence. Korean J Adult Nurs. 2013; 25(2):170–182.

29. Ha YK, Koh CK. The effects of mechanical ventilation simulation on the clinical judgment and self-confidence of nursing students. Perspect Nurs Sci. 2012; 9(2):119–126.

30. Achrekar MS, Murthy V, Kanan S, Shetty R, Nair M, Khattry N. Introduction of situation, background, assessment, recommendation into nursing practice: A prospective study. Asia Pac J Oncol Nurs. 2016; 3(1):45–50. DOI: 10.4103/2347-5625.178171.